Kiyu Itoi
Biographic Data
| ID | 6521345 |
|---|---|
| NAME | Kiyu Itoi |
| GIVEN NAMES | Kiyu |
| FAMILY NAME | Itoi |
| SIGNATURE | ITOI K |
| AFFILIATIONS | Ritsumeikan International Ritsumeikan University Osaka Japan |
| ORCID | 0000-0001-8329-1998 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Teacher Collaboration in a Multilingual Team
Purpose: This study examines how instructors perceive translanguaging in language classrooms and explores the factors that shape their views within a collaboratively developed bilingual course at an international university in Japan. Methodology: Adopting a qualitative case study design, this study focuses on a dual-language course collaboratively developed by Japanese and English language instructors and offered over two academic years. Data and…
Fostering Inclusive Learning and 21st‐Century Skills
Content and Language Integrated Learning (CLIL) is an innovative educational approach applicable to diverse settings. CLIL promotes 21st‐century skills, including logical and critical thinking, problem‐solving, creativity, collaboration, and cross‐cultural awareness. In Asia, particularly Japan, CLIL has predominantly focused on English language acquisition, often overshadowing its broader goal of developing other skills. Accordingly, a new langu…
Academic discourse socialization in a “bilingual” undergraduate course
With the growth of internationalization in higher education, there is a need to examine students’ experiences in increasingly diverse classrooms. This study explores students’ academic discourse socialization (ADS), within a context where the majority of students are non‐native speakers, in a course designed to enhance intercultural communication skills by providing students with both theoretical knowledge and practical experiences to collaborate…
Experience of Japanese exchange students in EMI programmes
With the internationalisation of higher education, many universities in non-English-speaking countries have started offering English-medium instruction (EMI) courses. In Asia, in addition to the challenges caused by instructors and local students not being L1 speakers of English, the recent study-abroad trend has added more complexity to linguistic diversity in the classroom. This study investigates the experiences of three Japanese university st…
Academic discourse socialization in a “bilingual” undergraduate course
With the growth of internationalization in higher education, there is a need to examine students’ experiences in increasingly diverse classrooms. This study explores students’ academic discourse socialization (ADS), within a context where the majority of students are non‐native speakers, in a course designed to enhance intercultural communication skills by providing students with both theoretical knowledge and practical experiences to collaborate…
Fostering Inclusive Learning and 21st‐Century Skills
Content and Language Integrated Learning (CLIL) is an innovative educational approach applicable to diverse settings. CLIL promotes 21st‐century skills, including logical and critical thinking, problem‐solving, creativity, collaboration, and cross‐cultural awareness. In Asia, particularly Japan, CLIL has predominantly focused on English language acquisition, often overshadowing its broader goal of developing other skills. Accordingly, a new langu…
Experience of Japanese exchange students in EMI programmes
With the internationalisation of higher education, many universities in non-English-speaking countries have started offering English-medium instruction (EMI) courses. In Asia, in addition to the challenges caused by instructors and local students not being L1 speakers of English, the recent study-abroad trend has added more complexity to linguistic diversity in the classroom. This study investigates the experiences of three Japanese university st…
Experience of Japanese exchange students in EMI programmes
With the internationalisation of higher education, many universities in non-English-speaking countries have started offering English-medium instruction (EMI) courses. In Asia, in addition to the challenges caused by instructors and local students not being L1 speakers of English, the recent study-abroad trend has added more complexity to linguistic diversity in the classroom. This study investigates the experiences of three Japanese university st…
Fostering Inclusive Learning and 21st‐Century Skills
Content and Language Integrated Learning (CLIL) is an innovative educational approach applicable to diverse settings. CLIL promotes 21st‐century skills, including logical and critical thinking, problem‐solving, creativity, collaboration, and cross‐cultural awareness. In Asia, particularly Japan, CLIL has predominantly focused on English language acquisition, often overshadowing its broader goal of developing other skills. Accordingly, a new langu…
Academic discourse socialization in a “bilingual” undergraduate course
With the growth of internationalization in higher education, there is a need to examine students’ experiences in increasingly diverse classrooms. This study explores students’ academic discourse socialization (ADS), within a context where the majority of students are non‐native speakers, in a course designed to enhance intercultural communication skills by providing students with both theoretical knowledge and practical experiences to collaborate…
Teacher Collaboration in a Multilingual Team
Purpose: This study examines how instructors perceive translanguaging in language classrooms and explores the factors that shape their views within a collaboratively developed bilingual course at an international university in Japan. Methodology: Adopting a qualitative case study design, this study focuses on a dual-language course collaboratively developed by Japanese and English language instructors and offered over two academic years. Data and…
Second Language Learning and Teaching (4 works) · Multilingual Education and Policy (3 works) · Pedagogy (3 works) · Psychology (3 works) · Sociology (3 works) · Translanguaging (3 works) · EFL/ESL Teaching and Learning (2 works) · Linguistics (2 works) · Business (1 work) · collaborative course development (1 work)