Alan Meadowsアラン メドウズ 准教授

The University of Hull (UK), BA Honours in History; Sheffield University (UK), Masters in Japanese Society; Hammersmith and West London College (UK), Royal Society of Arts Certificate in TEFLA.

Lecturer of English at a variety of institutions in Tokyo, including Waseda University (Law Department), Tokyo Medical University (English Department), Tokyo University of Technology (School of Media Studies), and Musashino University (Department of Contemporary Society).

English for Global Politics, Academic English, Debate and Presentation Skills.

Presently, I have three separate areas of interest: Firstly, in the field of International Environmental Politics, secondly in the theory and practice of learner training, and finally in Japanese educational reform,

Since the International Whaling Commission (IWC) issued a moratorium on whaling in1988 there has been an ongoing and heated debate concerning the appropriateness of this ban.
My particular interest relates to the arguments put forward by some Japanese whaling communities for a resumption of ‘Small Type Coastal Whaling’.

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I like to think that an open, questioning mind lies behind both my approach to teaching in the classroom and my academic research. When I teach English, I try to ask myself how I can improve as an instructor and how I can perhaps help my students to become more effectivelearners. As for environmental concerns, being a long-time resident of Japan with a keen interest in such issues, I try to analyse Japan’s role as a player in the field of international environmental politics.

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I am interested in all aspects of the international politics of whaling, but am particularly concerned with the cultural, economic and environmental arguments submitted to the IWC by the Japanese Small Type Coastal whaling communities for a resumption of whaling in coastal waters, and the reasons why these arguments often engender such a hostile, response from the wider international community.


My studies into the politics of whaling do not always bring me pleasure or contentment,but they do enable me to try to come to a closer understanding of some of the reasons for the wide divide between the various parties in the whaling debate. My studies into language learner strategies, on the other hand, are more pleasing in that I hope that they do help some of my students gain a better educational ‘return’ on the time and effort they ‘invest’ in their studies.


Graduate school provides an opportunity for personal growth and intellectual enrichment. Since the learner is surrounded by people with a similar intellectual curiosity and desire to learn, it offers an environment conducive to the free exploration and investigation of subjects that are of interest to the student. The resulting skills and knowledge gained can in turn give one a greater competitive advantage in the workforce.


I hope that my classes provide a positive environment in which students can activate and enhance their English language ability. The emphasis is very much on doing rather than passively absorbing. This may take many forms, such as writing papers, conducting research, taking part in discussions and debates, and involvement in group activities and presentations. In short, the emphasis is very much on the application of knowledge and skills through the medium of the English language.


With a list that would include such pressing issues as globalisation, regional conflict, climate change, environmental degradation and migration, the importance of Global Politics in the 21st Century cannot be overestimated. The need to create new structures and/or enhance the existing systems within which states, IGOs, NGOs and other interested parties attempt to find working solutions to regional and global issues has never been greater.


I enjoy most sports, and am an avid squash and tennis player. However, I would not claim to be particularly skilled in either game. Also, I greatly enjoy getting out and about in the Japanese countryside, either on a hiking trail or on my bicycle.


I would hope that the students who come to my classes are motivated, positive and open to new ideas. I believe that a good language learner should try to be self aware, inquisitive and tolerant, self-critical, realistic, and willing to be actively involved in all aspects of the language learning process.