Nanzan Summer Japanese Programclasses is expected by CJS, and exceeding the permitted number of...

Nanzan Summer

Japanese Program June 4 to August 2, 2019

Course Description

Center for Japanese Studies, Nanzan University

南山大学外国人留学生別科

Table of Contents Academic Calendar ·················································································· 1 Academic Policies and Registration Procedures ················································ 2 Intensive Japanese Courses

Summer Japanese Ⅰ ··············································································· 6 Summer Japanese Ⅱ ·············································································· 7 Summer Japanese Ⅲ ·············································································· 8 Summer Japanese Ⅳ ············································································· 9 Summer Japanese Ⅴ ············································································· 10 Summer Japanese Ⅵ ············································································ 11

Open Courses

Introduction to Global Studies: Japan in Comparative Perspective ··················· 12 Introduction to Sustainability Studies ······················································ 14 Special Seminar A: Fieldwork Project - Exploring Japanese Youth Lifestyles ······ 16 Special Seminar B: Intercultural Competence ············································ 18 Special Seminar C: Studies in Second Language Acquisition ·························· 19

Japanese Studies

Japanese Studies A: Japan in the Geopolitics of the Asia-Pacific ························· 21

Japanese Language Seminars Japanese in Volunteering ········································································ 23 Business Japanese ················································································ 24

Internship in Japanese

Internship in Japanese (Advanced) ···························································· 25 Japanese Arts

Japanese Arts A: Flower Arrangement (Ikebana) ·········································· 26 Japanese Arts B: Woodblock Printing (Hanga) ··········································· 27

Japanese Arts C: Japanese Culture and Tea Ceremony (Sado) ························· 28 Japanese Arts D: Traditional Japanese Dance (Odori) ·································· 29

Program Instructors ················································································· 30

Academic Calendar for Summer Program in 2019

< Course A, B >

June 4 (Tuesday) Placement Test, Orientation

June 5 (Wednesday) Orientation, Provisional Course Registration

June 6 (Thursday) Classes Start

June 11 (Tuesday) Final Registration Due

July 4 (Thursday) No CJS Classes (except for Open Courses)

July 10 (Wednesday) Departure Orientation

August 1 (Thursday) Final Examinations

August 2 (Friday) Closing Ceremony and Farewell Party

< Course C >

July 4 (Thursday) Placement Test, Orientation, Provisional Course Registration

July 5 (Friday) Classes Start

July 9 (Tuesday) Final Registration Due

July 10 (Wednesday) Departure Orientation

August 1 (Thursday) Final Examinations

August 2 (Friday) Closing Ceremony and Farewell Party

1

Academic Guidelines

Credits & Transcripts: The Center for Japanese Studies (CJS) offers academic credits for all courses offered in the summer program. CJS will issue official transcripts describing grades for the courses. Grades: Assessment of courses is based on the award of grades A, B, C and D for the successful completion of a course. Those who fail to complete a course successfully are awarded an F grade. Grades A, B, and C are further divided into three levels (that is, A+, A, A-; B+, B, B-; and C+, C, C-).

【 Required elective courses 】 < Japanese Language Courses >

Course A (4 credits each) S1110 Summer Japanese Ⅰ S1210 Summer Japanese Ⅱ S1310 Summer Japanese Ⅲ S1410 Summer Japanese Ⅳ S1510 Summer Japanese Ⅴ S1610 Summer Japanese Ⅵ

Course B (2 credits each) S1520 Summer Japanese Ⅴ A S1620 Summer Japanese Ⅵ A

Course C (2 credits each) S1130 Summer Japanese Ⅰ B S1230 Summer Japanese Ⅱ B S1330 Summer Japanese Ⅲ B S1430 Summer Japanese Ⅳ B S1530 Summer Japanese Ⅴ B S1630 Summer Japanese Ⅵ B

< Course B (Internship Course) > (3 credits) S7180 Internship in Japanese (Advanced)

【 Elective courses 】 (2 credits each) S2000 Japanese Studies A: Japan in the Geopolitics of the Asia-Pacific S3000 Introduction to Global Studies S3100 Special Seminar B : Intercultural Competence S3200 Special Seminar A : Fieldwork Project – Exploring Japanese Youth Lifestyles S3500 Introduction to Sustainability Studies S4100 Special Seminar C : Studies in Second Language Acquisition S7120 Business Japanese S7170 Japanese in Volunteering

【 Arts courses 】 (Students must take ALL FOUR classes to obtain 2 credits) S8110 Flower Arrangement (Ikebana) S8120 Woodblock Printing (Hanga) S8130 Japanese Culture and Tea Ceremony (Sado) S8140 Traditional Japanese Dance (Odori)

【 Japanese Conversation 】 (The number of hours will be written on students’ transcripts) S9000 Japanese Conversation

2

Class Attendance Policy

Merely attending classes does not guarantee a pass for any course. Regular attendance of all classes is expected by CJS, and exceeding the permitted number of absences for any given course results in automatic failure of that course. The maximum number of unexcused absences permitted is as follows:

Intensive Japanese Course A seven 90-minute classes Course B, C four 90-minute classes

Open courses Course A only two 90-minute classes

Japanese Studies A Course A only two 90-minute classes

Japanese in Volunteering Course A only two 90-minute classes mini-internship:no unexcused absence permitted

Business Japanese Course A, B two 90-minute classes off-campus class: no unexcused absence permitted

Internship in Japanese Course B only two 90-minute class (Advanced) internship: no unexcused absence permitted

Japanese Arts Course A, B, C no unexcused absence permitted

Please take note that it is the responsibility of the student to inform the instructor regarding any absence, whatever the reason may be. Absence due to illness or similar unavoidable circumstances will only be excused when supported by a medical certificate or other such official documents. Please refer to the section below, ‘Excused Absences’. If you are unsure, please consult the CJS Office.

Excused Absences

CJS permits students to be absent in the circumstances outlined below. Students wishing to have an excused absence should obtain an Excused Absence Request Form from the CJS Office and submit it with the necessary supporting documents. The CJS Office will notify you when a decision is made. As a general rule, this form is to be submitted before an absence. In cases where this is impossible, such as when you are ill, hand in this form within one week from the day following the period of absence.

The period of excused absence, the prerequisite circumstances for approval, the necessary documents and the measures for dealing with assessment occurring during the period of absence are as follows. Students may be granted up to five days excused absence for one application. In addition, the maximum numbers of excused absences permitted are 1/3 of the total class sessions.

3

Illness

Submit official documentation such as your medical receipts or medical documents with the Excused Absence Request Form. You must obtain these documents on the day(s) that you would like to be excused. The CJS Director and CJS Dean of Academic Affairs will consider the application and decide whether or not your absence is to be excused, and how many days will be granted if it is excused. The following measures will be taken:

• A make-up test will be carried out if major pieces of assessment such as scheduled courseexaminations are missed. However, the highest attainable mark will be 90%.

• Make-up tests will not be carried out to cover quizzes missed.

Weddings

Absences are excused for weddings of parents, siblings or grandparents. Please attach a letter from your parent/guardian to the Letter of Excused Absence Request as proof of attendance at the wedding. The following measures will be taken:


• Make-up tests will not be carried out to cover quizzes missed.Note: If overseas travel is involved, please submit a copy of the departure and return date stamped pages of your passport to the CJS Office.

Funerals

Absences are excused for funerals of close family members, defined as parents, siblings, grandparents, uncles and aunts, children or spouse, or in the case of a home-stay, the immediate host family. Please attach a letter from your parent/guardian to the Letter of Excused Absence Request as supporting documentation. The following measures will be taken:



Religious reasons

Obtain an Excused Absence Request Form from the CJS Office, attach documentary proof supporting your application and return it to the Office. The CJS Director and CJS Dean of Academic Affairs will consider the application and decide whether or not your absence is to be excused and how many days will be granted if it is excused. The following measures will be taken:

• A make-up test will be carried out if major pieces of assessment such as scheduled courseexaminations are missed. No marks are deducted in the case of an excused absence.

• Make-up tests will not be carried out to cover quizzes missed.

4

Note: If overseas travel is involved, please submit a copy of the departure and return date stamped pages of your passport to the CJS Office.

Other reasons

As a general rule, absence because of attendance at awards ceremonies or conferences will be excused if the event is of an academic nature or is related to the study of the Japanese language. Please submit a letter from the organizer, or some event-related material supporting your application. The CJS Director and CJS Dean of Academic Affairs will consider the application and decide whether or not your absence is to be excused and how many days will be granted if it is excused. The following measures will be taken:

• A make-up test will be carried out if major tests such as scheduled course examinationsare missed. However, the highest attainable mark will be 90%.


Please contact the CJS Office if you have any questions or require more detailed information.

Registration Procedures

Provisional course registration: Course A, B: Wednesday, 5 June Course C: Thursday, 4 July

Course registration is carried out at the end of the academic orientation.

Final course registration: Course A, B: Tuesday, 11 June Course C: Tuesday, 9 July

Changes (adding or dropping) to course registrations are not possible after this.

ATTENTION

The Practical Courses in the Japanese Arts might be very popular. We will endeavor to place you in your first preference courses; however, if courses are oversubscribed, you will be allocated classes by lottery. We apologize if your first choice is not available or if you are unable to be placed in a Practical Course.

5

COURSE

DESCRIPTION

COURSE TITLE

Summer Japanese I INSTRUCTORS

Kazuyo TAKEDA, Tomoko KOMADA

COURSE DESCRIPTION

This course is designed for students who have had fewer than 200 hours of Japanese instruction. Students should have already mastered both Hiragana and Katakana in order to enter this level. This course covers basic introductory Japanese grammar, and course uses GENKI I L.1 – L.8.

COURSE GOALS

Upon successful completion of the course, students will be able to: • communicate in simple Japanese for daily use;• read short stories and write short passages such as postcards and simple e-mails;• handle 100 kanji in addition to Hiragana and Katakana.

COURSE SCHEDULE

Week 1 Genki Lesson 1 Week 2 Genki Lesson 2 Week 3 Genki Lesson 3 Week 4 Genki Lesson 4Week 5 Genki Lesson 5 Week 6 Genki Lesson 6 Week 7 Genki Lesson 7 Week 8 Genki Lesson 8

TEXTS

Textbook* Banno, E., et al., Genki: An Integrated Course in Elementary Japanese I [Second Edition]. *The textbook is available at the library or for purchase at the campus bookstore.

Supplementary Materials Other materials are provided.

ASSESSMENT

Class Participation 15%; Homework 15%; Quizzes 20%; Tests 50%

6

COURSE TITLE

Summer Japanese II INSTRUCTOR

Tomoe NISHIO

COURSE DESCRIPTION

The course in this level covers introductory Japanese grammar and discourse structures to improve students’ overall language proficiency. Students should have mastered 30 kanji to enter this level. This course uses Genki I (Lessons 5 to 12) and authentic materials.

COURSE GOALS

Upon successful completion of the course, students will be able to: • communicate in simple Japanese for daily use;• read short stories and write short passages;• handle 150 kanji in addition to Hiragana and Katakana.

COURSE SCHEDULE

Week 1 GENKI Lesson 5 Week 2 GENKI Lesson 6 Week 3 GENKI Lesson 7 Week 4 GENKI Lesson 8 Week 5 GENKI Lesson 9 Week 6 GENKI Lesson 10 Week 7 GENKI Lesson 11 Week 8 GENKI Lesson 12

TEXTS

Textbook* Banno, E., et al., GENKI: An Integrated Course in Elementary Japanese I, 2nd ed., Japan Times. *The textbook is available at the library or for purchase at the campus bookstore.

Supplementary Materials Other materials are provided.

ASSESSMENT


7

COURSE TITLE

Summer Japanese III INSTRUCTORS

Nobuyo MACHIDA, Mari YAMADA, Nanae FUKUTOMI

COURSE DESCRIPTION

Designed for students who have already mastered 150 kanji. This course covers introductory

Japanese grammar, including probability, expressing opinions, reported speech, more noun counters,

expressions for giving and receiving, and conditionals. Honorific expressions and humble

expressions are also introduced, along with some discourse structures used in daily life.

COURSE GOALS

Upon successful completion of the course, students will be able to: • handle various interactive task-oriented and social situations;• express their own ideas accurately and appropriately about themselves and their

immediate environment;• write longer passages such as letters and e-mails;• handle 280 kanji.

COURSE SCHEDULE

Week 1 GENKI lesson 13







Week 8 GENKI lesson 20；Review

TEXTSTextbook*

Banno, E., et al., GENKI : An Integrated Course in Elementary Japanese II, 2nd ed., Japan Times.

*The textbook is available for purchase at the campus bookstore.

Supplementary Materials

Supplementary materials will be provided by the instructor.

ASSESSMENT


8

COURSE TITLE

Summer Japanese IV INSTRUCTORS Kaori KONDO, Junko FUJIMOTO COURSE DESCRIPTION Designed for students who have already mastered 320 kanji. This course covers most intermediate grammar and discourse structures. It uses an original textbook for intermediate Japanese, Tsunagu 1 L.1 – L.4, and authentic materials. COURSE GOALS Upon successful completion of the course, students will be able to: • deliver a speech in an organized way on familiar topics; • demonstrate their ideas through improvised discussion or debate on familiar topics; • analyze process critically such as decision making and judgement by obtaining necessary information

from authentic materials; • prepare drafts for oral presentations; • handle 410 kanji.

COURSE SCHEDULE Week 1 Lesson 1 Week 2 Lesson 1 Week 3 Lesson 2 Week 4 Lesson 2; Midterm Exam Week 5 Lesson 3 Week 6 Lesson 3 Week 7 Lesson 4 Week 8 Lesson 4; Final Exam TEXTS Textbook* Original textbook, Tsunagu 1, needs to be purchased. Supplementary Materials Supplementary materials will be provided by the instructor. ASSESSMENT Class Participation 15%; Homework 15%; Quizzes 20%; Tests 50%

9

COURSE TITLE

Summer Japanese V INSTRUCTORS Miyuki DOI, Yuriko IDE COURSE DESCRIPTION This course covers most of the important intermediate grammar and discourse structures while reviewing basic Japanese grammar. The course uses an original textbook for intermediate Japanese, Tsunagu 1, L.3 – L.6,and authentic materials. Students should have mastered 410 kanji to enter this level. COURSE GOALS Upon successful completion of the course, students will be able to: • express his/her idea in an organized way through group discussion on familiar topics; • demonstrate understanding of authentic written materials; • write well-organized scripts for oral presentations; • read and write 600 kanji.

COURSE SCHEDULE Week 1 Lesson 3 Week 2 Lesson 3 Week 3 Lesson 4 Week 4 Lesson 4; Review for exam Week 5 Lesson 5 Week 6 Lesson 5 Week 7 Lesson 6 Week 8 Lesson 6; Review for exam

TEXTS Textbook* Original textbook, Tsunagu 1, needs to be purchased. Supplementary Materials Supplementary materials will be provided by the instructor. ASSESSMENT Class Participation 15%; Homework 15%; Quizzes 20%; Tests 50%

10

COURSE TITLE

Summer Japanese VI INSTRUCTORS Yuriko IDE, Miyuki DOI OURSE DESCRIPTION This course introduces grammar and discourse structures with an original textbook for intermediate Japanese, Tsunagu II, and supplementary materials. Students need to be able to understand 600 kanji to enter this course. COURSE GOALS Upon successful completion of the course, students will be able to: • explain ideas in Japanese in an organized way; • read texts such as short essays and articles from the newspaper; • understand 900 kanji.

COURSE SCHEDULE Week 1 Lesson 9 Week 2 Lesson 9 Week 3 Lesson 10 Week 4 Lesson 10; Review for exam Week 5 Lesson 11 Week 6 Lesson 11 Week 7 Lesson 12 Week 8 Lesson 12; Review for exam

TEXTS Textbook* Original textbook, Tsunagu II, needs to be purchased. Supplementary Materials Supplementary materials will be provided. ASSESSMENT Class Participation 15%; Homework 15%; Quizzes 20%; Tests 50%

11

COURSE TITLE Introduction to Global Studies: Japan in Comparative Perspective

INSTRUCTORS Robert Croker COURSE DESCRIPTION This is a lecture, reading and discussion class that meets twice a week, Monday and Thursday afternoons. It is a regular Japanese university undergraduate class with students from the Faculty of Global Liberal Studies, and is conducted in English. The purpose of the course is to develop a deeper understanding of Japan and the main social issues it is presently facing, from a variety of perspectives – theoretical, cultural, historical and gender – using a comparative approach – comparing the case of Japan with that of other countries, through exploring key case studies. By the end of the course, students will have developed a deeper understanding of the issues facing contemporary Japan, and the solutions that are culturally possible and appropriate. Students with an interest in sociology, anthropology, policy studies, history, politics and gender will find the course particularly rewarding. This course explores the lives of different groups of people living in Japan, and the issues that each is facing: young people, people marginalized by society such as those who have a (dis)ability or who come from an ethnic or other minority group, women and men, and older people. A case study approach is used: readings introduce each theme, and then small groups of Nanzan undergraduate students and CJS students together engage in a problem-based task, such as creating government and company policies to support more diverse youth lifestyles or designing an earthquake shelter to include people with special needs, that activates students’ understanding of that social issue. The goal of each case study is to develop a policy that is culturally, politically, and socially appropriate. After completing each case study, groups will briefly present their policies to other groups, and then discuss them together. Your thoughtful, active participation throughout the course is expected. COURSE GOALS to develop a deeper understanding of social issues facing Japan and other modern societies to analyze and discuss these contemporary social issues from a comparative perspective to create practical solutions to these contemporary social issues to find and read sources, and incorporate the information into finding these solutions to understand the basic principles of comparative sociology COURSE SCHEDULE Class1 Introduction to global studies - comparative sociology

Goal: learn basic concepts in sociology used in the course Class2 special topic – personal and social identity in Japan

Goal: explore how personal and social identity is defined and constructed in Japan Class3-5 the joys and challenges of being young in Japan

Case Study 1 – design government, school and company policies to support more diverse youth lifestyles Goal: understand the goals and expectations of young people, and their daily lives

12

Class6-8 the diverse groups of people living in Japan Case Study 2 – design a Japanese earthquake shelter for the people living in a community, including those with special needs or from ethnic or other minorities Goal: learn about various groups of people living in Japanese communities, and their diverse needs

Class9 special topic – Japan’s political, legal, and government systems

Goal: understand how social change is facilitated and thwarted through Japan’s political, legal, and government systems

Class10-12 inclusive work spaces

Case Study 3 – design workplace policies and practices that helps parent(s) balance work and family, and help other diverse peoples succeed in the workplace and broader society Goal: understand the challenges that women and men, and other groups, face in the workplace

Class13-15 aging populations

Case Study 4 – design a day care service or an old-age home for older Japanese people Goal: learn about the challenges that older people face, and how Japanese society supports them

STUDY TIME (OUTSIDE CLASS) 1. complete readings for each topic, write a summary and create discussion questions 2. complete each case study report TEXTS (Printed materials will be provided each class.) Readings from a variety of sources will be provided in class. Note that students will also be expected to find their own readings as well. ASSESSMENT Case studies (4 case studies, each 25%) = 100% OTHER PREREQUISITES Ability to read academic English. Reports may be submitted in English or Japanese. AUDIT Not permitted LANGUAGE USED IN CLASS English

13

COURSE TITLE Introduction to Sustainability Studies INSTRUCTOR Marc BREMER COURSE DESCRPTION The class will be delivered using the lecture style. Students will work with each other in teams to complete and present a project. While we enjoy the rich life of an advanced economy, we face environmental problems of a scale that we have never experienced before. These problems include global warming, environmental degradation and the management of nuclear waste. How can we understand the trade-offs between economic growth and environmental problems and achieve sustainable development? In these lectures, we will deepen our understanding of sustainability. Specifically, we will outline the basic concepts of business and economics for sustainable development and the key issues of environmental ethics for future generations. COURSE GOALS 1. Students will learn about sustainable environmental policies 2. Students will learn about environmental economics 3. Students will improve their scientific literacy 4. Students will learn about sustainable business COURSE SCHEDULE Class1 6/6 Environmental Literacy and Sustainability (Module 1.1)

Start thinking about sustainability project topics Class2 6/10 Science Literacy (Modules 1.2)

Outline of the group sustainability projects Class3 6/13 Population and the Environment (Module 1.3)

Form groups for sustainability projects Class4 6/17 Ecosystems (Module 2.1)

Spaceship Earth: A Safe Operating Space for Humanity Sustainable project proposal due (two A4 pages)

Class5 6/20 Population Ecology (Module 2.2) Fire Ants in Japan!

Class6 6/24 Biodiversity (Module 3.2) Class7 6/27 Urbanization (Module 4.2) Class8 7/1 Ecological Economics and Consumption (Module 5.1)

T-Shirts in a Global Economy Class9 7/4 Sustainable Food (Modules 8.1 and 8.2) Class10 7/8 Sustainable Energy (Modules 9.1 and possibly 9.2) Class11 7/11 Sun, Wind and Earth Energy (Module 11.2 and possibly 11.1) Class12 7/15 Climate Change (Modules 10.1 and possibly 10.2) Class13 7/18 Team presentations of sustainability projects Class14 7/22 Team presentations of sustainability projects Class15 7/25 Team presentations of sustainability projects

14

Study Time (outside class) Students should read the book modules before the lectures. Students will have to meet in a group of between 4 and 6 people outside of the class to work on a sustainability project. The project includes both a written report (in English) and a PowerPoint presentation (in English). Potential project topics include: alternative energy, aquaculture, Bjørn Lomborg, carbon cycle, climate change, colony collapse disorder, environmental degradation, environmental Kuznets curve, environmental skepticism and fatigue, e-waste, fast fashion, fire ants, food waste, genetically engineered foods, green revolution, greenhouse effect, Greenland Norse, invasive species, malaria, hydraulic fracturing, indoor air pollution, Kerala model, Kyoto Protocol, locally grown food, management of nuclear waste, International Union for Conservation of Nature, Maya collapse, Montréal Protocol, North Pacific Anadromous Fish Commission, Paris Agreement, Peter Jacques, Rachael Carson, recycling, repurposing, sustainable forest management, sustainable supply chains, sustainable tourism, tragedy of the commons, t-shirts, water conservation, white-nose syndrome and zero-impact commuting. Students are welcome to propose their own sustainability topics. Students must find at least three books and five articles related to their sustainability project. Students are strongly encouraged to suggest original solutions to sustainability issues. Controversial solutions are welcome! Time for the final team presentation is between ten and fifteen minutes. All team members must participate in the presentation. The written report should be between five and fifteen A4, double spaced pages with 2.5 cm margins and 12 point Times Roman font. The report must include the names of all team members and a list of references. ASSESSMENT Class participation (which includes in-class-surprise exams) 40%. Final group sustainability report 60% TEXTS • Karr, Susan, Jeneen Interlandi and Anne Houtman. (2018). Environmental Science for a

hanging World, 3nd edition, New York: Macmillan Education & Scientific American. (Required)

• Kyodo News Service. (2017). Venomous Fire Ants, Including First Confirmed Queen in Japan, Found at Osaka Port, October 18. (Suggested)

• Langert, Bob. (2019). The Battle to Do Good: Inside McDonald’s Sustainability Journey, New York Emerald Publishing (Optional)

• Ministry of the Environment, Government of Japan. (2016). Annual Report on the Environment in Japan 2016, down from https://www.env.go.jp/en/wpaper/2016/index.html (Optional)

• Nordhaus, Ted and Michael Shellenberger. (2007). Break Through: From the Death of Environmentalism to the Politics of Possibility, New York: Houghton Mifflin. (Optional)

• Oreskes, Naomi and Erik M. Conway. (2012). Merchants of Doubt: How a Handful of Scientists Obscured the Truth on Issues from Tobacco Smoke to Global Warming, London: Bloomsbury. (Optional)

• Rivoli, Pietra. (2014). The Travels of a T-Shirt in the Global Economy: An Economist Examines the Markets, Power and Politics of World Trade, New York: Wiley. (Suggested)

• Rockström, Johan and others. (2009). A Safe Operating Space for Humanity, Nature, Vol 461, September , 472-475. (Suggested)

LANGUAGE USED IN CLASS This course will be taught in English. Additional English language material will be handed out in class.

15

COURSE TITLE Special Seminar A: Fieldwork Project – Exploring Japanese Youth Lifestyles

INSTRUCTORS Robert Croker COURSE DESCRIPTION This course provides you with the opportunity to explore the lifestyles of Japanese university students by doing a small-scale fieldwork project with a group of regular Nanzan University undergraduate students. Your project could be on topics such as youth culture and identity, the music scene and fandom, the daily lives of young people, or Japanese university clubs and circles. Doing such a project can help make your stay in Japan richly rewarding – you have the chance to really ‘look’, ‘ask’, and ‘listen to’ Japan, combining what you are reading in your textbooks with the experience of investigating the real living worlds of young Japanese people. This class meets twice a week on Monday and Thursday afternoons. It is a regular Nanzan University undergraduate class with students from the Faculty of Policy Studies, mostly second- and third-year students. The class is conducted mostly in English; however, you may choose to join a group that works mostly in Japanese. In the first classes, we explore what fieldwork is and how to do it effectively. Then, we decide on fieldwork project topics and make research groups. The next steps are to interview the other students in the class and to create a short questionnaire. After the other students have answered your questionnaire you analyse your data with your research group and prepare and give a short presentation to other research groups. This class will equip you with a deeper understanding of the lifestyles of Japanese university students and the skills to do fieldwork in the future. It will also help you prepare for your graduation thesis if you are planning to write about modern Japan or contemporary Japanese culture. COURSE GOALS 1. understand the lifestyles, experiences, attitudes and beliefs of Japanese university students 2. interview at least five undergraduate students 3. create a questionnaire answered by at least 20 undergraduate students, and analyse the results 4. present the results of your fieldwork project COURSE SCHEDULE Class1 Exploring Fieldwork 101- the basics of fieldwork Class2 Deciding on research topics, creating research groups and finding background information Class3 Discussing previous research, deciding upon your research focus Class4 Interviews - preparing for interviews, conducting interviews Class5 Interviews - conducting interviews Class6 Interviews - conducting interviews, analyzing interview data Class7 Questionnaires - question types; looking at examples of good questionnaires Class8 Questionnaires - planning your questionnaire, writing questions Class9 Questionnaires - editing questions Class10 Questionnaires - answering other groups’ questionnaires Class11 Questionnaires - analyzing quantitative data Class12 Questionnaires -analyzing qualitative data Class13 Workshop class - completing analysis, preparing for presentations Class14 Workshop class-completing analysis, preparing for presentations Class15 Research presentations

16

STUDY TIME (outside class) 1. find readings relevant to your research topic (only for class 3) 2. finish analyzing interview and questionnaire data (if you do not finish in class time) 3. finish making the presentation slides and script (if you do not finish in class time) TEXTS Printed materials will be provided as necessary in class. ASSESSMENT Fieldwork portfolio, consisting of:

summary of previous research 10% interview analysis 20% questionnaire analysis 20% PowerPoint slides 20% report (presentation script) 30%

OTHER PREREQUISITES Ability to read academic English. AUDIT Not permitted LANGUAGE USED IN CLASS English

17

COURSE TITLE

Special Seminar B: Intercultural Competence INSTRUCTOR Fern SAKAMOTO COURSE DESCRIPTION In this course, we will consider the causes of intercultural misunderstandings and how to avoid them. Students will examine and discuss various theoretical frameworks, media samples, case studies and intercultural encounters. Students are expected to critically examine their own cultural filters and try to set aside their own prejudices and consider a variety of perspectives. COURSE GOALS This course is designed to help students develop their intercultural competence. Specifically, students should be able to:

• identify elements of their own cultural filters, • consider intercultural encounters from different perspectives, • understand theoretical intercultural competence frameworks, • analyse media samples and identify cultural values therein, and • develop increased sensitivity in intercultural interactions.

COURSE SCHEDULE Class1 Introduction Class2 Identity Class3 Cultural difference Class4 Cultural difference Class5 Intercultural misunderstanding Class6 Intercultural misunderstanding Class7 Intercultural misunderstanding Class8 East meets West Class9 Student topics Class10 Student topics Class11 Stereotypes in the media Class12 Stereotypes in the media Class13 Ethnocentrism Class14 Cultural learning Class15 Reflection & wrap-up

TEXTS Textbook None required. Supplementary Materials Reading material will be provided by the instructor. ASSESSMENT Homework & reflections 40%; Reports 40%; Student-led discussion 20% PREREQUISITES Sufficient English proficiency to read and write academic reports in English.

18

COURSE TITLE

Special Seminar C: Studies in Second Language Acquisition INSTRUCTOR Noriko IWASAKI COURSE DESCRIPTION Designed for students who are interested in second language acquisition theories and research. Students need to comprehend academic lectures given in Japanese and slides/handouts written in Japanese. (Some of the reading assignments are written in English.) COURSE GOAL The primary course goal of the course is to gain some understanding of: • important theories in the field • historical development in the field • pedagogical implications • some of the methods employed to examine second language acquisition.

COURSE SCHEDULE Class1 Introduction to the course Class2 Foundation of Second Language Acquisition (SLA) Class3 The Linguistics of SLA 1: Early approaches (1) Class4 The Linguistics of SLA 2: Early approaches (2) Class5 The Linguistics of SLA 3: Universal Grammar Class6 The Linguistics of SLA 4: Functional Approaches Class7 The Psychology of SLA 1: Language and the brain, language processes Class8 The Psychology of SLA 2: Complexity Theory Class9 The Psychology of SLA 3: Individual Differences Class10 The Psychology of SLA 4: TBA Class11 Social Contexts of SLA (1): Microsocial factors Class12 Social Context of SLA (2): Macrosocial factors Class13 Recent/Current issues: Multicompetence Class14 Recent/Current issues: TBA Class15 Summary and Review TEXT • Saville-Troike, M. & Barto, K. (2017). Introducing second language acquisition. Third Edition.

Cambridge, UK: Cambridge University Press. • VanPatten, B. & Benati, A. (2017).『第二言語習得キーターム事典』白畑知彦・鈴木孝明(監訳).

開拓社. *The textbook is available to borrow or read at the library or to purchase at the campus bookstore.

Supplementary Materials (chapters for optional reading will be suggested in lectures) VanPatten, B. & Williams, J. (2014). Theories in second language acquisition: An introduction. Second Edition. Routledge.

19

ASSESSMENT Class Participation (Participation log to be submitted by 30 July) 50%; Exam 50% (Exam questions are written in Japanese) JAPANESE LEVEL • High level of listening and reading comprehension is required to understand the lectures and class

discussion. • Students also need to discuss questions in pairs/groups in Japanese. • Exam questions can be answered in English if preferred.

20

COURSE TITLE

Japanese Studies A: Japan in the Geopolitics of the Asia-Pacific

INSTRUCTORS

David M. Potter COURSE DESCRIPTION Since 1905 the geopolitics of the Asia-Pacific Region has been shaped by the interactions of the

region’s four great powers: China, Japan, the United States, and Russia. Their political and alliance

configurations have changed over time, most recently since the end of the Cold War. This course

examines those changes with an emphasis on regional geopolitics since 1990 and places special

emphasis on options and limitations for Japan’s foreign policy.

COURSE GOALS By the end of the course students will understand:

1. The contours of geopolitics in the Asia-Pacific region

2. The basics of the foreign and security policies of the major powers of the region

3. Current geopolitical issues in the region

4. Japan’s responses to those current issues

COURSE SCHEDULE Class1 Course explanation Class2 What is geopolitics?

Class3 Japan in Asia-Pacific geopolitics from 1900 to 1945

Class4 The Cold War in the Asia-Pacific 1

Class5 The Cold War in the Asia-Pacific 2

Class6 Post-Cold War Asian geopolitics 1: Japan in the Unipolar Moment

Class7 Post-Cold War Asian geopolitics 2: China rises

Class8 Geopolitics today: the Korean peninsula

Class9 Geopolitics today: the South China Sea

Class10 Geopolitics today: ASEAN and Asian regionalism

Class11 Japanese foreign policy and Northeast Asia

Class12 Japanese foreign policy and Southeast Asia

Class13 Abe Shinzo and the Indo-Pacific

Class14 Whither Japan in Asia-Pacific geopolitics?

21

TEXTS Derek MacDougall, Asia-Pacific in World Politics, 2nd edition. Lynne Rienner, 2016. Other short materials may be handed out during the course.

ASSESSMENT Students are expected to attend every class and to have prepared for that class by reading the assigned materials for that day. They are also expected to participate in discussions during class. This component is worth 40% of the course grade. Students will complete a final paper related to the course content. This component is worth 60% of the course grade. JAPANESE LEVEL Not required LANGUAGE USED IN CLASS English

22

COURSE TITLE

Japanese in Volunteering INSTRUCTOR Yuriko IDE, Miyuki DOI COURSE DESCRIPTION This course is designed for Summer Japanese IV, V and VI students who want to visit an after-school day-care center for cultural exchange with elementary school students and is recommended for those who intend to participate in the JET program in the future. In this course, students will improve their presentation skills and communication skills by learning from in-class and off-campus activities. In class, students will 1) learn expressions and strategies necessary for communicating with children, 2) prepare activities and presentations for the volunteer work, and 3) reflect on their experience and share with the class what they have learned from volunteer work. Students are required to have four off-campus volunteering activities and give presentations about them. All volunteering is unpaid activity with a not-for-profit organization. All course work is conducted in Japanese. Class enrollment is limited to 4 students. COURSE GOALS • Be able to give a presentation about your culture in front of children. • Be able to lead activities for children. • Understand the differences between children and adults in learning language and communication. • Acquire skills and knowledge to work as a volunteer through active learning and problem solving.

COURSE SCHEDULE Class1 introduction Class2 preparation for volunteer work Class3 presentation (1) Class4 preparation for volunteer work Class5 volunteer work (1) (90 minute off-campus activity) Class6 volunteer work (2) (90 minute off-campus activity) Class7 preparation for volunteer work Class8 presentation (2) Class9 volunteer work (3) (90 minute off-campus activity) Class10 preparation for volunteer work Class11 volunteer work (4) (135 minute off-campus activity) Class12 volunteer work (5) (135 minute off-campus activity) Class13 preparation for final presentation Class14 final presentation TEXTS Textbooks: None Reading materials and handouts assigned by the instructor.

ASSESSMENT Class Participation 15%; Homework 30%; Presentations 40%; Final presentation and report 15%

23

COURSE TITLE

Business Japanese INSTRUCTORS Emi SATO COURSE DESCRIPTION This course is intended for students of Course B and Japanese VI level students who are strongly interested in Japanese business. This course aims to develop the necessary knowledge for doing internships and working in Japanese in the future. Japanese used in business situations is slightly different from what is used in everyday situations. For that reason, the class will master honorific words which are particularly required in business situations, and study conversations including honorifics used in various settings. In addition, the goal is to be able to communicate not only in Japanese but also with an understanding of business manners and customs. COURSE GOALS • Be able to use appropriate honorifics in appropriate situation. • Be able to engage in business conversations which are necessary in Japanese business. • Be able to understand and appropriately use basic manners and customs used of Japanese companies.

COURSE SCHEDULE Class1 Introduction Class2 Self-introduction Class3 Polite expressions (1) Class4 Polite expressions (2) Class5 Talking on the telephone Class6 Taking and writing memos Class7 Writing a resume Class8 Receiving and declining requests Class9 Seeking permission Class10 Making an appointment Class11 Off campus activity (visiting a company) on June 19th Class12 Exchanging business cards Class13 Visiting a company Class14 Final Examination (Oral) Class15 Final Examination (Writing)

TEXTS IWASAWA, M., & TERADA, N., (2009) 『日本企業への就職ビジネス会話トレーニング』 Other materials will be provided.

ASSESSMENT Class Participation 20%; Assignments 40%; Tests 40%

24

COURSE TITLE

Internship in Japanese (Advanced) INSTRUCTORS Emi SATO, Marc BREMER, Robert CROKER COURSE DESCRIPTION This course is for students of Course B who will be doing an internship. The goal of the course is to use Japanese and knowledge about Japan at the internship site in order to do an internship without any problems and to later present about that experience. In advanced training, students master practical knowledge such as Japanese and business etiquette learned in the first half of the Business Japanese. Course also take lectures in Japanese management and Japanese society in order to obtain knowledge to help at their internship. After that, over a two-week period, you will do an internship at two companies, spending a week at each one. After the internship, as post training, students will summarize their internship experiences in a report and do a presentation. COURSE GOALS • Have the knowledge necessary to participate in an internship. • Take advantage of what you have studied and participate in an internship. • Report on your internship experience and make a presentation.

COURSE SCHEDULE Week 1 Advanced training: ・Lecture on Japanese management ・Lecture on Japanese society ・Business conversation ・View and read companies’ websites ・How to write a e-mail ・Reading newspaper articles ・Polite expressions(Review) ・Reading business letters ・Mid-term examination Week 2 Internship Week 3 Internship Week 4 Post training; ・How to write a report

・Presentation TEXTS Materials are provided. ASSESSMENT Class Participation 10%; Internship 30%; Assignment 10%; Tests 50% (Mind-term examination, Presentation)

25

COURSE TITLE

Japanese Arts A: Flower Arrangement (Ikebana) INSTRUCTORS Kōji KANAMORI, Yoshimi HIRUNAMI, Junko KOZAKAI COURSE DESCRIPTION The course provides a brief history of and an introduction to the fundamental concepts, theories, and practice of the artificial arrangement of flowers in Japanese style, adapted after the Ohara School of Ikebana (Japanese flower arrangement). Mainly practicing the basic styles of Ikebana using a shallow flower container in the class, students also learn the seasonal flowers of Japan. Instruction on the handling of materials is given in both Japanese and English. COURSE GOALS Understand how to compose the basic styles. Learn how to handle the materials and basic thinking of Japanese style Ikebana. Get a sense for the Japanese seasonal feeling and Japanese seasonal customs. COURSE SCHEDULE Hana-ishō: the rising form (tateru katachi) – basic form, variation Hana-ishō: the inclining form (katamukeru katachi) – basic form, variation Moribana: the upright style (chokuritu-kei) or the slanting style (keisha-kei) Test (Hana-ishō (the rising form, the inclining form) or Moribana) TEXTS None Materials are provided. ASSESSMENT Class participation 50%, test 50% (students are required to choose one style from the rising form or the inclining form and arrange the flowers)

26

COURSE TITLE

Japanese Arts B: Woodblock Printing (Hanga) INSTRUCTORS Tatsuhiko HASEGAWA COURSE DESCRIPTION The traditional Japanese art of Ukiyoe hanga has an international reputation for its artistic expressions. It involves a high level of skill and possesses its own unique world. In this class the concept of the Japanese expression of art, which is different from that of the West, can be experienced through hanga, or woodblock printing. COURSE GOALS

Understand woodblock printing expression by experiencing carving and printing within the

assignments set (creating woodblock prints). In the own design section of the course, expressing your own picture or design as a woodblock print. COURSE SCHEDULE Watching a video introducing woodblock printing Understanding from the video how to use tools such as knives and baren Copying the preliminary sketch on a block and carving it Printing the finished block Observing a demonstration of how to print Practicing printing our own blocks Fixing the block if necessary and printing it again In the remaining time once the assignments are completed, we will create original works involving sketching, carving and printing. All the works (prints) should be handed in the last class of the summer program. ASSESSMENT Class participation 40% (absent once: 20%, twice: F); Carving skills and appreciation 20%; Printing skills and appreciation 20%; Expression and originality of work 20%

27

COURSE TITLE

Japanese Arts C: Japanese Culture and Tea Ceremony

(Sado) INSTRUCTORS Fumie KOJIMA, Ari NOZAKI COURSE DESCRIPTION The tea ceremony, known in Japanese as sado, is more than just the host making then serving tea to guests according to certain protocols. The philosophy of sado is expressed in the term wakei-seijaku. Wa signifies opening our hearts to one another and being amicable; kei represents mutual respect; sei expresses cleanliness and purity, not only where the eyes can see but also in spirit; and jaku indicates remaining calm in any situation. Being aware of this philosophy is important as we share a tea setting and show respect for all present. In this course, not only do we learn the omote-senke style of interaction between the guests and the host, and the manners involved, but we also touch upon the aesthetic sensibilities of the Japanese, who developed sado culture, and the nature of the Japanese spirit. COURSE GOALS Be able to display correct and beautiful deportment in a Japanese-style room. Be able to act and move in a courteous manner as a guest in a tea ceremony setting. Be able to deliver one serving of tea in a relatively informal style. COURSE SCHEDULE Rules of behavior for guests Making the tea ( a simplified form) Tea ceremony setting and utensils Spread of popularity of the tea ceremony and its history Sado and Zen ASSESSMENT Class Participation 50%; Test (rules of behavior for guests and a simplified form of ceremony) 50%

28

COURSE TITLE

Japanese Arts D: Traditional Japanese Dance (Odori) INSTRUCTOR Yoshinosuke NISHIKAWA COURSE DESCRIPTION Japanese traditional dance, known as buyo (舞踊) comprises the two components of mai (舞) and odori (踊), which are the kun or native Japanese readings for buyo. Mai has developed from the movements carried out by people circling what is called a yorishiro, an object capable of attracting kami or gods. This eventually led to the development of classical Japanese music drama, No. At the same time, odori developed from the movements seen in the so-called “stamping songs” which were designed to placate the earth and appease evil spirits. The lives of farming people depend upon the rice crop, so seeking to lend vitality to the earth and acting out the process by which a bumper crop is produced made sense. This led to the acrobatic display known as sarugaku, then to kyogen or comic drama. Through the ages, people have performed various beautiful dances and gestures in order to please the gods and to have their wishes fulfilled. It was during the 16th century, in the Muromachi Period, that ceremonial dances developed in the direction of performing arts. In 1603, using a blend of elements from mai and odori, Okuni-kabuki was performed in Kyoto, effectively starting what became kabuki dance. From there, after several adaptations, kabuki centered on its dramatic elements and the traditional dance components of kabuki developed along their own unique paths, creating what is now Japanese traditional dance. In our classes, students will come to understand the difference between the movements of farming people and horse-riding people (unifying force and centrifugal force), fundamental postures (the difference in types of walk depending on the role), the appearance of the fan in Japanese culture (portraying its multi-layered nature). They will wear kimono and actually dance to music. COURSE GOALS To understand an aspect of Japanese culture. To perform Japanese traditional dance. COURSE SCHEDULE Week 1 Wear kimono and learn fundamental postures and rules of courtesy Week 2 Learn the different ways to walk depending upon the role Week 3 Learn expression using a fan Week 4 Use all of the various skills learned in the first three weeks to dance to music TEXTS None/Students are required to purchase Tabi socks, but normal socks should be worn to the first lesson. ASSESSMENT Class participation 30%; Proficiency 40%; Artistic quality 30% LANGUAGE USED IN CLASS Japanese only

29

Course Title Instructor(s)

Summer JapaneseⅠ,ⅠB Kazuyo TAKEDA, Tomoko KOMADA

Summer Japanese Ⅱ,ⅡB Tomoe NISHIO

Summer Japanese Ⅲ, ⅢB Nobuyo MACHIDA, Mari YAMADA, Nanae FUKUTOMI

Summer Japanese Ⅳ, ⅣB Kaori KONDO, Junko FUJIMOTO

Summer Japanese Ⅴ, ⅤA, ⅤB Miyuki DOI, Yuriko IDE,

Summer JapaneseⅥ,ⅥA,ⅥB Yuriko IDE, Miyuki DOI

Introduction to Global Studies Robert CROKER

Introduction to Sustainability Studies Marc BREMER

Special Seminar A Robert CROKER

Special Seminar B Fern SAKAMOTO

Special Seminar C Noriko IWASAKI

Japanese Studies A David M. POTTER

Japanese in Volunteering Yuriko IDE, Miyuki DOI

Business Japanese Emi SATO

Internship in Japanese(Advanced)Emi SATO (Japanese), Marc BREMER (Business),Robert CROKER (Social)

Japanese ArtsA : Flower Arrangement (Ikebana)

Koji KANAMORI, Junko KOZAKAI, Yoshimi HIRUNAMI

Japanese ArtsB : Woodblock Printing (Hanga)

Tatsuhiko HASEGAWA

Japanese ArtsC : JapaneseTea Ceremony (Sado)

Fumie KOJIMA, Ari NOZAKI

Japanese ArtsD : Traditional Japanese Dance (Odori)

Yoshinosuke NISHIKAWA

Summer Program Instructors

30

2019 Summer Program

南山大学外国人留学生別科

Center for Japanese Studies, Nanzan University

Nanzan Summer Japanese Programclasses is expected by CJS, and exceeding the permitted number of...

Documents

Transcript of Nanzan Summer Japanese Programclasses is expected by CJS, and exceeding the permitted number of...