Volume 1, Issue 1 June 2019, pp. 3–20 
Articles
Making global knowledge accessible to EFL speakers of an undergraduate leadership program through a flipped and ubiquitous learning environment
Nobue Tanaka-Ellis 
1, Sachiyo Sekiguchi 2
1 Tokai University, Japan 
2 Meiji Gakuin University, Japan
DOI: https://doi.org/10.29140/tltl.v1n1.141
Abstract
This paper reports on how an undergraduate global leadership course was designed and implemented at a Japanese mid-sized private university to match the Japanese government's initiative of fostering global individuals through education. By incorporating a flipped learning approach (Bergmann & Sam, 2012) and the content materials from a Massive Open Online Course (MOOC), the university was able to offer a global leadership program to Japanese students with some "hidden" English language assistance. The language support was provided by employing Content and Language Integrated Learning (CLIL), a pedagogical approach that is gaining global popularity (Coyle, Hood, & Marsh, 2010). Flipped learning was introduced to maximise the face-to-face class time for the activities to enhance active learning. Content learning was designed to be done online, before coming to every class. In order to support flipped learning and CLIL, ubiquitous learning was also incorporated to the program design. This paper also focuses on capturing the leadership program and develop the understanding of roles of each stakeholder by mapping human and nonhuman actors to see what resources were involved in manifesting this highly complex learning environment. The student perception on the leadership program was compared through interviews conducted in Weeks 4 and 14, to see if the program was successfully perceived as a leadership program, or perceived as just another English language program. Some implications of designing this type of multifunctional course are discussed to conclude the paper.
Copyright
© Nobue Tanaka-Ellis, Sachiyo Sekiguchi
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Suggested citation
Tanaka-Ellis, N., & Sekiguchi, S. (2019). Making global knowledge accessible to EFL speakers of an undergraduate leadership program through a flipped and ubiquitous learning environment. Technology in Language Teaching & Learning, 1(1), 3–20. https://doi.org/10.29140/tltl.v1n1.141
Related Articles:
Introduction to the special issue
Julie Choi, Mei French, Sue Ollerhead
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), 1–10. 
Translanguaging as a boundary crossing mechanism: A Turkish-American Youngster and her linguistic negotiation of three discursive spaces
Tuba Yilmaz, Ester de Jong
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), 11–25.
Mediating communication - ELF and flexible multilingualism perspectives on the Common European Framework of Reference for Languages
Constant Leung, Jennifer Jenkins
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), 26–41.
Translanguaging as transmediation: Embodied critical literacy engagements in a French-English bilingual classroom
Sunny Man Chu Lau
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), 42–59.
Translanguaging for and as learning with youth from refugee backgrounds
Saskia Van Viegen
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), 60–76.
"Writing like a health scientist": A translingual approach to teaching text structure in a diverse Australian classroom
Sue Ollerhead, Isobel Crealy, Rebecca Kirk
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), 77–90.
Eroding the monolingual monolith
Mei French, Janet Armitage
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), 91–114.
Creating translingual teaching resources based on translanguaging grammar rules and pedagogical practices
Corinne A. Seals, Vincent Olsen-Reeder, Russell Pine, Madeline Ash, Cereace Wallace
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), 115–132.
A developmental framework for online language teaching skills
Ursula Stickler, Regine Hampel, Martina Emke
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), 133–151.
Language ideologies at work: Examining the linguistic landscape in public spaces of Coventry, England
Zeena Faulk
Intercultural Communication Education Published: 22 April, 2020, Volume 3(1), 4–21.
