| 授業名 | ACADEMIC LITERACY 2 |
|---|---|
| Course Title | ACADEMIC LITERACY 2 |
| 担当教員 Instructor Name | Stuart Warrington |
| コード Couse Code | NUC002_N24A |
| 授業形態 Class Type | 講義 Regular course |
| 授業形式 Class Format | On Campus |
| 単位 Credits | 2 |
| 言語 Language | EN |
| 科目区分 Course Category | 専門教育科目200系 / Specialized Subject 200 |
| 学位 Degree | BSc |
| 開講情報 Terms / Location | 2024 UG Nisshin Term2 |
授業の概要 Course Overview
Misson Statementとの関係性 / Connection to our Mission Statement
In line with NUCB's mission statement, this English language course aims to educate and inspire students to become innovative and ethical leaders through the medium of English. In so doing, it is hoped they can grasp and take on the ideal of ʻFrontier Spiritʼ and the ability to create knowledge in English for the advancement of themselves and society.
授業の目的（意義） / Importance of this course
The theme of the course is 21st century academic literacy.
The goals of the course are to familiarize prospective teachers or those interested in academic literacy with the key concepts of 21st century academic literacy in English. These include:
1. digital competence - the cognitive and practical skills requisite to function in and engage with the 21st
century world
2. digital usage – the application of skills drawn from digital competence to specific and real contexts
3. digital transformation –the development of digital usage such that it facilitates innovation and
creativity and acts as an empowering and motivating change agent.
4. academic vocabulary -the learning of high frequency words used in higher education that make
academic texts highly accessible
5. academic textual knowledge - knowledge development of the types of academic texts used in higher
education and their common features
6. critical reflection and reflexive action on goals 1-5
The goals of the course are to familiarize prospective teachers or those interested in academic literacy with the key concepts of 21st century academic literacy in English. These include:
1. digital competence - the cognitive and practical skills requisite to function in and engage with the 21st
century world
2. digital usage – the application of skills drawn from digital competence to specific and real contexts
3. digital transformation –the development of digital usage such that it facilitates innovation and
creativity and acts as an empowering and motivating change agent.
4. academic vocabulary -the learning of high frequency words used in higher education that make
academic texts highly accessible
5. academic textual knowledge - knowledge development of the types of academic texts used in higher
education and their common features
6. critical reflection and reflexive action on goals 1-5
到達目標 / Achievement Goal
Students will be better able to access and understand academic texts of an informational and literary genre in print and digitalized formats not simply based on academic vocabulary but also through a developed understanding of the need to examine the social, cultural and political contexts tied to them.
本授業の該当ラーニングゴール Learning Goals
*本学の教育ミッションを具現化する形で設定されています。
LG1 Critical Thinking
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication
LG7 International Perspectives (BA)
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication
LG7 International Perspectives (BA)
受講後得られる具体的スキルや知識 Learning Outcomes
• For prospective teachers and other students to gain knowledge of and English ability in 21st century academic literacy of a digital nature such that it can be taught to junior or senior high school students
• For prospective teachers and other students to be able to understand, use and integrate different digital and innovative technologies into their teaching at junior or senior high school or their learning lives as a means to facilitate understanding of globalising literacy practices which enable and encourage international communication, future thinking, and future possibilities.
• For prospective teachers and other students to be able to understand, use and integrate different digital and innovative technologies into their teaching at junior or senior high school or their learning lives as a means to facilitate understanding of globalising literacy practices which enable and encourage international communication, future thinking, and future possibilities.
SDGsとの関連性 Relevance to Sustainable Development Goals
Goal 4 質の高い教育をみんなに（Quality Education）
教育手法 Teaching Method
| 教育手法 Teaching Method | % of Course Time | |
|---|---|---|
| インプット型 Traditional | 80 % | |
| 参加者中心型 Participant-Centered Learning | ケースメソッド Case Method | 20 % |
| フィールドメソッド Field Method | 0 % | 合計 Total | 100 % |
事前学修と事後学修の内容、レポート、課題に対するフィードバック方法 Pre- and Post-Course Learning, Report, Feedback methods
The course takes a learner-centred approach aiming to engage students in practical, interactive, reflective and reflexive tasks with specific goals which will help them develop their 21st century academic literacy. Tasks will be of a formal and informal nature and be carried out both in and beyond the classroom so students grasp the ubiquitous nature of 21st century academic literacy.
授業スケジュール Course Schedule
第1日（Day1）
Class 1: Review of Academic Literacy 1*Introduction to academic literacy, digital literacy and the connection between them.
*Introduction to the types of academic text
*Introduction to the Coxhead's (2000) Academic Word List (AWL) and the Academic Collocation List (ACL) and their use and relevance
*Introduction to the AWL Highlighter as a technology developed to identify academic texts
*Introduction to Reading Portfolio & Information Exchange (RPIE)
Class 2:
A review of the concepts from Class 1 and the practical application of each.
第2日（Day2）
RPIE 1Type of Textuality 1
●使用するケース
SDG: PovertyPoverty in Japan
https://zenbird.media/poverty-in-japan/
第3日（Day3）
RPIE 2Type of Textuality 1
第4日（Day4）
RPIE 3Type of Textuality 2
●使用するケース
SDG: PovertyChild Poverty in Japan
https://zenbird.media/child-poverty-in-japan/
第5日（Day5）
RPIE 4Type of Textuality 2
第6日（Day6）
RPIE 5Preparation for Case Homework: Read the case 'Cafeterias Address Child Poverty in Japan'
Type of Textuality 3
-Students are given specific academic vocabulary with their pronunciations and meanings from the case to assist them with their reading and understanding of it
-Students are to apply the pre-, while-, and post-reading strategies
●使用するケース
SDG: PovertyCafeterias Address Child Poverty in Japan (Looking Forward to the Future)
https://borgenproject.org/cafeterias-child-poverty-in-japan/
第7日（Day7）
Class 1:RPIE 6
Preparation for discussing the case - checking of student comprehension and any points not understood
Based on their reading, student discuss in small groups their analysis of the case, suggestions on its practicality across Japan, and tentative conclusions on it.
Class 2:
Type of Textuality 4
* Review of Course Information - Key Concepts and Principles
成績評価方法 Evaluation Criteria
*成績は下記該当項目を基に決定されます。
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。
| 講師用内規準拠 Method of Assessment | Weights |
|---|---|
| コールドコール Cold Call | 0 % |
| 授業内での挙手発言 Class Contribution | 30 % |
| クラス貢献度合計 Class Contribution Total | 30 % |
| 予習レポート Preparation Report | 60 % |
| 小テスト Quizzes / Tests | 0 % |
| シミュレーション成績 Simulation | 0 % |
| ケース試験 Case Exam | 0 % |
| 最終レポート Final Report | 0 % |
| 期末試験 Final Exam | 10 % |
| 参加者による相互評価 Peer Assessment | 0 % |
| 合計 Total | 100 % |
評価の留意事項 Notes on Evaluation Criteria
Preparation Report (60%) = Reading Portfolio and Information Exchange (RPIE): 6 student-selected cases (1 per week) to discuss in class and report on.教科書 Textbook
- N/A「There is no required textbook for this course. All materials will be supplied by the instructor.」N/A（N/A）
参考文献・資料 Additional Readings and Resource
Additional resource reading may be added depending upon student needs and as decided by the instructor.
授業調査に対するコメント Comment on Course Evaluation
As this is a skills- and language-based course, the evaluation has been naturally designed to reflect this.
担当教員のプロフィール About the Instructor
Stuart Warrington, Ed.D., has over 20 years of experience teaching EFL, ESL, EAP, ESP and EIL/ELF to mostly university students. He has been at NUCB since 2014 and previously taught in Japanese universities in Tokyo and Niigata-ken and, before that, in English language institutes in Seoul, South Korea and Calgary, Canada. His research interests and areas of expertise lie in professionalism, professionalisation and continuing professional development in English language teaching, critical and public pedagogy in English language teaching, and self-access and self-directed learning and advising. Stuart holds a B.A. in Psychology (University of Manitoba), a Certificate in TESOL (Canadian Global TESOL Training Institute), a Master of Education in TESL (University of Calgary), a TESL Professional Certificate - Standard 3 (TESL Canada Federation) and a Doctorate of Education in TESOL (University of Exeter, UK). He regularly publishes peer-reviewed papers in the field, presents at conferences and occasionally edits and reviews articles for a few peer-reviewed journals.
Refereed Articles
- (2022) Exploring Student Perceptions of Self-Access Learning for Active Learning: A Case Study. SiSAL Journal (Studies in Self-Access Learning Journal) 13(1): 2185-3762
- (2020) Looking in, Looking out: Autoethnographically Applying a Model for Learning Advisor Autonomy. JASAL Journal 1(1): 2435-3884
- (2020) Have a Look Around: The Effect of a ‘Push’ Activity on Future SAS Use. Studies in Self-Access Learning Journal 11(1): 2185-3762
- (2018) Push, Don't Pull: One Self-Access Centre's Struggle for an Identity. Studies in Self-Access Learning Journal 9(2): ISSN 2185-3762
- (2015) Exploring the Construal of Membership in English Language Teachers' Associations: A Window into Professional Identity through Japanese Voices. Open Research Exeter