出版者・発行元：南山大学  

This study explored and assessed the level of consciousness and use of cultural intelligence in a high-performance environment in a host culture the Rugby World Cup 2019 held in Japan from September to November 2019. Through the use of a qualitative open-ended questionnaire coupled with non-participant observation field-notes, a total of seventy-two participants (players, coaches, management and support staff) from four international teams competing in the world cup. The data was thematically analysed from which three main themes were extracted: (a) intercultural sensitivity, (b) intercultural adaptability and (c) intercultural efficacy. Results are discussed in terms of the effect high-performance environments has on team member attitudes and approaches toward cultural diversity and how it is managed. In conclusion, implications for future research and testing in other contexts are provided.

出版者・発行元：南山大学  

This study was part of a Grants-in-Aid Scientific Research project entitled “Creating a research-driven collaborative framework for global citizenship and international service learning studies.” In a previous study, the development and implementation of the research project was discussed (O’Connell & O’Steen, 2020). As part of the first stage of the entire project, this study investigates the effect of service-learning studies on students enrolled in CHCH101, a service-learning and community engagement course offered at the University of Canterbury in New Zealand. As shown in the findings, an analysis of CHCH101 student voices obtained through two types of questionnaires and focus group interviews is provided to shed light on the positive effects of this service-learning pedological approach to learning. In conclusion, implications of the findings are discussed in terms of their research significance for further development of the Grants-in-Aid research project. 

出版者・発行元：南山大学　人文・自然科学編  

Over the past decade, international service-learning has become increasingly popular among students with the aim of enhancing their own intercultural awareness and sense of global citizenship. This paper elucidates the efforts being made at a Japanese university to develop a collaborative framework that focuses on global citizenship and international service-learning studies. Following a brief introduction of the current research project and background, it then discusses the current trends in Japan and overseas regarding the blend of service-learning and international education, which ultimately became the impetus for the current research project framework. This paper concludes with a focus on the planned development and implementation of the research project over a three-year period (2020―2022).

出版者・発行元：Nanzan University  

International service learning is fast becoming a popular pedagogical approach to enhance global citizenship among participating students. Through this type of experiential education, this approach gives students the opportunity to engage with local students and hone their intercultural communication skills. This paper seeks to shed light on the impact participation in an international service learning program had on two student groups at a Japanese university. Specifically, it elucidates the students’ reflections on the formation of intercultural social networks. In the final part of the paper, five central concepts of social network analysis are used to explore this case of service learning: density; homophily; diffusion; structural holes; and betweenness.

出版者・発行元：Nanzan University  

Senior high school English education in Japan has traditionally focused almost exclusively on teaching language in isolation and has rarely integrated content-based learning. Recently, however, the Japanese government and the Ministry of Education, Culture, Sports, Science and Technology (MEXT) have urged teachers to integrate more content into the curriculum as a means of improving the quality of English language education and to further globalize Japanese senior high school students.

The study presented here investigated the practices and experiences of in-service teachers and trainee teachers and analyzed their perspectives of Content and Language Integrated Learning (CLIL). The first finding is that the in-service senior high school English teachers in this study are actively moving beyond teaching language in isolation. The second finding in this study shows that current trainee teachers are still receiving almost no instruction in their university courses on how to construct or implement a CLIL-based curriculum or lessons. In response to these findings, an intensive workshop was organized and conducted, from which feedback and reaction is detailed.

出版者・発行元：Nanzan University  

International service learning (ISL) program are becoming increasingly popular around the world. For students, they offer a number of opportunities to broaden their knowledge and polish their intercultural understanding and communication skills. This paper investigates how participation in an ISL program affects the intercultural competency of students from a Japanese university. Specifically, it elucidates the students’ level of consciousness regarding their sense of global awareness and intercultural competence through a thematic analysis of their reflections after participating in an ISL program in New Zealand during the summer of
2017. To conclude, this paper will discuss the potential for expansion of such a program to reach a wider audience and to encourage further collaboration.

出版者・発行元：Nanzan University  

出版者・発行元：南山大学  

出版者・発行元：International Journal of Arts & Sciences  

This paper examines the development of interculturality training in an on-going research project that focuses on pedagogical training for Japanese teacher of English at Japanese high schools. As previously introduced (O'Connell, 2016), the project aims to provide teaching training for in-service teachers as well as university students aiming to become teachers of English in the future. After providing a clear definition of interculturality and how it relates to the current project, this paper explains why the inclusion of intercultural-related training necessary based on areas indicated as problematic from previous research and, more importantly, from the current group of participants in the training program.

出版者・発行元：AGON  

English education has long been firmly embedded within the Japanese high school curriculum. However, behind every foreign language learning experience lies the deep phenomena of culture. Nevertheless, research into the need for intercultural education within the current English education at Japanese high schools is still sporadic. Accordingly, this paper begins with an examination of the current state of intercultural education in this context, including an investigation into the Japanese teachers of English and native English teacher intercultural dynamic. After providing a canvas of the current situation, this paper will then provide an outline of the current research project that aims at providing pedagogical support through teacher training.

Specifically, the author aims to show how Japanese teachers of English will be provided opportunities to enhance their level of intercultural communication competence and understanding for use in English class content as well as interpersonal relations with native English teachers.

出版者・発行元：IJAS  

This paper examines one cohort's experiences of researching and taking Massive Open Online Courses (MOOCs) for the first time. The students (n=14) were third-year students at a Japanese university and they had enrolled in a ‘Teaching with technology’ elective course. After a brief overview of the rise of MOOCs the authors outline the design of the MOOC research project. The paper analyses and describes the students’thoughts on MOOCs in general, and their merits and demerits. Finally, the authors offer some guidelines to educators who plan to weave similar exploratory MOOC projects into their courses.

出版者・発行元：International Institute of Social and Economic Sciences (IISES)  

This paper elucidates the on-going efforts being made at a Japanese university to develop an intercultural-learning based curriculum through work-experience projects. The main goal of the current project is to provide students with the opportunities to be able to utilize knowledge in a practical sense, such as through work-experience projects at foreign affiliate companies in Japan. Following a brief overview of the current project design and development, this paper discusses the progress achieved thus far second year of its trial implementation. Feedback gained through questionnaires, reflection papers and follow-up interviews of the participating students and companies in the first year (2015) will be discussed in an effort to provide one reference for global-skills focused curriculum development.

出版者・発行元：International Journal of Arts & Sciences  

This paper introduces the framework and rationale chosen by a Japanese university in its development of intercultural communication education curriculum. In particular, it focuses on efforts being made to provide students with more practical skill-learning opportunities outside of the classroom. It first outlines the current design and scheduled implementation of a proposed Global Domestic Internship (GDI) program. Following an overview of the suggested need for GDIs at Japanese universities, it discusses the creation of this university's particular program. This paper intends to not only provide a overview of the proposed program, but more importantly to help teachers and administrators enhance their programs by shedding light on the needs of students and participating internship organizations.

出版者・発行元：Nanzan University  

出版者・発行元：HICE  

This paper examines the issue of providing support for English teachers in Japan. The presenters explicate how they are crafting a series of intensive teacher-training workshops which are designed to help improve in-service teacher training. The presenters will outline their plans to provide pedagogical support for Japanese teachers of English in three ways; Creating practical lectures and workshops which will address the teachers’ pedagogical needs; Making an online teacher support center (TSC) which will house teaching videos, audio files, word files, and other support material for teachers to freely access whenever and wherever they like, such as publishing practical handbooks based on the lectures and workshops.

出版者・発行元：HICE  

Many university students in Japan are unaware of Massive Open Online Courses (MOOCs) and their potential for learning. This paper explicates two cohort’s exploration of MOOCs. Two group of students (n=22) taking a ‘Teaching with Technology’ course at Nanzan University were encouraged to explore online courses provided by platforms such as Coursera, edX, and FutureLearn, as part of a semester-long research project. The aim of the project was to broaden the students’ knowledge of this growing field and they were given free rein to navigate the MOOC terrain in any way they wished. Throughout the project each student kept a diary in which they logged both their MOOC use, and their opinions of the courses. Interviews, diaries, focus groups, reports, and questionnaires all provided rich data. The authors outline the design of the project, before discussing in detail the students’ experiences of mapping the MOOC terrain.

出版者・発行元：Nanzan University  

This paper has two main objectives. Firstly, it aims to outline the steps being undertaken by the International Education Center at Nanzan University to stimulate an increase in overseas study programs (OSPs) participation by Nanzan students. Secondly, it seeks to measure the level of motivation by students who recently participated in a newly-established OSP to New Zealand for four weeks. A pre-departure and exit survey were administered to the participating students. Results from the survey responses found that the students were highly self-motivated to participate in order not only to gain a higher level of English proficiency, but also to acquire intercultural awareness. In conclusion, the meanings of the results will be shared and suggestions will be made to further improve such programs.

出版者・発行元：Hawaii International Conference on Education  

This paper explicates how a Japanese university is working to enhance and expand its Overseas Study Programs (OSPs). As Twonbly et al. (2012) claim, OSPs should provide students with more opportunities to enhance their foreign language ability and intercultural competence. This is pertinent to Japan as it seeks to nurture students with these skills for active use in the ever-expanding global society. In this paper, an outline of the design, implementation, and evaluation of OSPs at Japanese universities, including Nanzan University is provided, with a particular focus on its Nanzan Asia Program (NAP). Following this, it moves on to discuss the development of other OSPs currently being created. Finally, it offers suggestions to help teachers and administrators enhance their own program development by providing examples of the areas in which Nanzan University pursues further improvements.

出版者・発行元：The 13th Hawaii International Conference on Education  

This research paper examines the notion of creativity in English language classrooms in Japan. A group of Japanese junior high school and senior high school English teachers (n=22) were asked to consider how creative they are in their classes. The paper explicates the teachers' struggle to be creative. It outlines how, through a teacher-training course, the teachers were encouraged to explore the need for creativity. The teachers’ reactions to the course are also discussed.

出版者・発行元：南山大学  

This paper examines intercultural communication education at tertiary-level in Japan through a discussion of its development from the past to present. It begins with a review of the current literature on intercultural communication education in Japan before describing the present-day curricula to be found in Japanese universities. A description of faculties in Japanese universities that provide dedicated intercultural communication and intercultural-studies programs is presented. Additionally, an introduction of other Japanese universities that take a dynamic view of culture within their EAP/ESP courses is given. The successes gained from such development as well as the gaps that still remain are then discussed. Finally, future possibilities of further enhancement of education in this field at Japanese universities are presented as a conclusion.

出版者・発行元：The CLaSIC 2014 Organising Committee  

Japan continues to experience an increase in the presence of multinational, foreign affiliate and major Japanese companies in which globalisation means working in culturally-diverse work environments. Naturally, Japanese university students seeking employment in this type of work environment need to be prepared for the linguistic and cultural challenges that await. Currently, there is an ocean of material from ESP textbooks available that answers the need to some extent. However, can such sources provide knowledge of specific situations? Would the introduction of ‘real life’ situations (observations and audio-video interviews) with a focus on workplace communication strategies help them more? This paper introduces a challenging research project that has been developed to further contribute with such material. It begins with an outline of where the project is situated within the realm of intercultural communication education necessity. It then discusses the significance of such a project and how it is being developed with the aim of producing material for the classroom as well as online. It concludes with a summary of the challenging nature of the project and how it may contribute to further enhancing intercultural business communication studies at tertiary level in Japan.

出版者・発行元：Nanzan University  

This paper examines two classes within the International Category Course (国際科目群）curriculum at Nanzan University. Specifically, it investigates the degree to which content-based instruction in English facilitates the acquisition and enhancement of cultural intelligence among students enrolled in both classes. Evaluation results obtained through student surveys are analyzed to shed light on the connection between student motivation and cultural intelligence acquisition and enhancement. As a conclusion, suggestions and implications for further investigation in similar contexts are discussed.

出版者・発行元：University of Queensland  

Located within the specific context of Australian-Japanese workplace communication, this research attempts to craft a richer description and deeper understanding of intercultural communication than that elaborated in expatriate-local staff literature and intercultural communication discourse.
Through an in-depth qualitative analysis of a single workplace, this research explores the use and interaction of high second language (L2) (Japanese) competency and cultural intelligence by an Australian expatriate when communicating with his Japanese co-workers with a particular focus on the communication accommodation strategies used by him.
The findings presented in this thesis illustrate the connection of language competency and cultural intelligence to demonstrate that effective communication in intercultural workplaces requires more than fluency in a language.

出版者・発行元：Nanzan University  

The returnee experience is often framed by an underlying tone of struggle or confusion; however, this does not have to be the case. This study describes how the construct of bilingualism and bicultural identity has been positively explored and interpreted by three groups of 3rd year returnee high school students in 2008, 2009 and 2010 respectively.
Using a qualitative approach, this study surveyed and interviewed a total of 75 students taking an elective content and skills-based ESL class in the Faculty of Policy Studies, Nanzan University.
Thematic analysis of the data shows that when students are stimulated by content that challenges their bilingual and bicultural abilities, it in fact motivates them to reflect on their identities in a positive way as conveyed in their participant voices presented in this study. As a conclusion, suggestions and implications for further investigation in similar contexts are discussed.

出版者・発行元：Nanzan University  

This paper investigates the links between English teacher collaboration and motivation in a specific context-the first year English Communication program in the Faculty of Policy Studies, Nanzan University. Since the 1990s, teacher motivation and collaboration, as well as professional development, have received an increasing amount of attention in the current literature (e.g. Dornyei & Murphey, 2003; Ellis, 1994; Igawa, 2008; Shannon & Meath-Lang, 1992; Sturman, 1992). However, as Cowie (2006) points out, the emotional element of teaching is still relatively untouched in terms of exploratory research. In order to shed light in this area, the present study sets forth to gain insights into the ways and reasons English teachers feel motivated through collaboration with colleagues. Using a questionnaire and semi-structured interview approach, this paper discuss the issue of teacher motivation and collaboration through the eyes of its participants and the implications for future development of collaborative efforts to further enhance teacher motivation in an EFL university context.

出版者・発行元：大学英語教育学会中部支部  

This paper examines the practicality of a two-semester elective general education English course taught to third and fourth year students in the Faculty of Policy Studies at Nanzan University. The two-semester course focuses on practical Japanese-English interpreting and translating skills for the workplace. Guided by ESP theory and its characteristics, the aim of analyzing these courses is to determine the practicality of the applicable skills taught during the two semesters. Using an open-ended survey and semi-structured interview methodology, students taking the course were asked to reflect on issues of study motivation and the practicality of the skills they learnt. A qualitative analysis of the responses is discussed and aims to show how a focus on practical skills acquisition can indeed contribute to high levels of study motivation and a sense of practicality among students.

出版者・発行元：JALT BILINGUAL研究部会  

This article follows on from my first featured article in Bilingual Japan in 2006. Expanding on the theme of multiculturalism, I endeavor to shed light on the factors involved in raising a child with developmental differences biculturally. In this article, a specific focus on the types of LD specialist, community and educational support and services are available in Japan. Using a self-narrative approach, I seek to illustrate the strategic approaches possible for bilingual and bicultural families who have children with special needs.

出版者・発行元：JALT BILINGUAL研究部会  

This is a short review of one of the panel parent-child participants in last year’s Bilingual SIG Panel Discussion on becoming bicultural held at the JALT 2005 National Conference in Kokura, Kyushu.

出版者・発行元：Japan Foundation  

Japanese language and Japan-related studies have been popular in Australia for over 20 years. According to the Japan Foundation (2004), Japanese language learners in Australia were estimated to number at around 380,000 in 2003, an 80,000 increase on the numbers recorded in 1998. Additionally, other research shows that Japanese is regarded as one of the top four Asian languages to be taught in Australia’s LOTE (Languages Other Than English) education, with the motivation to learn Japanese at tertiary level linked to the view of career prospect enhancement. However, this type of research outwardly fell short in identifying the effectiveness of having Japanese proficiency, and more importantly, its role in enhancing cultural competence (i.e. the ability to function effectively in a host culture) in business communication. Indeed, some intercultural communication researchers (e.g. Du-Babcock & Babcock 1996, Selmer 2006) argue that the level of second-language proficiency among expatriates is a determining factor in achieving effective intercultural workplace communication. While this notion may seem obvious, there are few pieces of empirical evidence that show how Australians with second-language and cultural competence achieve effective business communication. It focuses on a description of findings from my previous (MA) and present research (PhD), specifically investigating the effectiveness of Australian expatriates with high Japanese proficiency and cultural competence.

出版者・発行元：JALTバイリンガリズム研究部会出版  

Given the close business ties between Australia and Japan and the continuing increase in the number of Australians working in this country, communication between these expatriates (AEWs) and their Japanese coworkers is receiving more attention because of its impact on business efficiency. This study, which represents the first stage of the author’s Ph.D. research project, explores the relationship between Japanese language proficiency and cultural intelligence through a survey of twelve AEWs and 48 of their coworkers (four for each AEW) in three business organizations in Japan. Although the AEW participants were chosen because of their strong Japanese skills, this paper analyzes differences between those evaluated by themselves and their coworkers as having advanced Japanese proficiency and those who possess only conversation-level Japanese.　It considers the AEWs’ use of Japanese in the workplace and their strategies for resolving breakdowns in communication between them and their

出版者・発行元：B-SIG JALT  

This article starts by giving a brief overview to define autism, biculturalism and intercultural communication. Based on this framework, I use elements of high context/low context from within the theory of intercultural communication as the main framework to make comparisons and draw similarities in the challenges faced by my autistic son and myself in Japan. The article represents two main personal aims for myself. First, I am trying to offer a new interpretation for behavioral perspectives and analysis―that is, autism as an intercultural situation filled with intercultural challenges. Second, I then illustrate, through episodes with my son, how those challenges can be overcome by applying intercultural communication strategies that hopefully lead to an enhanced level of cultural intelligence for the autistic person.

出版者・発行元：JALT  

Research on English for Specific Purposes (ESP) and content-based instruction (CBI) is continuing to increase. A host of perspectives have appeared regarding 1) curriculum design, 2) motivation of teachers and students and 3) independent learning support to name a few. As an example of one program aiming to build a collaborative relationship between core-content classes and language instruction, this paper will describe and discuss the synergic approach that the Nanzan English Program At Seto (NEPAS) is adopting for English language education in policy studies.

出版者・発行元：南山大学  

This paper describes and discusses the collaborative approach to English language instruction in the English Communication and Reading classes (advanced level) at Seto. I have attempted to illustrate and explain the level of impact of a concentrated focus on relevance to core-content has on student motivation. Using the evaluations of collaboration efforts from a survey of fifty students from the 2005 first-year classes, I also include implications for future collaborative efforts.

出版者・発行元：南山大学  

This paper argues for the suitability of qualitative research in the field of intercultural communication. Using my current PhD research methodology as one possible model, I talk about how qualitative research allows for in-depth, descriptive accounts of how intercultural communication competence is used in a culturally diverse workplace by bilingual workers.

出版者・発行元：日経バイオビジネス  

This short 3-page article provides an overview of planning, creating and polishing a resume in English. It is part of the Nikkei Bio-Business English series which gave readers an opportunity to understand the preparation and level of English required to work effectively in an English speaking workplace.

出版者・発行元：University of Sheffield  

This dissertation was submitted to the School of East Asian Studies, Sheffield University in partial fulfillment of the requirements for the degree of Masters in Advanced Japanese Studies in April 2001. The main objective of this research was to explore the reasons behind the high rate of linguistically and culturally Japanese-competent expatriates from Australia and New Zealand based in Japan. Using a mixed-method approach (questionnaire and focus-interview), expatriates were first asked to evaluate their competence by way of a survey. In order to accurately analyze the current competence levels, the participating expatriates were asked to explain how communication style differences caused breakdowns and how they used their Japanese language and cultural competence to achieve successful business communication with Japanese staff and clients. As a result, two in-depth case studies (one Australian expatriates and one New Zealand expatriate) were presented to illustrate common findings from the data analysis of the entire participant population.

出版者・発行元：（株）トヨタ紡織  

海外駐在内定の従業員向けの異文化理解及びコミュニケーショントレーニングセミナー実施

出版者・発行元：（株）デンソー  

海外発表グループの研修会にて国際プレゼンテーショントレーニング実施

出版者・発行元：（株）デンソー技研センター  

ハイタレント研修と言って、将来的に国際的な場でプレゼンテーション及び学会発表をすると見込まれるデンソーの技術者のプレゼンテーションテクニック及びシミュレーショントレーニング実施

出版者・発行元：岡崎国際交流協会  

出版者・発行元：刈谷市国際交流協会  

出版者・発行元：(株)デンソー  

海外発表グループの研修会にて国際プレゼンテーショントレーニング実施

出版者・発行元：国土交通省関東地方整備局  

異文化間コミュニケーション研修セミナー実施

出版者・発行元：日系BP社  

カバーレター及び履歴書の効果的な書き方

（インパクトをつけるためのテクニックに焦点を当てる）

出版者・発行元：岐阜県庁  

岐阜県庁の国際関連の職員の研修会にてセミナー実施

出版者・発行元：JAWOC WORLD SOCCER CUP ORGANIZING COMMITTEE  

日本開催地ボランティア研修会にて講演実施

This paper examines students' experiences of using Massive Open Online Courses for the first time. Two groups of students (n=22) at a Japanese university explored courses provided by different online platforms. After an overview of the project's design, the students' experiences of navigating the courses are explained in detail.

This paper examines the issue of providing support for English teachers in Japan. The presenters explicate how they are crafting a series of intensive teacher-training workshops which are designed to help improve in-service teacher training. In-depth interviews were conducted with in-service English teachers at junior high schools and senior high schools in Japan to ascertain their specific needs. The presenters outline their plans to provide pedagogical support for Japanese teachers of English in three ways; Creating practical lectures and workshops which will address the teachers' pedagogical needs; Making an online teacher support center (TSC) which will house teaching videos, audio files, word files, and other support material for teachers to freely access whenever and wherever they like; Publishing practical handbooks based on the lectures and workshops.

This paper examines the development of interculturality training in an on-going research project that focuses on pedagogical training for Japanese teacher of English at Japanese high schools. As previously introduced (O’Connell, 2016), the project aims to provide teaching training for in-service teachers as well as university students aiming to become teachers of English in the future. After providing a clear definition of interculturality and how it relates to the current project, this paper will explain why its inclusion in the training program is necessary based on areas indicated as problematic from previous research and, more importantly, from the current group of participants in the training program.

This presentation examined the issue of providing support for English teachers in Japan. The presenters explicate how they are crafting a series of intensive teacher-training workshops which are designed to help improve in-service teacher training. The presenters will outline their plans to provide pedagogical support for Japanese teachers of English in three ways; Creating practical lectures and workshops which will address the teachers’ pedagogical needs; Making an online teacher support center (TSC) which will house teaching videos, audio files, word files, and other support material for teachers to freely access whenever and wherever they like; Publishing practical handbooks based on the lectures and workshops.

Many university students in Japan are unaware of Massive Open Online Courses (MOOCs) and their potential for learning. This paper explicates two cohort’s exploration of MOOCs. Two group of students (n=22) taking a ‘Teaching with Technology’ course at Nanzan University were encouraged to explore online courses provided by platforms such as Coursera, edX, and FutureLearn, as part of a semester-long research project. The aim of the project was to broaden the students’ knowledge of this growing field and they were given free rein to navigate the MOOC terrain in any way they wished. Throughout the project each student kept a diary in which they logged both their MOOC use, and their opinions of the courses. Interviews, diaries, focus groups, reports, and questionnaires all provided rich data. The authors outline the design of the project, before discussing in detail the students’ experiences of mapping the MOOC terrain.

This presentation discussed the issue of providing support for English teachers in Japan through intensive teacher training workshops. The design and features of the workshops are outlined along with a summary of how additional support can be made available through an online Teacher Support Center (TSC) and practical teaching handbooks.

The returnee experience is often framed by an underlying tone of struggle or confusion; however, this does not have to be the case. The presenter described how the construct of bilingualism and bicultural identity was positively explored and interpreted by a group of third-year returnee high school students taking an elective university tutorial class that combines a content-based (Japanese society, intercultural communication issues) and skill (interpreting/translating skills) approach.

In the field of second language acquisition and instruction, the issue of motivation has become one increasingly common point of focus. As Sawazaki (2006) reminds us, the increased interaction with another teacher through collaboration not only helps enhance student motivation and learning stimulation, but also provides the teachers an opportunity to interact more. Put simply, more interaction between teachers who collaborate can have positive effects on their quality of instruction and workplace relationships.

This presentation focused on case studies from my PhD research. Specifically,it provided an interim analysis of the intertwining of language competence and cultural intelligence by Australian expatriates in Japanese workplaces. For the benefit of the interpreting students, discussion of how to intertwine these two competencies was conducted in relation to consecutive interpreting needs in the workplace.

Interpreting and translating for lectures during the four-day seminar

Interpreting and translating for lectures during the four-day seminar

Interpreter/Translator for lectures on Budo history, philosophy, technique and culture during the 4 day seminar.

Interpreter/Translator for lectures on Budo history, philosophy, technique and culture during the 4 day seminar.

Interpreter/Translator for lectures on Budo history, philosophy, technique and culture during the 4 day seminar.

Interpreter/Translator for lectures on Budo history, philosophy, technique and culture during the 4 day seminar.

Interpreter/Translator for lectures on Budo history, philosophy, technique and culture during the 4 day seminar.

Interpreter/Translator for lectures on Budo history, philosophy, technique and culture during the 4 day seminar.

Interpreter/Translator for lectures on Budo history, philosophy, technique and culture during the 4 day seminar.

Interpreter/Translator for lectures on Budo history, philosophy, technique and culture during the 4 day seminar.

Interpreter/Translator for lectures on Budo history, philosophy, technique and culture during the 4 day seminar.

Interpreter/Translator for lectures on Budo history, philosophy, technique and culture during the 4 day seminar.

Member of the committee

Member of the committee

Member of set-up committee for the new Foreign Language Education Center (2017).

In charge of instructing two International Course Category subjects--Intercultural Business Understanding (2012年〜現在に至る）and Event Planning and Negotiation Skills(2013年〜現在に至る）.

Member of the committee

Duties include development of short-term study abroad programs, recruitment of potential partner universities overseas, inspection visits, and negotiation of program content

Responsible for Oral Communication class coordination including the facilitation of the program goals among full-time and part-time teaching staff, and the implementation of the coordinated program content for first-year Policy Studies students.

Coordinator for Nanzan Asia Program (NAP). Duties include pre-departure class coordination and teaching, chaperone selection and guidance, program scheduling and content negotiation with overseas universities.

Responsible for coordination and implementation of program content for the English IA/IB and IIA/IIB course within the second year program.

Responsible for the instruction for English for Technology and Science course within the graduate program of 理工学部. Course content focused on scientific and technological based research paper and presentation structure and techniques.

Member of the committee