Good practice

日本で実践されている国際共修は、海外のいわゆる「多文化クラス」とは少し異なります。
国際共修には様々なタイプがありますが、ここでは代表的な3つのタイプとその事例を紹介します。

Course Subject Title: 宮城の伝統文化を通じた日本理解

Instructor 島崎薫(東北大学) Eligible Students 日本人学生、留学生合わせて60名まで
Course Location 教室・青葉山体育館・街中 Credits あり(2単位)
Duration 半年間 Course Forms 教室・体育館・屋外
Language 英語  

1.Theme setting

仙台のすずめおどり、七夕(2016年度より実施予定)などについて実際に体験し、地域の人々と共に活動する中で日本文化、日本人、日本社会に対する理解を深める。

2.Materials

使用しない。

3.Points to attention regarding class management

教師はあくまでも学びをデザインする役割を担い、地域から講師を招聘したり、地域の中での活動に学生たちが参加できるような手配をする。
すずめおどりが上手な留学生など、ロールモデルになるような学生がTAとして授業に参加し、学生同士で学び合える環境の構築も心がけている。

4.Contents and frequency of assignments

グループでの活動を多く取り入れ、グループで課題に取り組む(すずめおどり練習、プレゼンテーションなど)。

5.Evaluation method

出席点30%、グループプレゼンテーション40%、最終レポート30%

6.Points to attention in course practice

ステレオタイプ的に日本文化を教える授業ではなく、実際に体験を通して学生が文化について考え、そこから他の学生とのディスカッションなどを通して学生がそれぞれ日本に対する理解を深められるような授業にする。

7.Educational philosophy and goals of instructors in international co-learning

教師はあくまでも学習環境をデザインする役割に徹し、学生が理解を深められるような環境を整える。

8.Issues in class and approach for improvement

Issue 1
履修希望者が多く、抽選にせざるを得ない。
改善のしようがない状態である。
Issue 2
授業開始から青葉まつりまで1ヶ月しかなく、土日も練習せざるを得ない状況で学生のモチベーションを保つことが困難である。
動画を見せたり、前年の写真を見せるなどして、学生がイメージを持ちやすい状態にしている。

Course Subject Title: Understanding Japan through Japanese Traditional Culture

Instructor Kaoru Shimazaki (Tohoku University) Eligible Students Up to 25 people, including Japanese and international students
Course Location Classroom and off-campus facilities such as Yanagiu-Washi Workshop, Shiroishi Nor Theater, or Tea House Rikuyuan Credits Yes (2 credits)
Duration 6 months Course Forms Classroom, field trips
Language English  

1.Theme setting

Students will learn Japanese traditional culture such as pottery, Japanese paper, Japanese tea ceremony, calligraphy, flower arrangement, and others in omnibus form. The class form is interactive.

Students will reflect on their own experiences and learn about traditional Japanese culture through discussion with other students, and deepen their understanding of Japanese culture, Japanese, and Japanese society.

2.Materials

None

3.Points to attention regarding class management

The instructor plays a role in designing a learning environment where experts in each field are invited to speak to the class, or students can actually experience.
In addition, the instructor actively makes time to exchange ideas among them and tries to build an environment where they can learn from each other.

4.Contents and frequency of assignments

Students will have multiple opportunities for group activities during the tasks (presentations and others).

5.Evaluation method

Attendance 30%, assignments 20%, group presentations 20%, final report 30%

6.Points to attention in course practice

Instead of teaching Japanese culture in a stereotypical manner, the instructor should make a class where students think about culture through actual experiences and can deepen their understanding of Japan through discussions with other students.

7.Educational philosophy and goals of instructors in international co-learning

The instructor should be devoted to the role of designing the learning environment and prepare an environment where students can deepen their understanding.

8.Issues in class and approach for improvement

Issue 1
Many applicants wish to take this course, and a lottery has to be conducted.
There is no solution for improvement.
Issue 2
Since there are many students, the instructor cannot see details, such as what kind of awareness each student has, or a connection to learning.
A glimpse of learning changes of students can be seen in the final report, but it is difficult to see in a timely manner.

Course Subject Title: Sendai Internationalization Promotion Project:
Let’s contribute to local department stores with international students!

Instructor Mina Mizumatsu (Tohoku University) Eligible Students International students and Japanese students in all departments (no number restriction)
Course Location Classroom and outdoor Credits Yes (2 credits)
Duration 6 months Course Forms Classroom and outdoor (local department store, Sendai city subway etc.)
Language English  

1.Theme setting

This course responds to foreign tourists and foreigners residing in Sendai in recent years through tours of local department stores, and interaction with people actually working there. Students will explore how local department stores are currently dealing with foreigners, and how they should do in the future.

Ultimately, this course aims to contribute to the internationalization of local communities by making proposals to department stores and Sendai City, which are derived for each group.

2.Materials

Distribute literature or worksheets created by the instructor appropriately according to the interest and progress of students.

3.Points to attention regarding class management

Since this course is a project promotion style, students will make "ground rules" during the orientation at the first class.

Since students prepare for the rules by showing their understanding of each culture or thought, regardless of nationality and so on, they are able to work on group activities smoothly afterwards.
Also, with an awareness of PDCA (Plan-Do-Check-Act) cycle, students will review appropriately during class.

4.Contents and frequency of assignments

Two (2) times of review reports, Two (2) times of group presentations, One (1) time of photo ethnography report

5.Evaluation method

Attendance (including contribution to activities and discussion) 30%, assignments (see above) 30%, group achievement presentations (2 times) 40%

6.Points to attention in course practice

Since students are the leading role in class, the instructor and the TA will stick with supporting.

If a problem occurs in group activities, go back to the ground rules and navigate that students can think and solve by themselves as much as possible. Instead, provide detailed feedback to each student on reports and presentations so that students can maintain confidence and motivation at their own pace.

7.Educational philosophy and goals of instructors in international co-learning

In promoting cross-cultural understanding in class, this course necessitates that students are able to notice, not only the noticeable differences (students' nationality or ethnicity), but also the cultures of the same countries, and by force, of their own. For that reason, I am conscious of creating an environment where students are comfortable with each other. In addition, beyond the cultural and language barriers, students will experience a sense of fulfillment for accomplishing one thing.

8.Issues in class and approach for improvement

Issue 1
The number of students and the ratio of international and Japanese students are unknown until the first class starts. Therefore, it may be difficult to form a group or a pair with a well-balanced nationality or gender. Also, since many international students are older students and Japanese students are mainly in a freshman year, there is a difference in English proficiency, experience, and way of thinking.
Grouping under the instructor initiatives. Also, under the different rules every time, let students form groups equitably. Example: At least 1 person for each gender and 1 or more international students.
Issue 2
I would like to incorporate collaborative work with local people more than now, but there are few English speakers and activities are limited.
By having people who work locally continue to engage in such activities, lower barriers to communication to foreigners and in English.
Issue 3
Since progress differs for each group, it is difficult to bring the whole class together.
By the instructor and the TA confirming the progress of the day at the end of each class, prevent groups from being excessively delayed. By doing so, students will be able to clarify the sense of accomplishment in each class and future tasks and increase expectations for the next class.

Course Subject Title: International Camp Training

Instructor Yoko Matsuoka, Natsumi Onaka (Iwate University) Eligible Students Capacity 26 people
Course Location Youth house and others Credits 2 credits
Duration About 1 week in every February Course Forms Youth house and others
Language Japanese and English  

1.Theme setting

This course is based on the theme of “____ and sustainable society.” International and Japanese students attend lectures on global topics (energy, food safety, fair prices for agricultural products, disaster, disaster prevention, etc.) relating closely to the community in both Japanese and English, experience, and discuss to foster global human resources basic skills.

In addition, they develop a network of humans across the border by spending time together under the same roof for about 1 week.

2.Materials

Distribute necessary information as appropriate with handouts.

3.Points to attention regarding class management

Participants are required to have proficiency in either Japanese or English.
The instructors will intervene if the group discussion is stalled due to linguistic constraints or if the group lost sight of the direction.

Since the discussion requires concreteness, improve the quality of discussion by discouraging superficial or easy opinions.

4.Contents and frequency of assignments

The instructors will provide a pre-assignment in accordance with the theme.
During the training, based on lectures and local experiences, participants will repeat discussions to solve the problem in a group with mixed nationality.

Ultimately, they will summarize the results into recommendations, etc., and make oral presentations in both Japanese and English.

5.Evaluation method

Participation attitude in work (25%), contribution to group (25%), work assignments (25%), reports (25%)

6.Points to attention in course practice

All distributions and verbal instructions are made in both Japanese and English.

Since participants' understanding of the training theme is not necessarily deep, in addition to providing pre-assignments, we will input knowledge to them at the beginning of training at workshops and lectures, with the cooperation of teachers specializing in thematic fields.
Furthermore, in order to deepen the understanding of the current situation, they will have opportunities for field experiences, and make presentations to integrate their learning at the end.

The discussion group should be a small group of about 5 people, considering the balance of language and nationality.

7.Educational philosophy and goals of instructors in international co-learning

We would like to have training in which consciousness changes of Japanese students from "learning English" to "achieving something in English" such as how to use languages to solve problems.
Also, we would like participating students to acquire the skills to think about issues in various ways.

8.Issues in class and approach for improvement

Issue 1
It is supposed to be held in February, but it is difficult for students to secure a schedule due to intensive lectures, internship, or other circumstances.
By announcing opening the course as soon as possible, create an environment where students can easily set their schedule.
Issue 2
Subsidizing of bus fares and other necessary expenses is getting difficult.
Increase the fee for participating students and devise financing.
Issue 3
Participants from overseas partner universities vary according to the number of scholarships adopted.
We are making efforts to secure a certain number of international students by adding exchange students.