Academic and Scholarly Repository of KUIS

資料・研究ノートdepartmental bulletin pape

Tran, Thuy Vinh

2565

Tran, Trong Giang

2473

ĐẶC ĐIỂM TIẾNG VIỆT DƯỚI GÓC ĐỘ DẠY TIẾNG

町田, 明広

1603

マチダ, アキヒロ

9000237678512

Central Politics and the Satsuma Clan in the Second Half of the Keio Period: With a Focus on the Bakusatsu and Sacchou Reconciliations and the Satsuma-British Negotiations

門脇, 誠一

カドワキ, セイイチ

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Japanese

現代韓国語の形容詞の見直しについて

Kieran Julian

Sean Green

KANDA CENTRE FOR ONLINE INTERCULTURAL 
EXCHANGE 
Kieran Julian 
Kanda Institute of Foreign Languages 
julian-k@kifl.ac.jp 
 
Sean Green 
Kanda Institute of Foreign Languages 
green-s@kifl.ac.jp 
 
ABSTRACT 
 
Online international exchange programs have become increasingly 
popular in recent years, particularly in the wake of the Covid-19 pandemic. 
Such programs provide students with the opportunity to learn about 
different cultures and perspectives, and to develop the 21st-century skills 
that are essential for success in today's globalised world. Additionally, 
online international exchange programs can be designed to align with the 
United Nations' Sustainable Development Goals (SDGs), which aim to 
promote sustainable development and combat poverty, inequality, and 
environmental degradation. By participating in an online international 
exchange program, students should aim to develop a  deeper 
understanding of the challenges facing the world today and learn how to 
work together to create a more sustainable and equitable future while 
developing friendships and relationships that they would otherwise not 
have the opportunity to create.  
2021-22年度　教育イノベーション研究センター年報｜120
 
INTRODUCTION 
In light of the ever-increasing globalisation of our world, we contend that 
it is essential for students to not only acquire proficiency in a foreign 
language, but also to develop an understanding of the cultural distinctions 
and commonalities that exist between societies. At Kanda Institute of 
Foreign Languages (KIFL), we strongly believe that language is not 
merely the acquisition of vocabulary, grammatical competencies or 
complex sentence formation, but rather that a student's motivation to learn 
a foreign language comes from understanding a particular country's 
traditions, music, food and not least its people. This is especially true for 
those students wishing to work or interact with people from different 
cultures or backgrounds. Designed to help our students actively 
participate and thrive in this environment, the Kanda Centre for Online 
Intercultural Exchange at KIFL perfectly reflects our motto: “Languages 
are the foundation to link the world in peace.”  
 
Founded during the Covid-19 pandemic, the centre has four main 
objectives: 
 
1. Provide students with a global outlook suitable for the 21st century. 
2021-22年度　教育イノベーション研究センター年報｜121
2. Provide students with an easy-to-access forum allowing them the 
opportunity to share and learn about the traditions, knowledge, and 
surprises of different cultures. 
3. Help students better develop skills for the 21st century - 
collaboration, creativity, communication, and critical thinking. 
4. To help create a world based on peace and understanding. 
 
 
WHY DID WE CREATE THIS PROGRAM? 
 
Before the Covid-19 pandemic, homestays, study abroad, and weekend 
trips to foreign cities such as Seoul and Jakarta were a mainstay in our 
students’ life and study habits. However, an immediate consequence of 
the Covid-19 pandemic was to render such activities nearly impossible, 
denying students the opportunity of travelling to a new city, experiencing 
different cultures, and making new friends.  
 
The challenge was to continue providing students with exposure to 
foreign cultures and languages, particularly those of Asian countries. 
Luckily, KIFL, with its Asian and European language program, has already 
2021-22年度　教育イノベーション研究センター年報｜122
established strong connections with universities in various nations and 
regions, including Indonesia, Vietnam, Thailand and other Asian countries. 
 
Such strong relations, therefore, presented us with the unique opportunity 
to create an online program, coupled with the fact that our students now 
possessed a good understanding of Zoom and online learning due to 
being required to take online classes at the start of the Covid-19 pandemic. 
Consequently, we established our first online cultural exchange in the 
spring of 2021 with students from Budi Luhur University (BLU) in Jakarta, 
Indonesia. Made up of ten students from BLU in Jakarta and ten students 
from KIFL in Tokyo. 
 
WHAT IS THE AIM OF THIS PROGRAM 
As mentioned in the introduction, the program has four main objectives. 
In this section, we will examine each of these objectives in more detail. 
 
1. Provide students with a global outlook suitable for the 21st 
century． 
Traditionally, our students have been encouraged to broaden their global 
perspective through various forms of communication with native English 
speakers. This includes direct engagement with native English teachers, 
2021-22年度　教育イノベーション研究センター年報｜123
class-based projects, and participation in institution-run study abroad or 
volunteer programs. Additionally, students are provided opportunities to 
converse with guest tutors through an English Conversation Lounge. By 
engaging in these opportunities, students are able to not only improve 
their language proficiency, but also gain a deeper understanding of 
different cultures. These interactions with individuals from diverse 
backgrounds allow our students to become active members of the global 
community, gaining valuable insight and knowledge that cannot be 
obtained solely from books or online resources. Through such direct 
communication with people from other countries, students should come 
to realize that global issues and challenges affect real individuals, just like 
themselves, and thus become more motivated to become active and 
confident global citizens. 
 
2. Provide students with an easy-to-access forum allowing them 
the opportunity to share and learn about the traditions, 
knowledge, and surprises of different cultures. 
Traditionally Incorporating research and presentation assignments 
centered on different cultures and countries into the curriculum has been 
a somewhat effective pedagogical approach for fostering a global 
perspective among students. Through such assignments, students were 
2021-22年度　教育イノベーション研究センター年報｜124
encouraged to engage in in-depth research on the customs, traditions, 
history, and current issues of a particular culture or country. This process 
not only deepens their understanding of the subject matter, but also 
enhances their critical thinking and research skills. Furthermore, by 
presenting their findings to their classmates, students have the 
opportunity to improve public speaking and presentation skills. Thus, 
incorporating culture and country-focused research and presentation 
assignments into the curriculum has been found to be a valuable tool for 
promoting global awareness. 
 
However, by connecting online with students of a similar age from 
different cultures and backgrounds, students can learn first hand about 
different perspectives and ways of life, which can broaden their 
understanding of the world. Additionally, such exchanges provide 
opportunities for students to learn about new customs, traditions, and 
even new languages (one of the sessions involved students teaching each 
other common youthful expressions), which can be a unique and 
enriching experience. Furthermore, interacting with people from different 
cultures can also expose students to new ideas and perspectives, which 
can challenge their existing beliefs and broaden their understanding of the 
world.  
2021-22年度　教育イノベーション研究センター年報｜125
 
While such a program does provide numerous benefits to students, there 
are also associated risks and uncertainties. In order to mitigate these 
risks, this program has been designed to provide a safe, easily accessible 
forum for youth to engage in positive interactions within a controlled 
environment. 
 
 
3. Help students better develop skills for the 21st century -  
collaboration, creativity, communication, and critical thinking. 
Teaching 21st-century skills in the classroom is essential for preparing 
our students for success in the modern world. These skills, such as critical 
thinking, problem-solving, communication, and collaboration, are not only 
important for academic success but also for success in the workforce.. 
Additionally, 21st-century skills should help students to be adaptable and 
resilient in the face of an ever-changing world, as shown most recently 
during the Covid-19 pandemic. In short, by teaching 21st-century skills, 
educational institutions are equipping students with the tools they will 
need to be productive and successful members of a global society. By 
actively taking part in this program students must work together in an 
online environment, dealing with the vagaries and challenges of 
2021-22年度　教育イノベーション研究センター年報｜126
communicating online. They must collaborate and show their creativity 
and critical thinking skills while working jointly on a project related to one 
of the Sustainable Development Goals (SDG’s). SDGs are a new, 
universal set of goals, targets and indicators that United Nation member 
states will be expected to use to frame their agendas and political policies 
over the next 15 years. Prior to the Covid-19 pandemic the core English 
curriculum for all second year students at KIFL was focused on the 
discussion, understanding and creation of solutions to certain SDGs, 
before finally asking students to present their conclusions in English.  
 
4. To help create a world based on peace and understanding. 
Very simply, this program hopes to promote a more peaceful future by 
bringing young people together to form friendships and see beyond the 
stereotypes. During the course, students come to understand each other, 
and we encourage them to maintain these friendships after the course has 
ended. We also hope to organise events and reunions to bring these 
students together to meet in person in the future. 
 
 
 
 
WHAT COUNTRIES ARE PART OF THIS PROGRAM? 
2021-22年度　教育イノベーション研究センター年報｜127
 
This program initially started with our co-founders at BLU University in 
Indonesia. From that first term, we have added participants from the 
following Institutions: 
 
● International Education Center, Hanoi University - Vietnam. 
● Soongsil University - South Korea. 
● Myongji University - South Korea. 
● National Cheng Kung University - Taiwan. 
● Acharya Institute of Technology - India. 
● Burapha University - Thailand. 
 
A special, one-time event was hosted during November 2023, in which 
students from Ukraine participated. Over 100 students from Bory 
Grinchenko University, The National Aviation University, and the Ukrainian 
Catholic University took part in this event. 
 
 
 
 
 
WHY DO OUR STUDENTS JOIN THIS PROGRAM? 
2021-22年度　教育イノベーション研究センター年報｜128
Prior to enrollment in the program, informational sessions are conducted 
for prospective students, both virtually and in-person. These sessions 
serve to outline the primary advantages of the program. 
● Meet and interact with students from other countries. 
● Improve your English communication skills. 
● Introduce Japanese culture to international students and learn about 
their culture from them. 
● Participate in an international Zoom course. 
 
In addition, the informational sessions highlight that the program offers 
opportunities for students to enhance their competency in the core skills 
taught in the main English language program, as well as in 21st century 
skills. 
● Cultural understanding 
● Communication 
● Collaboration 
● Critical Thinking 
 
CHALLENGES 
Designing an innovative program presents various obstacles and requires 
careful management of multiple components. One significant challenge 
2021-22年度　教育イノベーション研究センター年報｜129
is the integration of technology. On occasion, our partners from 
developing countries have reported difficulties with internet connectivity, 
although this is an infrequent occurrence. 
 
While our students all have very high English abilities, understanding the 
various dialects can be challenging, especially for students who have 
mainly learned English from “native speakers.” We encourage students to 
see this challenge as a learning experience and remind them that in their 
future working lives, they will have to communicate and collaborate with 
speakers of many varieties of English. Another challenge is managing the 
time differences and the different academic schedules of the various 
universities.  
 
PROGRAM CURRICULUM AND PROJECT EXAMPLES 
The curriculum for this 10-week program is built around students 
discussing cultural differences and examining the various SDGs through 
the lenses of their individual countries. In the first two sessions, we mainly 
focus on helping the students break the ice and get to know each other 
on a personal level. From week 3, each lesson will feature a warm-up 
discussion about various topics (part-time jobs, hobbies, music, etc.) and 
then move to a specific SDG topic (sustainability, health, etc.). During the 
week before each session, the students are encouraged to do some 
2021-22年度　教育イノベーション研究センター年報｜130
reading and research about their own countries’ approaches to those 
issues.  
 
By doing so, the students are better prepared to share their various 
perspectives in group discussions. For example, students in Japan may 
discuss their country’s efforts to combat the declining birth rate, whereas 
students in developing countries may talk about their countries’ efforts to 
slow population growth. We hope that by seeing these issues from 
different perspectives, students will be able to gain a more global 
perspective. 
 
In the latter half of the course, the students collaborate on a project. The 
students work in multi-national teams and choose a specific issue to 
research. They then present the results of their research in a poster 
project. The students then present their posters in the final lesson. (See 
Figure 1) 
 
2021-22年度　教育イノベーション研究センター年報｜131
 
Figure 1 
 
GOING FORWARD  
As the Covid-19 pandemic becomes a ‘fixture’ of our everyday lives and 
online classes are replaced by the traditional face-to-face classroom, 
initiatives such as online international exchange programs must remain 
relevant and appealing. However, the central appeal of the exchange 
program, in short, connecting young people with their peers across the 
world, is no less vital now than it was before or during the Covid-19 
pandemic. Thus, the Kanda Centre for Online International 
Communication aims to continue to offer students the opportunity to meet, 
engage with and become friends with young people from different cultures 
2021-22年度　教育イノベーション研究センター年報｜132
and countries. In the immediate future, the Kanda exchange program aims 
to offer students in Ukraine the opportunity to meet and share the 
traditions of their culture with students from Japan and other Asian 
countries. As a result of the current on-going war in Ukraine, giving these 
students the opportunity to share their culture with audiences across Asia 
would be a true representation of the KIFL motto, “Languages are the 
foundation to link the world in peace.” 
 
 
 
 
2021-22年度　教育イノベーション研究センター年報｜133


English

Kanda Centre for Online Intercultural Exchange

鈴木, 健太

2595

スズキ, ケンタ

From Migrant Merchants to Partners in Infrastructure Construction: The Transformation of the Relationship Between Serbian Society and China in the Last 30 Years

高地, 朋成

タカチ, トモナリ

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「拘束的モダリティ(deontic modality)らしさ」とは何か? ー現代朝鮮語の文法形式の場合ー

大宅, 利美

2543

オオヤ, リミ

Oya, Rimi

アンケートから見た中国人児童の読書選好―日本人児童と比較して―

武田, 明典

2563

タケダ, アケノリ

Takeda, Akenori

村瀬, 公胤

1565

ムラセ, マサツグ

1000020361602

中学校生徒の居場所づくりのアクション・リサーチ： 調査研究 I（実情把握；意識調査）

木川, 行央

2589

キガワ, ユキオ

静岡県松崎町方言の推量表現―質問調査と観察調査の結果から―

松田, 清

マツダ, キヨシ

A Letter of the First Minister Plenipotentiary to France Samejima Naonobu to Minister of the Right Iwakura Tomomi (part 2)

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