市ヶ谷リベラルアーツセンター(ILAC)ILAC Course
LANe200LA(英語 / English language education 200)English3ⅠEnglish 3 I
Current Affairs (Migration and Work in the Modern World )
STEPHEN P MCINTYREStephen Patrick MCINTYRE
授業コードなどClass code etc
学部・研究科Faculty/Graduate school | 市ヶ谷リベラルアーツセンター(ILAC)ILAC Course |
添付ファイル名Attached documents | |
年度Year | 2023 |
授業コードClass code | R2013 |
旧授業コードPrevious Class code | - |
旧科目名Previous Class title | - |
開講時期Term | 春学期授業/Spring |
曜日・時限Day/Period | 月4/Mon.4 |
科目種別Class Type | |
キャンパスCampus | 市ヶ谷 |
教室名称Classroom name | 市BT‐0601 |
配当年次Grade | 法2年[上級/英語/現代の諸相] |
単位数Credit(s) | 1 |
備考(履修条件等)Notes | 上級/英語 |
他学部公開科目Open Program | |
他学部公開(履修条件等)Open Program (Notes) | |
グローバル・オープン科目Global Open Program | |
成績優秀者の他学部科目履修制度対象Interdepartmental class taking system for Academic Achievers | |
成績優秀者の他学部科目履修(履修条件等)Interdepartmental class taking system for Academic Achievers (Notes) | |
実務経験のある教員による授業科目Class taught by instructors with practical experience | |
SDGsCPSDGs CP | |
アーバンデザインCPUrban Design CP | |
ダイバーシティCPDiversity CP | |
未来教室CPLearning for the Future CP | |
カーボンニュートラルCPCarbon Neutral CP | |
千代田コンソ単位互換提供(他大学向け)Chiyoda Campus Consortium | |
選択・必修Optional/Compulsory | |
カテゴリー(2017年度以降)Category (2018~) |
2017年度以降入学者 ILAC科目 200番台 外国語科目 4群[選択必修]外国語(英語) |
カテゴリー(2016年度以前)Category (2017) |
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Outline (in English)
The purpose English 3 is to further develop student’s English proficiency in this course and to provide participants with an active approach to increasing their speaking, listening, reading and writing skills.
This course is for second year students with a strong desire to communicate in English in countries that support English as a native or foreign language.
授業で使用する言語Default language used in class
英語 / English
授業の概要と目的(何を学ぶか)Outline and objectives
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.
到達目標Goal
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.
この授業を履修することで学部等のディプロマポリシーに示されたどの能力を習得することができるか(該当授業科目と学位授与方針に明示された学習成果との関連)Which item of the diploma policy will be obtained by taking this class?
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
授業で使用する言語Default language used in class
英語 / English
授業の進め方と方法Method(s)(学期の途中で変更になる場合には、別途提示します。 /If the Method(s) is changed, we will announce the details of any changes. )
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).
アクティブラーニング(グループディスカッション、ディベート等)の実施Active learning in class (Group discussion, Debate.etc.)
あり / Yes
フィールドワーク(学外での実習等)の実施Fieldwork in class
なし / No
授業計画Schedule
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。
Lesson 1[対面/face to face]:Introductions
Thinking about work, migration, and movement around the world today through English language media.
Introduce yourself, and mention one thing that you think of when you here the world “economic migrant”.
Lesson 2[対面/face to face]:Economic Migrants in Sales and Marketing
Unit 1 Sales Can Be Like Acting
Complete exercises in textbook.
Watch video Tommy Lee Jones
Write down some impressions that you have of famous Hollywood stars like Tommy Lee Jones who appear in commercials in Japan or around the world. Think about how stars sell their image around the world even if they don’t “migrate”. Share these ideas in discussions in pairs.
Lesson 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” and how they are perceived in different countries.
Critical thinking: How are “refugees” and “economic migrants” differentiated and even demonized?
Homework: Find and article with the words “economic migrant”, “asylum seeker” and/or “refugee” in the body of the article.
Lesson 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. What are current issues in the news relating to tourism? How did COVID 19 affect global tourism? 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.
Lesson 5[対面/face to face]:Air travel passports and refugees
For refugees: travel can provide Freedom and Safety, but at a cost.
Look at video and News articles about refugees and the dangerous journeys they take to reach countries in Europe, North America, and Australia.
Write down some notes regarding this situation, and share it in discussions with 3 or 4 students.
Homework: Write 2 paragraphs of reflection on the ease of travel for some and the difficulties faced by others.
Lesson 6[対面/face to face]:Multinational Corporations and their International Staff
Unit 3 Love Sells Cars Tiziana Alamprese (Italian), Marketing Director, Fiat Chrysler Japan
Corporate responsibility? Corporate Greed: Fiat Chrysler corruption scandal in the US.
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.
Lesson 7[対面/face to face]: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 death in custody in Japan. Detention of asylum seekers in offshore detention centers near Australia. Keeping refugees in camps.
Students introduced to text relating to immigration control, immigration detention. Class discussion in groups of 3 or 4.
Homework: Write a 2 paragraphs about immigration detention or refugee camps referring to information about those detained.
Lesson 8[対面/face to face]:Essay workshop/ Research activity
Thinking about issues in the world today.
Economic migrants/ refugees: why do people move between countries? Why do migrants and refugees try to move from their own country to wealthier or safer countries?
Topic: Think about why people move between countries for economic reasons or why some are forced to move because they face danger and become refugees. Can someone be both?
Choosing a topic/ answering an essay question.
Finding sources/ creating a thesis outline/ having a thesis statement/ structuring your essay.
Homework: Find two articles on a topic related to economic migrants or refugees, or mixed migrants (In the world today)
Lesson 9[対面/face to face]:The migration of ideas through translation.
Unit 4 Translating is more than words (Migrant from the USA)
Famous Anime become famous through translation: “Attack on Titan” “Battle Angel Alita”
Translation and communication
Critical thinking activity: Translation and the movement of ideas.
What ideas have been translated from Japanese and become famous abroad?
Write down ideas in class for discussion in groups of 3 or 4.
Home work: The migration of ideas through translation. Do your own research on text translated from English to Japanese, or from Japanese to English (write 1 or 2 paragraphs)
Lesson 10[対面/face to face]:Migrants working in the service and other sectors of the economy(Unit 5 Textbook)
Exercises from the textbook: Providing good service and marketing.
Reading task: Articles on migrant workers working in the service industry in Japan.
Additional articles about migrants in various countries engaged in the service sector. Sometimes as undocumented migrants (in the USA).
Homework: Find out about migrants working in the service sector of the economy in Japan or other countries. What challenges do they face?
Lesson 11[対面/face to face]:Movement of Products Around the World
Toast Your Success (Unit 6)
In class exercises from textbook.
Think Global, Act Local.
Critical thinking: How does globalization affect people in Japan? How do Japan (the government and companies) affect the world?
Lesson 12[対面/face to face]:“Native” English Teachers Around the World—Global Englishes.
English speakers as English teacher living and working in Japan and other countries.
Critical thinking: What are the reasons people around the world learn English?
What pressure do migrants in English speaking countries face to learn English? What pressure do migrants in Japan face to learn Japanese?
Homework: Prepare for discussions and presentations in groups on teaching and learning English/ English as a global language/ pressure for migrants to learn English (in English speaking countries).
Lesson 13[対面/face to face]:Presentations and Essay preparation.
Critical thinking: Discussions/presentations in groups on different kinds of English.
Reflect on presentations and discussions. Peer marking.
Research time for final essays and presentations. Questions on research and writing essays.
Lesson 14[対面/face to face]:Final Presentations and Reflections
Presentation on a chosen topic discussed in class, or based on original researched by student during the semester.
Essay submitted on the same topic as presentation.
授業時間外の学習(準備学習・復習・宿題等)Work to be done outside of class (preparation, etc.)
Class preparation, vocabulary review, homework, preparation for presentations.
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.
テキスト(教科書)Textbooks
Working in Japan: Video Interviews with 14 Professionals
Alice Gordenker & John Rucynski
Cengage Learning, pp128 with DVD, ¥2550,
参考書References
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.
成績評価の方法と基準Grading criteria
Students are assessed based on the following criteria
In class reading and listening comprehension, discussions, and writing exercises. 20%
Presentations in groups and the submitted presentation notes. 40%
Final essay and other written home work submitted during the semester. 40%
Attendance policy: In principle, no more than three absences per term are allowed.
学生の意見等からの気づきChanges following student comments
Since the course is being led by the current instructor for the first time, there are no student comments.
The end of term reflection will include student assessment of the course. (Students are invited to comment on the course at any time)
学生が準備すべき機器他Equipment student needs to prepare
● 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.)
その他の重要事項Others
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.