市ヶ谷リベラルアーツセンター（ILAC）ILAC Course

Through reading, listening, and discussion, students will develop their English proficiency. They will practice effectively expressing their opinions, knowledge, and experience both verbally and in writing. Students will participate in pair and group discussions, and present information within a group. This class focuses in particular on issues relating to migration and work in the modern world. Students will be encouraged to think critically about issues related to migrants, work, and the movement and the influence of language, ideas, goods, and services across borders.
The teacher reserves the right to make changes in the syllabus when necessary to better meet the needs of students.

This course’s aim is to further develop the four language skills (listening, speaking, reading, and writing) that students acquired in previous courses. The course will expand on these abilities by placing special emphasis on active communication and discussion on a variety of topics related to current issues. There will be a particular focus on migration, work, and refugee-related issues. Students will be encouraged to develop critical thinking and to share their opinions and knowledge.

各学部のディプロマ・ポリシーのうち、以下に関連している。法学部・法律学科：DP3・DP4、法学部・政治学科：DP1、文学部：DP1、経営学部：DP1

英語 / English

The class will be based on themes emerging from the textbook and expanded on with additional material provided by the teacher related to migration, work, and the movement of people, and of ideas, products, and companies. Students are expected to participate in class discussions and complete exercises during class. In particular, they will be required to engage with topics, conduct their own research, and present this to their peers in class discussions, and through presentations. Students will also be instructed on academic essay writing for the purpose of writing on a specific topic with correct referencing. Regular feedback will be given to students during class on their discussions and on completed exercises. Some written feedback will also be provided online via the online learning system on their written work. Feedback on final presentations and essays will be provided mainly in written form through the online learning system (Hoppi).

あり / Yes

なし / No

授業形態/methods of teaching：対面/face to face

※各回の授業形態は予定です。教員の指示に従ってください。

Week 1[対面/face to face]：Introduction

Thinking about work, migration, and movement in Japan through English language media.
Introduce yourself, and mention one thing that you think of when you hear the word “economic migrant”.

Choose a “graded reader” from the list handed out in class. You will be given samples of the different levels of readers so you can decide what level is suitable for your current level of reading.
Homework: Go to Hosei University library and find the book you have chosen to read, borrow it, and bring it to next class. Start reading the book!

You will also start a reading diary. Write down the books and articles that you have read (including those in class!) in your reading diary.

Week 2[対面/face to face]：Economic Migrants in Sales and Marketing

Unit 1 Sales Can Be Like Acting
Complete exercises in the textbook.
Watch the video of the Tommy Lee Jones interview.
Write down some impressions that you have of famous Hollywood stars like Tommy Lee Jones who appear in commercials in Japan. Share these ideas in discussions in pairs.

Homework: Reading and reading diary.

Week 3[対面/face to face]：Economic migrants.

People like David White (from Unit One) can be classified as economic migrants however they are usually not referred to as such. Others who migrate for work are called economic migrants and may be even considered to be a “social problem”.
Based on materials in class and students own research, discuss the various types of “economic migrants” living and working in Japan.

Homework: Reading and reading diary.

Week 4[対面/face to face]：Air Travel Tourism: A world that is open and accessible?

Unit 2 Travel Opens Up the World (Turkey)
Exercises from textbook.
Discussion: write down some ideas about travel in the world today and how this has connected Japan and the rest of the world. Share your ideas in pairs.
Homework: read articles on issues related to the ease of travel for some and the difficulty in traveling for those such as refugees.

Week 5[対面/face to face]：Unit 2 Travel Opens Up the World (Turkey)

Exercises from the textbook. Continued.
Homework: Reading and reading diary.

Week 6[対面/face to face]：Air Travel Passports, Refugees, and Immigration Detention

Many of the migrant workers introduced in the textbook are from “Western” countries such as Italy or the UK. But migrants and refugees can face problems with immigration control. Italian man's death in Japanese immigration custody.

(Kurdish refugees from Turkey)
For refugees: travel can provide Freedom and Safety, but at a cost.
Look at videos and News articles about Kurdish and other refugees in Japan.
Write down some notes regarding this situation, and share them in discussions with 3 or 4 students.
Homework: Reading and reading diary.

Week 7[対面/face to face]：Multinational Corporations and their International Staff

Multinational Corporations and their International Staff
Unit 3 Love Sells Cars Tiziana Alamprese (Italian), Marketing Director, Fiat Chrysler Japan
Homework: Reading and reading diary.

Week 8[対面/face to face]：Unit 3 Continued: Corporate responsibility?

Corporate Greed: Fiat Chrysler corruption scandal.
Discuss the issue of corporate social responsibility and making a profit from the text.
Read additional material provided and write down 2 or 3 sentences reflecting on these readings.

Homework: Reading and reading diary.

Week 9[対面/face to face]：Essay Writing/ Research Activity

Thinking about issues in the world and Japan today.
Economic migrants/ refugees: why do people move between countries? Why do migrants come to Japan (or why do Japanese move abroad?)

Homework: Reading and reading diary.

Week 10[対面/face to face]：Writing Essays Continued.

Making your essays into a presentation. You will write your essays and then turn them into a presentation. Essays hand written and submitted.

Homework: Reading and reading diary.

Week 11[対面/face to face]：Unit 5: Migrant Workers in the Service Sector

Migrants working in the service and other sectors of the economy(Unit 5 Textbook)
Exercises from the textbook: Providing good service and marketing.

Homework: Reading and reading diary.

Week 12[対面/face to face]：Unit 5: Migrants Workers Exploitation in Japan

Migrants working in the service and other sectors of the economy(Unit 5 Textbook) Continued
Reading task: Article about technical trainees working in Japan.

Homework: Reading and reading diary.

Week 13[対面/face to face]：Presentations on Essay Topic

Present the content of your essays as a 10 slide by 20 second (pechakucha) presentation.

Homework: Prepare a Presentation on a place you know well / Reading and reading diary. Remember bring your reading diary for the final class.

Week 14[対面/face to face]：Final Presentations and Reflections

Student presentations continued.
Students to bring their reading diaries to class and discuss the books and news articles they have been reading during the semester.

Feedback from students regarding the unit.

Class preparation, vocabulary review, homework, and preparation for presentations.
Set aside time to read the books that you have chosen and fill out your reading diary.
University guidelines suggest preparation and review are around 4 hours a week for a two-credit course and around an hour a week for a one-credit course.

Working in Japan: Video Interviews with 14 Professionals
Alice Gordenker & John Rucynski
Cengage Learning, pp128 with DVD, ￥2550,

Penguin readers (There are hundreds of books in the library from level Easystart to Level 6 for students to choose from)
Publisher: Harmondsworth, Middlesex, England : Penguin
*Search “Penguin reader” on the library search.

English to English dictionary:
https://dictionary.cambridge.org/
英文ライティング虎の巻【改訂版】
Strunk Jr., W., & White, E. B. (1999). "The Elements of Style, Fourth Edition" (4th ed.). Allyn and Bacon.
Neumann, D. J. (2016). "A Professor’s Guide to Writing Essays: The No-Nonsense Plan for Better Writing". Jacob Neumann.

Students are expected to actively participate in class, complete various comprehension and writing tasks, do reading homework, prepare one presentation, and complete writing assignments.
In principle, no more than 3 absences per term are allowed.

Students are assessed based on the following criteria:

1. In-class reading and listening comprehension, discussions, and writing exercises (preparation for writing task). 20%

2． Essay Writing Work Sheets and in-Class Essay　　30％

3. Essay Topic Presentation 30%

4. -Choosing a Reading and Completing a Book or books of the students choosing during the semester, reading the book, and keeping a reading diary on all reading during the semester. 20%

Assessment tasks have been altered and the structure of the course has been changed to assist student learning.
More reading has been introduced to encourage students to learn more vocabulary through homework and to benefit from reading material appropriate to individual ability.

● Textbook.
● Additional resources for writing (dictionaries etc).
● Students should also prepare a notepad and pencil/pen to write notes, instructions, writing assignments, etc. when requested.
●Students are expected to have access to a computer and the Internet for homework and assessment submission. It would be beneficial for students to bring smartphones, iPads, or Laptops to the class for ease of searching for and sharing information. (Let your instructor know if this is difficult.)

Class attendance is a course requirement. Students are allowed no more than three absences in the semester. The instructor reserves the right to modify this course syllabus whenever necessary. Students are excepted to purchase and bring the textbook to each class. They are also expected to have access to a computer and the internet for homework and assessment submission. Paper submission will generally not be accepted.