研究者学術情報データベース

（最終更新日 : 2025-02-05 22:47:44）　

クンシャク　クラウディア
KUNSCHAK CLAUDIA
KUNSCHAK CLAUDIA

所属国際関係学部国際関係学科

職名教授

その他所属
1.	国際関係研究科

学歴
1.	～2003/08	University of Arizona College of Education Language, Reading and Culture 博士課程修了
2.	～1992/01	University of Vienna Translation and Interpreting Studies Humanities 卒業
3.	2003/08 (学位取得)	University of Arizona PhD in Education
4.	1992/01 (学位取得)	MA in Translation & Interpreting

職歴
1.	2018/04/01 ～	Ritsumeikan University, Faculty of International Relations, Professor
2.	2015/04/01 ～ 2018/03/31	Ritsumeikan University, Faculty of International Relations, Associate Professor
3.	2013/04/01 ～ 2015/03/31	Doshisha University, Faculty of Global and Regional Studies, Lecturer
4.	2012/04/01 ～ 2015/03/31	Ritsumeikan University, Faculty of Policy Science, Lecturer
5.	2012/04/01 ～ 2015/03/31	Kyoto Sangyo University, General Education, Lecturer
全件表示（13件）

委員会・協会等
1.	2015/04 ～	Ritsumeikan University University-wide English committee

所属学会
1.		American Association of the Teachers of German (AATG)
2.		American Council on the Teaching of Foreign Languages (ACTFL)
3.		Association of Language Awareness (ALA)
4.		Austrian Association of Teachers of German as a Foreign Language (OeDaF)
5.		International Association of Teachers of English as a Foreign Language (IATEFL)
全件表示（11件）

資格・免許
1.	2012	Goethe Examiner (CEFR A1-C2)
2.	2002	OSD Examiner (CEFR A1-C2)
3.	1989	Cambridge Examination for English Language Teachers

研究テーマ
1.	English Lingua Franca in a Post-nativespeakerist Framework
2.	Multilingual Multicultural Communities of Practice

研究概要
Applied research for teachers, administrators, textbook publishers and other educational professionals Research can be categorized in different ways, according to disciplines, whether it is basic or applied research, quantitative, qualitative or multimethod, to name just a few. My main goal in research is to relate it to everyday practice in education and to make it meaningful to people in other disciplines or other parts of the world as well. That is why I am trying to involve different stakeholders like students, teachers, administrators or potential employers, colleagues from different disciplines, institutions or geographic locations and research methods that provide multiple perspectives on any issue. For the same reason, I like to attend a variety of scholarly meetings, from teacher conferences to applied linguistics symposia, big international venues to smaller regional events. They help me put my work into perspective. One language policy issue I have been interested in for a while is the kind of English we teach and we want our students to learn. While many institutions still hire their teachers based on their nativeness or perceived function in either providing a model and input or explaining the workings of the language in the students' mother tongue, international communication has changed in the age of globalization. With the rise of English as a de facto lingua franca, intercultural communication in English between non-native speakers is the scenario students will be facing in their future lives. A comparative study of Japanese and Chinese teachers' and students' awareness of and attitudes toward different kinds of Englishes, as well as a multi-country comparison of language directors' hiring practices I conducted, presented and published have hopefully contributed to illustrating some aspects of this issue. One pedagogical issue I have been grappling with is how to improve teacher-student communication. Traditionally, student evaluations are conducted in the last few weeks of class, which might be helpful for general planning of future classes but not for the specific set of students. From my longitudinal pre-mid-post designs, from skill questionnaires to writing assignments to student self-assessment, I have been able to identify and address issues from the beginning which have then led to higher self-ratings and performance of students in the end. Similarly, the use of task-specific rubrics to clarify learning objectives and guide the students in the assignment has created a transparent framework for grading practices and virtually zero complaints on the part of students. Finally, a program issue that comes along with internationalization - English Medium Universities, Content-Based Instruction and/or English for Specific Purposes - is the question of how to tailor the language curriculum to different disciplines or how to help students learn their major through English. While developing ESP modules for law, business, art and journalism in China, I was able to understand the process better through student surveys and interviews, teacher interviews and classroom observation. In my current teaching and reseach context, I have the chance to observe a curriculum reform project from day one. I hope my findings can contribute to making the process more transparent, meaningful and effective for all stakeholders involved.

現在の専門分野
Gender, English linguistics, Foreign language education, Cultural anthropology, International relations, Education (キーワード：intercultural communication, comparative education, language pedagogy, English Lingua Franca, multilingualism, language awareness, learner autonomy, curriculum development, testing and evaluation, critical discourse analysis)

著書
1.	2020/11/22	Post-native-speakerism and the multilingual subject: Language policy, practice and pedagogy │ ,213-241頁
2.	2020/11/19	CEFR, CLIL, LOA, TBLT: Synergizing goals, methods and assessment to promote active student learning │ ,85-108
3.	2018/01	Going beyond native-speakerism: Theory and practice from an international perspective │ ,149-168
4.	2016/11	ELF in independent learning: Lessons from an international blog project │ ,227-233頁
5.	2015/07	Transnational, transcultural, translingual communities of practice in flux │ ,287-305
全件表示（10件）

論文
1.	2023/12/14	Cultivating translingual and transcultural competence in a multilingual university │ Journal of Multilingual and Multicultural Development │
2.	2023/05/02	Fostering learner autonomy with the new CEFR guidelines │ IATEFL 2022 Belfast Conference Selections │ 25 (1),125-127頁
3.	2022/01/03	Toward the internationalization of higher education: Developing university students' intercultural communicative competence in Spain │ Language & Intercultural Communication │
4.	2021/11/19	Translingual transcultural competence: Student agency, teacher guidance, and program support │ CercleS │ 11 (2),343-358頁
5.	2020/11/18	From pluricentricity to translingual transcultural competence: Shifting paradigms │ Critical Multilingualism Studies │ 8 (1),221-250頁
全件表示（22件）

学会発表
1.	2025/01/24	Student engagement across tasks, modes, and time （口頭発表，一般）
2.	2025/01/11	Community engagement and internationalization
3.	2024/12/05	Service-learning and community engagement for internationalization at home （ポスター）
4.	2024/11/26	Equity, access, and opportunity: International students building bridges （口頭発表，一般）
5.	2024/11/15	Multilingual writing in undergraduate research （口頭発表，一般）
全件表示（67件）

その他研究活動
1.	2014/04/20 ～ 2014/10/15	World Music Jazz Concert with Klaus Paier & Asja Valcic (Doshisha University Chapel)
2.	2014/03/03 ～ 2014/06/24	Guest lecture by renowned radio journalist and book author Judith Brandner (How to do successful research interviews)
3.	2013/01/23 ～ 2013/10/12	Greenland - Public reading by Austro-Korean author Anna Kim (Reading and discussion of recent work by the author at Villa Kamogawa)

受賞学術賞
1.	2010/12	Shantou University Teaching Service Award (Award for the promotion of teaching activities)
2.	2006/02	Universidad Europea de Madrid Innovation in Teaching Award (University-wide annual award for the design and/or implementation of progressive teaching practices)
3.	1996/05	Austrian-American Educational Commission Fulbright Award (Scholarship for Graduate Studies in the US)

科学研究費助成事業
1.	2018/04 ～ 2021/03	The role of translingual and transcultural competence in successful internationalization of higher education │ 基盤研究(C)

共同・受託研究実績
1.	2009/12 ～ 2011/12	ESP for law, business, journalism (curriculum development) │ Funded undertaking
2.	2005/06 ～ 2006/06	ELECTRA (web component for legal translation) │ Funded undertaking
3.	2003/02 ～ 2005/01	BADACAM (multilingual database on audiovisual terms) │ Funded undertaking

教育活動

●教育方法の実践例

1.	2010/10 ～ 2011/06	Main suite curriculum development (5 levels)
2.	2009/10 ～ 2011/06	Voice and accent training program
3.	2009 ～ 2011	ESP curriculum development in business, law, journalism
4.	2008/10 ～ 2009/06	Assessment reform
5.	2008/10 ～ 2009/06	CALL support for glocalizing teaching materials
全件表示（7件）

●教育に関する発表

1.	2010/10 ～ 2010/10	Curricula and textbooks: Desirability, feasibility and change (Invited guest lecture for professional development at Hong Kong Baptist University)

研究者からのメッセージ
1.	Looking for collaborators My research interests include intercultural communication, language pedagogy and comparative education. Some current projects focus on English as a Lingua Franca in international communication, language, culture and identity in transnational communities and language policy and practice in tertiary education. I subscribe to a transdisciplinary multi-method approach including discourse analysis, surveys, interviews and focus groups, and like to participate in multi-site collaborative action-research projects involving multiple stakeholders. If you are interested in collaborating on a project in any of those areas - more details can be found in the research summary section - please contact me so we can discuss possible joint agendas.