@inproceedings{oai:otemae.repo.nii.ac.jp:00002040,
 author = {RUCYNSKI, John, Jr.},
 month = {2018-05-08},
 note = {Government initiatives such as the “Global 30” and “Top Global University
Project” illustrate a growing emphasis on the need for developing deeper intercultural awareness in higher education in Japan. This is a welcome change for those English language teachers who have always seen the English classroom as a place for integrating intercultural communication with language study. Unfortunately, EFL materials have not completely kept pace with this shift. Although many English language teachers endeavor to integrate language and culture teaching, finding suitable materials can be a huge challenge. An increasing number of EFL textbooks do indeed include rich cultural content, but it is impossible to cater to the needs and interests of all students in a class, especially if different students have aspirations to study or live in a specific foreign country. In addition, many textbooks are designed to be used by students in a wide range of countries, making it difficult to focus on individual cultures and their place in the world. Regardless of which foreign countries students are interested in, however, there is one common intercultural skill which all students need—the ability to articulate their own culture in English. In this paper, the author will propose one model for designing university English courses which include a focus on Japanese culture. This proposal illustrates that teachers should actually strive for glocal, not global, education.},
 title = {Super Glocal Education: Exploring and Explaining Japanese Culture in English Classes},
 year = {}
}