Kay Irie is Professor at Gakushuin University, Tokyo where she is developing a CLIL-based English program. Her doctoral thesis for TUJ focused on the changes of language learning (L2) motivation of Japanese high school students based on a three-year longitudinal mixed-method study. Her current research interests include learner autonomy, second language learning motivation in tertiary education related to the concept of L2 self, and research methods used in these areas including Q-methodology. Her publications include:

• Irie, K., & Ryan, S. (2014/in press). Study abroad and the dynamics of change in learner L2 self-concept. In Z. Dörnyei, P. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning. Bristol: Multilingual Matters.
• Ryan, S. & Irie, K. (2014). Imagined and possible self perspective: Stories we tell ourselves about ourselves. In S. Mercer & M. Williams (Eds.), Multiple Perspectives on the Self in SLA (Chapter 8, pp. 109-123). Bristol: Multilingual Matters.
• Irie, K., & Brewster, D. (2013). One Curriculum, three Stories: Ideal L2 self and L2-Self-Discrepancy profiles. In M. Apple, D. da Silva, & T. Fellner (Eds.), Foreign Language Motivation in Japan (Chapter 8, 110-128). Bristol: Multilingual Matters.
• Irie, K. & Stewart, A. (Eds.). (2012). Realizing Autonomy: Practice and Reflection in Language Education Contexts. Basingstoke: Palgrave Macmillan.

Education
Ed.D., Temple University