修士課程（MA TESOL Program）

Principles & Practices

This course provides an opportunity for student-teachers to explore key issues in teaching and learning English. It has three main goals. The first goal is to promote reflective teaching practices. Through online and class discussions, participants will have opportunities to relate the course content to their own teaching experiences. Since reflective practices are developed not only through individual introspection but through social interaction, building a supportive professional community where we can share and learn from others will be essential. The second goal is for our classroom community to develop a shared terminology (i.e., vocabulary) for talking about teaching. Participants will gain familiarity with prominent educational approaches such as Cooperative and Collaborative Learning, Content and Language Integrated Learning (CLIL), as well as Task- and Project-based Learning. Other important concepts to be discussed include learner autonomy and the principles and components of course design. The third goal of the course is to develop a foundation for further learning in the MA Program. The main course assignment called Teaching Issues Paper provides student teachers with an opportunity to identify issues that they wish to explore further in the program. This assignment also offers an opportunity to develop research and referencing skills that will be of use throughout the MA TESOL program.

In this course, we will focus on introducing the theory and the practice of teaching listening. We will look at the role of listening in language learning and examine various techniques designed to teach listening. The participants will analyze and evaluate existing materials, consider ways to modify those materials as well as develop original materials to teach listening. The course will start with the presentation of theoretical background, followed by workshop activities and microteaching by students.

In this course, we will focus on introducing students to basic theories about speaking, and principles and techniques for teaching speaking. We will also examine various topics related to the use of materials for teaching speaking, and methodological aspects of lesson planning, curriculum design, and assessment. The course will start with the presentation of theoretical background, followed by workshop activities and microteaching by students.

This course will introduce and exemplify strategies and tools for planning and executing purposeful EFL reading instruction. Informed by current L2 reading research and theory, activities and materials will help teachers develop their students’ L2 reading strategies, comprehension processes, and confidence. By completing assigned readings, participating in course activities, and completing the assignment, participants will be able to:
1. select and adapt appropriate reading materials;
2. design effective reading tasks, lessons, and units;
3. plan, execute, and monitor intensive and extensive reading processes;
4. integrate formative and summative assessment into reading processes.

His course provides an overview of the use of English as an international language (EIL) and its implications for English language teaching (ELT) in Japan. We will first discuss the global spread and use of English and what students need to know to in order to become competent users of English as an international language. We will then examine how well the current ELT practices in Japan prepare the students for the future use of English and explore ways to bring the EIL perspective into classroom practice.

This seminar will consider the development of Lexical Competence from several points of view. Through a review of some of the core research in second language vocabulary acquisition we will first try to dispel some of the "myths" about vocabulary learning that are still prevalent among classroom practitioners and researchers. After developing a basic understanding of how vocabulary should be tested, taught and learned, we will then move on to consider several lists of vocabulary words for second language learners, a range of classroom vocabulary teaching and testing techniques based on current research. Finally, we will look at and get hands on practice in using a variety of online tools for testing, teaching and conducting research on second language vocabulary acquisition. Papers required for those who take this course for credit will ask participants to use and assess one of the many online tools in the context of current research in this area.

The course has the following aims:
1. To review the arguments for and against the teaching of grammar, drawing on relevant literature and research.
2. To explore and evaluate a variety of approaches to the teaching of grammar.
3. To devise a grammar-based lesson appropriate for the local context.

he course has the following aims:
1. To review research which has investigated task-based language learning
2. To examine pedagogical proposals for a task-based approach to teaching English as a foreign language
3. To provide an opportunity for the participants in the seminar to design and evaluate their own task

As culture is closely intertwined with language, we language teachers need to consider our cultural self and how we deal with cultural issues critically in language teaching. In this course, we will focus primarily on invisible culture to discuss different aspects of culture as well as the relationship between culture, language, and literacy. We will also explore examples of and reasons for culture clashes and relevant concepts such as stereotypes, generalizations, othering, and marginalization. We will also reflect on our intercultural experiences and explore our translinguistic identities as well as ways to incorporate culture into language education.

This course offers a foundation in guiding principles and techniques for the teaching of English to young learners. Through the "learn-through-doing" approach, we will, in the classroom context, analyse the practical ideas not only for developing the four skill areas, but also the ideas which motivate young learners to excel in language learning. We will also analyse the textbook for elementary school students published by the Ministry of Education, Culture, Sports, Science and Technology, as well as the alternative approaches to language learning.

Group Dynamics in the Language Classroom is a systematic study of group dynamics in foreign language classrooms, how groups come together, form productive working relationships, navigate conflicts and problems, respond to environmental elements, and eventually close. The goal of this course is to help students become aware of the great influences that individual classmates and the group as a whole can have on student learning and to discover ways to manage the group, the environment, and the changing stages they go through to increase the likelihood of positive group formation and maturation which contributes so much to learning.

Although I have a long background in CALL, having created several CALL Centers and Language Learning Labs in the late 80s and early 90s, even publishing a book called “New Perspectives on CALL for Second Language Classrooms”, I am actually not a big fan of traditional approaches to CALL as the learning curve to get teachers and students comfortable with the required high end hardware and software used does not fit with my focus on developing and using language learning applications and tools that are intuitive, easy to use and that make use of every day technologies such as cell phones and PCs with browsers. This course will thus focus instead on introducing software tools and ideas that can easily be implemented in the Japanese EFL classroom. As a 2nd language vocabulary acquisition specialist I will also introduce some of the free and open source teaching and learning tools that I have developed.

Pedagogical Grammar

As a pedagogical grammar course, our focus is not only on the forms and functions of English grammar but on the strategies and techniques for teaching and learning them. As such, the course has three principle aims. The first aim is to become more familiar with the patterns and rules of English syntax (i.e., grammatical form(s)). To achieve this, it is essential that we possess a shared terminology to talk about grammar, including grammatical categories and phrase structure rules. The second aim of the course is to explore the meaning and use of grammatical constructions. All aspects of language, including their grammatical structures, are used by speakers and writers to communicate with others in order to perform social activities, and thus the meaning and use of grammar will be an important focus of the course. Some attention will also be devoted to the meanings of grammatical constructions beyond the clause at the textual or discourse level. The third aim of the course is to develop pedagogical strategies and techniques for grammar instruction. Among the issues treated in the course will be the distinction between inductive and deductive instructional approaches, the sequencing of language-focused instruction in the syllabus and lessons, as well as language analysis techniques such as ‘noticing’ and ‘grammaring’. Student-teachers will have a chance to apply these principles by developing and teaching their own lessons and activities.

The main purpose of this course is to provide students with a basic knowledge of the sound system of English with particular reference to Japanese students’ problems in acquiring English pronunciation. The topics include speech mechanism, onsonants, vowels, syllable structure, stress, rhythm, intonation, sound phenomena occurring in connected speech, sound-spelling correspondences, and transcription systems including the International Phonetic Alphabet (IPA). Furthermore, the course will discuss factors affecting the acquisition of L2 pronunciation and issues related to English pronunciation pedagogy for Japanese students. The course aims to equip students with necessary knowledge and skills which they will be able to use to address issues in Japanese students’ English pronunciation and other related areas such as listening comprehension.

Second/foreign language (L2) learners need not only knowledge of grammar and vocabulary but also ability to understand and use culturally appropriate language according to the given social context (pragmatic or sociolinguistic competence). However, pragmatic aspects of the L2 have generally received little attention in the L2 curriculum and teacher development. This course focuses on the learning and teaching of L2 pragmatics. The aim of the course is for you to develop or enhance your understanding of what pragmatics is, how L2 pragmatics has progressed as a subfield of second language acquisition, and ways that learners can become better versed in how to be pragmatically appropriate in an L2. The course will start by exploring theoretical concepts related to politeness, face, implicature, speech acts, and discourse, and examine past research in cross-cultural, interlanguage, and acquisitional pragmatics. The course will then introduce various research instruments, methods, and theoretical frameworks, which we will critically evaluate in relation to our view of language learning as a cognitive, psychological, and social activity. Finally, due to the special focus placed on the pedagogical considerations in this course, we will take a close look at effective instructional practices and investigates issues related to classroom assessment of learners’ pragmatic competence. You are encouraged to practice reflective teaching and conduct action research while you engage in pragmatics-focused instruction you design for your own classrooms.

This course provides an overview of sociocultural approaches to second language (L2) learning and teaching by introducing foundational and emergent theories and concepts that have shaped and guided research and teaching practice in this area. It will build on your knowledge of second language acquisition and encourage you to consider how sociocultural approaches can inform work in this area. Topics covered will include, but are not limited to, the quality of interaction desired for L2 learning and development, the role of the first language (L1) in L2 learning, task vs. activity, and the roles of teachers and peers as socializing agents. The course will also examine the implications that sociocultural theories have for the teaching of English as a second/foreign language (TESL/TEFL). You will be encouraged to use the concepts and insights provided by this course to reflect on and analyze activities that transpire in their own classrooms. Thus, the major goal of this seminar is to help you deepen your understanding of L2 learning and teaching by means of sociocultural theories. More specifically, the course aims to help you develop a solid understanding of sociocultural concepts and principles and make practical applications of this knowledge in your own situations, and thereby to facilitate your learning and development as EFL/ESL teachers.

This course aims to provide classroom teachers with formal and informal assessment knowledge, tools, and practices that support the English language learning at Japanese secondary schools. Classroom teachers will be introduced to the basic theoretical concepts and issues in language assessment (i.e., assessment literacy) in order to design their own assessment tools. They’ll also learn how to interpret the assessment outcomes so as to use the information to provide useful feedback to the stakeholders including learners and their parents whenever necessary. Throughout the course, classroom teachers are strongly encouraged to participate in class discussions and activities so that they can share their experiences in learning, teaching, and especially assessment.

This course has three main objectives: (1) to understand the primary theories and the specific features of children’s cognitive and language development, (2) to explore language teaching methodologies, approaches, and techniques, and (3) to improve teaching skills through participants’ demonstrations of English teaching in class or by observing video recordings of actual teaching in the students’ own classes, and to communicate your ideas about teaching English to young learners in writing. The course will first provide students with a theoretical foundation for teaching English to young learners. It aims at enhancing their understating of children’s cognitive development and how such theories as Piaget’s and sociocultural theories of development can be applied to teaching English to children. The course also explores children’s perceptual, language, and memory development to help students maximize their skills in teaching-learning situations. The course will then explore various practical methods for teaching children listening and speaking, reading and writing, and skills required for story telling. Finally, based on the theoretical underpinnings, students will plan a lesson and conduct it in their school or do microteaching demonstrations in class. We will take a close look at instructional practices students designed for their own classrooms to improve skills for teaching English to young learners.

This course introduces students to the field of language learner autonomy by exploring the key theoretical ideas, practical approaches and research agendas. It begins with the origins, definitions and theoretical underpinnings, and unpacks dimensions such as learning management, affective factors, social factors, resources and strategies. The course also has a very practical element and examines practical approaches to fostering autonomy both inside and outside the classroom. It examines resource-based approaches, learner development, curriculum-based approaches, ways to research autonomy, and the roles and development of teachers and learning advisors.

This course is an independent study option focusing on classroom instruction. Students can make arrangements individually with an instructor/supervisor for guidance in exploring issues in their own instructional practices through action research, reflective practice or exploratory practice. Possible topics of focus include classroom management issues, task design and implementation, textbook adaptation, and classroom assessment.

The perplexing nature of academic writing is one challenge graduate students face. This course will help students develop and practice writing skills necessary for success within the MA program and in the wider arena of professional development in TESOL. Students in this course will gain familiarity with written, academic genres in TESOL, develop clarity of written expression, and learn to express themselves through academic conventions. The course will focus on analyzing how writers share background knowledge, create spaces for research, and present convincing arguments. Academic writing will be viewed in terms of considerations regarding audience, purpose, organization, style, flow, and presentation. Students will carry out tasks to build awareness of these elements, apply ideas discussed in the course to their writing, and learn skills and strategies to support their writing journeys after the course is over.

The MA Project is an argument for pedagogical action and a culmination of participation in the MA TESOL Program. In completing their MA Project, MA TESOL students demonstrate their ability to reflectively examine their pedagogical context; identify and define a teaching/learning issue in that context; to access, summarize, and synthesize current literature relevant to the issue; and develop a justified pedagogical approach to the issue, including how to evaluate the success of their approach.

The MA Project will be no less than 20 and no more than 25 pages in length (typed in Times New Roman, 12-point font, double-spaced, with standard margins), excluding references, following APA formatting rules.

The MA Project should be organized in three sections:

The first section (Issue in Context; 3-5 pages) should present an issue arising from the student’s experience as a teacher, making clear how the issue is related to the context of the student’s work.

The second section (Selective Review of Literature; 10-12 pages) should be a review of relevant, contemporary literature (no less than 15 but no more than 25 sources in total) that show how this issue has been approached theoretically or practically in other contexts. This review should support the importance of examining this issue in greater depth in the writer’s context and provide a basis for the pedagogical action to be proposed in the third section.

The third section (Pedagogical Action and Evaluation; 5-8 pages) should present possible pedagogical actions in response to the issue, with evaluation of these in relation to the student’s knowledge of their own context. This section should also include some prospective reflection on the part of the student about how they plan to evaluate the success of their pedagogical plan.