Michelle Lees- Master of Arts
- Lecturer at Rikkyo University
Michelle Lees
- Master of Arts
- Lecturer at Rikkyo University
Educator deeply committed to fostering equity, currently a full-time lecturer at Rikkyo University.
About
13
Publications
3,624
Reads
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8
Citations
Introduction
Passionate educator and equity advocate, currently a full-time lecturer at Rikkyo University. I am dedicated to fostering inclusive, accessible learning environments and advancing research in social justice in language education, gender equity in sports, LGBTQIA+ policy, and CALL. I am also pursuing a PhD in Education and Social Justice at Lancaster University, focusing on LGBTQIA+ support programs and education in women's sports organisations in Japan.
Skills and Expertise
Current institution
Additional affiliations
April 2018 - present
Position
- Professor (Associate)
Description
- Currently teaching: • Reading and Writing to International Business Communications Students • Academic Reading for sophomores • The Magical World of Harry Potter to junior and senior students Experience teaching: • Foundational Literacies: Reading and Writing • Media English • Academic Reading • Self-created course: The Magical World of Harry Potter • Develops and delivers curriculum based on university requirements to 3+ courses per semester • Designs original course materials and assessments
December 2016 - December 2017
Little Fox Academy
Position
- English Lancguage Teacher
Description
- English language teacher to seven beginner through to upper-intermediate classes. • Created original and engaging curriculums for 7 classes (3-12 students) • Delivered 5-5 classes daily • Developed original materials and assessment • Managed 7 classes and provided monthly student reports to update parents • Coordinated classes with 4+ Korean teachers
July 2012 - July 2016
JET Program
Position
- Assistant Language Teacher
Description
- Only non-Japanese English teacher at three public kindergartens, six elementary schools and two junior high schools. • Efficiently utilised technology-based learning tools (e.g. PowerPoint and voice recording technology), and communication mediums (e.g. Google Docs and YouTube). • Encouraged and promoted the use of computer-based learning in the classroom through the use of Ipads, Digital Whiteboards and Computers. • Demonstrated adaptability and organisation in the classroom, by preparing supp
Education
October 2021 - October 2024
January 2013 - October 2016
September 2008 - July 2012
Publications
Publications (13)
This article reports on an experimental methods-comparison study, which was undertaken with beginner level junior high school students (aged 12 and 13) in Japan. The study aimed to investigate which type of teaching, Total Physical Response (TPR) or Present Practice Produce (PPP), was more effective in developing productive and receptive knowledge...
Self-access learning centres (SALCs) are spaces in which learners are provided with access to resources that can assist them in achieving their goals. Within the SALC at Kanda University of International Studies, there is a wide range of resources available to students. However, a prior in-house study (Yarwood, Lorentzen, Wallingford, & Wongsarnpig...
This article outlines reading circles and the benefit of utilising them in an online reading and writing class.
Japan has been working towards increasing the availability of technology in public schools through various interventions, including government policies (MEXT Course of Study) and programmes (GIGA School Programme). With the GIGA programme (Global Innovation Gateway for All) and ongoing policy changes regarding technology in schools, there is the su...
The Self-Access Learning Centre (SALC) at Kanda University of International Studies (KUIS) provides its
students with access to a multitude of English-language resources, including conversation lounges and
one-to-one language practice sessions with international students. Prior studies conducted within the
SALC revealed inconsistencies between stud...
Martha Nussbaum's central human capabilities highlight the importance of affiliation. This can be summarised as being able to live with, recognise and have empathy for others, in addition to treating and being treated with self-respect, dignity and fairness without discrimination "on the basis of race, sex, sexual orientation, ethnicity, caste, rel...
This workshop is a practical and reflective discussion on three educators’ experiences integrating LGBTQIA+ issues in the classroom and navigating numerous challenges. It provides strategies and resources for other educators who are interested in creating a more diverse and inclusive space, whilst adding to the ongoing discussion on the importance...
As language teachers, we must teach the language and provide students with the skills to communicate meaningfully. To achieve this, we must deepen students’ understanding of the cultures, societies and related issues. Social justice issues are widely discussed on social media and so incorporating activities like this helps students engage with real...
This paper combines two mixed-methods research projects in Japan that investigated the current status of technology in English as a Foreign Language (EFL) education to gain deeper insights on how and why technology is used in the Japanese public school system. The aim of these two studies was to identify the factors related to the role of Computer...
The realities of government policy and technology in the Japanese public schooling system do not always reflect people’s perceptions of an advanced, technologically sophisticated nation. Two mixed-methods research studies investigated the availability and usage of technology in the English classroom, as well as teacher’s perceptions of the role of...
The language classroom is an ideal space for teachers to foster supportive relationships among students in which they are able to share their language learning experiences, and learn from each other. However, not all students experience this supportive environment. It was hypothesised that discussions about common language learning difficulties wou...
Presentation on primary research undertaken by two teachers who worked in the Japanese public schooling system, focusing on the disconnect between expectation and reality with CALL.
This presentation will communicate initial findings from a research project designed to evaluate the extent to which our self-access learning centre (SALC) and its environment is autonomy-supportive, and meets our learner’s expressed needs. This evaluation is based on a qualitative analysis of 108 interviews, 280 survey responses and other SALC sta...
