(最終更新日:2022-07-31 09:29:49)
  タウンゼント ジャナ マリ   TOWNSEND, Jana M.
  TOWNSEND, Jana M.
   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
●専門分野
Japan Studies, Foreign Language Education, Intercultural Communication 
●キーワード
●主な研究テーマ
1. Mixed L1 Communication Strategies Utilizing ELF and JLF in International Co-Learning 
●共同研究・研究相談が可能な内容
■ 著書・論文歴
1. 論文  Using Yasashii Nihongo in Cross-cultural Virtual Exchange: Perceived Effects on the Mindsets of First-Year Japanese University Students (共著) 2021/09
2. 論文  国際共修における相手言語接触場面のインターアクション:計量的・内容的分析から見えてくること (共著) 2019/09
■ 授業科目
1. Cross-Cultural Communication
2. Japan Studies
3. Multicultural Project (Hospitality and Service)
4. Multicultural Project (Popular MusicⅠ)
5. グローバル特講Ⅰ
全件表示(11件)
■ 主要学科目
Japan Studies, Cross-Cultural Communication, Multicultural Project (Popular Music in Modern Japanese Society), Multicultural Project (Japanese Culture in Hospitality and Service)
■ 教育に関する発表
1. 2017/11
Communities of Practice and Lingua Franca Communication in Multicultural Project Courses at Hiroshima Shudo University
Faculty of Law, Hiroshima Shudo University
広島修道大学 法学部研究会
単著・共著の別:共同
Jana Townsend, Keith Hoy, Daniel James
■ 改善への取り組み
前年度の点検・評価項目
●1.授業の方針や授業計画と実際の授業の内容及び授業目標の達成度
I was able to follow the scope and sequence as had been stated in my syllabi for all my courses taught last year, with minor adjustments made for actual class sizes and language proficiencies of the students. Evaluation guidelines were faithfully followed.
●2.(1)教育内容・方法の工夫
A "Zoom in the Classroom" format was devised and employed for students' "Final Presentation Day" in Global Tokko I, Cross-cultural Commmunication and Japan Studies (i.e. courses for students at English Level 2 or above). Students were (taught and) asked to prepare a pre-recorded presentation on Zoom or Powerpoint, which was screen-shared in Zoom, and followed up with a "live" Q&A session led by designated members of the audience. This was done for the following reasons in mind: To provide... 1) a key opportunity for students to review, and build on, the ITS skills that they more or less had to learn in AY2020-1 (due to COVID). (If not, to begin learning these skills that would be considered "expected skills" beyond COVID.) 2) an incentive for students to focus better on the quality of their presentations and to review/reflect on their 'product' 3) a slightly more 'formal' and "focused" presentation environment where students (as audience) would be encouraged to closely and thoughtfully listen to/watch presentations and participate in the Q&A (and give constructive peer comments). 4) a safeguard for the possibility of any student having to miss their final presentation due to COVID-related reasons.
●4.学生による本学の授業評価アンケートの実施、分析、結果の活用状況
Although rather small in number (likely due to the fact that I could not provide time for students to input their course surveys during class time in AY2021), responses received were mainly positive. Most noted, however, were those from a few English Listening (lower-Level 3) students who commented on the "easiness" of the English level of the course. It is true that I had somewhat limited the level of difficulty in this class in order for students to focus more on overcoming their reticence to speak with confidence and USE what they know and learn (which is a point for improvement that they clearly shared). However, these comments revealed that some students had wished for more challenging content and did not feel sufficiently motivated by what was presented. These comments have certainly been helpful in my material selection/creation and teaching strategies for AY2022.
●5.公開授業の実施状況
Global Tokko I - Two teachers came to observe the final session in which students presented their findings based on their respective online interviews with US students and also asked their peers questions (as audience) in the "Zoom in the Classroom" format (as described above). The main point I had asked the observing (and participating) teachers to focus on was on this format and what they saw as its strengths and weaknesses. Both teachers' feedback on the format itself was highly positive, which was both a relief and encouragement. But it was most welcoming to hear from one teacher who kindly went further into sharing his concern for what he saw as a lack of willingness (or drive, or even courage) in even our higher English proficiency students (as in this course) to delve sufficiently into the topic of their research/presentations. Although the students in GLobal Tokko I, in spite of their higher English proficiencies, are still in the first semester of their first year, this comment has stuck in my mind and enabled me to advise them a little further on follow-up questions in their interviews.
●7.学生からの勉学(単位僅少学生への対応など)、生活、進路・就職などの相談への対応
Especially as AY2021 was another largely COVID year, supporting the larger number of students who clearly had trouble catching on, or catching up to what was happening in classes was a challenge. While university should ideally be a place where students seek help on their own initiative, I decided in AY2021 to approach (especially the first-year) students (casually at first) who clearly appeared to be in need and to follow them up more persistently in Google Clasroom (and in some cases on Zoom). Although most of my students are 1st or 2nd year students and their problems tend to center on learning habits and lifestyle, I feel that I was able to connect with all the students that I had approached in this way, hear what their concerns were, and (hopefully) was able to provide the right kind of assistance or suggestions.