(最終更新日:2023-06-02 12:41:45)
  ホイ キース チャールズ   HOY, Keith C.
  HOY, Keith C.
   所属   広島修道大学  国際コミュニティ学部
   職種   教授
■ 現在の専門分野
Global Issues in a Multi-cultural context 
1.) Global Issues in Japanese Society; 2.) Community of Practice; 3.) English as a Lingua Franca; 
1. Globalization 
2. Multi-cultural 
3. Community 
4. Lingua Franca 
5. Power 
■ 学歴
1. 1994/06~1996/10 School for International Training Graduate Institute (USA), Master of Arts in Teaching English to Speakers of Other Lanuages(スクール・フォア・インターナショナル・トレーニング大学院) Faculty of Education MATESOL修士課程 修士課程修了 MATESOL
■ 職歴
1. 2017/04~2018/03 広島修道大学 法学部 教授
2. 2018/04~ 広島修道大学 国際コミュニティ学部 教授
■ 著書・論文歴
1. 論文  “Teaching Techniques that Highlight the Demographic Issues of Japan” (単著) 2023/02
2. 論文  Constructivism and Idealism: The Forces that Shaped Japanese Whaling (単著) 2022/02
3. 論文  Using Visual Prompts to Activate Student Learning in the Study of Contemporary Issues in Japanese Society (単著) 2020/06
4. 論文  When Idealism meets Reality: The Forces that shaped Japan's Technical Internship Training Program, 1992-2017 (単著) 2019/02
5. 論文  Navigating the Power Dynamics: A Community of Practice in Action (単著) 2016/12
■ 学会発表
1. 2022/11/13 “Global Trends in Real Time: Worldometer in the Classroom”(JALT 48th Annual International Conference)
■ 授業科目
1. Introduction to Public Speaking and Presentation S
2. Multicultural Project (Contemporary Issues)
3. Public Speaking and Presentation Skills
4. グローバル特講Ⅲ
5. 英語リーディングⅢ
■ 教育に関する発表
1. 2020/10
The Power of Visual Prompts: Activating and Engaging the Student Learner
Hiroshima JALT chapter (online)
2. 2019/12
Creating Interest (in an Interesting Opener) for a Serious Course
Yokohama-JALT Myshare
3. 2018/09
Enriching the Study Abroad Experience – In Japan
JALT Study Abroad SIG
Keith Hoy and Jana Townsend
■ 開発した教材、教科書、参考書
1. 2018/04
2. 2019/06
Revised Lecture notes for MCP (Contemporary Issues in Japanese Society)
MCP (Contemporary Issues in Japanese Society)
3. 2020/06
Revised Lecture notes for MCP class (Contemporary Issues in Japanese Society) and 英語圏留学入門_13 class
MCP (Contemporary Issues in Japanese Society)_44 and 英語圏留学入門_13 class
4. 2021/04
Revised lecture notes for all my classes to better suit an online format.
(1.) Introduction to Public Speaking_01 and_02 (2.) MCP Contemporary Issues_44 (3.) 英語 Reading V and VI_45 (4.) 英語Listening V and VI_46 (5.) 英語圏留 学入門_11, _13 and _14 (6.) Global 特講 III (7.)体験実践 A and B.
5. 2022/04
Due to major curriculum changes for 2023 and 2024, it was necessary to revise some of my teaching materials during 2022.
(1.) 留学英語入門(TOEFL/IELTS)_11 (2.) Introduction to Public Speaking_01 and_02 (3.) 体験実践A and B. (4.) Global 特講II and III.
■ 改善への取り組み
My teaching policy, plan, and evaluation as laid out in my syllabi criteria mostly matched what I did in these 7 classes: 1.) In my Introduction to Public Speaking_01 and_02 classes, I was able to effectively develop my student’s ability to deliver basic presentations in English; 2.) Nearly 1/3 of my MCP Contemporary Issues_44 class consisted of international students. This greatly benefited the intermediate-high level Shudo students in terms of them successfully using English as a Lingua Franca in discussions and collaborative exchanges; 3.) As for my 英語リーディング III and IV_45 class, they developed and expanded upon their basic reading skills required for high beginner-low intermediate level students; 4.) The students in my 英語リスニング V and VI_46 course met the objectives of developing their listening skills at the intermediate-high level: 5.) In terms of 英語圏留学入門_11, _13, and _14, the students in these classes greatly benefited from the content related to travel and study abroad in North America; 6.) Those students who took my グローバル特講 II class, satisfied the content criteria as it related to better understanding their overseas destination, and in myグローバル特講 III class, further refinement in student's intercultural communication skills was met; 7.) The reflective experiences of those students in my体験実践A and B classes at Hiroshima International School were accomplished.
The instructional quality of my classes improved in 4 ways: 1.) My attendance at local, national, and international conferences (face to face and online) allowed me to keep updated on the newest approaches and techniques in second language teaching, global education, and learning empowerment. Specifically, my focus on gathering materials related to teaching the IELTS/TOEFL tests have given me greater insights and confidence in teaching this course. 2.) Not only did I further refine my techniques related to technology assisted learning delivered through Google classroom and Zoom, but I was also able to augment this with other platforms, namely Kahoot and DeepL, which greatly enhanced the learning experience for all my students. 3.) This year I was fortunate to observe a class and have my class observed by a colleague. This proved to be a valuable experience because it clarified points that I needed to improve upon and at the same time, allowed me to observe the qualities that constitute good teaching practices. 4.) I was part of a team responsible for creating the annual English exams at Shudo during the period of April-December 2022. As always, the insights and perspectives of my Japanese colleagues were greatly appreciated in terms of their different expectations in the vocabulary and reading levels of prospective students entering Shudo versus mine. All in all, it gave me greater insights into better refining the teaching materials used in my own classes
Nothing to mention for this year.
Spanning Semesters 1 and 2, I analyzed 2 sets of class data. Regarding the first set which was 英語 Listening Ⅴ_46-Term 1, the formal evaluations were favorable and in line with the school average. Most of the comments focused on my ability to communicate in clear and simple English which allowed my students to better understand the content. These evaluations and comments were reiterated in 英語 Listening Ⅴ_46-Term 2, which was good to know. In terms of any areas that I analyzed and improved upon between terms 1 and 2, was incorporating more opinion-related speaking tasks. I felt that there was not enough done in this area in term 1, which incidentally was commented on by one student. Therefore, in term 2, I made a more concentrated effort at weaving in opportunities -where relevant within the content- for students to express their opinions based on topics important to their own experiences. I noticed that this allowed for a deeper and more gratifying exchange of information between the students. In terms of the data for the second set, 英語Reading III and IV_45 class, I made a particular emphasis on telling students to make more use of the X-reading application to improve their reading skills. I noticed that many did and overall, the scores and comments I received between semesters 1 and 2, showed an increase in student engagement with the course content. This was satisfying to see because it gave me a window on how to keep their motivation up when many are reluctant readers even in their first language.
I was fortunate to have a colleague come and observe my Introduction to Public Speaking_01 on June 14, 2022. The comments she gave me were useful and I applied them to my future teaching.
I offered Shudo students substantial guidance which was integrated into 3 classes that I taught: 1.) In my MCP Contemporary Issues_44 class, 1/3 of the students came from our international partner universities. This represented a great opportunity to have both our Shudo students and the international students learn, discuss, and offer suggestions to each other regarding their education and job-hunting worries affecting all of them. Therefore, on 2 occasions (June 28 and July 5, 2022) I had them prepare and talk about these issues in groups and as a class. 2.) Regarding my体験実践A and B classes, I noticed that students greatly benefited by communicating online with their placement advisors from Hiroshima International School (HIS) first, before embarking on their volunteer work. Thus, on July 15 and September 16, 2022, online sessions were set up with this objective in mind. Furthermore, on September 14, 2022, I recruited a former Shudo student volunteer from the previous year to talk about her experiences at HIS. This proved to be extremely helpful as students were able to ask her questions about what their upcoming volunteer work will be like. 3.) For those students who were still deciding the destinations that they would like to study at, as well as the number of credits they would earn and their future career plans was met through my グローバル特講 II class. In this class, I set scheduled “Sempai sessions” (October 24, 2022) where the senior students abroad gave useful advice regarding these topics to their Kohai classmates.