表紙

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Course Evaluation Informed by Student Feedback: Improving Research Writing Instruction

Following the author’s previous studies (see Morooka, 2022; 2024), this paper seeks to evaluate her Research Writing (RW) course at International Christian University (ICU) in Spring 2024 based on the student feedback obtained via the end-of-term questionnaire and interviews. The course evaluation includes positive and constructive feedback about general course experience besides specific course features, including topic exploration through newspaper article-sharing and mind-mapping activities. The analysis of data findings gives a variety of hints to improve her RW instructions, such as reducing time for content exploration and allocating more time for research and drafting, allowing more collaboration in exploring the subtopics and flexibility in searching not only newspaper articles but also other materials at an earlier stage, and changing the requirements or guidelines of the first draft and the final paper presentation. The future research aspiration for gathering more data from diverse stakeholders is mentioned at the end.departmental bulletin pape

表紙・目次

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An Exploration of the Mentoring System for Novice English Teachers in a Japanese University during the Pandemic

This case study explored the challenges and support that two novice English teachers had experienced in their first year of teaching at a Japanese university during the pandemic. The previous literature indicated how challenging the first year of teaching could be for any ESOL teachers and how helpful their mentors and colleagues could be for the novices. However, as mentoring is not usually offered at the tertiary level in a Japanese context, research on mentoring in this context is scarce. Fortunately, the university that the participants and I work for offers a mentoring system. To investigate the participants’ first-year experience and perceptions of the mentoring system, semi-structured interviews were conducted. The study found that both teachers faced similar difficulties but different challenges, originating in their different backgrounds. It was also found that their perceptions of the mentoring system were very positive, although they also suggested making it more systematic by requiring class observations. Furthermore, they reported that they received various kinds of support. Particularly, they stressed that the existence of douki, a teacher who started teaching the same course around the same time, greatly supported their first year pragmatically and affectively.departmental bulletin pape

A Farewell Essay to Professor Mark Langager

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Call for Papers The Journal of Social Science No. 93

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「ポリアモリー」概念における人種主義と植民地主義 ―モノガミー制度上でのポリガミーの排除に着目 して

departmental bulletin pape

Author Guidelines for Educational Studies（English Manuscript）

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執筆者紹介・博士論文一覧・修士論文一覧・ICU比較文化研究会諸規約・運営委員会活動報告・ICU比較文化叢書

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Conflicts in Using ‘Ethnic Names’: Rethinking Minzokugakkyu and Multicultural Coexistence Education

関西地域を中心に公立の小・中学校に設置されている「民族学級」は，長い間，主に在日コリアンの子どもを対象に，祖国の言葉や文化，歴史などを教えるなど，民族アイデンティティ保持のための民族教育として行われてきた。なお，日本式の名前である「通名」でなく，朝鮮名である「本名」で名乗る・ 呼び合うという活動は，「本名」実践あるいは「本名」宣言と言われ，「民族学級」で最も重点を置いて実践して教育内容でもある。しかし最近，「民族学級」における「本名」の定義や韓国式の別名である「民族名」の使用をめぐって，新たな争点が一部の政治家や保護者によって提起された。本稿では，「民族 学級」で「民族名」が使用された背景や，「民族名」の使用が子どものアイデンティティ自覚に働く影響について概説し，「民族名」の使用を批判・反対している一部の政治家の言説について批判的分析を試みる。最後に，「民族名」をめぐる葛藤が，日本における多文化共生教育の実情をどのように反映し ているのかを，「民族」と「国民」という観点から考察した。For decades, Minzokugakkyu in public elementary and junior high schools, predominantly in the Kansai　area, have served as a means of ethnic education for zainichi Korean children. Minzokugakkyu aims to preserve their ethnic identity through the instruction of Korean language, culture, and history. A central aspect of this education is the practice of using honmyo (Korean names), rather than tsumyo (Japanese-style names), referred to as the “honmyo practice” or “honmyo declaration”. Recently, controversy has arisen over the definition of honmyo and the use of minzokumei (Korean-style aliases), with some politicians and parents questioning the practice. This paper explores the historical context and significance of using minzokumei in Minzokugakkyu, examines how this practice impacts children’s sense of identity, and critically analyzes the arguments from critics who oppose the use of minzokumei. Finally, it assesses how the debate over minzokumei reflects broader issues in Japan’s multicultural coexistence education, considering the perspectives of “ethnicity” and “nation.”departmental bulletin pape