異文化コミュニケーション、パブリックスピーキングスキル／EFLクラスにおける異文化間コミュニケーション能力の向上、ヨガの原理とテクニックを用いたパブリックスピーキング能力の向上
著書・論文・
その他の区分 |
著書・論文等の名称 |
発行所・発表雑誌・学会等の名称 |
著発行・発表年月 |
査読 |
|
学術論文(学術論文[共])
|
Improving Equity and Representation within JALT: Raising Awareness through Discussion
|
The Language Teacher 46 (6)
Smith, E., Amundrud, T., Lee, J.K.Y, and Hoffman Aoki, Q.
29-33頁
|
2022年11月 |
有 |
|
学術論文(学術論文[単])
|
Review of the book Circe, by M. Miller
|
Journal and Proceedings of GALE: Gender and Awareness in Language Education 13,
85-87頁
|
2022年01月 |
有 |
|
学術論文(学術論文[共])
|
An introduction to the Japan Association for Language Teaching’s Code of Conduct
|
Journal and Proceedings of GALE: Gender and Awareness in Language Education 13,
McCandie, T., Simmonds, B.
43-53頁
|
2022年01月 |
有 |
|
学術論文(学術論文[共])
|
Computer-related metacognitive and self-efficacy beliefs of university students: A Japanese case study.
|
The JALT CALL Journal 17 (3)
Saunders-Wyndham, J.,and Past, T.
126-129頁
|
2021年12月 |
有 |
|
学術論文(学術論文[単])
|
Review of the book Language, Culture, and the Embodied Mind: A Developmental Model of Linguaculture Learning, by J. Shaules
|
JALT Journal 43, 1
325-348頁
|
2021年09月 |
有 |
|
学術論文(学術論文[共])
|
Greetings from the Code of Conduct and Diversity and Equity Practices Committees!
|
The Language Teacher45 (2)
Lee, J., Hoffman Aoki, Q., Amundrud, T., & Simmonds, B.
42頁
|
2021年07月 |
有 |
|
学術論文(学術論文[共])
|
From equality to equity: the case of Equity ELT Japan.
|
EVE: Equal Voices in ELT
Clark, G., and McCandie, T.
online
|
2021年06月 |
有 |
|
学術論文(学術論文[共])
|
The Effects of Cooperative Learning on Self-Efficacy in an EFL Classroom
|
JALT Journal 42 (2),
Saunders-wyndhma, J.
121-142頁
|
2020年11月 |
有 |
|
学会等発表(学会等発表[共])
|
Augmenting Equity in ELT: A Way Forward
|
[Conference Presentation]. JALT 2021 International Conference.
Clark, G.,McCandie, T., & Roloff Rothman, J
|
2021年11月 |
有 |
|
学会等発表(学会等発表[共])
|
JALT Code of Conduct: Q and A
|
[ Presentation]. JALT Gifu.
Simmonds, B., Drew, J., & Shaitan, A
|
2021年10月 |
有 |
|
学会等発表(学会等発表[単])
|
Language Learning, Motivation, and Self-discipline: Drawing Inspiration from Yoga.
|
[ Presentation]. JALT Gifu.
|
2021年07月 |
有 |
|
学会等発表(学会等発表[単])
|
Out of Apathy: Tools for bringing awareness into and beyond the classroom.
|
[ Presentation]. JALT Nagoya.
|
2021年05月 |
有 |
|
学会等発表(学会等発表[共])
|
Transparent Equitble Conference Planning
|
Equity ELT Forum 2021
Clark, G. and Roloff-Rothman, J.
|
2021年01月 |
無 |
| 教育実践上の主な業績 |
年月(自) |
年月(至) |
概要 |
| １ 教育内容・方法の工夫(授業評価等を含む) |
| Rituals and Ceremonies クラス の工夫 |
2020/09 |
現在に至る |
Students analyse rituals and ceremonies around the world to compare and contrast cultural simlarities and differences and gain a more open minded understanding of cultural approaches to society. |
| Introduction to Cultural Studies クラスの工夫 |
2020/04 |
現在に至る |
This class provides an overview of ‘Cultural Studies’ applications. The class breaks theories down into bite-size sections, with examples provided. Students are provided with a list of questions that each theory seeks to ask of cultural texts. Students work in groups to analyze a current or recent cultural text of their choosing. This self-directed learning develops inquisition and critical thinking, as well as transferable skills and academic skills. |
| Communicative Englishクラスの工夫 |
2019/04 |
現在に至る |
The focus in this student-centered class is on sending a message (written, verbal, or non-verbal) that is succinct and easy to understand. Clarification strategies are developed, so students can navigate their way through miscommunication. Textbook topics are tied to current news topics, helping students to realize the professional and recreational relevance of their English skill. |
| Pre-Seminar クラス の工夫 |
2019/04 |
現在に至る |
Students find solutions to current issues in society, build transferable skills (time-management and team work), academic skills (presentation skills and essay writing), and improve their English communication proficiency. Classes focus on cross-cultural analyses of contemporary issues, self-directed research, and collaboration to foster critical thinking and motivation. |
| Seminar クラスの工夫 |
2019/04 |
現在に至る |
In addition to skills covered in Pre-Seminar classes, essay writing skills are included to support students embarking on their graduation thesis. Debate sections develop the ability to share informed opinions in a respectful manner. Topics are heavier and more sensitive in nature, so as more technical vocabulary is introduced I frequently check students’ comprehension. |
| ２ 作成した教科書、教材、参考書 |
| 毎回の授業に有用教材の作成 |
2019/04 |
現在に至る |
Each student is presented with a syllabus pack at the beginning of each class. This contains the syllabus, course information relevant to obtaining a good grade, weekly lesson plans and activities, assessment guidelines (for in-class and at-home assessments), extra reading material references, note-taking space, vocabulary tables, and contact information. |
| パワーポイント作成 |
2019/04 |
現在に至る |
To account for auditory, Tactile, Visual, and Reading learners, most classes are accompanied with a PowerPoint that includes audio and visual supplemental material, as well as potentially problematic vocabulary, and instructions for each activity. Where relevant, slides also contain references for further reading. |
| ３ 教育方法・教育実践に関する発表、講演等 |
| 愛知大学オープンキャンパス[Communication and Culture」授業 |
2019/08 |
|
This class was aimed at high-school students, and asked them to consider the following: What is Communication? What is Culture? The class also briefly introduced intercultural communication, focusing on communication stereotypes across cultures |
| 愛知大学オープンキャンパス[Communication and Culture」授業 |
2019/08 |
現在に至る |
This class was aimed at high-school students, and asked them to consider the following: What is Communication? What is Culture? The class also briefly introduced intercultural communication, focusing on communication stereotypes across cultures |
| 愛知大学イギリスフィールドワーク[Cornwallについて」発表 |
2019/06 |
|
This presentation was given to students visiting Cornwall as part of their fieldtrip to the U.K. It aimed to prepare them for Cornish culture, in terms of its language, food, architecture, history, economy, and people. |
| ４ その他教育活動上特記すべき事項 |
| CELTA (Grade A) |
2020/09 |
2021/01 |
Undertook a 10 week English language teaching course from Cambridge University, through Lexis TESOL (Australia) to improve English language teaching skills for adult learners of English. |
学外機関役職・
講演・その他の区分 |
活動の内容、役職名称 |
機関名称 |
年月(自) |
年月(至) |
| 学外機関役職 |
Submission Reviewer and Proofreader |
JALT GALE Journal |
2022/10 |
現在に至る |
| 学外機関役職 |
Equity ELT Japan Committee member |
Equity ELT Japan Forum and Website |
2020/08 |
現在に至る |
| 学外機関役職 |
Equity ELT Japan Committee member |
Equity ELT Japan Forum and Website |
2020/08 |
現在に至る |
| 学外機関役職 |
Code of Conduct Committee Member |
Japan Association of Language Teaching 全国語学教育学会 |
2020/02 |
現在に至る |
| 学外機関役職 |
Code of Conduct Committee Member |
Japan Association of Language Teaching 全国語学教育学会 |
2020/02 |
現在に至る |
| 学外機関役職 |
Diversity and Equity Practices Slack Committee Member |
Japan Association of Language Teaching 全国語学教育学会 |
2019/12 |
現在に至る |
| 学外機関役職 |
Diversity and Equity Practices Slack Committee Member |
Japan Association of Language Teaching 全国語学教育学会 |
2019/12 |
現在に至る |
| 学外機関役職 |
Submission Reviewer |
Academe: First Forays into Academic Writing (Journal) |
2018/04 |
現在に至る |
| 学外機関役職 |
Submission Reviewer |
Academe: First Forays into Academic Writing (Journal) |
2018/04 |
現在に至る |
| その他 |
Speech and Recital Contest Judge |
KSU ESS (English Studying Society) |
2014/11 |
2016/03 |