This study aims to explore the challenges and opportunities of debate education in Discipline-Specific Courses in Japanese Universities, incorporating the perspective of Debate Across the Curriculum (DAC). The findings show that the focus of debate education varies by expected learning outcomes and course objectives, with some emphasizing general competence and others prioritizing subject-specific expertise. The study also highlights the lack of instructional materials for classroom debates and the need for better support in evaluation and judgment.

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Parliamentary debate is a widely utilized pedagogical practice in secondary school English classes in Japan. This paper presents debate-based activities and proposes methods for assessing students’ outcomes following these activities. While previous research has addressed debate-based activities, such as pair debates, they often lack a focus on assessment and feedback. This paper specifically explores the summary and comment activity, providing a framework for conducting performance tests. Key factors for successful implementation include a step-by-step approach, clear communication of detailed assessment criteria, and encouraging post-performance self-reflection. The paper concludes with suggestions for novice debate instructors seeking to deepen their understanding of debate pedagogy.

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This paper reports on the lessons of debate education using large-sized handouts. The lessons are conducted to 210 students belonging to the Department of Mechanical Engineering, Electrical Engineering, Intelligent System Engineering, Chemical and Biological Engineering and Business Administration. The students formed small groups and used large-sized handouts to construct arguments on themes based on the SDGs, and the students held a debate competition with the students of another department. The benefit of the handouts is that teacher can analyze their English sentences and questionnaire after the debate matches. In this way, the analysis provides feedback to the teachers and enables the improvement of teaching materials and instructional methods.

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This paper reports on a class activity where students engaged in policymaking public debates, using Microsoft Teams. For pre-debate activities, students participated in Japanese-language value and policy debate matches, followed by writing English essays on the same topics. Next, students participated in a policymaking public debate, a form of debate proposed by Sanaga in his 2017 book. The topic of the debate was “Balancing stable energy supply with achieving a carbon-neutral society.” After the debate matches, students created English video presentations about policy proposals over the topic.

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この論文では、日本の大学1年生の外国語としての英語 (EFL) アカデミック・ライティングの授業において、インフォーマルな口頭発話と正式なプレゼンテーション形式の両方で、議論と反論の活動を組み込んだ方法について紹介する。具体的には、授業中にミニディベートを行い、また、授業で作成したリサーチペーパーを基にして、学生が複数の議論（論証）に支えられた主張、反論、再反論から成るフォーマルなプレゼンテーションを行った。特筆すべき点として、一つのクラスでは、学生が授業時間外にディベート大会に参加することを選択し、ある程度の成功を収めた。

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Collaborating among coaches, teachers and students, we intend to reflect on the experiences and outcomes of the International Japanese Debate Camp, focusing on its content, participants’ perceptions, and future challenges. The camp, held annually since 2012 at the Kuju Joint Training Center for National Universities in Kyushu, also known as Yamanoie, brings together participants from Japan, Korea, China, and Taiwan. We have engaged in Japanese debate training while promoting international exchange. Here, we provide details and our thoughts of the program, attempting to contribute to the development of debate education.

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This summary article reviews the five feature articles. As I epitomize major points in each of these, I extract a topos of Japan’s debate education as a means of English or other foreign-language education. By comparing and contrasting their institutional, pedagogical practices with the idea of education for democracy, a long-lasting raison d’etre of debate education in the United States, I attempt to offer some directions and suggestions for future research for debate education in Japan.

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