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.

Summer Session I: May 7 - June 24

FLED 5470:

Introduction to the Study of TESOL

Professor:
Dr. Ron Martin
Credit hours:
3 credit hours
Dates:
May 7 - August 6
Day & Time:
Thursday, 18:00-21:00

In the lieu of the session 4 on Thursday, May 28, all the students will be required to attend any one of the three Distinguished Lecturer Weekend Seminars scheduled in summer (only the first three hours of the Saturday session 14:00-17:00).

Additional class cancellation may happen due to the lecturer’s schedule.

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 14 regular class sessions for this course. 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:

Recommended Textbook:

  • American Psychological Association. (2020). Publication manual of the American psychological association. (7th 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 5612:

Applied Language Study II: Grammar, Morphology and Classroom Discourse

Professor:
Dr. Tomoko Nemoto
Credit hours:
3 credit hours
Dates:
May 7 - June 23
Day & Time:
Tuesday and Thursday, 18:00-21:00

The last seventy years have seen a double revolution in linguistic theory: first the triumph of structural linguistics over traditional grammar, then the ascendancy of generative-transformational analysis over structural linguistics. Today, textbooks and teaching materials based on structural linguistic theories and G-T theories are regularly published, even as traditional grammar continues to exert a strong influence on EFL methods and materials.

This course will explore in some detail the theories and practices of traditional grammar, structural linguistics, and generative-transformational analysis. From that technical base, we will study the ways in which each theory influences textbook authors and teaching materials and how EFL and ESL teachers can decide which grammatical theory best explains the way the English language works and which approach offers the best techniques for classroom instruction. We will also consider current notions of case grammar, functional grammar, cognitive linguistics, connectionism, Universal Grammar, and Chomsky’s government and binding and minimalist theories.

Course participants should expect to do regular reading assignments, weekly homework in grammatical analysis, take a final examination, and complete a course project, which involves conducting a small-scale study in which a particular grammar point is taught to one or more students over a period of several weeks.

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

Required Textbook:

  • Larsen-Freeman, D., & Celce-Murcia, M. (2015). The grammar book: Form, meaning, and use for English language teachers. (3rd ed.). Boston, MA: Heinle Cengage Learning. (Buy on Amazon.co.jp / Buy on Amazon.com)

Recommended Textbook:

  • American Psychological Association. (2020). Publication manual of the American psychological association. (7th ed.). Washington, DC: Author. (Buy on Amazon.co.jp / Buy on Amazon.com)

TESL 5613:

Multilingual Students’ Literacy Development

Professor:
Dr. David Beglar
Credit hours:
3 credit hours
Dates:
May 8 - June 20
Day & Time:
Friday, 18:00-21:00
Saturday, 14:00-17:00

While the ability to comprehend spoken language and speak a language is achieved by virtually all people, such is not the case with the two literacy skills of reading and writing. Tens of millions of people in the world are illiterate or semi-literate, a situation that has powerful implications for their ability to function successfully in modern technological societies in which increasingly sophisticated literacy skills are required.

The first purpose of this course is to consider a “what:” What are reading and writing? What are the component parts of these skills, and how does our understanding of those component parts influence our teaching of the skills? The second purpose of the course is to consider a second “what:” What reading and writing tasks and activities are available to teachers? In this portion of the course, we will consider a wide variety of tasks that have been developed for teaching these two skills and their probable effectiveness in the light of our understanding of what reading and writing are. The third purpose of the course is to consider a “how:” How can we synthesize our knowledge of what we believe reading and writing to be with the tasks that are available to us in order to produce an effective and coherent reading or writing course? This final purpose will allow course participants to consider how they can design their own reading and writing courses and modify existing ones to make them more effective.

Students taking the course will lead and take part in numerous group discussions, take a midterm and final test, and produce written responses to many of the ideas presented in the course readings. Participants should read the first four chapters in each of the course textbooks before the first class session.

This course is required for the M.S.Ed. students who completed the matriculation process after fall 2018 semester. Students who completed the matriculation process by fall 2018 can take this course for the elective credits.

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

Required Textbook:

  • Newton, J. M., Ferris, D. R., Goh, C. C. M., Grabe, W., Stoller, F. L., & Vandergrift, L. (2018). Teaching English to second language learners in academic contexts: Reading, writing, listening, and speaking. Oxon, UK: Routledge. (Buy on Amazon.co.jp / Buy on Amazon.com)
  • Ferris, D. R., & Hedgcock, J. (2014). Teaching L2 composition: Purpose, process, and practice. (3rd ed.) New York, NY: Routledge. (Buy on Amazon.co.jp / Buy on Amazon.com)
  • Grabe, W., & Stoller, F. L. (2020). Teaching and researching reading. (3rd ed.). New York, NY: Routledge. (Buy on Amazon.co.jp / Buy on Amazon.com)
  • American Psychological Association. (2010). Concise rules of APA style. (6th ed.). Washington, DC: Author. (Buy on Amazon.co.jp / Buy on Amazon.com)

TESL 5614:

Current Approaches to Teaching English Language Learners

Professor:
Dr. Robert Nelson
Credit hours:
3 credit hours
Dates:
May 11 - June 24
Day & Time:
Monday and Wednesday, 18:00-21:00

This course will explore, with breadth and depth, the state of the art in second language teaching pedagogy. The issues covered will be: the history of the field; theories of language learning and the principles connecting these theories to effective classroom practice (e.g., input, output, form-focused instruction, content- and task-based instruction); teaching the 4 skills, motivation, strategies-based instruction, assessment, form vs. function focused teaching, the role of the first language, and the evaluation of methods and materials. Other critical issues include the roles that culture and personality play in learning/teaching, assessment, and syllabus/curriculum writing. These issues will be covered by reading current articles from the ESL/EFL literature, as well as the textbooks. Students will produce lesson plans, a course syllabus, and a teaching philosophy. Active participation in discussion and frequent short papers are required. By the end of this course, students will be able to:

  1. Express and defend the strategies, methods, and activities s/he wants to use as a teacher.
  2. Describe the role(s) of the teacher in language learning.
  3. Understand and appropriately employ the technical terminology of the field.
  4. Discuss and write about the methods and the major issues that presently define second/foreign language teaching.
  5. Design effective lesson plans and syllabi suited to multiple pedagogical contexts.
  6. Apply theoretical principles to classroom practice.

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

Required Textbook:

EPSY 5529:

Language Assessment

Professor:
Dr. Edward Schaefer
Credit hours:
3 credit hours
Dates:
May 8 - June 20
Day & Time:
Friday, 18:00-21:00
Saturday, 14:00-17:00

The session 8 on Saturday, May 30 is cancelled. The make-up session will be held on Saturday, May 9, 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 (criterion-referenced) to high stakes and standardized (norm-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 Ph.D. degrees.

Required Textbook:

Summer Session II: June 25 - August 12

FLED 5470:

Introduction to the Study of TESOL

Professor:
Dr. Ron Martin
Credit hours:
3 credit hours
Dates:
May 7 - August 6
Day & Time:
Thursday, 18:00-21:00

Continued from Summer Session I.

TESL 5611:

Applied Language Study I: Phonology and the Lexicon

Professor:
Dr. Tomoko Nemoto
Credit hours:
3 credit hours
Dates:
June 25 - August 11
Day & Time:
Tuesday and 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. (2010). Teaching pronunciation: A course book and reference guide. (2nd ed.). Cambridge, UK: Cambridge University Press. (Buy on Amazon.co.jp / Buy on Amazon.com)

Recommended Textbook:

TESL 5616:

Designing Assessment and Curriculum for Multicultural Students

Professor:
Dr. Robert Nelson
Credit hours:
3 credit hours
Dates:
June 29 - August 12
Day & Time:
Monday and Wednesday, 18:00-21:00

The first major purpose of this course is to give students the skills they need to develop and design language courses in all skill areas, with a special focus on materials design and assessment practices. The second purpose 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 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 form 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:

EDUC 8274:

Intercultural Communication

Professor:
Dr. Mark Sawyer
Credit hours:
3 credit hours
Dates:
June 29 - August 12
Day & Time:
Monday and Wednesday, 18:00-21:00

Successful intercultural communication in the future is an implicit goal of most foreign language learning and teaching around the world. Intercultural communication in the present, with widely varying success, is what goes on every day in Japan between non-Japanese language teachers and their Japanese students and colleagues. This course will investigate the factors that influence the success of interactions between people who differ saliently in cultural backgrounds. It will broaden the notion of what communicative competence for our students involves, and provide directions for seeking more rewarding relationships in our own intercultural personal and professional contexts.

The development of intercultural competence will be the main focus of the course, but general topics to be considered along the way include: cross-cultural pragmatics, politeness, and communication styles; identity and self-concept in relation to communication; nonverbal communication; the influences of language and culture on the way we think; ethnocentrism and stereotyping; intercultural adaptation, relationships, and conflicts; and the influences of media and institutions. Supplementary readings will focus on intercultural communication in Japan and involving Japanese outside of Japan. Another rich source of learning will be the instructor’s and participants’ own experiences and reflections, including the sharing of classroom materials that might facilitate intercultural competence.

Course requirements include participation in in-class and online discussions, one or two oral presentations, and an “Autobiography of Intercultural Encounters,” which is a brief writing task used by the Council of Europe for intercultural training. The final project will be a mini-ethnography structured or adapted from any of the suggestions sketched out by Holliday, Hyde, and Kuhn in the final “Exploration” section of the course textbook.

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

Required Textbook:

  • Holliday, A., Kullman, J., & Hyde, M. (2017). Intercultural communication: An advanced resource book for students. (3rd ed.). Oxon, UK: Routledge. (Buy on Amazon.co.jp / Buy on Amazon.com)

ENES 8645:

Adapting and Developing Language Teaching Materials

Professor:
Dr. David Beglar
Credit hours:
3 credit hours
Dates:
June 26 - August 8
Day & Time:
Friday, 18:00-21:00
Saturday, 14:00-17:00

High quality language teaching materials are a critical component of any language teaching program. Although textbooks published by major publishers have undergone noticeable improvements in the past four decades, the fact remains that commercially produced materials are designed to be used with a wide variety of learners who often reside in different countries and speak different native languages. For this reason, many instructors find it difficult to find texts that are appropriate for their specific teaching situations. The purpose of this course is to allow students to analyze the strengths and weaknesses of commercial texts in the light of research on successful second language acquisition, and plan and produce original materials in an area of their choice (e.g., listening, speaking, reading, or writing). Topics covered in the course include (a) understanding the backward design approach to materials development, (b) identifying principles for evaluating and producing effective pedagogical materials that are based on research into second language acquisition, (c) specifying instructional goals and objectives, (d) considering multiple tasks that can be used to achieve those goals and objectives, (e) considering how student achievement can be assessed, and (f) enhancing affective factors such as student motivation and self-efficacy.

Course participants will be required to actively participate in weekly small group discussions, lead some of those discussions, and produce a final course project of an original teaching unit and a description of the theoretical and/or researched-based underpinnings of that unit. Course participants should read the first 5 chapters/modules in the course textbooks before the first class session.

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

Required Textbook:

Doctoral Courses

EDUC 9991:

Research Apprenticeship (Summer I through Summer II)

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

Ph.D. students are required to take two 3-credit 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.

EDUC 9998:

Dissertation Proposal Design (Summer I or Summer II)

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

This course is for those Ph.D. students who have passed the Preliminary 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: Preliminary Preparation Course (EDUC 9994), Dissertation Proposal Design Course (EDUC 9998) and Doctor of Education Dissertation Course (EDUC 9999).

EDUC 9999:

Doctor of Education Dissertation (Summer I or Summer II)

Professor:
By Arrangement
Credit hours:
1-6 credit hours
Schedule:
By Arrangement

Minimum 2 credit hours of EDUC 9999 are required for the Ph.D. students.

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

TESOL Special Projects - Distinguished Lecturer Series

This Lecturer Series will consist of three weekend seminars. Each seminar course can be used as elective credit (1 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 for auditing; the fee for other weekend auditors is ¥13,000.

ENES 8655: Distinguished Lecturer Series (Seminar 1)

Assessment in the EFL Classroom

Professor:
Dr. Sara Cushing (Georgia State University, U.S.A.)
Credit hours:
1 credit hour
Schedule:
Saturday, May 9 from 14:00 to 21:00
 
Sunday, May 10 from 10:00 to 17:00

This seminar has been canceled.

Assessment in the language classroom is a complex issue that many teachers find challenging. We can distinguish between assessment of learning, or summative assessment, and assessment for learning, or formative assessment. Both formative and summative assessment can support student learning and help teachers and students understand where students are in their language learning, where they need to be, and how best to reach their learning goals.

In this seminar, participants will learn to develop formative and summative assessments for language classrooms. The opening lecture will focus on important aspects of useful assessment, including reliability, validity, practicality, and washback, and how research on large-scale assessment can be translated into classroom practices. The remaining sessions will focus on hands-on activities designed to help participants select, adapt, and create classroom tests for summative assessment and activities for formative assessment, including peer and self-assessment, using rubrics to evaluate speech and writing, providing effective feedback to students, and using assessment results to improve instruction.

Required Textbook:

ENES 8656: Distinguished Lecturer Series (Seminar 2)

Teaching Spoken Interaction

Professor:
Dr. Nöel Houck (California State Polytechnic University, U.S.A.)
Credit hours:
1 credit hour
Schedule:
Saturday, June 20 from 14:00 to 21:00
 
Sunday, June 21 from 10:00 to 17:00

Pragmatic and discourse competence in the target language are often elusive, especially when learners in an EFL situation do not have the opportunity to interact with L1 speakers of English. However, while most English teachers labor to build students’ grammatical competence, pragmatic and discourse competence tend to receive little attention. In this presentation, we will look at how L1 speakers perform spoken pragmatic and discourse actions in natural linguistic contexts. Since in real life, interaction involves initiating and responding actions, learners need to know how to negotiate their way through the sequences initiated by, for example, invitations or requests. A look at not only how sequences are initiated, but how they unfold in natural spoken interaction can provide considerable insight into what aspects of interaction teachers may need to teach and what they need to know in order to teach them. In this course, we will look at interaction in discourse contexts. We will then focus on implications for teaching how to perform ‘appropriate’ or ‘acceptable’ (or even ‘recognizable’) sequences.

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, July 11 from 14:00 to 21:00
 
Sunday, July 12 from 10:00 to 17:00

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. In response to this current social demand, the Ministry of Education, Culture, Sports, Science, and Technology (MEXT) publicized its urgent English education reform from elementary to high school. The introduction of English education into elementary schools will officially start from April, this year after two years of transitional period. MEXT has specified the course’s aims and contents in the latest Course of Study issued in 2017, and MEXT-approved textbooks for upper elementary school children are now accessible.

This seminar will provide an introduction to the theory and practice of Teaching English to Young Learners (TEYL), from the ages of three to twelve, after viewing its implementation in public education in the world and Japan. The objectives of the course are to discuss the significance of TEYL and develop: (a) an understanding of the psychology of young learners and their language acquisition and (b) a working knowledge of methodologies, classroom practices, and assessment.