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Berman, Shari Joy ; Tada, Megumi
概要:
In 2017 and 2018, four groups of Liberal Arts students in different levels and different grades participated in spring l
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unchtime projects where they made official PechaKucha presentations, personal speeches and actual Japanese cuisine demonstrations. The projects have served to reshape the attitudes of underclassmen toward English and English-learning and have given the Hirosaki English Lounge (EL) language center an even stronger place in the academic lives of both the students who have presented and the student/faculty audience. This paper is a brief account of the outcomes of the projects vis-à-vis reating a bridge between the EL and Liberal Arts students.
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Tada, Megumi
概要:
The English Lounge at Hirosaki University, a Japanese national university, is a unique facility that creates a language
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immersion in English for Japanese university students to have multicultural and linguistic experiences in language learning. Having an English-only policy in the facility, we accommodate students’needs to engage in real English conversation with international students, take short seminars on various topics, consult with faculty members in person, and do homework or self-study activities, which teachers assign in their Liberal Arts English courses. Japanese universities have been struggling to cope with the national demand for raising the English as a second language proficiency level of students. Most are finding this rough, and Hirosaki University is no exception. As one of the faculty members of this facility who also teaches Liberal Arts English courses, I am trying to intertwine the activities of required English classes with those of the language learning facility. Through student questionnaires, taken over three consecutive years, involving students using the language learning center as part of their Liberal Arts courses and responding on the LMS (learning management system) Moodle, I discuss and examine the relationship between the entities, and what students find to be advantages and disadvantages, along with the subsequent effects and possibilities.
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Berman, Shari Joy ; Tada, Megumi
概要:
In recent years, both educational institutions and businesses in Japan have been backing leadership-oriented experiences
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for students. For approximately a decade, Hirosaki University has conducted subsidized, short-term, glocal-development programs, sending learners abroad, as part of a PBL (project-based learning) system. Glocaldevelopment, an enduring term of the 1990s, which refers to the dialectic between the global and local (see Bauman, 1998), still has important implications for present day English education in Japan. This is particularly true for universities in rural areas that have not been selected for MEXT’s Global Program 30. These universities have developed programs to promote greater dialogue between the local areas and the global community through an educational platform. In this report, we describe an ongoing program that incorporates a PBL (project-based learning) system that aims to provide students the opportunity to develop global leadership skills while at the same time promote the local culture. Specifically, we describe a specially funded short-term course that provides students at Hirosaki University a chance to visit Hawaii and engage in project-based learning activities such as visiting hospitals, health care centers, farms, and other such places. The goal is for the students to interact with the locals and learn from these overseas experiences, but also at the same time to promote Hirosaki local culture in Hawaii. In order to continue to improve this program, we reflect on our experiences with cohorts over the past three academic years with an aim to enhance PBL programs for all those involved.
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Berman, Shari Joy
概要:
Since the inception of the Integrated English courses, a three-semester series required for International Horticulturema
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jors, the author has engaged students in Japanese cooking projects. In the past, students in the author’s cohortshad the opportunity to make group presentations that allowed the audience to hear about the history of specificdishes and production of key food industries in Japan. Listeners also had the chance to see actual cookingdemonstrations and were rewarded with a taste of the finished product. A number of international students attendedthe presentations making the Q&A more like something seen in real-life presentations. During a time of onlineonlyclasses, with the exception of the enticing aroma and taste, the author was able to replicate the project withina highly experiential framework. The 2020 version, described here in detail, gave the group, all former students,a challenging and memorable online international forum in which they were able to shine despite the constraintsof the day.
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