International University of Japan / CENTER for LANGUAGE EDUCATION and RESEARCH

LANGUAGE

English Language Program

Summer Intensive Program

OVERVIEW OF THE SUMMER INTENSIVE PROGRAMS

Features

  • 1: Small class size
  • 2: Interactive classes
  • 3: Individualized instruction and feedback
  • 4: An active extracurricular schedule
  • 5: Computer and Internet facilities
  • 6: International and multi-cultural environment, with more than half of the students from outside Japan
  • 7: Residential campus
  • 8: Scenic mountainous surroundings in a rural setting

Goals

  • 1: Develop English language skills for academic needs
  • 2: Develop oral communication skills in and outside of the classroom
  • 3: Develop cross-cultural awareness inside and outside the classes
  • 4: Make use of self-access learning materials
  • 5: Develop leadership and organizational skills
  • 6: Participate in an “English only environment”

Basic Facts

INTENSITY 22 hours of instruction a week, plus individual tutorials
PROFICIENCY LEVEL Intermediate or upwards (mostly in the TOEFL 500-600 or iBT 61-100 range)
PROGRAM LENGTH An eight-week session, from mid-July to mid- September
CLASS SIZE 9-12
ENROLLMENT 60-90

OCSALS (Oral Communication Skills & Academic Listening Skills)

Oral Communication Skills [OCS]
This component focuses on two major activities: oral presentations and small group discussions. Students will develop skills for making individual and group oral presentations, participating in group discussion activities on selected academic topics, and effectively handling group dynamics in group project work.

  • 1: Language needed for general classroom interactions
  • 2: Language needed for oral presentations and group discussions
  • 3: Effective strategies for making individual and group presentations
  • 4: Effective strategies for discussing a topic at an academic level
  • 5: Effective communication skills in a group
  • 6: Pronunciation, stress, rhythm, and articulation of sounds, words, and sentences

Throughout the course, an emphasis will be placed on self-expression and the development of fluency.

Academic Listening Skills [ALS]
This component focuses on the development of comprehension skills in academic contexts and note-taking skills that aid such comprehension. Students will listen to short audio- or video-based academic lectures, take notes, and answer questions or participate in follow-up discussions.
In comprehending academic lectures, students will be able to:

  • 1: identify the overall focus and parts of a lecture
  • 2: distinguish between main points and supporting details
  • 3: identify points of transition and linking words and phrases
  • 4: distinguish repetitions and re-phrasing of ideas from new content

Some news reports and documentaries may also be included as listening materials.
Students will practice efficient note-taking skills and develop familiarity with the use of abbreviations, symbols, and outlining in listening to academic lectures.
Aural comprehension materials will be carefully sequenced in length, complexity, and authenticity, which will help to familiarize students with speech delivered at a speed considered natural for a native speaker of English.

TS (Text Skills )

The Text Skills course focuses on basic academic reading and writing needs common to students in GSIR and GSIM.

In writing, students will:

  • 1: understand the principles of organization and development
  • 2: write paragraphs and short essays on familiar topics
  • 3: practice editing and revising their written drafts
  • 4: practice paraphrasing and summarizing source material

In reading, they will:

  • 1: understand the structure and organization of academic texts
  • 2: identify main points and locate specific information
  • 3: distinguish between facts and opinions
  • 4: summarize essential information

The course will also deal with basic grammar and vocabulary in the context of academic writing and reading. Students will make use of reference materials and dictionaries to develop vocabulary. The course will introduce authentic readings from selected IR and IM content courses to expose students to graduate-level reading materials used at IUJ.

IMF Text Skills

During Weeks 1-4 of the IEP, IMF Students will join the other IEP students in Period 3 everyday for general academic writing skills. In Period 4, they will attend a customized IMF Text Skills course that focuses on academic writing for economics. During Weeks 5-8 of the IEP, the IMF students will not attend IEP classes since their focus will switch to math, computing, Japanese language, and economics classes, but they will continue their academic writing studies by attending individual tutorials that are focused on the early stages of thesis preparation. See also Section 3 below.

Business Communication Skills

Summer-only professional students will attend Text Skills classes during Weeks 1-4 of the IEP. During Weeks 5-8 of the IEP, they will attend a customized Business Communication Skills course that focuses on spoken and written English for international business purposes.

Text Skills 2017 Schedule:

Weeks 1-4 Period 3
Regular Text Skills all students

Period 4
Regular Text Skills
IMF Text Skills (for IMF students)
Weeks 5-8 Periods 3 & 4
Regular Text Skills (for IUJ-bound students)
Business Communication Skills for Summer-only professional students

The International Monetary Fund sponsors the “Orientation Program Courses” (IMF-OP), which comprise four weeks of regular IEP classes and several weeks of math, computing, Japanese language, and economics classes that are taught by full-time faculty in the Graduate School of International Relations. Many IMF students will begin their graduate studies at other universities in Japan after completing their summer program at IUJ.

This summer program is offered for six, four, or two weeks to junior and senior high school English teachers to develop their communication skills in English, as well as, conceptual understanding of and practical skills for English language teaching. The participants, sponsored by Niigata-ken, can take both OCSALS and Text Skills courses during Weeks 3 & 4. During Weeks 5 & 6, they take a customized English Language Teaching (ELT) course and attend workshop sessions in place of the Text Skills course. The ELT course and the workshop sessions are offered by specialist visiting faculty. The participants continue with the OCSALS course until the end of Week 6. Post-TEP reflections activities provide opportunities for follow-up professional self-development.

N.B. In IEP 2017, TEP participants will only join the ELT course in Weeks 5 & 6.
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The IEP provides excellent opportunities for social and group activities, mostly organized by students with support from faculty and staff. Members of the IEP Student Committee, formed by student volunteers from the IEP, IMF-OP, & TEP, take initiative in organizing the activities. Membership in the Student Committee provides opportunities for showing initiative and developing leadership and organizational skills. The surrounding areas are ideal for outdoor activities.

The activities include:

  • 1: parties and picnics
  • 2: sports (tennis, volleyball, badminton, basketball, baseball, etc.)
  • 3: jogging & biking
  • 4: driving around the mountainous countryside
  • 5: hiking up the mountains
  • 6: camping
  • 7: beach trips
  • 8: visits to restaurants and hot springs

Students come from various professional backgrounds, such as business companies government departments, and banks. Most of them are financially sponsored by their companies and by international and government agencies to study at IUJ.

The international and cross-cultural composition of the student body is a vital feature of the program every year.

For the IEP of 2017, around 70 students are expected to attend. They come from Japan and from several different countries in East and Central Asia. Students from Japan will represent about 50% of the members of this international group.

Four main groups of students will attend the IEP of 2017:

  • 1: Students who will enter the graduate degree programs at IUJ after the IEP
  • 2: IMF students sponsored by the International Monetary Fund (see below)
  • 3: Summer-only professional students who will return to their corporate or government offices after the IEP
  • 4: TEP students in the Teachers Education Program (see above)

About 30 students are sponsored by the IMF (International Monetary Fund).

Teachers Education Program (TEP) students comprise English teachers at high schools and middle schools in Niigata Prefecture. This program is sponsored by the Niigata Prefectural Government. In 2017, TEP group members will join a customized afternoon two-week teacher education course that is taught by a specially invited expert in second language English education.