Course Descriptions (Osaka)

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 2019

FLED 5470:

Introduction to the Study of TESOL

Professor:
Dr. Leslie Ono
Credit hours:
3 credit hours
Dates:
January 8 - April 16
Day & Time:
Tuesday, 18:00-21:00

The course has been canceled.

This course is an introduction to postgraduate study in the field of Teaching English to Speakers of Other Languages (TESOL). As such, the primary aims of this course are to: (a) provide students with an overview of the field of TESOL, and (b) help students to develop the academic skills needed to succeed in the Master of Science in Education (M.S.Ed.) program.

Students who participate in this course will:

  • gain an understanding of key TESOL terminology, core TESOL theories, and common approaches to second language teaching and learning; and
  • develop academic skills (e.g., getting the most out of lectures and readings, participating in academic discussions, giving presentations, responding to essay test questions, using library databases for research, and writing papers using APA format and style conventions).

This course is designed for students who are new to the M.S.Ed. 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.

Class sessions on February 12 and 19 will be cancelled. In lieu of these canceled sessions, students will be required to attend the first three hours of a Spring 2019 Distinguished Lecture Series of their choice, and a make-up session will be held on Tuesday, April 16.

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 / Buy on Amazon.com)

Recommended Textbook:

  • American Psychological Association. (2010). Publication manual of the American psychological association (6th ed.).Washington, DC: Author. (Buy on Amazon.co.jp / Buy on Amazon.com)
  • 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 / Buy on Amazon.com)

TESL 5611:

Applied Language Study I: Phonology and the Lexicon

Professor:
Dr. Tomoko Nemoto
Credit hours:
3 credit hours
Dates:
January 7 - April 8
Day & Time:
Monday, 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. (2010). Teaching pronunciation: A course book and reference guide (2nd ed.). New York, NY: Cambridge University Press. (Buy on Amazon.co.jp / Buy on Amazon.com)

Recommended Textbook:

  • American Psychological Association. (2010). Publication manual of the American psychological association (6th ed.). Washington, DC: Author. (Buy on Amazon.co.jp / Buy on Amazon.com)

A set of readings will be available on Canvas.

TESL 5616:

Designing Assessment and Curriculum for Multicultural Students

Professor:
Dr. Paul Leeming
Credit hours:
3 credit hours
Dates:
January 10 - April 18
Day & Time:
Thursday, 18:00-21:00

In lieu of the class on Thursday, March 21, the make-up session will be held 14:00-17:00 on Saturday, March 9.

In lieu of the class on Thursday, March 28, the make-up session will be held 18:00-21:00 on Thursday, April 18.

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. After introducing general considerations for curriculum design and assessment, the course will focus on pedagogical approaches used to help foreign language learners develop the four language macro skills of listening, speaking, reading and writing, as well as, 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) and practical issues (e.g., selecting learning materials and conducting assessment) will also be covered in class. Course requirements include completing weekly reading assignments, a mid-term examination, a final examination, a course project related to curriculum design, and a short presentation.

In addition, students will be required to attend the Dr. Jonathan Newton seminar, Culture in the language classroom: Towards an intercultural pedagogy for teaching from 14:00-17:00 on February 23 in lieu of class on Thursday, March 14th.

It is recommended that students take this course after having completed TESL 5614. Basic computer skills as well as basic knowledge and skills in using Microsoft Word and the Internet are prerequisites for this course.

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

Required Textbook:

Recommended Textbook:

  • American Psychological Association. (2010). Concise rules of APA style (Concise rules of the American psychological association (APA) style) (6th ed.). Washington, DC: Author. (Buy on Amazon.co.jp / Buy on Amazon.com)

Additional readings will be provided at the beginning of the term and throughout the course

TESL 5618:

Second Language Development

Professor:
Dr. David Beglar
Credit hours:
3 credit hours
Dates:
January 9 - April 10
Day & Time:
Wednesday, 18:00-21:00

The overarching purpose of this course is to canvass ten contemporary theories that are central to modern discussions of second language development (SLD) and to thereby provide the participants with an opportunity to further develop and consolidate their understanding of SLD, models of language representation and use, and issues that directly affect classroom teaching. In the first part of the course, we look at (a) early theories of second language development, (b) orders and sequences of acquisition, and (c) language transfer. In the second part of the course, the focus is on a number of theoretical positions, including (a) Usage-based approaches, (b) Skill-acquisition theory, and (c) Input processing. Finally, in the third part of the course, we read about (a) input, interaction, and output; (b) Sociocultural theory, and (c) instructed second language development, which concerns the practical application of a number of strands in the field of second language development. Students will participate in and lead numerous small group discussions, produce a synthesis of the course readings, take in-class examinations, and make a presentation on a self-selected SLD topic. Course participants should read Chapters 1-7 in Theories in Second Language Acquisition: An Introduction before the first class meeting.

The course is best taken by students who have already completed TESL 5611, TESL 5612 and TESL 5614, TESL 5616.

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

Required Textbook:

Recommended Textbook:

EDUC 8273:

ESP: Exploring the Concepts, Pedagogy and Current Issues of Genres for Professional Discourse

Professor:
Dr. Judy Noguchi
Credit hours:
3 credit hours
Dates:
January 11 - April 19
Day & Time:
Friday, 18:00-21:00

In lieu of the class on Friday, February 1, the make-up session will be held 18:00-21:00 on Friday, April 19.

Communication in the professions, be it for people engaged in business, academia, medicine or research, requires a common language, which in today's globally connected world is English. For a professional whose native language is not English, this can be a barrier to active participation in the target discourse community. One way to resolve this issue is by using concepts and tools developed for ESP (English for Specific Purposes). Criticism has been lodged against ESP as being too formulaic and stifling of creativity but such concerns will be discussed with consideration of the reasons underlying the use of professional genres. One powerful tool to aid the understanding of genre features is offered by corpus linguistics. We will explore the possibilities of using corpora and concordance programs to aid tertiary level teaching and learning of the various genres needed for professional discourse.

The course will take a hands-on approach to exploring the concepts and issues of ESP today. Students will be expected to report on reading assignments (from the textbooks and selected journal articles), complete a course project related to the topics and issues discussed in the course, and give a 15- to 20-minute final presentation to share their work with other participants.

Required Textbook:

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 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; the fee for other weekend auditors is ¥13,000.

ENES 8655: Distinguished Lecturer Series (Seminar 1):

Instructed Second Language Acquisition

Professor:
Dr. Roy Lyster, the Professor of Emeritus (McGill University, Canada)
Credit hours:
1 credit hour
Schedule:
Saturday, January 26, 14:00-21:00
 
Sunday, January 27, 10:00-17:00

The aim of this course is to synthesize the results of various classroom-based studies of second language learning. A range of descriptive and quasi-experimental classroom studies will be examined, all of which explore ways in which teachers and learners integrate a focus on language form while maintaining a central focus on meaning in communicatively oriented classrooms. Studies of interaction between teachers and learners as well as between peers will be examined to explore a range of interactional moves and tasks hypothesized to enhance second language learning (e.g., corrective feedback, prompting, recasting, negotiation, scaffolding, metatalk, learner uptake, collaborative dialogue). Proactive approaches to second language instruction in classroom studies will also be examined to develop awareness of various types of planned pedagogical intervention that include input processing, input enhancement, and form-focused practice activities. Based on classroom studies, the effects of ISLA on a range of linguistic domains will be examined (i.e., grammar, vocabulary, pronunciation, pragmatics), while taking into account the mediating roles of instructional context and individual differences. Students will develop an awareness of why certain language features are more difficult than others for classroom learners, and will be expected to critically assess what types of pedagogical intervention appear to be more effective than others.

Students taking this seminar for credit will be required to prepare following book.

Required Textbook:

ENES 8656: Distinguished Lecturer Series (Seminar 2):

Culture in the Language Classroom: Towards an Intercultural Pedagogy for Teaching

Professor:
Dr. Jonathan Newton (Victoria University of Wellington, New Zealand)
Credit hours:
1 credit hour
Schedule:
Saturday, February 23, 14:00-21:00
 
Sunday, February 24, 10:00-17:00

An often overlooked truth about language teaching is that the language teacher is a teacher of culture whether they know it or not or whether they like it or not. Culture and language are intertwined; language constructs and sustains culture just as culture shapes the language choices available to us and the impact of our language choices on others. In simple terms, "Every time we speak we perform a cultural act" (Kramsch, 1993).

How then can language teachers do justice to culture-in-language? More to the point, how can teachers more effectively exploit the affordances for intercultural learning available through learning another language? How can they do so in ways that enhance rather than distract from core language learning objectives. And how can they manage the many challenges and constraints that often mitigate against doing justice to culture? Such questions are at the forefront of a large body of recent scholarship on intercultural teaching and learning. Drawing on this scholarship, this course critically examines theoretical models and practical proposals for engaging with culture in the language classroom. Core topics include:

  • Culture and language
  • Culture in the EFL classroom: affordances, constraints and challenges
  • The conceptual foundations of intercultural language learning
  • Principles for intercultural communicative language teaching (i CLT)
  • Curricula, textbooks, and intercultural teaching
  • Successful models of intercultural teaching in Asian EFL contexts (including Japan)
  • Intercultural competence in the Common Framework of Reference (CFR)
  • English as an International Language (EIL) – what culture?

ENES 8657: Distinguished Lecturer Series (Seminar 3):

Optimizing Second Language Practice in the Classroom: Applying Insights from Cognitive/Educational Psychology to Second Language Learning

Professor:
Dr. Yuichi Suzuki (Kanagawa University, Japan)
Credit hours:
1 credit hour
Schedule:
Saturday, March 16, 14:00-21:00
 
Sunday, March 17, 10:00-17:00

Deliberate and systematic practice is essential to develop knowledge and skills for using a second language (L2) more accurately and fluently. It remains, however, largely unknown as to what constitutes optimal practice activities as well as when and how practice activities should be presented to L2 learners effectively. These complex, yet critical issues on L2 practice have been addressed in a growing body of literature, which aims to apply insights from cognitive and educational psychology research into L2 learning.

In this seminar, the lecturer will focus on the skill acquisition theory and present collection of empirical research to formulating a unified account of L2 practice. Three major areas of research on L2 practice are covered:

  1. cognitive foundations of practice (including skill acquisition theories, explicit-implicit knowledge and automatization, as well as their measurements),
  2. effectiveness of L2 practice (including definitions of practice, task repetition, distribution of practice, form-focused practice, and knowledge and skill transfer), and
  3. individual differences (including cognitive aptitude measurements, stability and trainability of cognitive aptitude, and aptitude-treatment interaction).

In the opening lecture, the lecturer will provide an overview of the major issues on L2 practice and highlight key empirical research findings. In the rest of the lecture, the lecturer will delve into relevant theories and empirical studies and critically evaluate them. Promising directions of future research will be then presented as well as pedagogical implications for L2 classrooms. Group discussions and activities are included in this seminar in order to deepen the understanding of the materials.

Doctoral Courses

For Ph.D 2012 and 2015 students only.

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 ED 9999). Culminating Courses: Qualifying Exam Preparation Course (ED9994), Proposal Writing Course (ED9998) and Dissertation Writing Course (ED9999).

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 Ph.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

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 seminar listed below.

EDUC 8102:

Intermediate Qualitative Research

Professor:
Dr. Tamara Swenson
Credit hours:
3 credit hours
Dates:
January 11 - April 19
Day & Time:
Friday, 18:00-21:00
Saturday, 14:00-17:00

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

In lieu of the class on Saturday, January 26, the make-up class will be held 10:00-13:00 on Saturday, February 9.

In lieu of the class on Saturday, March 23, the make-up session will be held 18:00-21:00 on Friday, April 19.

Building on fundamentals covered in Introduction to Qualitative Research (Spring, 2018), this seminar aims to further participants’ skills in and understanding of research design, interviewing, data analysis, and writing as they work on developing projects related to their dissertations. Focusing on both qualitative and mixed-methods studies, we will begin by reviewing theoretical and methodological relationships between research topics, project designs, approaches to interviewing, and analysis. Based on this discussion and their own in-depth reading in a particular research area, students will conceptualize and revise the design of a pilot interview study involving a minimum of three individuals. We will review and explore interview techniques, and participants will develop an interview protocol consistent with their research aims. Working with their data, participants will gain further experience in qualitative analysis, and in the written presentation of this analysis.

Course activities will be organized around lectures, class and group discussions, and shared reflections on participants’ ongoing projects. Qualitative data analysis software will be introduced, approaches to discourse analysis illustrated, and particular attention devoted to textual analysis in the interest of developing writing skills. Three major writing assignments will focus in turn on project design, data analysis, and a final progress report.

As this course requires the design and implementation of a pilot study, participants are strongly encouraged to come to the first class with a research topic and a fine understanding of some exemplars (Mishler, 1990) in mind, and with a working bibliography in hand.

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

Required Textbook:

Recommended Textbook:

Dr. Swenson's Class Schedule

Session Day Date Class Time Note
1 Friday January 11, 2019 18:00-21:00  
2 Saturday January 12, 2019 14:00-17:00  
3 Friday January 25, 2019 18:00-21:00  
4 Saturday January 26, 2019 14:00-17:00 Cancelled: Date and time changed to 10:00-13:00 on Saturday, February 9
4 Friday February 8, 2019 18:00-21:00  
5 Saturday February 9, 2019 10:00-13:00 Make up session for Saturday, January 26
6 Saturday February 9, 2019 14:00-17:00  
7 Friday February 22, 2019 18:00-21:00  
8 Saturday February 23, 2019 14:00-17:00  
9 Friday March 8, 2019 18:00-21:00  
10 Saturday March 9, 2019 14:00-17:00  
11 Friday March 22, 2019 18:00-21:00  
12 Saturday March 23, 2019 14:00-17:00 Cancelled: Date and time changed to Friday, April 19
12 Friday April 5, 2019 18:00-21:00  
13 Saturday April 6, 2019 14:00-17:00  
14 Friday April 19, 2019 14:00-17:00 Make up session for Saturday, March 23

EDUC 8506:

Second Language Acquisition

Professor:
Dr. David Beglar
Credit hours:
3 credit hours
Dates:
January 18 - April 13
Day & Time:
Friday, 18:00-21:00
Saturday, 14:00-17:00

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

Due to the Colloquium 2019, the class on Saturday, February 2 is cancelled, the make-up session will be held 18:00-21:00 on Saturday, February 16.

Due to the seminar 3 on Saturday, March 16, the class time is changed to 10:00-13:00.

The overarching purpose of this course is to canvass ten contemporary theories that are central to modern discussions of second language development (SLD) and to focus particularly on lexical processing, as it is widely considered the heart of language processing and use. Course participants will be provided with an opportunity to further develop and consolidate their understanding of SLD and models of language representation and use. In the first part of the course, we will look at Universal Grammar, Usage-based approaches, Skill-acquisition theory, and research into the brain and SLD. In the second part of the course, the focus is on a number of theoretical issues including language transfer, input processing, and interaction and output. In the third part of the course, we will focus on models of lexical processing. Students will participate in and lead numerous small group discussions, produce a paper synthesizing the course readings, write a literature review on a topic of their choosing, and make a presentation on the literature review. Course participants should read Chapters 1-7 in Theories in Second Language Acquisition: An Introduction and Chapters 1-5 in Lexical Processing and Second Language Acquisitio before the first class meeting.

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

Required Textbook:

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 18, 2019 18:00-21:00  
2 Saturday January 19, 2019 14:00-17:00  
3 Friday February 1, 2019 18:00-21:00  
4 Saturday February 2, 2019 14:00-17:00 Cancelled: Date and time changed to 18:00-21:00 on Saturday, February 16 due to the Colloquium 2019
4 Friday February 15, 2019 18:00-21:00  
5 Saturday February 16, 2019 14:00-17:00  
6 Saturday February 16, 2019 18:00-21:00 This is a make-up session of Saturday, February 2.
7 Friday March 1, 2019 18:00-21:00  
8 Saturday March 2, 2019 14:00-17:00  
9 Friday March 15, 2019 18:00-21:00  
10 Saturday March 16, 2019 10:00-13:00 Time changed due to seminar 3
11 Friday March 29, 2019 18:00-21:00  
12 Saturday March 30, 2019 14:00-17:00  
13 Friday April 12, 2019 18:00-21:00  
14 Saturday April 13, 2019 14:00-17:00