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　筑波学院大学 経営情報学部 ビジネスデザイン学科

池口セシリア

TEACHING PORTFOLIO

＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

Cecilia B-Ikeguchi

"To discover what is really simple and to act upon the discovery

is an exceedingly difficult task"

(Dewey, Experience & Education, 1938).

TABLE of CONTENTTS

Teaching Philosophy

Professional Background (the building stone)

Teaching Experiences

Courses Taught

1. ESL Courses

2. Theories of ESL Materials Selection & Design

3. Principles ESL Teaching to Small Kids

4. Educational Principles

Curriculum Development : Other Course-related Activities

Sample Teaching Syllabi

1. ESL Courses

2. Communication Courses

3. Advance Communication Course

4. Education Courses

Samples of Student Evaluation

Professional Development

Theories and Practices in Second Language Acquisition

Principles of Teaching English to Small Children

International & Intercultural Communication

Principles of Education

TEACHING PHILOSOPHY

In general:

I have always believed that effective teaching is a constant recognition of the triumvirate structure of

education, teaching and the elements of the learning process. One cannot go without the other.

With regard to education, I have always upheld the first basic principle, which is the development of the

mind, body and soul. A healthy mind resides only in a healthy body. No learning takes place in empty

heads, and empty heads are a result of an empty stomach. Thus practically speaking, I encourage students

to eat breakfast before coming to school.

When the students are physically ready for the lesson, the effective teacher begins her job. The effective

teacher is a “provocateur “who probes, prods, asks incessant “why” questions, poses problems, throws

curves, plays "devil's advocate", and stimulates frustration and conflict all in an attempt to make students

think. The effective teacher exemplifies what Maxine Green calls “teacher as stranger”. Through

continuous reflection, an effective teacher employs objectivity in her ability to balance the needs of

individuals with the needs of the class as a whole. The effective teacher models “enthusiasm” not only for

his subject but also for teaching and learning in general. The effective teacher is an “innovator” who

changes strategies, techniques, texts, and materials when better ones are found and/or when existing ones

no longer become relevant to the existing situation. The teacher cannot achieve these goals when students

are hungry and tired.

Whatever the culture background of the students, there is a fundamental powerful and universal need for

humans to interact with others. Interpersonal skills are at the very center of our social existences. We

ignore them at our peril. But the good news is, we can improve our ability to communicate. If not

developed at home, communication skills MUST be taught and MUST start in the classroom. Where else?

This is why I do focus on interpersonal interaction in my classes, whether language based or culture based

classes.

The Teaching of Language: Learning

a language is very much like weaving a tapestry (Scarcella, 1992). They both involve developmental

processes. Like skilled weavers who work on colored yarns into shapes and patterns, language learners, in

developing their second language ability, weave various threads – vocabulary, grammatical structures and

discourse features – to create proficiency in the four skills: reading, writing, listening and speaking. Thus,

the learners’ needs and purposes are fundamental in the development of my course designs.

The successful teacher understands the multitude of factors that affect the learner’s developing

communicative competence. Besides the developmental factors, environmental factors such as classroom

interaction and input affect language learning. This is why my classes put heavy emphasis on

student-centered learning.

Student-centered learning requires students to be active, responsible participants in their own learning and

at their own pace of learning. Student centered instruction has been there all through the years, but only

recently has it been given due recognition especially in Japan, in the name called “active learning”.

Communication is the base of multiple forms of student-centered – or active-learning - which central in

the development and implementation of my personal instruction design: from ESL classes, to culture

classes and courses leading to graduation paper.

The Teaching of Culture:

Today, awareness of the concepts of intercultural communication is more urgent than ever. My classes in

International and Intercultural Communication aim to bring culture into the classroom. The primary goal

is to train people to get along well with each other, going beyond superficial knowledge, rites and rituals.

I do not simply conduct 100% lectures in the class. My primary role is to provide initial information –

knowledge- the base on which students are required to think, explore and get challenged. The exercises

and simulation games are a tool to help students understand, interact and get along well with people from

other cultures.

The Teaching of Education Courses:

The teaching of courses to would-be teachers is the most challenging task, for me. Besides teaching the

course in Japanese, which is a bit of a personal handicap, the challenge lies in how to make students

“like” teaching. Because education works on a balance between three essential components of the

individual: the mind, the heart and the will, these classes go beyond sharing knowledge to students. More

importantly the aim of classes is to help students develop a desire or interest in the teaching profession. In

other words, classes focus not just on routine memorization but on the more important aspect of feelings

& emotion, without which the task of teaching is a failure.

A democratic, responsible learning

Teaching is not the imposition of knowledge. Teaching, to be successful, has to go hand in hand with

learning. The teacher can talk hours before a huge classroom of 100 students and yet no learning takes

place. Teaching can only happen when learning takes place, which means the students have to do the

learning. Each individual student sitting in class has to work in tandem with what the teacher is doing in

front of the classroom. If the teacher delivers a 90 minutes lecture while the rest of the learners are doing

their own thing on their cell phone, or relaxing, sleeping or doing something else, then an internal havoc

is taking place in the classroom. A sensitive teacher knows when this is happening.

Therefore, to be truly effective, I constantly keep students on their feet with activities, topics to discuss,

things to do. I have the responsibility to make sure something happens. A democratic classroom means

giving each student the right material and the right amount of challenge suited to their level. Sometimes

this means giving the maximum challenge to the best students. Teaching and learning are both

collaborative tasks.

The caveats of a democratic teaching and learning? You will not be a popular teacher. But I don’t care.

After all, learning takes time. And only the smart and responsible students know what and why the

teacher is doing things. The smart and responsible students appreciate the efforts for effective learning. At

the end of the day, the smart and not-so-smart ones will come back to you with a grateful heart and say

“Thank you for the challenge.”

CREDENTIALS: THE BUILDING STONE

Master’s Degree (MA) Major Study in English Literary Criticism

Minor Study in Communications

(Completed comprehensive exam)

Master’s Degree (MA) in Education

Major Study in the Teaching of English

Minor Study in Psychology & Communication

Master’s Degree (MA) Major in Fundamentals of Education

Doctor of Philosophy (PhD) Major in Educational System and Management

The 3rd Teacher Training Program of the Japanese Ministry of Education

ESL Research Project at the ESL Research Center University of Minnesota

The University of Minnesota Twin Cities ESL Center

The Intercultural Annual Summer Workshop for Intercultural Coursework

The University of Hawaii, East-West Center

Other Teaching Related Assignments

1. High School English Speech Contests

Together with the English faculty, we organized English contests for High School and University

students. Speech contests are an effective way for students to master natural English pronunciation

and intonation which are difficult to learn from reading and writing. More importantly, speech

contests boost confidence, real life first-hand experience in using the target language in front of an

audience, practice of the language skills.

2. Ibaraki Prefectural High School English Speech Contest Judging

It is a joy to see the wonderful effects of English study in the classroom when I listen to high school

students competing with each other on stage. Being part of the Ibaraki Prefectural High School

English Speech Contest is a great challenge and gives me a personal reward seeing the results of the

efforts we put in the English Education in Japan

COURSES TAUGHT

English Language (ESL) Acquisition Courses:

1. Basic Required English

2. Intermediate English

3. English for Academic Purposes

4. Discussion and Debate

5. Speech Communication

6. Research Writing

Education Courses:

1. Principles of Teaching

2. Principles of Education

3. Principles of Comparative Education

4. Principles of Teaching English

5. Theories and Practice in Selection & Design of ESL Teaching Materials

International and Intercultural Communication Courses:

1. Basic Intercultural Communication Course 1

2. Basic Intercultural Communication Course 2

3. International Communication Course

4. Comprehensive Course in International Communication

3. Self-Access Center

ESL learning goes beyond the classroom. Since an hour and a half ESL class is not enough, and

underpinned by a recognition of the importance of individual differences, I worked with other

English teachers to prioritize the need for a curriculum in which students are taken as the central

frame of reference with regard to both the content and form of their learning. The Self access

language learning was put up to support ESL study outside the classroom. Students study

independently choosing from among different resources that are available. The theory behind this

style of learning is that students, especially foreign language students, learn better if they have a say

in how they learn.

4. The Cross-Culture Talk

The Cross-cultural Talk is an integral part of my Intercultural・International Communication classes.

Foreigners are invited to class and discuss central themes like stereotypes, prejudice and

discrimination. This gives students opportunity for direct interaction with foreigners. It is useful

support for both language and culture study.

5. Establishment of Study Abroad Programs to support ESL Education

I have taken an active role in the Study Abroad Program of the school. Why students need to study

overseas does not need an explanation. Some of the obvious benefits are for students to hone their

language skills, get direct exposure with a new culture, broaden personal network by making new

friends, and direct/indirect links to future

Student evaluation:

Students are evaluated based on a summary of their daily performance.

In each class that I teach, students are involved in their own evaluation by keeping an RDP. This is a

record of daily performance the contents of which are outlined in the graph shown below.

Sample Syllabi

Samples of course syllabi that follow illustrate all elements and parts of planning and preparation for each

class. They outline teaching content, methodology of instruction, educational materials used and teaching

evaluation.

ESL Courses: Sample Syllabus 1

Course

Name:

Basic Oral English ①（14300501）

Goals: This class aims to provide a lot of conversational practice on the basic level. The class is

a conversational approach while reviewing integrated skills of grammar, vocabulary,

pronunciation and listening. Students will engage in different types of oral

communication like pair work, group work, or one-to-one dialogue with the teacher. At

the end of the course, students should be able to speak fluently in basic English.

Requirement

for Credit

The students need to prepare for class in advance and practice dialogues and

conversations for each lesson.

Evaluation Students keep a record of their Daily Performance.

A copy of the Record of Daily Performance (RDP) is attached below.

Week 1

Orientation to the class

Warming up: Self Introduction

Week 2

Communication Topic: Greeting People

Activities: Introduce One's self

Week 3

Vocabulary: Review on numbers, addresses, phone numbers

Communication Topic: Talking and asking about personal information

Activities: Games:

Week 4

Communication Topic: Asking for and locating objects in the classroom

Activities: Dialogue, Q & A

Week 5 Communication Topic: Describing people's activities

Activities: Games: Talking about one's favorite sport/s

Week 6 Communication Topic: Describing leisure activities

Activities: Games: Talking about one's favorite past time

Week 7

Communication Topic: Describing different seasons (1)

Activities: Games & Contest: Matching Cities/ countries and climate

Week 8 Communication Topic: Describing different seasons (2)

Activities: Games & Contest: Matching Cities/ countries and climate

Week 9 Communication Topic: Identifying family members and relationships

Activities: Make a family tree Talk about your family tree

Week 10 Communication Topic: Shopping: identifying sizes, colors, and prices

Activities: Role-playing: the sales clerk and the customer

Week 11 Video/ movie viewing on shopping across the world

BIG test

Week 12

Communication Topic: Ordering, asking for recommendations

Activities: Dialogue and role-play ”Eating Out”

Week 13 Communication Topic: Describing Japanese festivals

Activities: Dialogues and games

Week 14 Communication Topic: Talking about plans for Summer/ winter vacation

Activities:

Week 15 General Review

Final Test: Listening and Oral Exams

Student evaluation:

Students are evaluated based on a summary of their daily performance.

Student grades are based on a summary of their daily performance in class. This includes scores on

homework, class participation, quizzes, tests and written and oral reports. A sample of RDP which is

summarized at the end of the term is also shown below. Students see for themselves how much (or how

little) they’ve performed in class, and they know that grades are given them with absolute fairness.

An RDP Sample

Name

Student No.

Homework

Quiz

Classwork:

Exercises

Oral Report

Presentation

Written Report

Term-end test

Exams,

Sample Syllabus 2

Course

Name:

English for Academic Purposes EAP（14304510）

Goals: This Course aims to provide intensive exercises on the four skills of Reading,

Writing, Listening and Speaking.

Requirement

for Credit

Active participation in class is a MUST. Therefore, students are required to do the

following:

1. read handouts in advance

2. do weekly homework

3. prepare for class presentations in advance

Evaluation Student performance is based on the results of the RDP.

Students keep a record of daily performance indicating how well they do in

weekly homework, class participation, quizzes, etc.

Attendance is a MUST.

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Week 13

Week 14

Week 15

What is EAP?

Orientation on class objectives, procedures, evaluation system , etc.

The Seven Wonders of the World : No. 1 Christ the Redeemer

No.2 The Great Wall of China

No. 3 The Taj Mahal

No. 4 Machu Pichu

No. 5 Colosseum

No. 6 Petra

No. 7 Chichen, Itza

The World Continents No 1 Australia

No.2 Africa

No.3 Asia

No. 4 Europe

No. 5 South America

No.6 Antarctica

Comprehensive summary and evaluation.

Final Exams Listening and Oral Test

Sample Syllabus 3

Course Name Basic English Ⅰ (Required: Conversation）①（23300501）

Goals The class provides a comprehensive review of grammar learned in high school, and

intensive drills to use integrated skills of listening and speaking.

Requirement

for credit

Students must prepare for classes in advance and practice conversation topics before

class. Since listening is a key instrument for speaking, students will engage in high

level and various types of listening activities. After this, students will engage in

different forms of speaking exercises like dialogue, small group discussions and short

speeches.

Evaluation Aside from their daily performance, students are evaluated upon completion of the

online textbook.

Week 1 Introduction: Getting to know you Topic: ”Nice Meeting You”

Week 2 ”What do you do?” Listening: people talk about jobs Conversation

Week 3 ”Do you like spicy food?” Listening: people order at restaurant Conversation

Week 4 ”How often do you (play soccer)? Listening: people talk about sports Conversation

Week 5 ”What are you watching?” Listening to people talk about cell phones

Conversation: talk about using cell phone and cell phone manners

Week 6 ”What do you do every day?” Listening: daily routines Conversation

Week 7 ”What did you do yesterday?” Listening: past activities Conversation

Week 8 ”What will you do next weekend?” Listening: plan for holidays Conversation

Week 9 ”Who is your favorite athlete/ artist/ singer?” Listening + talk about famous people

Week 10 ”What places do you recommend?” Listening: famous places, food, etc. Conversation

Week 11 “Did you have a good time?” Listening: pastimes & hobbies Conversation

Week 12 “”I’m going by car” Listening: travel and transportation Conversation

Week 13 “Is there a bank near here?” Listening: giving directions Conversation

Week 14 “ I don’t think so” Listening: disagree politely Conversation

Week 15 Summary and Evaluation

Sample of student evaluations of English Course

Sample of students` comments:

International Communication Syllabus 1 Basic Communication Course

Course Basic International Communication 1

Goal Using case studies, students explore basic differences in culture and communication. The

aim is to develop awareness of differences and tolerance of the behavior of others.

Requirement

for credit

A test is conducted after each major section of the course. Students are required to do

individual and group presentations, and will engage in a lot of group discussions during

step-up exercises.

Evaluation Students will be evaluated according to the summary results of regular quizzes, quality of

individual presentation and active participation in weekly group discussions.

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Week 13

Week 14

Week 15

Orientation to the Course: Why is International Communication important?

What is Communication? An awareness of the communication process.

Causes of Misunderstanding ①: Exploring Common Sense

「Living with Diversity: levels of Common Sense」 Self-check + Step-up Exercises

Causes of Misunderstanding ② Exploring Stereotypes

「The Good and Bad Stereotypes」 Exercises: Self-check + Step-up Exercises

Causes of Misunderstanding ③ : Culture Attitudes

「What are the Correct Culture Attitudes」 Self-check

Exploring Culture「The Culture Ice-berg」 Exercises: Self-check + Step-up Exercises

Causes of Misunderstanding ④ Communication Style

「Differences in Communication Style 1」Exercises: Self-check + Step-up Exercises

「Differences in Communication Style 2 」

The ping-pong style VS the tempura metaphor Exercises: Self-check + Step-up Exercises

Non-verbal Communication 1 (Facial Expression) 「The Japanese blank face?」

Exercises: Self-check + Step-up Exercises

Non-verbal Communication 2 (Eye Contact)「The eyes speak a thousand words」

Exercises: Self-check + Step-up Exercises

Non-verbal Communication 3 (Gestures & Body Language)

「Why was the Vietnamese Fired from Work?」: Self-check + Step-up Exercises

Non-verbal Communication 4 （Personal Distance ）

「How near & how far???」 Exercises: Self-check + Step-up Exercises

Non-verbal Communication 5 （Touching） 「Touching is not Sexual Harassment」

Exercises: Self-check + Step-up Exercises

Non-verbal Communication 6 （Time Value） 「 American Time VS Japanese Time」

Exercises: Self-check + Step-up Exercises

Summary & Evaluation

International Communication Syllabus 2: Advanced Communication Course

Course Name Advance International・Intercultural Communication

Goals This class is the culmination of Basic Communication Classes taken in the

previous 2 years. It also leads to the Thesis Writing Course which is a

requirement for graduation.

Credit Requirements Students will engage in a lot of situation analysis, comparing cultures and

high level discussions on cases of misunderstanding and miscommunication.

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Week 13

Week 14

Week 15

Week 16

Week 17

Week 18

Week 19

Week 20

Week 21

Week 22

Week 23

Week 24

Week 25

Week 26

Course Orientation: Brainstorming

Diversified Society: definition and cases for analysis

Discussion: Living in a diversified society: case analysis

Exploring cultures: Culture Dimension 1 Discussions: Exploring cultures:

Culture Dimension 2: Discussion: Power Distance

Exploring cultures: Culture Dimension 3: Discussion: Uncertainty Avoidance

Culture Dimension & Power Harassment: Examples, stories & discussions

Culture Dimension & Sexual Harassment: Examples, stories & discussion

Culture Dimension, identity and “My Place”: Case studies for analysis

Culture Dimension & Handicap: Case studies for analysis

What is Internationalization? The Case Japanese Internationalization

What is Globalization? The Case of Japanese Globalization

The Onion Ring: Vertical & Social Relationships

Language and culture: Levels of Politeness

Conflict Management: Different Conflict Situations

Different Conflict Resolutions: in business, at home, in society

Adaptability: definition and examples: Back-back exercises

Empathy: definition and examples: Case analysis

The I-statement: definition and examples: Discussions and reflection

Epoche: definition and examples: Practical cases for analysis

Is the Samurai Spirit Still Alive in Modern Japan

Integrity & Respect in Business & Society

The Samurai Spirit : Courage & Honor in Business & Society

The Samurai Spirit: Compassion in Business & Society

The Samurai Spirit : Honesty & sincerity in Business & Society

Readings and preparation for thesis writing

Week 27

Week 28

Week 29

Week 30

Doing research work

Choosing a research theme

Gathering research materials

Summary

Samples of Student Evaluation 「International Communication Courses

Education Courses Sample Syllabus 1

Course Name Principles of Comparative Education

Goals of

the Course

This course aims to deepen students’ understanding of education in the

global context. First, students will have to understand the terms

“comparative” and the criteria for comparison in different social context.

Requirements

For credit

Students will engage in a lot of reading relevant text for the course.

Individual presentations is required followed by discussions.

Evaluation

Students are required to read materials assigned one week ahead as

preparation for class. In-class evaluation is based on individual

presentations are done and how actively students engage in discussions.

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Week 13

Week 14

Week 15

Orientation to the Course: Definition of Terms, class rules, etc.

The roots of Comparative Education

Why is Comparative Education Necessary: Basic Universal Education

Social Conditions that affect Education

UNESCO and The Basic Human Right to Education

Principles of Equality, Language and Religion

Diversity, discrimination and the right to education

Comparison of educational system in Europe 1

Education in Germany: history and reforms

Comparison of educational system in Europe 2

Education in England; history and reforms

Comparison of educational system in Europe 3

Education in Denmark: history and reforms

Comparison of educational system in Asia1

Education in Japan: history and reforms

Comparison of educational system in Asia 2

Education in India: history and reforms

Comparison of Educational system in Asia 3

Education in Indonesia: history and reforms

Education in Muslim Countries 1

Education in Muslim Countries 2

Summary and Evaluation

A Database of Academic Publications

A note:

Teaching in the context of education is a constant and continuous updating of research,

which means an integration of the BIG “R” and the small “r”. The big “R “refers to the

academic and professional development as proven by publication. The small “r” is the

ongoing research experience accumulated from observations and daily practice of

teaching. The two are inseparable. Classroom practice does not happen in a vacuum. It

should be grounded on existing and updated theories, which is the big R in the academia.

Likewise, the big R does not develop in a vacuum. Rather, it is a result of accumulated

body of existing practice and realities in the classroom. The following section shows

some of the most recent publications that directly apply to my daily practice of teaching.

Exploring the Relationship between Stereotyping, Prejudice and Discrimination：A

Survey Study. Intercultural Communication Studies. 2019.6. V28No1. June. Pp 47-65.

The Otaku Culture and Its Cultural Ramifications. Journalism and Mass

Communication. 2018, May. V8No5, Pp246-259.

Internationalization and the Impact of Foreign Students in the Classroom.

Asian Conference on Education. IAFOR. 2018, October. Pp 21-30.

Japan`s Foreign Immigrant Labor Policies. Readings on Diversity Issues.

Living with Diversity (LIDI) Sig, SIETAR Japan. 2017, May. pp. 26-36.

The Challenges of Teacher-Mediated vs Computer-Mediated ESL Instruction.

Asian Conference on Language Learning. IAFOR. 2017, October. Pp 1-11.

Issues in Classroom Learning. Explorations on Issues Involved in Classroom Emailing.

The 4th CELC Conference Proceedings. Center for English Language (CELC)

Singapore. 2015. 11. Pp 61-68.

An Integrated Teaching Strategy in the Classroom. The Asian Conference on Language

Learning 2015: Official Conference Proceedings. 2015.7. Pp 585-592.

Applications of Hofstede’s Value Framework on Contemporary Research & Society.

Intercultural Research. Shang Hai Center. 2014. 5, Pp 459-495.

What Do You Mean? Exploring Communication Gaps.

Kinseido Press.i 2012, October.

Internationalization of Education and Culture Adjustment: Chinese Students in Japan.

Intercultural Communication Studies. 2012, November. V. XX1, 2. Pp 170-184.

Cognitive Styles, Computer Attitude and Internet Use. Conference Proceedings.

International Conference on Education & Information Systems. EISTA. 2011, July.

Intercultural Education and Internationalization of Higher Education in Japan.

Intercultural Communication Studies. 2009, November. Pp 8-9.Nov. 8-9.

Culture Learning and Adaptation。Intercultural Communication Studies.

2008, June. V17, No1. Pp 285-298.

Beyond Boundaries: Insights into Culture and Communication. Pearson/Longman.

2007.12.

The Private Self in Public: Weblogs in the ESL Classroom. Education, Information and

Informatics System （EISTA）Florida, USA. 2007, July. Pp 9 -16.

Intercultural Adjustment - Re-considering the Issues: The Case of Foreigners in Japan

Intercultural Communication Studies, V16 N3. 2007, April. Pp 93-110.

Assessment and Integrated Instruction. The Language Teacher: Special Issue.

Japan Association for Language Teaching (JALT). 2004, December. V28, N12. Pp

23-27.

Intercultural Communication in Japan: Making it Happen Effectively.

Robbie Dean Press, Michigan. 2004, January.