Updated on 2024/12/26

写真a

 
Pusina Alexis
 
Organization
Institute for Promotion of Education and Campus Life Special-Appointment Lecturer
Position
Special-Appointment Lecturer
Contact information
メールアドレス
External link

Education

  • University of San Francisco   School of Education   International and Multicultural Education

    - 2003.12

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    Country： United States

    Notes： Master of Arts

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  • California State University, Chico   College of Behavioral and Social Sciences   Ethnic Studies and Sociology

    - 1992.12

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    Country： United States

    Notes： Bachelor of Arts

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Research History

  • Okayama University   General Education Department   Institute for Promotion of Education and Campus Life - Center for Language Education   Lecturer

    2024.4

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    Country：Japan

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  • Kanazawa Institute of Technology   Department of Foreign Languages   Essential English Center   Assistant Professor

    2022.4 - 2024.3

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    Country：Japan

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  • Tokyo International University   Faculty of Language and Communication   Global Teaching Institute   Lecturer

    2016.4 - 2021.8

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    Country：Japan

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  • Tamagawa Academy   High School   Instructor

    2012.4 - 2014.3

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    Country：Japan

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  • Notre Dame Seishin University   Faculty of Literature   Department of English Language and Literature   Lecturer

    2009.4 - 2012.3

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    Country：Japan

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  • Tamagawa Academy   Elementary Division   Instructor

    2004.4 - 2009.3

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    Country：Japan

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Papers

  • A Case Study Inquiry into the Efficacy of Four East Asian EAP Writing Programmes: Presenting the Emergent Themes

    Joseph P. Vitta, Dayna Jost, Alexis Pusina

    RELC Journal   50 ( 1 )   71 - 85   2019.4

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    Publishing type：Research paper (scientific journal)  

    Within English for Academic Purposes (EAP), writing instruction has often been of primary interest with a focus on curricula design and implementation. This especially holds true in East Asia where many universities operate EAP writing programmes. This study is located within this region, taking an inquiry stance in a small-scale case study of four EAP writing programmes. Through practitioner-as-researcher reflections and triangulating interviews from fellow colleagues within this professional context, we add to this discussion by uncovering three interrelated and hierarchical themes that have emerged from our data. At the university and inter-department organizational level, our data points to the need for universities housing these programmes to create a culture of collaboration where relevant academic expertise can directly inform the classroom (EAP writing) instruction. At the departmental level, our data suggests that standardization, especially in relation to intra-department testing, assignments, etc. is beneficial. Finally, at the classroom level, we posit, through the observations in the inquiry, that certain teaching methods are associated with different levels of proficiency. Teacher-led frameworks are more observed and suitable among lower proficiency language learners. Conversely, higher proficiency students expect and are better served by task-based or student-led approaches.

    DOI： 10.1177/0033688217730145

    Scopus

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  • Explaining the effectiveness of the contrast culture method for managing interpersonal interactions across cultures

    Hiroyoshi Hiratsuka, Hanako Suzuki, Alexis Pusina

    Journal of International Students   6 ( 1 )   73 - 92   2016

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    Publishing type：Research paper (scientific journal)  

    One of the current challenges in the field of intercultural education comes from the limited availability of training efficacy studies. The present study focused on explaining the effectiveness of the Contrast Culture Method (CCM) as an intercultural education method for managing interpersonal interactions across cultures between graduate international students and their local counterparts in an academic program in Japan. By incorporating a qualitative methodology through the grounded theory, the study explained a context of domestic interpersonal relations across cultures in Japan. The result showed CCM’s effectiveness based on respondents’ reflective accounts, and supported the ideas suggested by the original study. The article concludes with future directions for research and application of CCM.

    Scopus

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MISC

  • Student Voices as Nouveau Committee Work: Providing a Platform and Safe Community for the Realization of Inspired Student-led Projects

    Brandon Bigelow, Alexis Pusina

    The IAFOR International Conference on Education – Hawaii 2021 Official Conference Proceedings   2021.3

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    Publisher：The International Academic Forum(IAFOR)  

    DOI： 10.22492/issn.2189-1036.2021.6

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Presentations

  • About the Contrast Culture Method (CCM) - SIETAR SIG

    Fujimoto, D., Gillis-Furutaka, A., Kanemura, Y., Kim. M., Lilley, D., Pusina, A., Rakhshandehroo, M.

    SEITAR Japan 2024 - Annual Conference  2024.12.8 

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    Language：English   Presentation type：Oral presentation (general)  

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  • Simple Activities to Cultivate Classroom Community

    Alexis Pusina

    JALT Fukui - My Share event  2023.5.23 

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    Language：English   Presentation type：Oral presentation (general)  

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  • Exploring International Dating using the Contrast Culture Method

    Fujimoto, D., Lilley, D., Kim, M., Pusina, A.

    JALT PanSIG (Kyoto)  2023.5.13 

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    Language：English   Presentation type：Poster presentation  

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  • CLIL and the Japanese American Internment Experience

    Alexis Pusina

    JALT Annual Conference (Fukuoka)  2022.11.12 

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    Language：English   Presentation type：Oral presentation (general)  

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  • Immigration, Acculturation, Discrimination: The Japanese American Internment Experience Invited

    Alexis Pusina

    Okayama University, Special Public Lecture Series, virtual live presentation  2021.11.8 

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    Language：English   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

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  • Student voices as nouveau committee work: Providing a platform and safe community for the realization of inspired student-led projects

    Bigelow, B., Pusina, A.

    IAFOR International Conference on Education - Hawaii 2021, online video recorded presentation  2021.1.6 

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    Language：English   Presentation type：Oral presentation (general)  

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  • Community Transitions and Revival: Beyond the Japanese American Internment Experience

    Imamura, B., Mori, C., Pusina, A. L., Pusina, A. N., Tomanik, A.

    Campus Common Read, virtual live presentation, California State University, San Marcos  2020.11.13 

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    Language：English   Presentation type：Symposium, workshop panel (public)  

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  • The struggle for justice and equality: African American perspectives and analysis of recent social unrest in the US and worldwide

    Bigelow, B., Brown, I., Howell, J., Ferguson, R., Pusina, A., Roth, S.

    Virtual live presentation, Tokyo International University  2020.7.15 

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    Language：English   Presentation type：Public lecture, seminar, tutorial, course, or other speech  

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  • Community transitions and revival: The Japanese American internment experience

    Bigelow, B., Imamura, B., Pusina, A.

    Notre Dame Seishin University International Communication and Community Development Conference  2019.11.16 

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    Language：English   Presentation type：Oral presentation (general)  

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  • Cultivating classroom community

    Borgstrom, S., Maxwell, J., Pusina, A.

    Notre Dame Seishin University International Communication and Community Development Conference  2019.11.16 

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    Language：English   Presentation type：Oral presentation (general)  

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  • Creating a positive atmosphere through classroom community building

    Alexis Pusina

    Korea TESOL International Conference (Seoul)  2019.10.12 

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    Language：English   Presentation type：Oral presentation (general)  

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  • Parental choices in education: An intercultural awareness approach

    Fujimoto, D., Kim, M., Pusina, A., Saki, M.

    Korea TESOL International Conference (Seoul)  2019.10.12 

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    Language：English   Presentation type：Oral presentation (general)  

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  • Why do you act that way? Intercultural awareness

    Fernandes, E., Fujimoto, D., Gillis-Furutaka, A., Kim, M., Lilley, D., Pusina, A., Simpson, A.

    JALT Annual Conference (Shizuoka)  2018.11.24 

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    Language：English   Presentation type：Oral presentation (general)  

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  • ELF vs. EFL: Changing dynamics in Japanese higher education

    Alexis Pusina

    Korea TESOL International Conference (Seoul)  2018.10.13 

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    Language：English   Presentation type：Oral presentation (general)  

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  • Engaging disempowered students and classroom management techniques

    Alexis Pusina

    Korea TESOL International Conference (Seoul)  2017.10.21 

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    Language：English   Presentation type：Oral presentation (general)  

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  • Process based approach to teaching academic writing

    Alexis Pusina

    Nakasendo JALT Conference (Urawa)  2017.7.2 

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    Language：English   Presentation type：Oral presentation (general)  

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  • Reflections: Academic Writing Programs in the Japanese and Korean EFL Contexts

    Pusina, A., Vitta, J.

    Korea TESOL International Conference (Seoul)  2016.10.15 

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    Language：English   Presentation type：Oral presentation (general)  

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  • Social justice and critical consciousness in the university EFL classroom

    Alexis Pusina

    Okayama JALT chapter meeting  2011.5.15 

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    Language：English   Presentation type：Oral presentation (general)  

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Class subject in charge

  • Advanced English（AC2） （2024academic year） Third semester  - 月3～4

  • Advanced English（GC） （2024academic year） Third semester  - 月7～8

  • Advanced English（GC） （2024academic year） Fourth semester  - 月3～4

  • Advanced English（IGS） （2024academic year） Fourth semester  - 月7～8

  • English Communication 4-1 （2024academic year） Third semester  - 火3～4

  • English Communication 4-1 （2024academic year） Third semester  - 金3～4

  • English Communication 4-2 （2024academic year） Fourth semester  - 火3～4

  • English Communication 4-2 （2024academic year） Fourth semester  - 金3～4

  • English (Speaking)-1 （2024academic year） 1st semester  - 月1

  • English (Speaking)-1 （2024academic year） Third semester  - 月2

  • English (Speaking)-1 （2024academic year） Third semester  - 月1

  • English (Speaking)-1 （2024academic year） 1st semester  - 月6

  • English (Speaking)-1 （2024academic year） 1st semester  - 月5

  • English (Speaking)-2 （2024academic year） Second semester  - 月1

  • English (Speaking)-2 （2024academic year） Fourth semester  - 月2

  • English (Speaking)-2 （2024academic year） Fourth semester  - 月1

  • English (Speaking)-2 （2024academic year） Second semester  - 月6

  • English (Speaking)-2 （2024academic year） Second semester  - 月5

  • English (Writing)-1 （2024academic year） 1st semester  - 木3

  • English (Writing)-1 （2024academic year） Third semester  - 木4

  • English (Writing)-1 （2024academic year） Third semester  - 木3

  • English (Writing)-1 （2024academic year） 1st semester  - 木4

  • English (Writing)-2 （2024academic year） Second semester  - 木3

  • English (Writing)-2 （2024academic year） Fourth semester  - 木4

  • English (Writing)-2 （2024academic year） Fourth semester  - 木3

  • English (Writing)-2 （2024academic year） Second semester  - 木4

  • English (Listening)-1 （2024academic year） 1st semester  - 木1

  • English (Listening)-1 （2024academic year） Third semester  - 木6

  • English (Listening)-1 （2024academic year） Third semester  - 木5

  • English (Listening)-1 （2024academic year） 1st semester  - 木6

  • English (Listening)-1 （2024academic year） 1st semester  - 木2

  • English (Listening)-2 （2024academic year） Second semester  - 木1

  • English (Listening)-2 （2024academic year） Fourth semester  - 木6

  • English (Listening)-2 （2024academic year） Fourth semester  - 木5

  • English (Listening)-2 （2024academic year） Second semester  - 木6

  • English (Listening)-2 （2024academic year） Second semester  - 木2

  • English (Integrated English)-1 （2024academic year） 1st semester  - 火1～2

  • English (Integrated English)-1 （2024academic year） Third semester  - 金3～4

  • English (Integrated English)-1 （2024academic year） Third semester  - 火3～4

  • English (Integrated English)-1 （2024academic year） 1st semester  - 火5～6

  • English (Integrated English)-1 （2024academic year） 1st semester  - 火3～4

  • English (Integrated English)-2 （2024academic year） Second semester  - 火1～2

  • English (Integrated English)-2 （2024academic year） Fourth semester  - 金3～4

  • English (Integrated English)-2 （2024academic year） Fourth semester  - 火3～4

  • English (Integrated English)-2 （2024academic year） Second semester  - 火5～6

  • English (Integrated English)-2 （2024academic year） Second semester  - 火3～4

  • English (S&L)-1 （2024academic year） Third semester  - 金5～6

  • English (S&L)-2 （2024academic year） Fourth semester  - 金5～6

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