Courses for Osaka Center

To register for any of the courses below, simply follow the procedures described in "Registering for Courses". If you already know the process, pre-register for courses here.


Registration Information

The last day to register for a course is Friday, September 11th, and the last day to drop a course is Friday, September 18. If you wish to drop a course that you have registered for, please go to the TESOL office and fill out the drop form by the 18th.


Spring 2010, January 4 - April 17



Spring 2010, January 4 - April 17


FL Ed 5470: Introduction to the Study of TESOL

3 credit hours

The purpose of this course is to help new students develop the special skills they will need to succeed in the graduate TESOL program. The course will focus on such skills as how to 1) take notes and organize academic lecture material; 2) read academic articles in applied linguistics and TESOL; 3) write academic papers using APA style; 4) conduct computer-assisted bibliographical research; 5) understand the technical vocabulary needed to learn about TESOL; 6) interpret and write appropriate answers to test questions; and 7) successfully complete course projects. This course is designed to provide the critical academic skills needed for successful performance in the M.S.Ed. program.

This course is designed for students who are new to the Master of Science in Education program, who have little or no experience studying in an English-language university, or who are not familiar with formal academic writing style (APA style). For such students it is recommended as a first course in the M.S.Ed. curriculum. Registrants who are not native speakers of English should have a TOEFL score of at least 550 on the paper-based test or 80 on the internet-based test.

This course can be used as elective credit for the M.S.Ed. Degree.

Professor:
Prof. Tomoko Nemoto
Schedule:
Class Meeting Day: Monday
Time: 6:00 - 9:00 p.m.
Dates: January 11 - April 12
Texts:
American Psychological Association, (2009). Concise rules of APA style. Washington, D.C.: Author.

Recommended Text:

Richards, J. C., & Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics (3rd ed.). London: Longman.

Additional readings will be available at the beginning of the course.

TESOL 8611: Applied Language Study I

3 credit hours

This is an introduction to English phonetics and phonology, with an emphasis on areas of interest to language teachers. The course objectives are: (1) to introduce the basic concepts of phonetics and phonology; (2) to provide practice in transcribing and analyzing the sound systems of native speakers and learners of English; (3) to explore the principal historical developments that have led to the English sound system; and (4) to examine theoretical and practical aspects of the teaching of pronunciation, with a focus on Japanese learners of English.

Requirements: Students will complete a number of weekly assignments, a midterm examination, a final examination, and a paper or project.

This course is required for the Master of Science in Education degree.

Professor:
Dr. Donna Tatsuki
Schedule:
Class Meeting Day: Tuesday
Dates: January 5 - April 13
Time: 6:00 - 9:00 p.m.
Texts:
Avery, P., & Ehrlich, S., (Eds.). (1992). Teaching American English pronunciation. Oxford: Oxford University Press.

Additional selected readings will be provided throughout the semester.

TESOL 8616: Teaching Second and Foreign Language Skills

3 credit hours

The primary purpose of this course is to allow the participants to consider principles and practices used in the teaching of English to speakers of other languages. The primary focus of the course will be on pedagogical approaches used to help foreign language learners develop the four language macroskills of listening, speaking, reading, and writing. Additional course topics will include approaches used to teach grammar, vocabulary, and pronunciation. Students will have frequent opportunities to experience tasks from a learner's perspective and will be encouraged to think flexibly about how tasks can be adapted for use with different groups of learners. Course requirements include carefully reading the course textbooks and supplementary reading materials, participating actively in class discussions, making several presentations in small groups, taking a midterm and a final examination, and writing brief reactions to a number of the issues raised in the course.

This is a required course for the Master of Science in Education degree. It is recommended that students take this course after they have completed Methods I (TESOL 8614). Students who have not taken Methods I but who wish to take this course should obtain the permission of the instructor.

This course is required for the M.S.Ed. degree.

Professor:
Dr. David Beglar
Schedule:
Class Meeting Day: Monday
Dates: January 4 - April 12
Time: 6:00 - 9:00 p.m.
Texts:
Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed.). Englewood Cliffs, NJ: Prentice Hall Regents.

Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press.

Additional selected readings will be provided throughout the semester.

TESOL 8618: Second Language Acquisition

3 credit hours

This course will provide a survey of theory and research on second language acquisition (SLA). We will consider the following topics: (1) basic concepts in SLA; (2) the role of age; (3) cross-linguistic influences; (4) the linguistic environment (input and interaction); (5) cognition; (6) the nature of learner language; (7) individual differences in SLA-relevant abilities; (8) motivation for SLA; (9) affect and L2 learning; (10) instruction and SLA; (11) sociocultural influences on SLA; and (11) understanding the bigger picture.

The aims of the course are to give students an understanding of: (1) the state of the art of our knowledge of how SLA works (and doesn't work), (2) the central theoretical concepts that have motivated SLA research, (3) the most reasonable pedagogical implications of this research; and (4) how these implications might best be adapted in Japanese L2 education.

Students taking this course will be required to (1) write one personal language learning history; (2) take two examinations; (3) share their impressions of a recent published SLA study with other students; and (4) contribute to online discussion of course topics.

This course is required for the Master of Science in Education degree. The course is best taken by students who have already completed most of the courses for the M.S.Ed. degree.

Professor:
Dr. Mark Sawyer
Schedule:
Class Meeting Day: Friday
Time: 6:00 - 9:00 p.m.
Dates: January 8 - April 16
Texts:
Ortega, L. (2009). Understanding second language acquisition. New York: Arnold.

Additional readings will be available at the beginning of the course.

Useful pre-reading:

Lightbown, P. M., & Spada, N. (2006). How languages are learned (3rd ed.). Oxford: Oxford University Press.

Scovel, S., & Freeman, D. (2001). Learning new languages: A guide to second language acquisition. Boston: Heinle & Heinle.

Saville-Troike, M. (2006). Introducing second language acquisition. Cambridge: Cambridge University Press.

English Education 8645: Conversation Analysis: Applications and Implications for the Language Classroom

3 credit hours

One of the foremost challenges facing EFL teachers in Japan is getting students to converse in English. But what exactly does "conversing in English" entail? Researchers working within the field known as Conversation Analysis (CA) have been documenting the ways that real people "do talking" and have amassed an impressive body of empirical observations. Yet, despite the obvious relevance of such insights to the teaching of spoken interaction, most language teachers are unaware of even the most plainly observable practices of natural spoken interaction. Worse yet teachers may unwittingly accept and pass on to learners the often grossly distorted caricatures of conversation found in currently available EFL materials.

This course introduces MATESOL students to the principle observations and working methods of Conversation Analysis (CA). The primary focus of the course is on helping teachers become more aware of the actual organization and practices of spoken interaction (the "grammar of conversation" so to speak) and on how this awareness can be effectively put to work in the language classroom. In this respect, it is a thoroughly practical course of immediate benefit both to language teachers and their students. In addition, the course offers participants a hands-on, workshop-like experience with the basic methodological practices of doing conversation analytic research.

This introduction to Conversation Analysis is guaranteed to be an eye-opening experience for most teachers and will enable them to see language and spoken interaction in an entirely new and surprising light. More specifically, participants will be able recognize and explain unnaturalness in teaching materials, create CA-inspired lesson plans, and have the basic skills to continue exploring CA research, if they so desire.

This course can be used for elective credit in the M.S.Ed. And Ed.D. programs.

Professor:
Dr. Donald Carroll
Schedule:
Class Meeting Day: Thursday
Dates: January 7 - April 15
Time: 6:00 - 9:00 p.m.
Texts:
Schegloff, E. A. (2007). Sequence organization in interaction: Volume 1. A primer in conversation analysis. Cambridge: Cambridge University Press.

Eng Ed 8656: Distinguished Lecturer Series (Seminar 1): The Dimensions of Lexical Competence

1 credit hour

This seminar will consider three ways of looking at the lexical competence of L2 speakers.

The first approach considers how we can measure vocabulary size in L2 learners. The seminar will look at innovative ways of estimating how many words learners know, with a particular emphasis on ways of assessing productive vocabulary. The second approach goes beyond mere vocabulary size, but instead of focussing on vocabulary depth, it looks at how learners' L2 vocabulary is organised, and how we can tap into this organisation using some simple word association techniques. The third approach is concerned with how accessible learners' vocabulary is. Learners will often claim to "know" a word, but be unable to recognise it, or call it up when they need to use it. Some new ways of assessing how easily learners can process core vocabulary will be described.

Professor:
Dr. Paul Meara (Swansea University)
Schedule:
Saturday, February 6, from 2:00 until 9:00 p.m. and Sunday, February 7, from 10:00 a.m. until 5:00 p.m.

Eng Ed 8657: Distinguished Lecturer Series (Seminar 2): Qualitative Data Analysis, Narrative Inquiry, and Multi-method Approaches

1 credit hour

This seminar focuses on qualitative research in language teaching and learning. Qualitative research can take many different forms, but it generally produces data which is often referred to as rich, thick, or deep data, generated by, for example, interviews, observations, and journals or diaries. Put simply, qualitative data represents the nature or attributes of something (e.g., teacher beliefs about their practices, learner stories of their learning), in contrast with quantitative data, which is data that can be measured or counted. Qualitative analysts have the task of reducing huge amounts of text to manageable units for further analysis. In this seminar we will examine ways in which this can be achieved. Coding, for example, is one way of doing so. It refers to organizing data into themes and categories so that they can be used for the purpose of ongoing analysis, interpretation, and conclusion drawing. Topics to be covered in the seminar include: techniques for coding data, displaying qualitative data and findings in the form of tables and figures, an introduction to narrative inquiry and narrative analysis (including narrative frames), interpreting qualitative data, and combining qualitative data analysis with other methods of analysis. Case studies of actual qualitative research projects will be presented for discussion. Participants will have the opportunity to analyze and interpret different forms of qualitative data.

Professor:
Dr. Gary Barkhuizen (University of Auckland)
Schedule:
Saturday, February 27 from 2:00 to 9:00 p.m. and Sunday, February 28, from 10:00 a.m. until 5:00 p.m.
Texts:
Ellis, R., & Barkhuizen, G. (2005). Analysing learner language. Oxford: Oxford University Press. CHAPTER 11.

Dornyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press. CHAPTERS 2 and 10.

Barkhuizen, G. (2008). A narrative approach to exploring context in language teaching. English Language Teaching Journal, 62(3), 231-239.

Eng Ed 8655: Distinguished Lecturer Series (Seminar 3): Teaching English to Young Learner

1 credit hour

This seminar will provide an introduction to theory and practice in the teaching of a second language to young learners, dealing especially with English education for Japanese children. It will begin with a brief overview of the current situation concerning the implementation of English activities in Japanese public elementary schools and will move to a discussion of the most important points in teaching English to young learners.

The objectives of the course are 1) to develop an understanding of first and second language acquisition in young learners and 2) to develop a working knowledge of methodologies and classroom practices for teaching a second language to children.

Course topics will include 1) developmental psychology, 2) learning theories, 3) the critical period hypothesis, 4) language development, and 5) literacy development, as well as some practical issues such as 6) a content-based learning approach, 7) total physical response, 8) songs and chants, 9) storytelling, and 10) games.

Professor:
Dr. Mitsue Allen-Tamai (Chiba University)
Schedule:
Saturday, March 13, from 2:00 until 9:00 p.m. and Sunday, March 14, from 10:00 a.m. until 5:00 p.m.

Education 8275: Doctoral Seminar - Introduction to Qualitative Research

3 credit hours

This course introduces doctoral students to the theoretical concepts and practical techniques associated with qualitative research. We will begin by surveying the historical and philosophical roots of qualitative inquiry. We will examine different approaches to qualitative research and how these approaches have been used in the area of applied linguistics. As we review the literature on research techniques, we will explore topics such as negotiating access, ethics, interview and observation strategies, data management and analysis, representation, and criteria for assessing qualitative studies. Building on our readings and discussions, participants will conduct a small scale study to obtain practical experience working within this research tradition. Course activities include experiential learning, lectures, group discussions, and student presentations.

Assignments include a brief summary and presentation of a qualitative study in applied linguistics, and three writing assignments involving data collection (interviewing and observation), analysis, and the final report of the participants' research project.

This course is required for the Ed. D. degree.

An additional set of readings will be available at the beginning of the course.

Professor:
Dr. Eton Churchill
Schedule:
Friday 6:00 to 9:00 pm and Saturday 2:00 to 5:00 pm on alternating weeks, starting January 15, 2010.
Texts:
Hatch, J. A. (2002). Doing qualitative research in education settings. Albany, NY: State University of New York Press.

Education 8271: Doctoral Seminar - Contexts for Curriculum

3 credit hours

This course provides a broad overview of traditional and contemporary considerations for the effective planning and development of second language educational curricula. In the first half of the course, we will examine fundamental issues related to pedagogy and language education including (1) the influences of educational philosophy on the purposes of education, its goals, and content; (2) the impact of social forces on curriculum design; (3) the use of human development and learning theories in designing developmentally appropriate curricula; and (4) the role of theory in language teaching and curriculum development. In the second half, we will review current approaches to the teaching of foreign languages, examine their impact on the development of language curricula, and explore the specific ways in which relevant and appropriate language curricula can be designed, constructed, and implemented to meet student needs and provide effective learning opportunities.

Through discussions, group activities, and an in-depth examination of relevant case studies, students taking this course will develop critical perspectives on important issues in language curriculum development and consider their implications for instruction as well as for improving the quality of language programs. Students will also develop skills for the critical reading of methodologically sophisticated research literature, for organizing and synthesizing results from disparate studies, for posing questions that are yet unanswered in existing research, and for systematically analyzing curriculum development practices. Students will be evaluated on the basis of class participation, weekly assignments, and a final project describing a language curriculum designed for a specific educational institution.

Professor:
Dr. Katerina Petchko
Schedule:
Schedule: Friday, 6:00 - 9:00 p.m. and Saturday 2:00 - 5:00 p.m. on alternating weeks, starting January 22.
Texts:
Ornstein, A. C., & Hunkins, F. P. (2008). Curriculum: Foundations, principles, and issues. Boston: Allyn & Bacon.

English Education 9872/ Educational Psychology 9982: Graduate Independent Study

1 to 3 credit hours

This is a one to three credit course offered to doctoral candidates who are planning or writing dissertations. Consultations will be individual, and appointments will be arranged via e-mail in advance. The main aim of the course is to troubleshoot design, data collection, management, and analysis problems, as well as to encourage substantive progress on dissertation projects.

Students wishing to register for this course should obtain permission from the professor whom they wish to work and register for the course before the Spring Semester begins.

Professor:
By Arrangement
Schedule:
By Arrangement

Education 9999: Dissertation Writing

3 credit hours

Six credit hours of Education 9999 are required for the Doctor of Education degree.

Professor:
By Arrangement
Schedule:
By Arrangement

For more information, please contact us at the Osaka center.
E-mail: tesol@tuj.ac.jp / Tel: 06-6343-0005