Areas of Expertise

Language education, literature, linguistics, humanities.

Teaching Interests

Professor Rosenkjar has been at TUJ since 1988. He proposed and designed several programs of English-language courses linked to undergraduate core courses, including the Intellectual Heritage Labs and what later became known as the START program. Most recently, he has proposed and designed the Bridge program, a transitional semester to introduce second-language students to undergraduate work. He teaches pre-undergraduate courses in the Academic English Program; undergraduate courses in linguistics, literature, intellectual heritage, and American studies; and graduate courses in TESOL methods.


Professor Rosenkjar's research interests include classroom-based research; action research; needs analysis for curriculum development; second language reading processes and strategies; analysis of written genres, both literary and non-literary; and case studies of second-language curriculum and course design.

Representative Publications

  • Rosenkjar, P. (2020). A stylistic approach to teaching a Wordsworth sonnet. The Journal of Human and Cultural Sciences (武蔵大学人文学会雑誌), 51(1).
  • "American English as cultural expression: Designing a new course in linguistic analysis of culture for EFL undergraduates in Japan." Article published in August, 2006 in TESOL curriculum development series, Vol. 5, Developing a new course for adult learners, (pp. 123-142), Marguerite Ann Snow & Lia Kamhi-Stein (Eds.). Alexandria, VA: Teachers of English to Speakers of Other Languages.
  • Review of In focus: Strategies for academic writers by Myra Shulman, University of Michigan Press (2005). Journal of English for Academic Purposes 6(2), (pp. 186-188), April, 2007. London, Elsevier Ltd.
  • "Adapting a Japanese high school textbook to teach reading microskills communicatively." Article published in July, 2009 in Using textbooks effectively, (pp. 63-72), Lilia Savova (Ed.). Alexandria, VA: Teachers of English to Speakers of Other Languages.
  • "Poetry in second language task-based learning." Article published in July 2010 in Applications of task-based learning in TESOL, (pp. 67-78), Ali Shehadeh & Christine Coombe (Eds.). Alexandria, VA: Teachers of English to Speakers of Other Languages.
  • "A lesson plan for 'Glub-Glub' by Shel Silverstein." Article in press, translated into Japanese as Shi wo yomu: Komyunikatibuna jugyo e no shoutai ("Reading a poem: Invitation to a communicative lesson") by co-author Takako Nishino and submitted for publication to Shin Eigo Kyouiku (New English Education), a Japanese-language educational journal.
  • Review of Discourse Analysis, 2nd edition by Barbara Johnstone, Blackwell (2008). Journal of English for Academic Purposes, 9 (2010), (pp. 337-338). London, Elsevier Ltd.
  • Preface for a volume of TUJ Studies in Applied Linguistics. This volume of the series is devoted to communicative and consciousness-raising grammar activities and consists of papers written by students in my graduate class in Pedagogical Grammar. I encouraged the students to compile the volume, and the editors invited me to write a short preface to it, explaining the theoretical underpinnings. In press.
  • "An internship in communicative English teaching: A Japanese high school teacher's year of developing a new identity." This is a chapter that I was invited to contribute to an edited collection entitled Anthropology of Japan in Japan. In press.
  • Review of Writing Readable Research: A Guide for Students of Social Science by Beverly A. Lewin, Equinox (2010). Journal of English for Academic Purposes, 11 (2012) (pp. 168-169).


Ed.D. in English education, with a concentration in second-language acquisition, Temple University

M.A. in English, with a concentration in teaching English as a foreign language, San Francisco State University

B.Sc. in Language studies/German, Georgetown University

Previous Appointments

Instructor, Institut Teknology MARA in Shah Alam, Malaysia.