| 授業名 | ACADEMIC LITERACY 1 |
|---|---|
| Course Title | ACADEMIC LITERACY 1 |
| 担当教員 Instructor Name | Stuart Warrington |
| 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 | 2025 UG Nisshin Term1 |
| コード Couse Code | NUC014_N25A |
授業の概要 Course Overview
Mission 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 business 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 and other students interested 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 and other students interested 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
学修到達目標 / 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 junior or senior high school or their own 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 junior or senior high school or their own 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:*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 its use and relevance
*Introduction to the AWL Highlighter as a technology developed to identify academic texts
Class 2:
A review of the concepts from Class 1 and the practical application of each.
第2日（Day2）
Class 1:*Introduction to pre-reading, while-reading, and post-reading skills
*Application of these skills with an academic text.
Class 2:
*Further application of reading skills to real academic texts.
●使用するケース
SDG: Gender EqualityJapan’s future depends on empowering women. The record isn’t encouraging
https://www.japantimes.co.jp/opinion/2023/01/27/editorials/japan-gender-equality/
第3日（Day3）
Class 1:*Use of AWL Highlighter to show how to identify an academic text
*Discussion of word meanings, synonyms and word repetition to enhance lexical understanding
*Use of AWL Highlighter to create close exercises
*Close exercise task to familiarise students with the vocabulary
Class 2:
*Discussion of the social, cultural and political elements of the text
*Use of academic words to summarise a text both verbally and in written form
第4日（Day4）
Class 1:Introduction to Elements of an Informational Text
Class 2:
*Practical Application of Elements of an Informational Text to real academic text
●使用するケース
SDG: Gender EqualityLGBTQ groups demand Japan adopt equal rights law by G-7
https://www.asahi.com/ajw/articles/14834739
第5日（Day5）
Class 1 & 2:Practical applications of pre-,while-, and post-reading skills to real academic texts
第6日（Day6）
Class 1:*Use of AWL Highlighter to identify an academic text
*Discussion of word meanings, synonyms and word repetition to enhance lexical understanding
*Use of AWL Highlighter to create close exercises
*Close exercise task to familiarise students with the vocabulary
Class 2:
*Discussion of the social, cultural and political elements of a text
*Use of academic words to summarise the text both verbally and in written form
*Practical Application of Elements of an Informational Text to a real academic text
Homework: Read the case 'West Japan high school to introduce 'gender-neutral' rules'
-Students are given specific academic vocabulary with their pronunciations and meanings from the case to assist 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: Gender Equality (Looking Forward to the Future)West Japan high school to introduce 'gender-neutral' rules
https://mainichi.jp/english/articles/20230112/p2a/00m/0na/047000c
第7日（Day7）
Class 1: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 for all of Japan, and tentative conclusions.
Class 2:
*Application of pre-,while-, and post-reading skills to real academic text: 'Wikipedia is Not a Reliable
Source'
* 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。
Case Exam = 3 Case Reports
*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 | 30 % |
| 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 | 30 % |
| 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 % |
定期試験 Final Exam
あり評価の留意事項 Notes on Evaluation Criteria
Preparation Report = Textual Analysis HomeworkCase Exam = 3 Case Reports
教科書 Textbook
- N/A「There is no required textbook for this course. All materials will be provided by the instructor.」N/A（N/A）
参考文献・資料 Additional Readings and Resource
Digital Platforms & Websites:
• Wikipedia
• Google.com & Google Search
• Wikipedia
• Google.com & Google Search
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 30 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 self-access learning and advising, learner autonomy and agency, ecological language learning, and the language learner ecologies. He also researches professionalism, professionalisation and continuing professional development in language learning advising and managing. Stuart holds a B.A. in Psychology (University of Manitoba, Canada), a Certificate in TESOL (Canadian Global TESOL Training Institute), a Master of Education in TESL (University of Calgary, Canada), a TESL Professional Certificate - Standard 3 Trainer (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, does language teacher-training workshops abroad, and occasionally edits and reviews articles for peer-reviewed journals.
Refereed Articles
- (2025) Enhancing EFL Teacher Participation in an Asynchronous Online Forum: Integrating the Delphi Technique with Emancipatory Participatory Action Research. Action Learning and Action Research Journal 31(2): ISSN Print: 1326-964X, Online: 2206-611X
- (2024) Autonomous learning in Cambodia: A solution for problematic educational conditions?. Cambodian Journal of Educational Research 4(2): 3005-2149 (Online) / 3006-290X (Print)
- (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