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 13 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 fall. The professor will provide you with further details about the seminar requirement later in the classroom.

The session 5 on Thursday, October 6 is cancelled. In lieu of the session, students are required to attend one of the distinguished lectures in fall 2022.  The session 9 on November 3 is also cancelled. The makeup session is held on Thursday, December 15.

Required Textbook:

• Lightbown, P. M., & Spada, N. (2021). How languages are learned. (5th ed.). Oxford University Press. (Also available on Kindle via Amazon) (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)

Recommended Textbook:

• American Psychological Association. (2020). Publication manual of the American psychological association. (7th ed.). Author. (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)
• Richards, J. C., & Schmidt, R. (2010). Longman dictionary of language teaching and applied linguistics. (4th ed.). Routledge (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)

The acquisition of morphology and syntax (i.e., morpho-syntax) has been at the heart of the field of second language acquisition since its modern inception in the 1970s. The reason for this focus is simple: Acquiring these aspects of a foreign language is extremely difficult for most adult foreign language learners given the complexity and abstractness of many morpho-syntactic forms. This course has three main goals. The first goal is to become more familiar with basic aspects of English morpho-syntax (e.g., the syntax of declarative statements, question formation, negation, and embedding) in order to better understand some of the key morpho-syntactic mechanisms used in the English language. The second goal is to become conversant with a wide variety of empirical research into the acquisition of English morpho-syntax. This body of research includes theoretical investigations of the cognitive mechanisms held responsible for the acquisition of morpho-syntax as well as classroom applications of various pedagogical approaches used to teach particular aspects of English grammar. The third goal is to give course participants an opportunity to conduct a hands-on teaching project in which they use a pedagogical approach that is new to them for teaching one aspect of English morpho-syntax. In this way, the participants can expand the pedagogical techniques available to them. Other course assignments include weekly readings, sentence-diagramming tasks, leading and participating in small group discussions, and a final examination.

The session 10 on Friday, November 11 is cancelled due to the JALT Conference.  The make-up session is held on Friday, December 16.

Required Textbook:

• Larsen-Freeman, D., & Celce-Murcia, M. (2016). The grammar book: Form, meaning, and use for English language teachers. (3rd ed.). Heinle Cengage Learning. (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)

Recommended Textbook:

• American Psychological Association. (2020). Publication manual of the American psychological association. (7th ed.). Author. (A Kindle edition is also available.) (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)

This course offers an overview of the underlying concepts and skills that are needed for teaching ESL and EFL literacy development at all age and proficiency levels, with a special focus on EFL literacy in the Japanese educational environment. Students will acquire a working knowledge of the current best practices for the teaching of reading and writing in English as a Foreign/Second/Other Language to adults and children. They will also become familiar with the theory behind the various current methods for planning, implementing, and assessing reading and writing instruction for all levels of ESL/EFL students, from pre-literacy to academic skills. Students will also acquire a familiarity with criteria and methods in these fields sufficient to enable them to develop and evaluate teaching methods suited to the local needs of their students, yet clearly motivated by the best research insights. Specific topics will include reading comprehension, vocabulary development, the psycholinguistics and neurolinguistics of reading, the nature of literacy, the writing process, the effectiveness of written feedback, the social and institutional contexts of ESL/EFL reading and writing, and reading and writing assessment.

Required Textbook:

• Chen, X., Dronjic, V., & Helms-Park, R. (Eds.). (2016). Reading in a second language: Cognitive and psycholinguistic issues. Routledge. (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)
• Ferris, D. R., & Hedgcock, J. (2014). Teaching L2 composition: Purpose, process, and practice. (3rd ed.). Routledge. (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)
• Lems, K., Miller, L. D., & Soro, T. M. (2017). Building literacy with English language learners: Insights from linguistics. 2nd ed. The Guilford Press. (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)

Recommended Textbook:

• Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press. (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)
• American Psychological Association. (2020). Concise guide to APA style. (7th ed.). Author. (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)

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

Required Textbook:

• Brown, H. D., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy. (4th ed.). Pearson Education. (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)
• Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press. (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)

Recommended Textbook:

• American Psychological Association. (2020). Concise guide to APA style. (7th ed.). Author. (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)

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.

The course is best taken by students who have already completed TESL 5611, TESL 5612, TESL 5613, TESL 5614 and TESL 5616. 

Required Textbook:

• VanPatten, B., Keating, G. D., & Wulff, S. (Eds.). (2020). Theories in second language acquisition: An introduction. (3rd ed.). Routledge. (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)

Recommended Textbook:

• American Psychological Association. (2020). Publication manual of the American psychological association. (7th ed.). Author. (A Kindle edition is also available) (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)

This course will survey the wide range of practices that language teachers engage in for professional development. While much of the TESOL literature addresses issues related to pedagogy and learners, this course will focus on the growing body of research into how teachers become successful and satisfied educators, in addition to examining how institutions might support and encourage these practices. The course will begin with examining different perspectives of teacher education. We will then look at issues such as teacher motivation, leadership, and classroom management. The course will also consider practical activities such as teacher observation, mentoring, and teacher research. The issues addressed in the course will be related to both novice and experienced teachers, as well as those involved with teacher training and supervision. Students will participate in group discussions, complete short reflection papers, write a paper about a self-selected topic from the course materials and make a presentation on the same topic.

Required Textbook:

• Walsh, S., & Mann, S. (Eds.). (2022). The Routledge handbook of English language teacher education. Routledge. (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)

A digital copy of the book is available from the TU library. 

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. 

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).

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.

This course introduces key concepts and research in bilingualism and dual language education. During the course we will explore various theoretical orientations and how they relate to the study of bilingualism. We will also examine bilingualism from an interdisciplinary approach - including psycholinguistics, sociolinguistics and socially informed perspectives and explore both theoretical and practical implications to the development of bilingualism in various contexts. Among the content covered in the course we will examine current issues related to:

• common myths and misconceptions regarding bilingualism & bilingual education
• the challenges entailed in trying to define and measure bilingualism
• the many forms that bilingualism can take
• the forces of globalization on bilingualism
• diglossia, transglossia and the interplay between languages in a society
• code-mixing in children & adults
• the complex processes of bilingual and second language acquisition in majority language settings (with a focus on Japan)
• raising a child to be bilingual and language patterns in families
• the relationship between bilingualism and cognitive development
• the bilingual brain and cognitive theories of bilingualism
• bilingualism, attitudes and identity
• language use and language choice
• strong and weak forms of dual language education to promote bilingualism
• bilingualism and literacy
• translanguaging: theoretical claims and pedagogical practices best practices in effective dual language education programs.
• specific language impairment

Required Textbook:

• No textbook required. Required readings will be provided.

Recommended Textbook:

• Schwieter, J. W. (Ed.). (2021). The Handbook of the neuroscience of multilingualism. Wiley-Blackwell. (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)
• De Houwer, A., & L, Ortega. (Eds.). (2018). The Cambridge handbook of bilingualism. Cambridge University Press. (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)
• Mackey, A., & Gass, S. M. (2022). Second language research: Methodology and design. (3rd ed.). Routledge. (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)
• Cummins, J. (2021). Rethinking the education of multilingual learners: A critical analysis of theoretical concepts. Multilingual Matters. (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)
• Wei, L., & Moyer, M. G. (Eds.). (2008). The Blackwell guide to research methods in bilingualism and multilingualism. Blackwell Publishing. (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)

The primary goal of this course is to familiarize participants with the requirements and organization of quantitative, qualitative, and mixed-methods doctoral dissertations at Temple University by closely analyzing the formal macro-organization of doctoral dissertations as well as more detailed aspects of individual dissertation chapters and sections. Accomplishing this goal involves looking closely at (a) the dissertation abstract, (b) the introductory chapter, (c) the construction of an effective academic literature review, (d) the organization and content of a methodology chapter, with a particular emphasis on research design, (e) the reporting of quantitative and qualitative results, (f) and APA formatting and writing conventions. Course participants will meet with the instructor outside of the class to discuss their proposed study and to make progress reports, discuss course readings in small groups, analyze published research papers, make multiple small-group presentations on various aspects of their proposed dissertation study, and submit multiple short papers that feed directly into the ultimate goal of the course: the production of a well-organized and complete dissertation proposal that can be successfully defended in the following academic year. Course participants should read the first four chapters of the course textbook before the first session.

Required Textbook:

• Murray, N., & Beglar, D. (2009). Inside track: Writing dissertations and theses. Pearson Education. (A Kindle edition is also available) (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)
• American Psychological Association. (2020). Publication manual of the American psychological association. (7th ed.). Author. (A Kindle edition is also available) (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)

The Theory and Practice of ELT Today by Dr. Willy A. Renandya, National Institute of Education, Nanyang Technological University, Singapore, will be conducted by 3-hour online Zoom sessions for four days: Saturday, September 17, Sunday, September 18, Saturday, September 24 and Sunday, September 25 from 10:00 to 13:00 (JST).  Students taking this seminar for credit must attend all four days. Students can add/drop this seminar course by 14:00 on Saturday, September 17.

The pre sign-up (or course registration for those who are taking this seminar for credit) is required for anybody attending the public session on Saturday, September 17 from 10:00 to 13:00. The sign-up process must be completed through "Distinguished Lecturer Series Seminar Sign-Up Form" that is available on TUJ Grad Ed website. The sign-up deadline is Friday, September 16 at 12:00. The public session Zoom link will be provided to those people who completed the online sign-up (or course registration) process by 18:00 on Friday, September 16. 

The seminar seeks to address some of the most important reasons why many of our second/foreign language learners continue to have low confidence in using English for authentic communication. The first session of the seminar will provide a synthesis of recent scholarship in ELT and its related disciplines, highlighting some of the most important research insights that can help us understand why a small number of L2 students achieve success in acquiring the target language, while many continue to struggle. The second session will explore evidence-based instructional strategies for teaching vocabulary and grammar and how to integrate these in the existing L2 curriculum. The third and fourth sessions will explore new ways of teaching language skills (i.e., reading, listening, speaking and writing) to diverse groups of students in Japan and other similar contexts.

Throughout the sessions, participants will be encouraged to reflect on their knowledge and beliefs about the nature of language learning and how they can best support their struggling students in acquiring the target language in the most pleasant and efficient manner.

At the end of the seminar, participants are expected to demonstrate a deeper understanding of current thinking in ELT, key factors that impede the process of language acquisition and practical strategies that can be productively employed to support student learning. They will also be well-equipped to explore potential research topics that could be further developed into a full research proposal for their masters’ thesis.

Cooperative Learning: Theory, Practice and Research by Dr. George Jacobs, Universiti Malaya, Malaysia, will be conducted by 3-hour online Zoom sessions for four days: Saturday, October 8, Sunday, October 9, Saturday, October 15 and Sunday, October 16 from 10:00 to 13:00 (JST).  Students taking this seminar for credit must attend all four days. Students can add/drop this seminar course by 14:00 on Saturday, October 8.

The pre sign-up (or course registration for those who are taking this seminar for credit) is required for anybody attending the public session on Saturday, October 8 from 10:00 to 13:00. The sign-up process must be completed through "Distinguished Lecturer Series Seminar Sign-Up Form" that is available on TUJ Grad Ed website. The sign-up deadline is Friday, October 7 at 12:00. The public session Zoom link will be provided to those people who completed the online sign-up (or course registration) process by 18:00 on Friday, October 7. 

This seminar will focus on the why, how, and what next of cooperative learning (CL), a.k.a. collaborative learning. Many L2 teaching materials include group activities, including pair activities. CL can be thought of as Group Activities 2.0, as CL offers a wide range of principles, techniques, and tactics which promise to improve the cognitive and affective impact of group activities. CL links with many theories in Second Language Acquisition and General Education, as well as fitting with the Communicative Language Teaching paradigm in L2 and the Student Centered paradigm in General Education. The opening lecture will provide an overview of the reasons for using CL, as well as practical ideas and principles for implementing CL in second language education. During the opening lecture, as well as throughout the seminar, participants will be encouraged to take part in many CL activities. The seminar will provide participants with opportunities to look more closely at how their areas of interest relate to CL. The seminar will also provide opportunities to discuss potential research ideas and to consider how to design relevant studies. A variety of research methods will be encouraged.

Recommended Textbook:

• Jacobs, G. M., & Kimura, H. (2013). Cooperative learning and teaching. TESOL. (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)
• Fushino, K., & Jacobs, G. M. (2016, February). Special issue on cooperative learning in language education. TESL-EJ. 19(4). (http://www.tesl-ej.org/wordpress/issues/volume19/ej76/ New Tab)
• Jacobs, G. M., & Renandya, W. A. (2019). Student-centered cooperative learning: Linking concepts in education to promote student learning. Springer. (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)
• Jacobs, G. M., Lie, A., & Tamah, S. M. (in press). Cooperative learning through a reflective lens. Equinox. (Participants to receive a soft copy of the final draft) (Buy on Amazon.co.jp New Tab / Buy on Amazon.com New Tab)