Course Descriptions (Tokyo)

To register for any of the courses below, follow the procedures described in Course Registration. If you already know the process, go to the Registration Form.

Important Notice about Textbooks

To purchase textbooks, click Amazon link below next to each textbook title. In order to get your textbooks in time for the start of the semester, please order them as soon as you register for courses. Make sure to order through the provided Amazon links in this page.

Spring Semester 2018

FLED 5470:

Introduction to the Study of TESOL

Professor:
Dr. Ron Martin
Credit hours:
3 credit hours
Dates:
January 17 - April 18
Day & Time:
Wednesday, 18:00 - 21:00

In lieu of Session 9 (March 7), Professor will require students to attend one weekend seminar instead, and students will be required to write a homework assignment about it. In lieu of Session 12 (March 28), students will do a take-home test and do a peer-review of a classmate's writing assignment.

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.

There will be 12 regular class sessions for this course and in addition to the regular class sessions, all the students will be required to attend any one of the three Distinguished Lecturer Weekend Seminars (only the first three hours of the Saturday session) scheduled in spring. The professor will provide you with further details about the seminar requirement later in the classroom.

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

Required Textbook:

  • Lightbown, P. M., & Spada, N. (2013). How languages are learned (Oxford handbooks for language teachers) (4th ed.). Oxford, UK: Oxford University Press. (Buy on Amazon.co.jp)

Recommended Textbook:

  • American Psychological Association. (2009). Publication manual of the American psychological association (6th ed.). Washington, DC: Author. (Buy on Amazon.co.jp)
  • Richards, J. C., & Schmidt, R. W. (2010). Longman dictionary of language teaching and applied linguistics (4th ed.). Oxon, UK: Routledge. (Buy on Amazon.co.jp)

TESL 5611:

Applied Language Study I

Professor:
Dr. Tomoko Nemoto
Credit hours:
3 credit hours
Dates:
January 11 - April 12
Day & Time:
Thursday, 18:00 - 21:00

The 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 M.S.Ed. degree.

Required Textbook:

  • Celce-Murcia, M., Brinton, D.M., Goodwin, J.M., & Griner, B. (2010). Teaching pronunciation: A course book and reference guide (2nd ed.). New York, NY: Cambridge University Press. (Buy on Amazon.co.jp)

Recommended Textbook:

  • American Psychological Association. (2009). Publication manual of the American psychological association (6th ed.). Washington, DC: Author. (Buy on Amazon.co.jp)

A set of readings will be available on Blackboard.

TESL 5616:

Teaching Second and Foreign Language Skills

Professor:
Dr. Robert Nelson
Credit hours:
3 credit hours
Dates:
January 9 - April 10
Day & Time:
Tuesday, 18:00 - 21:00

The course reached its capacity. You will be put on the waiting list

Second and foreign language pedagogy has been gradually moving away from its heavy reliance on common sense (i.e., 'folk') approaches learning and language, and towards an empirically founded approach that very often challenges our comfortable ideas and practices. The first major purpose of this course is to familiarize students with the states of the art in meaning-driven teaching methods (i.e., Task-, Project-, Theme-, and Content-based teaching) while respecting the importance of traditional grammar and vocabulary teaching to EFL audiences. These general principles form a framework within which students are introduced to the principles of cognitive linguistics that are relevant to teaching (e.g., construction and cognitive grammar, construal, and embodied meaning and metaphor). Students will learn to integrate their own situated observations with research findings in order to generate topically relevant material for any age group that meets the criteria laid out by any curriculum they follow. This material (lesson and task plans, texts, recordings, etc.) will support the teaching of the four skills (listening, speaking, reading, and writing) as well as the linguistic competencies of English. That is, students will leave the class able to employ the principles of meaning based linguistics and pedagogy to create motivating learning experiences that are flexible enough to fluidly switch between forms and function foci. Course requirements include completing weekly readings, contributing to group discussions, completing a final examination and course projects, and compiling a teaching portfolio.

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

Required Textbook:

  • Tomlinson, B. (2011). Materials development in language teaching (2nd ed.). Cambridge, UK: Cambridge University Press. (Buy on Amazon.co.jp)
  • Willis, D., & Willis, J. (2007). Oxford handbooks for language teachers: Doing task-based teaching. Oxford, UK: Oxford University Press. (Buy on Amazon.co.jp)

Recommended Textbook:

  • American Psychological Association. (2009). Concise rules of APA style (Concise rules of the American psychological association (APA) style) (6th ed.). Washington, DC: Author. (Buy on Amazon.co.jp)

TESL 5618:

Second Language Acquisition

Professor:
Dr. Tomoko Nemoto
Credit hours:
3 credit hours
Dates:
January 5 - April 6
Day & Time:
Friday, 18:00 - 21:00

The overarching purpose of this course is to canvass eight topics that are central to modern discussions of second language acquisition (SLA) 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 affect classroom teaching. In the first part of the course, we look at (a) developmental patterns in SLA, (b) variability in learner language, and (c) input, interaction, and SLA. In the second part of the course, the focus is on (a) language transfer and (b) cognitive accounts of SLA. Finally, in the third part of the course, we read about (a) linguistic universals and SLA, (b) classroom interaction and SLA, and (c) form-focused instruction and SLA. Students will participate in and lead numerous group discussions, keep a running journal of the course readings, and take three in-class examinations.

The course is best taken by students who have already completed TESOL Approaches to Teaching English (TESL 5614), Teaching Second and Foreign Language Skills (TESL 5616), and Applied Language Study II (TESL 5612).

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

Required Textbook:

  • Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford, UK: Oxford University Press. (Buy on Amazon.co.jp)

Recommended Textbook:

  • American Psychological Association. (2009). Publication manual of the American psychological association (6th ed.). Washington, DC: Author. (Buy on Amazon.co.jp)

A set of readings will be available on Blackboard.

FLED 5437:

Language and Culture

Professor:
Dr. Robert Nelson
Credit hours:
3 credit hours
Dates:
January 10 - April 11
Day & Time:
Wednesday, 18:00 - 21:00

This class is concerned with fundamental questions concerning the relationship of culture, language, and the individual. It explores the complicated interactions of culture, language, society, and mind as it draws on research from linguistic pragmatics, sociolinguistics, discourse analysis, cultural and developmental psychology, philosophy, and anthropology. By the end of the semester, the student should understand the roles that language and culture play in the perception of self, others, and world; the role language plays in the transmission of cultural values and perspectives; the role of culture in the creation of durable social institutions (like money); the cultural and linguistic foundations of human cognition; and even how different cultural and linguistic practices are related to different educational outcomes. This course will emphasize the constitutive, normative, and interpretive functions of culture in general, but will elaborate those elements of English speaking culture important to language instruction. This course is intended to help pre- and in-service teachers understand and address cultural issues in the classroom, while providing general insight into the cultural functions of language. Successful students will complete all readings and participate in discussions, finish one individual and one group project, and write a final paper.

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

Required Textbook:

  • Henrich, J. (2015). The secret of our success: How culture is driving human evolution, domesticating our species, and making us smarter. Princeton, NJ: Princeton University Press. (Buy on Amazon.co.jp)
  • Wierzbicka, A. (2006). English: Meaning and culture. Oxford, UK: Oxford University Press. (Buy on Amazon.co.jp)
  • Everett, D. L. (2012). Language: The cultural tool. New York, NY: Vintage. (Buy on Amazon.co.jp)
  • Nisbett, R. (2003). The geography of thought: How Asians and Westerners think differently...and why. New York, NY: The Free Press. (Buy on Amazon.co.jp)

EPSY 5529:

Language Assessment

Professor:
Dr. Edward Schaefer
Credit hours:
3 credit hours
Dates:
January 9 - April 10
Day & Time:
Tuesday, 18:00 - 21:00

This course will help students develop the necessary working knowledge of the basic principles of test construction and testing procedures. It will also examine different types of test uses ranging from classroom-based assessment and placement examinations to criterion-referenced and growth-referenced tests. The course introduces topics such as measurement constructs and models of language knowledge, test reliability, the design of tests and assessments, item and task construction, scoring and rating tests and assessments, the training of raters, issues of fairness and standards, and the use of arguments and evidence in the support of test validation. Different perspectives on validity are also introduced. Students will participate in group discussions, take a mid-term and final examination, and produce a course project in which they experience the process of conceptualizing the theoretical bases of an assessment instrument, produce an instrument designed to measure a particular language skill (e.g., reading, grammar) or affective variable (e.g., motivation, self-efficacy), gather and analyze data using that instrument, and write a report on the strengths and weaknesses of the instrument. No prior knowledge of statistics is required, but as time allows there will be hands-on tasks utilizing two test analysis software programs, Winsteps and FACETS.

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

Required Textbook:

  • Fulcher, G., & Davidson, F. (2007). Language testing and assessment: An advanced resource book. Oxon, UK: Routledge. (Buy on Amazon.co.jp)

EPSY 5541:

Introduction to Psycholinguistics

Professor:
Dr. Terry Joyce
Credit hours:
3 credit hours
Dates:
January 8 - April 9
Day & Time:
Monday, 18:00 - 21:00

Language is unquestionably a defining feature of the human species; it is the incredibly powerful symbol system that enables us to think and to share our thoughts with others. At the intersection of psychology and linguistics, psycholinguistics seeks primarily to comprehend both the amazing complexity and power of human language and its inherent limitations and biases, by investigating the mental processes involved in acquiring and using language. Thus, it draws on both linguistic descriptions of language phenomenon and psychological experimentation in order to examine the psychological validity of such descriptions within the larger context of cognitive science.

This Introductory Psycholinguistics course attempts to provide an overview of the main areas of contemporary psycholinguistic research. After initially describing the basic psycholinguistic approach, the second block of the course will turn to consider the mental processes involved within language acquisition, touching the critical period hypothesis and language disorders. The third major block will focus on the mental processes involved in language usage, by looking at both language comprehension and production at various levels. The final block will focus on more semantic aspects of the mental lexicon, concluding with a brief outline of the implications of linguistic relativism for the relationship between language and thinking.

Course participants should read assigned course materials, actively participate in classes, write two course papers and complete a final examination.

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

Recommended Textbook:

  • Harley, T.A. (2010). Talking the talk: Language, psychology and science. East Sussex, UK: Psychology Press. (Buy on Amazon.co.jp)

Recommended textbook is available as electronic resource via TU library portal.

TESOL Special Projects - Distinguished Lecturer Series

This Lecturer Series will consist of three weekend seminars. Each seminar course can be used as elective credit for the M.S.Ed. and Ed.D/Ph.D. degrees. The first three hours of each seminar (Saturday, 14:00 to 17:00) are free and open to the public. Weekend seminars are free for Master's and doctoral graduates of Temple University Japan Campus for auditing; the fee for other weekend auditors is ¥13,000.

ENES 8655: Distinguished Lecturer Series (Seminar 1):

Learning Grammar through Writing: Practice and Theory

Professor:
Dr. Natsuko Shintani (Kobe Gakuin University, Japan)
Credit hours:
1 credit hour
Schedule:
Saturday, January 27, 14:00 - 21:00
 
Sunday, January 28, 10:00 - 17:00

Two general dimensions of second language (L2) writing are "learning-to-write", where L2 learners learn language to express themselves appropriately in writing, and "writing-to-learn", in which engagement with L2 writing contributes to the development of language knowledge. The focus of this seminar is the latter–how writing activities can develop learners' knowledge of English. The seminar particularly examines how writing activities can develop learners' grammatical knowledge of English by focusing on two major approaches: metalinguistic explanation and written corrective feedback used in a writing activity. I will introduce various strategies to provide metalinguistic explanation and corrective feedback. I will also examine the results of research that has investigated the effects of each strategy. The seminar will conclude with guidance on the use of grammar instruction in second language writing.

ENES 8656: Distinguished Lecturer Series (Seminar 2):

Qualitative and Narrative Approaches to Researching Language Teaching and Learning

Professor:
Dr. Gary Barkhuizen (The University of Auckland, New Zealand)
Credit hours:
1 credit hour
Schedule:
Saturday, February 17, 14:00 - 21:00
 
Sunday, February 18, 10:00 - 17:00

What does qualitative research in the field of language teaching and learning actually mean? And what does narrative research mean? How are they related? These are not easy questions to answer, mainly because of the plethora of both definitions and methodological practices evident in the field. This seminar will unpack some of the complications in definition and the actual practice of qualitative and narrative research by going back to basics. Samples of data from actual studies will be used to illustrate a range of methods appropriate to language teacher researchers and researchers in applied linguistics. Traditional qualitative methods of analysis will be covered as well more recent narrative analytical methods, such as narrative frames and short story analysis. Issues of ethics and the reporting of findings in qualitative/narrative research, in which the personal experiences of people are central, will be explored.

ENES 8657: Distinguished Lecturer Series (Seminar 3):

Teaching English to Young Learners

Professor:
Dr. Mitsue Allen-Tamai (Aoyama Gakuin University, Japan)
Credit hours:
1 credit hour
Schedule:
Saturday, March 17, 14:00 - 21:00
 
Sunday, March 18, 10:00 - 17:00

The introduction of English education into elementary schools has been much discussed in the last few decades. In order to keep up with the pace of globalization, people in non-English-speaking countries are eager to acquire high levels of communicative English proficiency, while people in English-speaking counties have striven to develop appropriate educational curricula to help young immigrant children learn English. Thus there is a strong social demand for teaching English to young learners throughout the world. However, this strong focus on young learners has not yet occurred in Japan. English will only become a regular subject in Japanese elementary schools in 2020. The Ministry of Education, Culture, Sports, Science, and Technology (MEXT) has specified the course's aims and contents a new Course of Study, and MEXT-approved textbooks for upper elementary school children, which will only be used in 2018 and 2019, are now accessible.

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

Doctoral Courses

EDUC 9998:

Dissertation Proposal Writing

Professor:
By Arrangement
Credit hours:
1 - 3 credit hours
Schedule:
By Arrangement

This course is for those Ph.D. students who have passed the Qualifying Examination and working on their dissertation proposal.

The Ph.D. students are required to take Culminating Courses (6 semester hours overall, minimum 2 semester hours of EDUC 9999). Culminating Courses: Qualifying Exam Preparation Course (EDUC 9994), Proposal Writing Course (EDUC 9998) and Dissertation Writing Course (EDUC 9999).

ENES 9882/ EPSY 9982:

Graduate Independent Study

Professor:
By Arrangement
Credit hours:
1 - 3 credit hours
Schedule:
By Arrangement

This is a one-to-three credit course offered to Ed.D. 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 priority or late registration period.

EDUC 9999:

Dissertation Writing

Professor:
By Arrangement
Credit hours:
1 - 3 credit hours
Schedule:
By Arrangement

Six credit hours of Education 9999 are required for Ed.D. candidates. The Ph.D. students are required to take Culminating Courses (6 semester hours overall, minimum 2 semester hours of EDUC 9999). Culminating Courses: Qualifying Exam Preparation Course (EDUC 9994), Proposal Writing Course (EDUC 9998) and Dissertation Writing Course (EDUC 9999).

Students wishing to register for this course should obtain permission from the professor and complete the registration process during the registration period.

EDUC 9282:

Research Apprenticeship

Professor:
By Arrangement
Credit hours:
3 credit hours
Schedule:
By Arrangement

The Ph.D. students and Ed.D. students who are thinking about graduating with a Ph.D. degree must take two 3-credits Research Apprenticeship courses.

If you wish to take an Apprenticeship course, you first need to write a 300-400-word abstract of your proposed project (unless you are assisting a professor with one of his or her studies). This abstract should include basic information such as (a) the gaps in the literature you are addressing, (b) the purpose(s) of the study, (c) specific research questions, and (d) your methodology, including information about the participants, instruments, procedures, and the analyses you will perform. You will then need to send the abstract to the advisor you wish to work with (Consult the list of Apprenticeship advisors on the registration form to see who is available), and if the advisor approves your plan, you can then register for the course with that advisor.

For Ph.D. 2017 students only

Students in the Ph.D. program are required to take the doctoral seminars listed below.

EDUC 8275:

Introduction to Qualitative Research

Professor:
Dr. Eton Churchill
Credit hours:
3 credit hours
Dates:
January 5 - March 31
Day & Time:
Friday, 18:00 - 21:00
Saturday, 14:00 - 17:00

For more details about the schedule, please check the schedule chart below.

This course introduces participants to qualitative research methods and related theoretical frameworks used to investigate second language learning. We will begin by reviewing the historical and philosophical roots of qualitative inquiry. We will then examine how different qualitative research approaches have been employed to investigate questions in the field of second language acquisition. Approaches that will be covered include language socialization, the ethnography of communication, interpretive qualitative research, narrative inquiry, critical ethnography, and the analysis of (multimodal) interaction. Theoretical frameworks associated with each of these approaches will be introduced. A major focus of this course will be to consider methodological and ethical issues related to negotiating access, interviewing, observation, data management and analysis, and representation. Building on the class lectures, our readings and discussions, participants will conduct a small scale study to obtain practical experience working within a specific approach to qualitative research in SLA.

Course activities will be organized around lectures, group discussions, student presentations, and participants' research projects. Major assignments include a group presentation on an approach to qualitative research in applied linguistics, three writing assignments involving data collection and analysis, and an oral presentation on each student's research project.

As this course requires participants to negotiate access to and collect data within a social scene, participants are strongly encouraged to begin considering what sites are available and what related research topics are of interest to them prior to the start of this course.

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

Required Textbook:

  • Hatch, J.A. (2002). Doing qualitative research in education settings. New York, NY: State University of New York Press. (Buy on Amazon.co.jp)

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

Dr. Churchill's Class Schedule

Session Day Date Class Time Note
1 Friday January 5, 2018 18:00 - 21:00  
2 Saturday January 6, 2018 14:00 - 17:00  
3 Friday January 19, 2018 18:00 - 21:00  
4 Saturday January 20, 2018 14:00 - 17:00  
5 Friday February 2, 2018 18:00 - 21:00  
6 Saturday February 3, 2018 14:00 - 17:00  
7 Friday February 16, 2018 18:00 - 21:00  
8 Saturday February 17, 2018 14:00 - 17:00  
9 Friday March 2, 2018 18:00 - 21:00  
10 Saturday March 3, 2018 14:00 - 17:00  
11 Friday March 16, 2018 18:00 - 21:00  
12 Saturday March 17, 2018 14:00 - 17:00  
13 Friday March 30, 2018 18:00 - 21:00  
14 Saturday March 31, 2018 14:00 - 17:00  

TESL 8643:

Researching Listening and Speaking

Professor:
Dr. David Beglar
Credit hours:
3 credit hours
Dates:
January 12 - April 7
Day & Time:
Friday, 18:00 - 21:00
Saturday, 14:00 - 17:00

For more details about the schedule, please check the schedule chart below.

The acquisition of listening and speaking skills has formed the heart of the field of second language acquisition since its inception in modern times, and as a result, the majority of the research conducted in the field has been focused on the acquisition of aural-oral skills. The primary purpose of this course is to allow participants to explore theoretical and practical issues concerning the acquisition and teaching of second language listening and speaking skills and to get an overview of the methodological approaches that have been used to investigate these two areas. We will examine theories of language comprehension and production, read and analyze recent research in which listening and/or speaking were investigated, consider how the research that has been conducted to date can be enhanced, and discuss the practical applications of these studies. Course participants will complete weekly homework assignments, analyze and critique previous studies, plan and carry out a small-scale research project investigating an aspect of listening or speaking development, and lead and take part in group discussions. Course participants should read Chapters 1-6 in Teaching and Researching Listening before the first class meeting.

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

Required Textbook:

  • Rost, M. (2016). Teaching and researching listening. (3rd ed.). New York, NY: Routledge. (Buy on Amazon.co.jp)

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

Dr. Beglar's Class Schedule

Session Day Date Class Time Note
1 Friday January 12, 2018 18:00 - 21:00  
2 Saturday January 13, 2018 14:00 - 17:00  
3 Friday January 26, 2018 18:00 - 21:00  
4 Saturday January 27, 2018 14:00 - 17:00  
5 Friday February 9, 2018 18:00 - 21:00  
6 Saturday February 10, 2018 14:00 - 17:00  
7 Friday February 23, 2018 18:00 - 21:00  
8 Saturday February 24, 2018 14:00 - 17:00  
9 Friday March 9, 2018 18:00 - 21:00  
10 Saturday March 10, 2018 14:00 - 17:00  
11 Friday March 23, 2018 18:00 - 21:00  
12 Saturday March 24, 2018 14:00 - 17:00  
13 Friday April 6, 2018 18:00 - 21:00  
14 Saturday April 7, 2018 14:00 - 17:00