Courses for Tokyo Center

Foreign Language Education 5470: Introduction to the Study of TESOL

3 credit hours

Beginning students of TESOL (Teaching English to Speakers of Other Languages) usually have two purposes: (1) to learn the academic skills they need to succeed at graduate work and (2) to discover the best ways to teach English to non-native speakers. In this course, students will achieve the first purpose, mastering necessary academic skills, while getting a head start on the second, understanding methods and issues of TESOL study. Academic skills include getting the most out of lectures and research articles, taking notes, accessing library and Internet resources, answering essay test questions, giving presentations, and writing papers using proper forms of citation, paraphrasing, and bibliographic references.

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, this course is recommended as the 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:

Dr. Takako Nishino

Schedule:

Class Meeting Day: Monday
Time: 6:00 - 9:00 p.m.
Dates: January 9 - April 16

Texts:

Required:

Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd ed.). Oxford: Oxford University Press.

Recommended:

American Psychological Association. (2009). Concise rules of APA style (6th ed.). Washington, D.C.: Author.

Richards, J. C., &Schmidt, R. (2010). Longman dictionary of language teaching and applied linguistics (4th ed.). London: Longman.

An additional set of readings will be available during the course.

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TESOL 8611: Applied Language Study I

3 credit hours

This primary purpose of this course is to introduce students to the basics of English phonetics and phonology, with an emphasis on areas of interest to language teachers. The course objectives are to: (1) introduce the basic concepts of phonetics and phonology; (2) provide practice in transcribing and analyzing the sound systems of native speakers and learners of English; (3) consider the place of pronunciation teaching in a foreign language curriculum and instructional approaches; (4) examine methods of assessing pronunciation; and (5) look at the relationship between pronunciation and other language skills. Students will complete a number of weekly assignments, take a mid-term examination and final examination, and conduct a project in which the speech of an English language learner is analyzed, a particular aspect of the English sound system is taught, and the results reported.

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

Professor:

Prof. Tomoko Nemoto

Schedule:

Class Meeting Day: Thursday
Time: 6:00-9:00 p.m.
Dates: January 12 - April 19

Texts:

Required:

Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (Eds.) (2010). Teaching pronunciation: A course book and reference guide. Cambridge: Cambridge University Press.

A set of readings will be available on Blackboard.

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TESOL 8616: Teaching Second and Foreign Language Skills

3 credit hours

This course surveys the theories and practices currently employed in teaching the four language skills (reading, writing, listening, and speaking) and two linguistic competencies (vocabulary and grammar). Discussion of theoretical issues (how language users process the various macro-skills and how they acquire proficiency in them) as well as practical issues (e.g., development of learning materials and activities, and assessment of learner progress) is the focus. Course requirements include completing assigned reading assignments, a mid-term examination, a final examination, a course project related to topics and issues covered in the course, and a 10-minute course project presentation.

This is a required course for the Master of Science in Education degree in TESOL. It is recommended that students take this course after they have completed TESOL 8614 Approaches to Teaching English. Basic computer skills as well as basic knowledge and skills in using Microsoft Word and the Internet are prerequisites for this course.

Professor:

Dr. Edwin Aloiau

Schedule:

Class Meeting Day: Tuesday
Time: 6:00 - 9:00 p.m.
Dates: January 10 - April 17

Note:

Make-up classe will be held on Sunday, January 29, 10:00 a.m. - 1:00 p.m. (for the February 28th class)

Texts:

Required:

Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. (3rd ed.). Englewood Cliffs, NJ: Prentice Hall Regents

Nation, I. S. P. (2008). Teaching vocabulary: Strategies and techniques Boston: Heinle Cengage Learning.

Nation, I. S. P. (2009). Teaching ESL/EFL reading and writing. New York: Routledge.

Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL listening and speaking. New York: Routledge.

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TESOL 8618: Second Language Acquisition

3 credit hours

The overarching purpose of this course is to canvass ten topics that are central to modern discussions of second language acquisition and to thereby provide the participants with an opportunity to further develop and consolidate their understanding of SLA theory, models of language representation and use, and issues that directly impact on classroom teaching. In the first part of the course three major theories of second language acquisition are introduced: (1) innatist theory, (2) constructivist/cognitivist models of learning, and (3) social-interactivist theory. In the second part of the course, the focus is on recent thinking concerning one biological constraint, the effect of the learner's age, one psychological constraint, the role of affect, and foreign language aptitude. In the third part of the course, four factors that directly impact second language acquisition as well as the teaching strategies and tasks adopted by foreign language teachers are covered: (1) input, (2) output, (3) form-focused learning, and (4) automaticity. Students will participate in numerous group discussions, lead several of those discussions, write brief reactions to issues raised in the course readings, and take three tests.

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

The course is best taken by students who have already completed TESOL Approaches to Teaching English (TESOL 8614), Teaching Second and Foreign Language Skills (TESOL 8616), and Applied Language Study II (TESOL 8612).

Professor:

Dr. David Beglar

Schedule:

Class Meeting Day: Friday
Time: 6:00 - 9:00 p.m.
Dates: January 13 - April 20

Texts:

Required:

Ortega, L. (2009). Understanding second language acquisition London: Hodder Education.

A set of readings will be available on Blackboard.

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Education 5207: Teaching English to Young Learners

3 credit hours

A new course called "Foreign Language Activities" was implemented in public elementary schools in Japan this April. Accordingly, only fifth and sixth grade Japanese students started learning English words and expressions once a week. This course is one indication of how teaching English to young learners has become very popular throughout the world, both in non-English-speaking and English-speaking countries.

This course will provide an introduction to theory and practice in the teaching of English as a second language to young learners, from the ages of three to twelve, dealing especially with English education for Japanese children. The objectives of the course are to develop: 1) an understanding of the psychology of young learners and their language acquisition and 2) a working knowledge of methodologies and classroom practices for teaching English as a second language.

Course topics will include: (1) developmental psychology, (2) early childhood pedagogy, (3) critical period hypothesis, (4) language development, and some practical issues such as (5) total physical response, (6) songs and chants, (7) storytelling, (8) literacy development, and (9) vocabulary building. We will consider methods, materials, techniques, problems, and research, using collaborative learning activities, class discussions, and assigned readings.

This course is intended for native and non-native English speakers who are interested in exploring the issues involved in teaching English as a foreign language (EFL) to children, especially in Japan. We will create classroom activities built on the strengths and insights offered by the participants using a wide range of background knowledge and experience.

This course can be used as elective credit for the M.S.Ed. and Ed.D. degrees.

Professor:

Dr. Mitsue Allen-Tamai

Schedule:

Class Meeting Day: Monday
Time: 6:00 - 9:00 p.m.
Dates: January 9 - April 16

Texts:

Required:

Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.

Readings, both on paper and in pdf format, will be made available as needed.

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English Education 8645: History of English Language Teaching, with Emphasis on Japan.

3 credit hours

Being condemned to repeat history (Santayana, 1905) is an occupational hazard of English teachers. Some old methods have remarkable staying power. Otto Jespersen (1904) wrote, "We ought to learn a language through sensible communications." Although we know better, he continued, "still the old grammar-instruction lives and flourishes with its rigmaroles and rules and exceptions." What keeps us in our mold? Where do the fads and fancies that sway us come from, and where do they go?

In this course, we study the purposes, assumptions, successes, and failures of attempts to teach English in Great Britain from about the year 1400 to the present, in North America from the early 1600s, and in Japan from the 1850s. Examining assumptions in light of growing knowledge about the nature of language and the nature of language learning will help us identify the intellectual, economic, and social forces that shape language teaching in every society. Students who complete this course will be better able to design syllabi and course content, to understand institutional constraints that shape our actions, and to discuss these issues intelligently with colleagues and policy-makers.

This course requires much reading and some historical research. Evaluation will be based on one or two essay tests, a presentation, and a final paper.

This course can be taken as an elective for credit toward the M.S.Ed. and Ed.D. degrees.

Professor:

Dr. Marshall Childs

Schedule:

Class Meeting Day: Wednesday
Time: 6:00 - 9:00 p.m.
Dates: January 11 - April 18

Texts:

Required:

Howatt, A. P. R. (with Widdowson, H. G.). (2004). A history of English language teaching (2nd ed.). Oxford: Oxford University Press.

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

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English Education 8654: Teaching Listening and Speaking.

3 credit hours

In this course participants will explore theoretical and practical issues in the teaching of second language listening and speaking. We will briefly examine current theories of language comprehension and production, spend time looking at the characteristics of an "acquisition rich" listening/speaking classroom, and consider specific activities designed to encourage the acquisition of various facets of listening and speaking ability in a foreign language. These discussions will be framed by the notion that language learning is based on five major principles: gaining access to sufficient quantities of comprehensible input, producing both controlled and communicative output, engaging in activities that have a focus on linguistic form, having opportunities to develop fluency, and possessing motivation to engage in learning tasks.

Students will participate in numerous group discussions, lead several discussions, write brief reactions to the issues raised in the course readings, and take two in-class tests.

This course can be used as elective credit for the M.S.Ed. and Ed.D. degrees.

Professor:

Dr. David Beglar

Schedule:

Class Meeting Day: Saturday
Time: 2:00 - 5:00 p.m.
Dates: January 14 - April 14

Texts:

Required:

Rost, M. (2012). Teaching and researching listening. Harlow, UK: Pearson Education.


A set of readings will be available on Blackboard.

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Eng Ed 8655: Distinguished Lecturer Series (Seminar 1):Globalization and Widening Participation: New Contexts and New Challenges for Language Proficiency in Higher Education

1 credit hour

This course will look at the implications for tertiary institutions of the globalization of education and a widening participation agenda that seeks to make education more inclusive by increasing the participation of non-traditional student cohorts many of whom come to university from low socio-economic areas and have suffered educational and/or social disadvantage.

Language proficiency, so called, represents an important point of intersection between, on the one hand, increasingly large university populations of students of non-English speaking backgrounds (NESB) as a result of globalisation, and on the other hand, students who arrive courtesy of widening participation initiatives. Students from both these groups present universities with particular challenges around the pre- and post-enrolment language assessment mechanisms and the subsequent provision of language supports that offer those identified as being at risk the help they need to ensure that they reach their full academic potential and are suitably prepared to enter the workforce and meet the increasingly stringent communication requirements of the professions.

This course will:

• Consider what is meant by 'language proficiency' and how it is understood (or not) by stakeholders within the higher education sector;
• consider some of the policy, professional and other drivers of initiatives to improve the way universities respond to the language needs of the above cohorts;
• analyze some of the considerable challenges universities face in engaging in such initiatives;
• Offer a conceptual framework for understanding the construct of 'proficiency'; and
• Propose a model of language provision that promises to be effective while taking into account the constraints under which universities operate.

Professor:

Dr. Neil Murray (University of South Australia)

Schedule:

Saturday, January 21 from 2:00 to 9:00 p.m. and Sunday, January 22 from 10:00 a.m. until 5:00 p.m.

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Eng Ed 8656: Distinguished Lecturer Series (Seminar 2): A Learning Orientation to Classroom-Based Language Assessment

1 credit hour

In this seminar we will examine how assessment fits into the broader notion of learning. I will first describe how learning relates to teaching and assessment in instructional contexts. I will then describe the proficiency model in which the focus is on the conveyance of semantic and pragmatic meanings in situated contexts by means of linguistics resources. After that, I will describe the learning model from a socio-cognitive perspective. In so doing, I will examine how learners process new learning targets individually and will show how assessment figures into this process. I will then describe how this model can be extended to when learning occurs in contexts of two or more learners. Finally, I will show how assessment can be organized to accommodate a proficiency and learning orientation for use in language classrooms.

Professor:

Dr. James E. Purpura (Teachers College, Columbia University).

Schedule:

Saturday, February 18 from 2:00 to 9:00 p.m. and Sunday, February 19 from 10:00 a.m. until 5:00 p.m.

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Eng Ed 8657: Motivation and Autonomy in Language Learning: Theory, Practice and Research

1 credit hour

This seminar will focus on the interactions between motivation and autonomy in language learning. The opening lecture will provide an overview of the rather different traditions of inquiry that have shaped theories of L2 motivation on the one hand, and theories of learner autonomy in language education on the other. Integrating these twin paradigms, it will highlight the conceptual interface between motivation and autonomy and consider how insights from autonomy theory and practice can illuminate our analysis of motivation, particularly from a sociocultural theoretical perspective. The rest of the seminar will then explore implications for classroom practice, drawing on participants' own working contexts and experiences, and examine ways in which teachers can socialize optimal forms of motivation that enhance the autonomy of their students within and beyond classroom learning. The seminar will conclude with discussion of research issues and consider approaches to investigating motivation and autonomy in the classroom through forms of practitioner research such as action research and exploratory practice.

Professor:

Dr. Ema Ushioda (University of Warwick, UK)

Schedule:

Saturday, March 24 from 2:00 to 9:00 p.m. and Sunday, March 25 from 10:00 a.m. until 5:00 p.m.

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English Education 9882/ 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 and complete the registration process during the registration period.

Professor:

By Arrangement

Schedule:

By Arrangement

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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

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