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judy@kumagaku.ac.jp kumajudy@ezweb.ne.jp
judy@kumagaku.ac.jp kumajudy@ezweb.ne.jp
Readings and Assignments: (5) Walsh 1979 53-69; culture questionnaire (online)
Readings and Assignments: (5) Walsh 1979 53-69; culture questionnaire (online)
Hello students! Welcome to this (VERY intensive) summer course! I am looking forward to spending a few days discussing culture and communication in education with you. As several of you are in-service teachers, I envision this course as a kind of workshop. I hope to leave you with not only theoretical background, but also some practical suggestions for approaching and implementing intercultural communication into your own classes.
Except for the first day, you should do the readings and prepare to answer the discussion questions each day. I know this is a lot of work, but...as I said, this class will be VERY intensive.
I am pleased to announce that we will have a guest lecturer on Tuesday, 3rd period. Mr. Kotaro Naetoko, who completed an MS degree last year, will lecture on creating cultural activities to supplement Japanese textbooks (and you will be pleased to know that there will be no readings for his class!).
Please refer to the following detailed syllabus for readings, assignments, concepts and discussion questions for each class. (subject to minor changes!) Also, your Final assignment will be a project requiring the creation and piloting of a supplementary cultural activity of your own choosing, and you will submit a 5-page write-up of this activity. See link for details.
Intercultural Communication and English Education (Kumamoto University)
MA TESOL Program Graduate School of Social and Cultural Sciences
Intercultural Communication and English Education
Kumamoto University MA TESOL Program Graduate School of Social and Cultural Sciences
MA TESOL Program Graduate School of Social and Cultural Sciences
Readings and Assignments: (9) Mckay, Sandra L. (2002) "Teaching Methods and English as an International Language" in Teaching English as an International Language: Rethinking Goals and Approaches (Oxford Handbooks for Language Teachers) p. 104-129
Readings and Assignments: (8) Mckay, Sandra L. (2002) "Teaching Methods and English as an International Language" in Teaching English as an International Language: Rethinking Goals and Approaches (Oxford Handbooks for Language Teachers) p. 104-129
Readings and Assignments: (8) Dunnett, et al "English Language teaching from an intercultural perspective" and Hughes, in Valdes, Joyce H. (1986) Culture Bound: Bridging the Cultural Gap in Language Teaching (Cambridge) p. 148-169
Readings and Assignments: (9) Dunnett, et al "English Language teaching from an intercultural perspective" and Hughes, in Valdes, Joyce H. (1986) Culture Bound: Bridging the Cultural Gap in Language Teaching (Cambridge) p. 148-169
Readings and Assignments: (9) Mckay, Sandra L. (2002) "Teaching Methods and English as an International Language" in Teaching English as an International Language: Rethinking Goals and Approaches (Oxford Handbooks for Language Teachers) p. 104-129
Readings and Assignments: (9) Mckay, Sandra L. (2002) "Teaching Methods and English as an International Language" in Teaching English as an International Language: Rethinking Goals and Approaches (Oxford Handbooks for Language Teachers) p. 104-129
Readings and Assignments: (8) Dunnett, et al "English Language teaching from an intercultural perspective" and Hughes, in Valdes, Joyce H. (1986) Culture Bound: Bridging the Cultural Gap in Language Teaching (Cambridge) p. 148-169; (9) Mckay, Sandra L. (2002) "Teaching Methods and English as an International Language" in Teaching English as an International Language: Rethinking Goals and Approaches (Oxford Handbooks for Language Teachers) p. 104-129
Readings and Assignments: A first look videos (onlne) Choose and summarize the theory discussed in one of the videos available online at http://www.afirstlook.com/main.cfm/theory_resources/view_by_type#contentTop
Readings and Assignments: (8) Dunnett, et al "English Language teaching from an intercultural perspective" and Hughes, in Valdes, Joyce H. (1986) Culture Bound: Bridging the Cultural Gap in Language Teaching (Cambridge) p. 148-169
Readings and Assignments: (9) Mckay, Sandra L. (2002) "Teaching Methods and English as an International Language" in Teaching English as an International Language: Rethinking Goals and Approaches (Oxford Handbooks for Language Teachers) p. 104-129
Readings and Assignments: MEXT-authorized English textbooks: Designing a junior high school text series by Thomas Hardy (Keio University) http://www.jalt.org/pansig/2007/HTML/Hardy.htm
Readings and Assignments: (6) Thomas Hardy, T. (2007) MEXT-authorized English textbooks: Designing a junior high school text series http://www.jalt.org/pansig/2007/HTML/Hardy.htm
Readings and Assignments: Pennycook in Gnutzmann 1999 p. 147-156
Readings and Assignments: (7) Pennycook, A. "Pedagogical implications of different frameworks for understanding the global spread of English" in Gnutzmann, Claus 1999 (Ed.) Teaching and Learning English as a Global Language: native and non-native perspectives. Tubingen: Stauffenburg Verlag. 4p. 147-156
Readings and Assignments: Dunnett, et al and Hughes, in Valdes (1986) p. 148-169; Mckay (2002) Teaching English as an International Language p. 104-129
Readings and Assignments: (8) Dunnett, et al "English Language teaching from an intercultural perspective" and Hughes, in Valdes, Joyce H. (1986) Culture Bound: Bridging the Cultural Gap in Language Teaching (Cambridge) p. 148-169; (9) Mckay, Sandra L. (2002) "Teaching Methods and English as an International Language" in Teaching English as an International Language: Rethinking Goals and Approaches (Oxford Handbooks for Language Teachers) p. 104-129
Readings and Assignments: A first look videos (onlne) Choose and summarize the theory discussed in TWO of the videos available online at http://www.afirstlook.com/main.cfm/theory_resources/view_by_type#contentTop
Readings and Assignments: A first look videos (onlne) Choose and summarize the theory discussed in one of the videos available online at http://www.afirstlook.com/main.cfm/theory_resources/view_by_type#contentTop
Yoneoka, J. 2003 The Necessity of Englishes for the Future of English, Kaigai Jijo Kenkyu 31-1 p. 25-40. Available online http://www2.kumagaku.ac.jp/teacher/~judy/gyoseki/rirekiforhp.html (number 32)
Yoneoka, J. 2003 The Necessity of Englishes for the Future of English, Kaigai Jijo Kenkyu 31-1 p. 25-40. Available online http://www2.kumagaku.ac.jp/teacher/~judy/gyoseki/rirekiforhp.html (number 32)
Readings and Assignments: Takeshita, Y. 2000. Japanese English as a Variety of Asian Englishes and Japanese Students of English. Asian Englishes. 1-8; Honna, N., and Y. Takeshita. 1998. On Japan's propensity for native speaker English: A change in sight
Readings and Assignments: Takeshita, Y. 2000. Japanese English as a Variety of Asian Englishes and Japanese Students of English. Asian Englishes. 1-8; Honna, N., and Y. Takeshita 1998. On Japan's propensity for native speaker English: A change in sight
Readings and Assignments: Hess 1994 The Whole World Guide to Culture Learning p. 3-20
Readings and Assignments: (1) Hess 1994 "Culture Learning" in The Whole World Guide to Culture Learning p. 3-20
Readings and Assignments: Walsh 1979 Humanistic Culture Learning: an Introduction p. 9-15; Bennett, Milton J.“How Not To Be a Fluent Fool: Understanding the Cultural Dimension of Language” in Fantini 1996 New Ways in Teaching Culture p. 16-21
Readings and Assignments: (2) Walsh 1979 Humanistic Culture Learning: an Introduction (U.Hawaii East-West Center) p. 9-15; (3) Bennett, Milton J.“How Not To Be a Fluent Fool: Understanding the Cultural Dimension of Language” in Fantini 1996 New Ways in Teaching Culture p. 16-21
Readings and Assignments: Kirkpatrick 2007 World Englishes p. 184-197
Readings and Assignments: (4) Kirkpatrick, A. "Implications for English Language Teaching" in 2007 World Englishes: Implications for International Communication And English Language Teaching, Cambridge Language Teaching Library p. 184-197
Readings and Assignments: Walsh 1979 53-69; culture questionnaire (online)
Readings and Assignments: (5) Walsh 1979 53-69; culture questionnaire (online)
Readings and Assignments: Walsh 1979 Humanistic Culture Learning: an Introduction p. 9-15; Bennett in Fantani p. 16-21
Readings and Assignments: Walsh 1979 Humanistic Culture Learning: an Introduction p. 9-15; Bennett, Milton J.“How Not To Be a Fluent Fool: Understanding the Cultural Dimension of Language” in Fantini 1996 New Ways in Teaching Culture p. 16-21
Readings and Assignments: Kirkpatrick (2007) 184-197
Readings and Assignments: Kirkpatrick 2007 World Englishes p. 184-197
Readings and Assignments: Hess 1994 3-20
Readings and Assignments: Hess 1994 The Whole World Guide to Culture Learning p. 3-20
Readings and Assignments: Walsh 1979 p. 9-15; Bennett in Fantani p. 16-21
Readings and Assignments: Walsh 1979 Humanistic Culture Learning: an Introduction p. 9-15; Bennett in Fantani p. 16-21
Readings and Assignments:
Readings and Assignments: None
Please refer to the following detailed syllabus for readings, assignments, concepts and discussion questions for each class. (subject to minor changes!) Also, your Final assignment will require the creation and piloting of a supplementary cultural activity of your own choosing, and you will submit a 5-page write-up of this activity. See link for details.
Please refer to the following detailed syllabus for readings, assignments, concepts and discussion questions for each class. (subject to minor changes!) Also, your Final assignment will be a project requiring the creation and piloting of a supplementary cultural activity of your own choosing, and you will submit a 5-page write-up of this activity. See link for details.
Readings and Assignments: Yoneoka, J. 2002 Englishes in Asia online; Honna, N. 2000. Some Remarks on the Multiculturalism of Asian Englishes p 9-16
Readings and Assignments: Yoneoka, J. 2002 Englishes in Asia http://www2.kumagaku.ac.jp/teacher/~judy/gyoseki/rirekiforhp.html (number 30); Honna, N. 2000. Some Remarks on the Multiculturalism of Asian Englishes p 9-16
- Mckay (2002) Teaching English as an International Language
- Valdes (1986) Culture Bound
Hello students! Welcome to this (VERY intensive) summer course! I am looking forward to spending a few days discussing culture and communication in education with you. As several of you are in-service teachers, I envision this course as a kind of workshop. I hope to leave you with not only theoretical background, but also some practical suggestions for approaching and implementing intercultural communication into your own classes.
Except for the first day, you should do the readings and prepare to answer the discussion questions each day. I know this is a lot of work, but...as I said, this class will be VERY intensive.
I am pleased to announce that we will have a guest lecturer on Tuesday, 3rd period. Mr. Kotaro Naetoko, who completed an MS degree last year, will lecture on creating cultural activities to supplement Japanese textbooks (and you will be pleased to know that there will be no readings for his class!).
Please refer to the following detailed syllabus for readings, assignments, concepts and discussion questions for each class. (subject to minor changes!) Also, your Final assignment will require the creation and piloting of a supplementary cultural activity of your own choosing, and you will submit a 5-page write-up of this activity. See link for details.
Kumamoto University English 1A
Intercultural Communication and English Education (Kumamoto University)
General assignments: Daily readings Summary of
Readings and Assignments: Takeshita, Y. 2000. Japanese English as a Variety of Asian Englishes and Japanese Students of English. Asian Englishes. 1-8; Honna and Takeshita 1998; On the Propensity of
Readings and Assignments: Takeshita, Y. 2000. Japanese English as a Variety of Asian Englishes and Japanese Students of English. Asian Englishes. 1-8; Honna, N., and Y. Takeshita. 1998. On Japan's propensity for native speaker English: A change in sight
Project work: Discuss your activity(ies) and decide the details and 役割分担
Project work: Discuss your activity(ies) and decide framework, approach, methods and 役割分担
Readings and Assignments: Mckay (2002) Teaching English as an International Language p. 104-129
Readings and Assignments: Dunnett, et al and Hughes, in Valdes (1986) p. 148-169; Mckay (2002) Teaching English as an International Language p. 104-129
Readings and Assignments: Pennycook in Gnutzmann 1999 p. 147-156
Readings and Assignments: Mckay (2002) Teaching English as an International Language p. 104-129
Readings and Assignments: Honna 2000; Takeshita 2000
Readings and Assignments:
- Samovar and Porter (2001) Communicating between Cultures;
- Kirkpatrick (2007) World Englishes, and others.
Readings and Assignments: Hess 1994 3-20
Readings and Assignments: Walsh 1979 p. 9-15; Bennett in Fantani p. 16-21
Readings and Assignments: Kirkpatrick (2007) 184-197
Readings and Assignments: Walsh 1979 53-69; culture questionnaire (online)
Readings and Assignments:
Readings and Assignments: MEXT-authorized English textbooks: Designing a junior high school text series by Thomas Hardy (Keio University) http://www.jalt.org/pansig/2007/HTML/Hardy.htm
Readings and Assignments: A first look videos (onlne) Choose and summarize the theory discussed in TWO of the videos available online at http://www.afirstlook.com/main.cfm/theory_resources/view_by_type#contentTop
Readings and Assignments: Honna 2000; Takeshita 2000
Readings and Assignments:
Readings and Assignments: Graddoll, D. English Next 2006 http://www.britishcouncil.org/learning-research-englishnext.pdf (onlne); Yoneoka, J. 2003 The Necessity of Englishes for the Future of English, Kaigai Jijo Kenkyu 31-1 p. 25-40. Available online http://www2.kumagaku.ac.jp/teacher/~judy/gyoseki/rirekiforhp.html (number 32)
Readings and Assignments: Yoneoka, J. 2002 Englishes in Asia online; Honna, N. 2000. Some Remarks on the Multiculturalism of Asian Englishes p 9-16
Readings and Assignments: Takeshita, Y. 2000. Japanese English as a Variety of Asian Englishes and Japanese Students of English. Asian Englishes. 1-8; Honna and Takeshita 1998; On the Propensity of
General assignments: Daily readings Summary of
[Final assignment]]
Project work:
Project work: Decide pairs, explanation of project
Project work:
Project work: Discuss with your partner and choose an appropriate material to create a supplementary exercise. Also decide what kind of exercise it should be, and for what purpose, age level, etc.
- 8月21日 The Future of English:
Project work: Discuss your activity(ies) and decide the details and 役割分担
- 8月21日 The Future of English: To be moved to Weds. afternoon if possible
Project work: write up lesson plan and prepare to present for 8/22
- Mckay (2002) Teaching English as an International Language
- Valdes (1986) Culture Bound
Samovar and Porter (2001) Communicating between Cultures; Kirkpatrick (2007) World Englishes, and others.
- Samovar and Porter (2001) Communicating between Cultures;
- Kirkpatrick (2007) World Englishes, and others.
Samovar and Porter (2001) Communicating between Cultures; Kirkpatrick (2007) World Englishes, and others.
DATE TOPIC
- 8月18日 What is intercultural communication?
- 8月18日 Environmental sociolinguistics and EFL
- 8月18日 English in a globalized world
- 8月19日 culture and context in the EFL classroom
- 8月19日 Culture and reading, listening, writing, and speaking
- 8月19日 Guest lecture by Kotaro Naetoko
- 8月20日 Issues in cross-cultural communication:
- 8月20日 The cultural colors of English,
- 8月20日 new media and culture in the class
- 8月21日 The Future of English:
- 8月21日 English in the Asian context
- 8月21日 English in the Japanese context
- 8月22日 Pair 1 presentations?
- 8月22日 Pair 2 presentations?
- 8月22日 Pair 3 presentations?
Kumamoto University English 1B
Kumamoto University English 1A
Class overview:
In this class we will be studying how English has developed into many different varieties in the world. The class will be cover approximately half of the textbook, choosing the sections that will be most relevant to students' lives.
TEXT: Englishes of the World, by Judy Yoneoka & Jun Arimoto
The chapters covered will be as follows:
- 1. INTRODUCTION TO VARIETIES OF ENGLISH General Englishes links
EAST ASIA
- 2 (2). ENGLISH in Japan Japanese English links
- 3 (3). ENGLISH in Korea Korean English links
- 4 (8). ENGLISH in China Chinese English links
OCEANIA
- 5 (9). ENGLISH in New Zealand New Zealand English links
- 6 (10). ENGLISH in Australia Australian English links
OTHER
- 7 (4). ENGLISH in Germany German English links
- 8 (5). ENGLISH in Tanzania Tanzanian English links
- 9 (6). ENGLISH in Peru Peruvian English links
- 10 (10). ENGLISH in Bangladesh Bangladeshi and Indian English links
- 11 (20). ENGLISH in Israel Israeli English links
- 12 (22). PUTTING it all Together
HOMEWORK AND GRADES
REGULAR HOMEWORK (EVERY WEEK):
- Do sections 1 and 2 in textbook. -- Write in Notebook
- Write a final paragraph in notebook.
Grades will be based on : (成績の基準)
Attendance | about 25% |
Homework and Final writing paragraphs | about 25% |
Test/Interview at end of term | about 30% |
Class participation | about 20% |
TOTAL | about 100% |
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End ^) See you
Kumamoto University English 1B
担当者 米岡ジュリ Judy Yoneoka
熊本学園大学364-5161 Ext. 1311 judy@kumagaku.ac.jp kumajudy@ezweb.ne.jp
Class overview:
In this class we will be studying how English has developed into many different varieties in the world. The class will be cover approximately half of the textbook, choosing the sections that will be most relevant to students' lives.
TEXT: Englishes of the World, by Judy Yoneoka & Jun Arimoto
The chapters covered will be as follows:
- 1. INTRODUCTION TO VARIETIES OF ENGLISH General Englishes links
EAST ASIA
- 2 (2). ENGLISH in Japan Japanese English links
- 3 (3). ENGLISH in Korea Korean English links
- 4 (8). ENGLISH in China Chinese English links
OCEANIA
- 5 (9). ENGLISH in New Zealand New Zealand English links
- 6 (10). ENGLISH in Australia Australian English links
OTHER
- 7 (4). ENGLISH in Germany German English links
- 8 (5). ENGLISH in Tanzania Tanzanian English links
- 9 (6). ENGLISH in Peru Peruvian English links
- 10 (10). ENGLISH in Bangladesh Bangladeshi and Indian English links
- 11 (20). ENGLISH in Israel Israeli English links
- 12 (22). PUTTING it all Together
HOMEWORK AND GRADES
REGULAR HOMEWORK (EVERY WEEK):
- Do sections 1 and 2 in textbook. -- Write in Notebook
- Write a final paragraph in notebook.
Grades will be based on : (成績の基準)
Attendance | about 25% |
Homework and Final writing paragraphs | about 25% |
Test/Interview at end of term | about 30% |
Class participation | about 20% |
TOTAL | about 100% |
FOR YOUR TEST:
We will do
1. Section 1 from Chapter 22
2. Section 4 from Chapter 22
3. Selected questions from section 1 from other chapters that we did in class.
Good luck!
Final writing paragraphs | about 25% |
Homework and Final writing paragraphs | about 25% |
HOMEWORK AND GRADES
Class overview:
Class overview:
TEXT: Englishes of the World, by Judy Yoneoka & Jun Arimoto
TEXT: Englishes of the World, by Judy Yoneoka & Jun Arimoto
- Do assigned work in textbook. (sections 1 and 2) Write in Notebook
- Do sections 1 and 2 in textbook. -- Write in Notebook
法学部 C206
Kumamoto University English 1B
担当者 米岡ジュリ Judy Yoneoka
熊本学園大学364-5161 Ext. 1311 judy@kumagaku.ac.jp kumajudy@ezweb.ne.jp
Class overview:
In this class we will be studying how English has developed into many different varieties in the world. The class will be cover approximately half of the textbook, choosing the sections that will be most relevant to students' lives.
The chapters covered will be as follows:
- 1. INTRODUCTION TO VARIETIES OF ENGLISH General Englishes links
EAST ASIA
- 2 (2). ENGLISH in Japan Japanese English links
- 3 (3). ENGLISH in Korea Korean English links
- 4 (8). ENGLISH in China Chinese English links
OCEANIA
- 5 (9). ENGLISH in New Zealand New Zealand English links
- 6 (10). ENGLISH in Australia Australian English links
OTHER
- 7 (4). ENGLISH in Germany German English links
- 8 (5). ENGLISH in Tanzania Tanzanian English links
- 9 (6). ENGLISH in Peru Peruvian English links
- 10 (10). ENGLISH in Bangladesh Bangladeshi and Indian English links
- 11 (20). ENGLISH in Israel Israeli English links
- 12 (22). PUTTING it all Together
TEXT: Englishes of the World, by Judy Yoneoka & Jun Arimoto
REGULAR HOMEWORK (EVERY WEEK):
- Do assigned work in textbook. (sections 1 and 2) Write in Notebook
- Write a final paragraph in notebook.
Grades will be based on : (成績の基準)
Attendance | about 25% |
Final writing paragraphs | about 25% |
Test/Interview at end of term | about 30% |
Class participation | about 20% |
TOTAL | about 100% |
法学部 C206