Summary: The student(s) worked hard by designing their presentation after getting guidance on your presentation. Here are two student presentations from Cycle 2, yet from another university. If you do well and would like me to use your presentation to show other Chuo Law students in the future, please let me know. Finally, we decided on the dates of your presentations.

Cycle 2 Final Presentation A

Cycle 2 Final Presentation B

1. Each presentation should be approximately five minutes long, with two minutes allocated for questions and comments. 

2. There are usually 14 to 16 slides in your PowerPoint slide show. Some students would like to make a poster, so please use several A3 sheets and tape them together. Please remind me to get the paper!

3. Each image you use should mention what website (not the URL, but the author’s name and date published with the time-stamp or page/paragraph number) to show where you got your content from to give credit. 

4. It is essential that you have at least four in-text citations/references. The first four students I have checked only have two. What’s up with that? Please add two more.

Homework due by email for PowerPoint attachments or for posters, take photos of them and place them at the end of the Cycle 2 Section of your Google Doc. Each person will submit their presentation on the Friday before their presentation day by 1:20 pm, after lunch.

1. The guidelines for the assessment you also received in class are attached at the bottom of this web page. 🙂 As best you can, design your PowerPoint slides, poster, or other preferred format based on the feedback. If you create a poster, I won’t be able to correct the issues, so please take pictures of your poster and place them at the end of the Cycle 2 section of your Google Doc, and I can provide feedback that way. Please ensure that you have a clear introduction, body, and conclusion.

Summary: I was late because I got off at the wrong station, my apologies. You worked in pairs, explaining the language readings and viewings in pairs, and also discussed your English Futures or your ideal selves.

English Future (Ideal L2 Self)

1. What would you like to do with your English after this course?
2. What are your learning goals? For each of the goals, what are some specific, practical actions you can take to get closer to this goal?
3. How do you see your English self in the future? What do you look and feel like then?
4. What hopes do you have for learning English in the future?
5. If you see yourself using English in your future job after graduation?
6. How do you see yourself using English for your future Employment? What would that look like and what would you look and feel like?
7. As you becoming older, how do you see, if at all, the role English will play in your family life?
8. As you becoming older, how do you see, if at all, the role English will play in your life with friends?
9. As you becoming older, how do you see, if at all, the role English will play at your occupation (this can be working from home or being a graduate student as well)?

Class 09 Homework on Language: Please take 3-4 pages of notes on one reading or two viewings from the offerings below in keywords and use summarizations as much as possible. Whenever you can, especially using “direct quotations,” note the page and paragraph number to help you know where you got the information. These actions will also help you avoid plagiarism.

Please edit the information in each reading or viewing according to the example below as accurately as possible. I can help edit. Here is the list of all the readings and viewings for Cycle 2. Feel free to find your own language readings and viewings as well; however, please share the source by providing the URL so that I can share it with the class.

This homework is due before the third period at the end of lunch on Friday, before Class 11.

Here is the list of readings and viewings for Cycle 2. Please click the links.

Language Learning Experiences

Ahluwalia, J. (2020, August 14). Both not half: How language shapes identity [Video]. TEDxChandigarh. https://www.youtube.com/watch?v=SP0bAQ8J6C0

Boroditsky, L. (2018, May 2). How language shapes the way we think [Video]. YouTube. TED Presentations. https://www.youtube.com/watch?v=RKK7wGAYP6k

Josh ESL. (2016, July 04). Motivation and goals for language learning: Motivation in EFL language motivation: L2 Self [Video]. Youtube. https://www.youtube.com/watch?v=sLzLPMYEKQs

Vye, S. (2016). Art and the motivational L2 self system in a university course. Learning Learning, 23(2), 2-7. http://ld-sig.org/wp-content/uploads/2016/10/Article-1-Vye.pdf

The Ought-to Self (What You Ought to Do to Learn the Language Coming from Others)

Irie, K. & O’Neil, T. (2015).  Motivation in language learning with Professor Kay Irie, Gakushuin University, Tokyo [Video]. Youtube. https://www.youtube.com/watch?v=3iPqvC-q5fg&t=1s

Boroditsky, L. (2018, May 2). How language shapes the way we think [Video]. YouTube. TED Presentations. https://www.youtube.com/watch?v=RKK7wGAYP6k

Hughes, L. S., Vye, S., & Ray, D. (2020). The L2 motivational self system: A replication study. JALT Journal, 42(1), 5-28. https://jalt-publications.org/sites/default/files/pdf-article/jj2020a-art1.pdf

Josh ESL. (2016, July 04). Motivation and goals for language learning: Motivation in EFL language motivation: L2 Self [Video]. Youtube. https://www.youtube.com/watch?v=sLzLPMYEKQs

Kaneko, N., & Yanagihara, R. (2017). Ideal L2 self in EFL and ESP. Hijiyama University Bulletin, 24, 37-44. http://harp.lib.hiroshima-u.ac.jp/hijiyama-u/metadata/12487

Nagle, C. (2019, April 19). It’s about time: Motivation and second language L2 speech learning [Video]. YouTube. https://www.youtube.com/watch?v=_gXhk99c8ZI

National Center on Improving Literacy (2019, Jan. 26). How do early language experiences contribute to a child’s ability to read [Video]? Reading Rocket. https://www.youtube.com/watch?v=bdzCDkJnaOc

Pranpunta, S. (2016). EFL learners’ stories: Ideal L2 self and their learning experiences. In P. Clements, A. Krause, & H. Brown (Eds.), Focus on the learner. Tokyo: JALT. Click to access jalt2015-pcp_020.pdf

Phung, L. (2025, Feb. 18). Motivational self system in language learning [Video]. YouTube. https://www.youtube.com/watch?v=sKK6N-Q6XvA

Tagarelli, K. (2022, Aug. 25). What motivates you to learn a second language? Science behind language learning [Video]. YouTube Mango Languages. https://www.youtube.com/watch?v=GUltY_XLhXM

Vye, S. (2016). Art and the motivational L2 self system in a university course. Learning Learning, 23(2), 2-7. http://ld-sig.org/wp-content/uploads/2016/10/Article-1-Vye.pdf

The Ideal Self (Vision for the Future)

Dornyei, Z. (2016, December 02). Motivating learners and teachers through vision [Video]. Youtube: Cambridge University Press. https://www.youtube.com/watch?v=jMTLYjLksvg

Irie, K. & O’Neil, T. (2015).  Motivation in language learning with Professor Kay Irie, Gakushuin University, Tokyo [Video]. Youtube. https://www.youtube.com/watch?v=3iPqvC-q5fg&t=1s

Hughes, L. S., Vye, S., & Ray, D. (2020). The L2 motivational self system: A replication study. JALT Journal, 42(1), 5-28. https://jalt-publications.org/sites/default/files/pdf-article/jj2020a-art1.pdf

Goswami-Christiansen, S. (2020, February 4). Nationalism or global identity [Video]. TEDxCopenhagen.  https://www.youtube.com/watch?v=tacXlQptaUA

Kaneko, N., & Yanagihara, R. (2017). Ideal L2 self in EFL and ESP. Hijiyama University Bulletin, 24, 37-44. http://harp.lib.hiroshima-u.ac.jp/hijiyama-u/metadata/12487

Nagle, C. (2019, April 19). It’s about time: Motivation and second language L2 speech learning [Video]. YouTube. https://www.youtube.com/watch?v=_gXhk99c8ZI

Pranpunta, S. (2016). EFL learners’ stories: Ideal L2 self and their learning experiences. In P. Clements, A. Krause, & H. Brown (Eds.), Focus on the learner. Tokyo: JALT. Click to access jalt2015-pcp_020.pdf

Phung, L. (2025, Feb. 18). Motivational self system in language learning [Video]. YouTube. https://www.youtube.com/watch?v=sKK6N-Q6XvA

Vye, S. (2016). Art and the motivational L2 self system in a university course. Learning Learning, 23(2), 2-7. http://ld-sig.org/wp-content/uploads/2016/10/Article-1-Vye.pd

Summary:  First, we reviewed the definition of the L2 self system. Then, you formed pairs to discuss your ideas and the vision you wrote in your Google Doc.

Sahakyan, T. (2022, Sept. 16). Language learning motivation [Video]. YouTube. https://www.youtube.com/watch?v=WRRGU9Q9tDI

Note: Time Stamp 1:42 for L2 Self System

English Past (Language Learning Experience and Ought-to Self):

1. When did you start learning English? Please discuss what you remember about this experience. About how old were you?
2. How did you study English in junior and senior high school? How were your English classes?
3. Pretend I was a student in one of your classes in secondary school. Please take me to the class and describe what I can expect to see.
4. What English studies did you feel that you had to do, but did not want to do?
5. Describe a positive(s) or negative experience(s) you have had learning English in the classroom. What did you learn from the experience?
6. What was the best or worst English class you have ever had? Why?
7. How about studying abroad? If so, how was it?  
8. Have you used English while abroad? In Japan? If so, how was that? Please explain.
9. What opportunities have you had to use English outside the classroom?

After that, in new pairs, you discussed your current motivation by using these questions:

English Present (Language Learning Experience and Ought-to Self)

1. What motivates you to learn English?

2. How do you feel about using English now?

3. What are the best ways for you to study English?

4. Which English classes are you taking at this university now?

5. What are your recent goals for English this term?

6. What English are you learning now?

7. What English studies are you currently feeling you must do, but do not want to do?

8. How do you develop your English skills these days?9. Do you use English for your hobbies, sports, or during your relaxation time?

Class 09 Homework on Language: Please take 3-4 pages of notes on one reading or two viewings from the offerings below in keywords and use summarizations as much as possible. Whenever you can, especially using “direct quotations,” note the page and paragraph number to help you know where you got the information. These actions will also help you avoid plagiarism.

Please edit the information in each reading or viewing according to the example below as accurately as possible. I can help edit. Here is the list of all the readings and viewings for Cycle 2. Feel free to find your own language readings and viewings as well; however, please share the source by providing the URL so that I can share it with the class.

This homework is due before the third period at the end of lunch on Friday, before Class 10.

Here is the list of readings and viewings for Cycle 2. Please click the links.

Language Learning Experiences

Ahluwalia, J. (2020, August 14). Both not half: How language shapes identity [Video]. TEDxChandigarh. https://www.youtube.com/watch?v=SP0bAQ8J6C0

Boroditsky, L. (2018, May 2). How language shapes the way we think [Video]. YouTube. TED Presentations. https://www.youtube.com/watch?v=RKK7wGAYP6k

Josh ESL. (2016, July 04). Motivation and goals for language learning: Motivation in EFL language motivation: L2 Self [Video]. Youtube. https://www.youtube.com/watch?v=sLzLPMYEKQs

Vye, S. (2016). Art and the motivational L2 self system in a university course. Learning Learning, 23(2), 2-7. http://ld-sig.org/wp-content/uploads/2016/10/Article-1-Vye.pdf

The Ought-to Self (What You Ought to Do to Learn the Language Coming from Others)

Irie, K. & O’Neil, T. (2015).  Motivation in language learning with Professor Kay Irie, Gakushuin University, Tokyo [Video]. Youtube. https://www.youtube.com/watch?v=3iPqvC-q5fg&t=1s

Boroditsky, L. (2018, May 2). How language shapes the way we think [Video]. YouTube. TED Presentations. https://www.youtube.com/watch?v=RKK7wGAYP6k

Hughes, L. S., Vye, S., & Ray, D. (2020). The L2 motivational self system: A replication study. JALT Journal, 42(1), 5-28. https://jalt-publications.org/sites/default/files/pdf-article/jj2020a-art1.pdf

Josh ESL. (2016, July 04). Motivation and goals for language learning: Motivation in EFL language motivation: L2 Self [Video]. Youtube. https://www.youtube.com/watch?v=sLzLPMYEKQs

Kaneko, N., & Yanagihara, R. (2017). Ideal L2 self in EFL and ESP. Hijiyama University Bulletin, 24, 37-44. http://harp.lib.hiroshima-u.ac.jp/hijiyama-u/metadata/12487

Nagle, C. (2019, April 19). It’s about time: Motivation and second language L2 speech learning [Video]. YouTube. https://www.youtube.com/watch?v=_gXhk99c8ZI

National Center on Improving Literacy (2019, Jan. 26). How do early language experiences contribute to a child’s ability to read [Video]? Reading Rocket. https://www.youtube.com/watch?v=bdzCDkJnaOc

Pranpunta, S. (2016). EFL learners’ stories: Ideal L2 self and their learning experiences. In P. Clements, A. Krause, & H. Brown (Eds.), Focus on the learner. Tokyo: JALT. Click to access jalt2015-pcp_020.pdf

Phung, L. (2025, Feb. 18). Motivational self system in language learning [Video]. YouTube. https://www.youtube.com/watch?v=sKK6N-Q6XvA

Tagarelli, K. (2022, Aug. 25). What motivates you to learn a second language? Science behind language learning [Video]. YouTube Mango Languages. https://www.youtube.com/watch?v=GUltY_XLhXM

Vye, S. (2016). Art and the motivational L2 self system in a university course. Learning Learning, 23(2), 2-7. http://ld-sig.org/wp-content/uploads/2016/10/Article-1-Vye.pdf

The Ideal Self (Vision for the Future)

Dornyei, Z. (2016, December 02). Motivating learners and teachers through vision [Video]. Youtube: Cambridge University Press. https://www.youtube.com/watch?v=jMTLYjLksvg

Irie, K. & O’Neil, T. (2015).  Motivation in language learning with Professor Kay Irie, Gakushuin University, Tokyo [Video]. Youtube. https://www.youtube.com/watch?v=3iPqvC-q5fg&t=1s

Hughes, L. S., Vye, S., & Ray, D. (2020). The L2 motivational self system: A replication study. JALT Journal, 42(1), 5-28. https://jalt-publications.org/sites/default/files/pdf-article/jj2020a-art1.pdf

Goswami-Christiansen, S. (2020, February 4). Nationalism or global identity [Video]. TEDxCopenhagen.  https://www.youtube.com/watch?v=tacXlQptaUA

Kaneko, N., & Yanagihara, R. (2017). Ideal L2 self in EFL and ESP. Hijiyama University Bulletin, 24, 37-44. http://harp.lib.hiroshima-u.ac.jp/hijiyama-u/metadata/12487

Nagle, C. (2019, April 19). It’s about time: Motivation and second language L2 speech learning [Video]. YouTube. https://www.youtube.com/watch?v=_gXhk99c8ZI

Pranpunta, S. (2016). EFL learners’ stories: Ideal L2 self and their learning experiences. In P. Clements, A. Krause, & H. Brown (Eds.), Focus on the learner. Tokyo: JALT. Click to access jalt2015-pcp_020.pdf

Phung, L. (2025, Feb. 18). Motivational self system in language learning [Video]. YouTube. https://www.youtube.com/watch?v=sKK6N-Q6XvA

Vye, S. (2016). Art and the motivational L2 self system in a university course. Learning Learning, 23(2), 2-7. http://ld-sig.org/wp-content/uploads/2016/10/Article-1-Vye.pdf

Summary: We were blessed with eight more insightful identity presentations that were unique to the presenters. I am very proud of all of you for the Cycle 1 presentations. Then, briefly, you discussed your language learning histories about your second language experiences. It doesn’t have to be English, but your second language if you have another one, like Korean, Chinese, French, German, or another language.

Homework due on Friday at 1 pm before Class 09. English Present & Future (Ought-to Self and the Ideal Self): Homework due on Friday at 1 pm before Class 09. Please take three or four pages of notes based on these 18 questions about your out-to language self and ideal language self in your Google Docs at the top of the page. You can use drawings and images as you like. Feel free to make it colorful. You do not need to answer all the questions, but choose 8 or 10 that mean the most to you that you would like to share with the class.

English Present (Language Learning Experience and Ought-to Self)

1. What motivates you to learn English?

2. How do you feel about using English now?

3. What are the best ways for you to study English?

4. Which English classes are you taking at this university now?

5. What are your recent goals for English this term?

6. What English are you learning now?

7. What English studies are you currently feeling you must do, but do not want to do?

8. How do you develop your English skills these days?

9. Do you use English for your hobbies, sports, or during your relaxation time? 

If so, please explain.

English Future (Ideal L2 Self)

1. What would you like to do with your English after this course?

2. What are your learning goals? For each of the goals, what are some specific, practical 

actions you can take to get closer to this goal?

3. How do you see your English self in the future? What do you look and feel like then?

4. What hopes do you have for learning English in the future?

5. Do you see yourself using English in your future job after graduation? If so, how? 

6. How do you see yourself using English for your future Employment? What would that 

look like, and what would you look and feel like?

7. As you become older, how do you see, if at all, the role English will play in your family 

life?

8. As you become older, how do you see, if at all, the role English will play in your life 

with friends?

9. As you become older, how do you see, if at all, the role English will play in your 

occupation (this can be working from home or being a graduate student as well)?

Summary: Four students presented in Class 06, and in Class 07, there were 12. I explained the Cycle 1 Presentations again, and some of you re-signed up for your presentation date and time. The next homework for Cycle 2 on language is described below.

Guidelines for your presentation are not included in the assessment document, yet they help support your Cycle 1 Presentation.

1. Your talk should last 8-10 minutes, followed by 3-5 minutes for questions, comments, and answers.

2. It is good to practice your presentation several times, recording yourself on video, so you can notice any communication styles you would like to improve.

3. There are usually 16 to 20 slides.

4. Your reference page is single-spaced with APA formatting. 

5. Please include in-text citations such as parenthetical citations (Miller, 2021, par. 3). You can also do narrative in-text citations like Miller (2021) suggested that…

6. Here are two free websites where you can download free and beautiful images and pictures:

Pixabay

Creative Commons

This homework is due before the third period at the end of lunch on Friday, before Class 06 for the presenters only. Please email me the Google Slides link or send a PowerPoint slideshow attachment.

1. The guidelines for the assessment you also received in class are attached at the bottom of this web page. 🙂 As best you can, design your PowerPoint slides based on the feedback from your paper. Make sure that you have a clear introduction, body, and conclusion.

Documents for Cycle 1 Presentations:

Cycle 1 References Download

Presentation on Motivation (not Cycle 1 Identity) A

Presentation on Motivation (not Cycle 1 Identity) B

Homework due on Friday at 1 pm before Class 08. Could you please take two or three pages of notes based on these nine questions about your Language Learning Experiences in your Google Docs at the top of the page? You can use drawings and images as you like. Feel free to make it colorful. You do not need to answer all the questions, but choose 4 or 5 that mean the most to you that you would like to share with the class.

English Past (Language Learning Experience and Ought-to Self):

1. When did you start learning English? Please discuss what you remember about this experience. About how old were you?
2. How did you study English in junior and senior high school? How were your English classes?
3. Pretend I was a student in one of your classes in secondary school. Please take me to the class and describe what I can expect to see.
4. What English studies did you feel that you had to do, but did not want to do?
5. Describe a positive(s) or negative experience(s) you have had learning English in the classroom. What did you learn from the experience?
6. What was the best or worst English class you have ever had? Why?
7. How about studying abroad? If so, how was it?  
8. Have you used English while abroad? In Japan? If so, how was that? Please explain.
9. What opportunities have you had to use English outside the classroom?

Summary: Students discussed their research in pairs. Then, I explained the Cycle 1 Presentations, and you signed up for your presentation date and time.

Guidelines for your presentation are not included in the assessment document, yet they help support your Cycle 1 Presentation.

1. Your talk should last 8-10 minutes, followed by 3-5 minutes for questions, comments, and answers.

2. It is good to practice your presentation several times, recording yourself on video, so you can notice any communication styles you would like to improve.

3. There are usually 16 to 20 slides.

4. Your reference page is single-spaced with APA formatting. 

5. Please include in-text citations such as parenthetical citations (Miller, 2021, par. 3). You can also do narrative in-text citations like Miller (2021) suggested that…

6. Here are two free websites where you can download free and beautiful images and pictures:

Pixabay

Creative Commons

This homework is due before the third period at the end of lunch on Friday, before Class 06 for the presenters only. Please email me the Google Slides link or send a PowerPoint slideshow attachment.

1. The guidelines for the assessment you also received in class are attached at the bottom of this web page. 🙂 As best you can, design your PowerPoint slides based on the feedback from your paper. Make sure that you have a clear introduction, body, and conclusion.

Documents for Cycle 1 Presentations:

Presentation on Motivation (not Cycle 1 Identity) A

Presentation on Motivation (not Cycle 1 Identity) B

Summary: We ensured that your homework and uploads were complete and accurate, and you got into pairs with new playing cards with cat quotations that might be also interesting for you to discuss.

Class 04 Homework on Your Identity and Culture: Please take 3-4 pages of notes on two readings or viewings from the offerings below in keywords and use summarizations as much as possible. Whenever you can, especially using “direct quotations,” note the page and paragraph number to help you know where you got the information. These actions will also help you avoid plagiarism.

Please edit the information in each reading or viewing according to the example below as accurately as possible. I can help edit. Here is the list of all the readings and viewings for Cycle 1. Feel free to find your own identity readings or viewings as well, but please let me know the source by sharing the URL so that I can share it with the class.

Please add your relfections on how these readings and viewings are connected with you! Here are the question prompts:

What connections do you draw between the message in these readings and viewings and your own life?  How is this reading or talk connected to your identity? Please find and note specific examples.

This homework is due before the third period at the end of lunch on Friday before Class 05.

Sample of Note-Taking Related to Identity 1 (From our Class!)

Palandurkar, J. (2020, October 6). Importance of self-identity and its benefits. Medium.

View at Medium.com

Sample of Note-Taking Related to Identity 2 (From our Class!)

Lyon. M. (2016, May 16). Is your identity given or created [Video]? TedXExeterU.

Homework References for IBIL Cycle 1: Identity

Me (Self)

Adkins, A. (2015, August 12). Who am I? A philosophical inquiry [Video]. TED Ed.

Ferrera, A. (2021, July 10). Your identity is your superpower [Video]. TED.

Health Assured Team. (2022, May 20). Building a healthy self-identity. Wisdom Wellbeing. https://www.healthassured.org/blog/building-a-healthy-self-identity

Palandurkar, J. (2020, October 6). Importance of self-identity and its benefits. Medium. https://medium.com/@jpalandurkar2001/importance-of-self-identity-and-its-benefits-1633763926c3

Psychology Today Staff. (2025). Identity. https://www.psychologytoday.com/us/basics/identity

Reilly, E. (2024, December 5). Performing Identity: Exploring self-expression in Japan. Medium. https://medium.com/texas-immersive/performing-identity-exploring-self-expression-in-japan-b93edf92f525

Wallace, K. (2021, May 18). You are a network: You cannot be reduced to a body, a mind, or a particular social role. An emerging theory of selfhood gets this complexity. AEON. https://aeon.co/essays/the-self-is-not-singular-but-a-fluid-network-of-identities

Both

Ahluwalia, J. (2020, August 14). Both not half: How language shapes identity [Video]. TEDxChandigarh.

Japan Documented. (2024, December 26). A Japanese-American’s perspective on culture gaps, identity and beauty standards [Video]. Japan Documented.

Matsumoto, T. (2021, November 25). New film “whole looks at daily struggles of mixed-race Japanese. Nippon.com. https://www.nippon.com/en/japan-topics/c030148/

Thompson-Hernadez, W. (2019, February 20). Chicano subculture in Japan [Video]. Youtube. The New York Times. https://www.youtube.com/watch?v=r8bMLcCxxAA&t=6s

All

Lyon. M. (2016, May 16). Is your identity given or created [Video]? TedXExeterU.

Nimenya, S. (2016, December 24). We are not all that different: Race and culture identity [Video]. TEDxSnolsleLibraries. https://www.youtube.com/watch?v=8QuAok_Xiyg

Sechrest-Ehrhardt, L. (2023, August, 25). Social identity and social interaction [Video]. TedxGeorgeMasonU. https://www.youtube.com/watch?v=29C3ts4YxAA

Wallace, K. (2021, May 18). You are a network: You cannot be reduced to a body, a mind, or a particular social role. An emerging theory of selfhood gets this complexity. AEON. https://aeon.co/essays/the-self-is-not-singular-but-a-fluid-network-of-identities

Note: These are the readings and viewings to use for your homework for this course. You can use others’ related content, but please email me the URL and include it in this document, so I can format it and share it with other students, as they may want to read it.

Summary: We ensured that your homework and uploads were complete and accurate. Then, I shared more about what self, both, and all mean in terms of identity. ‘All’ is a term loosely related to intersectionality (a term defined by Kimberle Crenshaw, Professor of Law, UCLA and Columbia University).

Southern Poverty Law Center. (2016, May 19). Intersectionality 101 [Video]. Teaching Tolerance: Southern Poverty Law Center. https://www.youtube.com/watch?v=w6dnj2IyYjE

Class 03 Homework on Your Identity and Culture: Please take 3-4 pages of notes on two readings or viewings from the offerings below in keywords and use summarizations as much as possible. Whenever you can, especially using “direct quotations,” note the page and paragraph number to help you know where you got the information. These actions will also help you avoid plagiarism.

Please edit the information in each reading or viewing according to the example below as accurately as possible. I can help edit. Here is the list of all the readings and viewings for Cycle 1. Feel free to find your own identity as well, but please let me know the source by sharing the URL so that I can share it with the class.

This homework is due on Sunday by midnight before Class 04.

Sample of Note-Taking Related to Identity 1 (From our Class!)

Palandurkar, J. (2020, October 6). Importance of self-identity and its benefits. Medium.

https://medium.com/@jpalandurkar2001/importance-of-self-identity-and-its-benefits-1633763926c3

Sample of Note-Taking Related to Identity 2 (From our Class!)

Lyon. M. (2016, May 16). Is your identity given or created [Video]? TedXExeterU.

Homework References for IBIL Cycle 1: Identity

Me (Self)

Adkins, A. (2015, August 12). Who am I? A philosophical inquiry [Video]. TED Ed.

Ferrera, A. (2021, July 10). Your identity is your superpower [Video]. TED.

Health Assured Team. (2022, May 20). Building a healthy self-identity. Wisdom Wellbeing. https://www.healthassured.org/blog/building-a-healthy-self-identity

Palandurkar, J. (2020, October 6). Importance of self-identity and its benefits. Medium. https://medium.com/@jpalandurkar2001/importance-of-self-identity-and-its-benefits-1633763926c3

Psychology Today Staff. (2025). Identity. https://www.psychologytoday.com/us/basics/identity

Reilly, E. (2024, December 5). Performing Identity: Exploring self-expression in Japan. Medium. https://medium.com/texas-immersive/performing-identity-exploring-self-expression-in-japan-b93edf92f525

Wallace, K. (2021, May 18). You are a network: You cannot be reduced to a body, a mind, or a particular social role. An emerging theory of selfhood gets this complexity. AEON. https://aeon.co/essays/the-self-is-not-singular-but-a-fluid-network-of-identities

Both

Ahluwalia, J. (2020, August 14). Both not half: How language shapes identity [Video]. TEDxChandigarh.

Japan Documented. (2024, December 26). A Japanese-American’s perspective on culture gaps, identity and beauty standards [Video]. Japan Documented.

Matsumoto, T. (2021, November 25). New film “whole looks at daily struggles of mixed-race Japanese. Nippon.com. https://www.nippon.com/en/japan-topics/c030148/

Thompson-Hernadez, W. (2019, February 20). Chicano subculture in Japan [Video]. Youtube. The New York Times. https://www.youtube.com/watch?v=r8bMLcCxxAA&t=6s

All

Lyon. M. (2016, May 16). Is your identity given or created [Video]? TedXExeterU.

Nimenya, S. (2016, December 24). We are not all that different: Race and culture identity [Video]. TEDxSnolsleLibraries. https://www.youtube.com/watch?v=8QuAok_Xiyg

Sechrest-Ehrhardt, L. (2023, August, 25). Social identity and social interaction [Video]. TedxGeorgeMasonU. https://www.youtube.com/watch?v=29C3ts4YxAA

Wallace, K. (2021, May 18). You are a network: You cannot be reduced to a body, a mind, or a particular social role. An emerging theory of selfhood gets this complexity. AEON. https://aeon.co/essays/the-self-is-not-singular-but-a-fluid-network-of-identities

Note: These are the readings and viewings to use for your homework for this course. You can use others’ related content, but please email me the URL and include it in this document, so I can format it and share it with other students, as they may want to read it.

Summary: We studied and discussed the layers between identity and culture, as well as the multiple dimensions of diversity and culture, and your own identity. You also learned more about your classmates and me. We reflected on the dimensions of our identity and culture.

Features of Culture Statements: 

• No one is exactly like me.
• I have many things in common with the members of my family and community.
• Every person in the world needs some of the same things I need.

Features of Culture Questions:

• Celebrations: What kinds of celebrations are important in your family? In your country?
• Greetings: How do you generally greet people you don’t know?
• Beliefs about hospitality: How do you show hospitality in your community? In your school? In your home?
• The role of family: Is there a particular age at which you celebrate an important event in your life with your family or community?
• Attitudes about personal space and privacy: How important do you feel it is to have your own space and privacy?

Framework and Standards: 
Everyone has a culture(s). It shapes how we see ourselves, others, and the world. 

Essential questions: 

• How does culture shape the way we see ourselves, others, and the world?
• How does my culture shape me?
• Why is it important to understand culture?

Lesson adapted from Peace Corps: Features of Culture

Class 02 Homework on Your Identity and Culture: Please take 3-4 pages of notes on two readings or viewings from the offerings below in keywords and use summarizations as much as possible. Whenever you can, especially using “direct quotations,” note the page and paragraph number to help you know where you got the information. These actions will also help you avoid plagiarism.

Please edit the information in each reading or viewing according to the example below as accurately as possible. I can help edit. Here is the list of all the readings and viewings for Cycle 1. Feel free to find your own identity as well, but please let me know the source by sharing the URL so that I can share it with the class.

This homework is due before the third period at the end of lunch on Friday, before Class 03, by taking notes and inserting the photos you take of them in your Google Doc.

Sample of Note-Taking Related to Identity 1

Sample of Note-Taking Related to Identity 2

Homework References for IBIL Cycle 1: Identity

Me (Self)

Adkins, A. (2015, August 12). Who am I? A philosophical inquiry [Video]. TED Ed.

Ferrera, A. (2021, July 10). Your identity is your superpower [Video]. TED.

Health Assured Team. (2022, May 20). Building a healthy self-identity. Wisdom Wellbeing. https://www.healthassured.org/blog/building-a-healthy-self-identity

Palandurkar, J. (2020, October 6). Importance of self-identity and its benefits. Medium. https://medium.com/@jpalandurkar2001/importance-of-self-identity-and-its-benefits-1633763926c3

Psychology Today Staff. (2025). Identity. https://www.psychologytoday.com/us/basics/identity

Reilly, E. (2024, December 5). Performing Identity: Exploring self-expression in Japan. Medium. https://medium.com/texas-immersive/performing-identity-exploring-self-expression-in-japan-b93edf92f525

Wallace, K. (2021, May 18). You are a network: You cannot be reduced to a body, a mind, or a particular social role. An emerging theory of selfhood gets this complexity. AEON. https://aeon.co/essays/the-self-is-not-singular-but-a-fluid-network-of-identities

Both

Ahluwalia, J. (2020, August 14). Both not half: How language shapes identity [Video]. TEDxChandigarh.

Japan Documented. (2024, December 26). A Japanese-American’s perspective on culture gaps, identity and beauty standards [Video]. Japan Documented.

Matsumoto, T. (2021, November 25). New film “whole looks at daily struggles of mixed-race Japanese. Nippon.com. https://www.nippon.com/en/japan-topics/c030148/

Thompson-Hernadez, W. (2019, February 20). Chicano subculture in Japan [Video]. Youtube. The New York Times. https://www.youtube.com/watch?v=r8bMLcCxxAA&t=6s

All

Lyon. M. (2016, May 16). Is your identity given or created [Video]? TedXExeterU.

Nimenya, S. (2016, December 24). We are not all that different: Race and culture identity [Video]. TEDxSnolsleLibraries. https://www.youtube.com/watch?v=8QuAok_Xiyg

Sechrest-Ehrhardt, L. (2023, August, 25). Social identity and social interaction [Video]. TedxGeorgeMasonU. https://www.youtube.com/watch?v=29C3ts4YxAA

Wallace, K. (2021, May 18). You are a network: You cannot be reduced to a body, a mind, or a particular social role. An emerging theory of selfhood gets this complexity. AEON. https://aeon.co/essays/the-self-is-not-singular-but-a-fluid-network-of-identities

Note: These are the readings and viewings to use for your homework for this course. You can use others related to identity, but please email me the URL and include it in this document, so I can format it and share it with other students, as they might want to read it.