小学生のための英語教育教材デザイン
Dr. Mitsue Allen-Tamai

New courses called “Foreign Language” and “Foreign Language Activities” were implemented in public elementary schools in Japan in April 2020. The former is a regular subject for fifth and sixth graders and the latter is compulsory, but not a regular subject for third and fourth graders. The introduction of these courses indicates that teaching English to young learners (TEYL) in Japan is entering the new phase and it will greatly affect English education thereafter.

This course will provide theory and practice in developing English learning materials for young learners, especially Japanese school-aged children. The objectives of the course are to develop practical skills to develop materials based on: 1) an understanding of the psychology of young learners and their language acquisition and 2) a working knowledge of methodologies and classroom practices for teaching English as a second language. We’ll examine the MEXT approved textbooks and their digital books as well.

小学生のための英語教授法
Dr. Mike Bostwick

Content and Language Integrated Learning (CLIL) integrates content from across the curriculum with language teaching aims proven to be more effective than most traditional foreign language programs. CLIL is an innovative approach that integrates language learning with meaningful, contextualized content from the elementary curriculum. The content may be drawn from elementary subjects such as science, math, and social studies or the less academic areas such as home economics, cooking, and PE. It may even include children’s literature.

The course aims to clarify the critical features and principles of this approach for elementary language teachers so that they can adapt it to their unique teaching context. Participants in the course will not only explore the core underpinnings of CLIL, but they will also learn a collection of ‘high impact’ instructional strategies used in highly effective CLIL programs that can also be applied across a wide range of foreign language teaching contexts.

中学・高校生のための英語教育教材デザイン
Dr. David Beglar

The first purpose of this course is to explore the characteristics of effective language learning tasks. These characteristics are based on several decades of research into adult foreign language learning. The second purpose is to consider how multiple tasks can be integrated into an effective instructional module that recycles and reinforces target language objectives. This purpose is achieved by creating “feeding functions” in which earlier tasks make later tasks easier. The third purpose is to create tasks that encourage three motivational factors: developing student autonomy, encouraging positive relationships through interaction, and promoting students’ sense of competence in the foreign language. The course will cover the design of instructional materials for the four major language skills of listening, speaking, reading, and writing and the three sub-skills of pronunciation, grammar, and vocabulary.

中学・高校生のための英語教授法
Dr. Yoshiaki Ehara (Tokyo)
Dr. Kurtis McDonald (Osaka)

Japanese language teachers of English need expertise in learning, using, and teaching English. The underlying premise is that teaching English entails teaching students how to learn and to use that knowledge effectively. Expertise in using English influences teachers’ ability to teach classes interactively in the target language. With this idea in mind, I discuss how strategies in learning and using English can be integrated into strategies for developing students’ ability to use the four skills of listening, speaking, reading, and writing. During the session, I touch on (a) key concepts behind the New Courses of Study, (b) MEXT’s new assessment criteria, (c) relevant language learning theories, and (d) ideas on how to coordinate elementary, junior high, and senior high school English education. Participants are provided with tips, ideas, and a variety of strategies for learning, using, and teaching English in a friendly, stress-free atmosphere.

タスク・ベースの英語教授法
Dr. Timothy Doe (Tokyo)
Dr. Paul Leeming (Osaka)

This course will introduce Task-based Language Teaching (TBLT) and prepare teachers to be able to use it in their own classrooms. TBLT is an increasingly popular approach to language teaching that has been shown to increase student engagement and motivation, and effectively facilitate language learning for students of all levels. This course begins by clearly defining TBLT and a task, and explaining the key differences from other more common approaches to language teaching, and the benefits for learners. Following on from this, participants will complete language learning tasks to facilitate a practical understanding of what a task entails, and also how to implement TBLT using a task cycle. Finally, participants will be expected to apply the principles of TBLT to create their own simple tasks that can be used with students in their own classroom.

リスニングクラスの作成
Dr. Nathaniel Carney

This video session identifies the most important factors to think about when creating a listening lesson for students. There are four parts in this video session. First, teachers will learn about the widely accepted model of listening comprehension, which describes the integrated role of top-down and bottom-up knowledge. Second, the model will be used to discuss a sample listening lesson, identifying strategies teachers can use to develop students’ top-down and bottom-up listening skills. The third part of the class will focus on choices teachers can make about materials and the implications of such choices. Finally, in the fourth part, suggestions on ways to adapt listening materials for different levels or groups of students will be offered. The teachers will finish this class with a good understanding of the listening process and concrete strategies for how to implement a listening lesson in the classroom.

スピーキングクラスの作成
Dr. Timothy Doe

This lecture will focus on principles that can help English teachers to plan and implement successful speaking lessons and activities. Due to the complex manner in which speaking skills develop, research into this area can often produce confusing or even contradictory findings. However, by focusing on students’ needs and the teaching context, instructors can structure their lessons in ways that help students to efficiently develop their abilities to produce both accurate and fluent speech. In particular, the lecture will focus on the importance of providing students with opportunities to interact with their peers, and the ways in which teachers can exploit an activity to increase the amount of interaction in class, regardless of students’ proficiency levels. Furthermore, we will also discuss the importance of providing actionable feedback and testing speaking in a manner that is consistent with class activities.

発音、ストレス、リズム、イントネーションの教育法
Dr. Tomoko Nemoto

This video explores similarities and differences between the English and Japanese sound system and indicates what areas to focus on when teaching the English sound system. This course first provides an overview of English segmental (vowels and constants) and suprasegmental (stress, rhythm, and intonation) aspects, presents typical English pronunciation problems Japanese learners face, and discusses what to prioritize when teaching Japanese learners English pronunciation. Key ideas English teachers should keep in mind when teaching Japanese learners English pronunciation and developing teaching activities are also covered. Finally, sample teaching materials and activities that can be utilized when teaching the English sound system are presented.

リーディングクラスの作成
Dr. Lance Burrows

The purpose of this video is to provide EFL teachers with a solid foundation for effective reading instruction for a variety of student levels. Special emphasis is placed on the development of specific skills and methods required to effectively teach strategic reading. The reading class ideally includes an extensive reading element, usually performed outside of class, as well as intensive reading tasks, typically conducted in the classroom. This video is focused mostly on the intensive reading segment. An explanation of practical tasks used for the pre-reading, while-reading, and post-reading stages of the intensive reading lesson are offered. Useful ways in which to develop reading fluency are also reviewed. In addition, language-focused learning activities that draw learners’ attention to certain language structures are highlighted. Finally, an overview of the basic factors that help motivate learners to engage more in the reading process are provided.

ライティングクラスの作成
Dr. David Beglar

The first purpose of this video course is to describe the main types of writing tasks that can be used to help students develop their ability to express themselves in writing in a foreign language. These tasks include journal writing, timed writing, expository paragraph writing, and creative writing. The reasons for using each type of task and their and potential benefits for language learning are also explained. The second purpose of the course is to describe a writing lesson that includes ways to help students generate ideas, how to organize those ideas, and the importance of writing multiple drafts. As part of this second purpose, examples will be provided showing how the three major language skills of listening, speaking, and reading can be incorporated into a writing lesson. Finally, we will consider how a writing lesson can be used to teach grammar and vocabulary.

流暢さ向上のための教授法
Prof. I. S. Paul Nation

Fluency involves making the best use of what is already known. Fluency development is one of the four strands of a well-balanced language course. Each of the four skills of listening, speaking, reading and writing needs to have its own fluency focus.

1. 1. All of what the learners are listening to, reading, speaking or writing is largely familiar to them. That is, there is no unfamiliar language, and there are largely familiar content and discourse features.
2. 2. There is some pressure or encouragement to perform at a faster than usual speed.
3. 3. There is a large amount of input or output.
4. 4. The learners’ focus is on receiving or conveying meaning.

This presentation describes a range of easily used fluency activities and describes what to look for when using them. Adding a fluency component to a language course is likely to bring about noticeable proficiency improvement.

Professor, Aoyama Gakuin University

Mitsue Allen-Tamai is a professor in the English Department of Aoyama Gakuin University in Japan and she has been teaching at TUJ since 2000. She has been involved in creating teaching materials for young Japanese EFL learners at the national level and has been invited to give talks at many in-service training seminars nationwide. Her research focuses on the literacy development of young learners. She is currently serving as the president of the Japan Association for the Study of Teaching English to Children.  

Recent publications:

• Allen-Tamai, M. (2020). New Horizon Elementary (elementary school textbook). Eds. M. Allen-Tamai, K. Ano, and N. Hamanaka. Tokyo: Tokyo Shoseki.

• Allen-Tamai, M. (2019). Literacy Teaching for Elementary School Students. Tokyo: Tokyo Shoseki.

• Allen-Tamai, M. & Izumi, M. (2019). Literacy Instruction and Can-Do Assessment in Elementary School English Education. JASTEC (The Japan Association for the Study of Teaching English to Children) Journal. No. 38. 1-13.

• Allen-Tamai, M. (2018). Learning English from fairy tales: A story-based curriculum for EFL learners. In F. Copland & S. Garton (Eds.) TESOL VOICES Young Learner Education. TESOL press.

• Allen-Tamai, M. (2013). Story Trees. Tokyo: Shogakkan and Shueisha Production

• Allen-Tamai, M. (2012). Phonological awareness and development of word knowledge among young Japanese learners of English, The Journal of Asia TEFL Special Issue, 1-28.

• Allen-Tamai, M. (2011) Stories and Activities for English Education. Tokyo: Shogakkan and Shueisha Production.

• Allen-Tamai, M. (2010). Teaching English at Primary Schools—From Theory to Practice. Tokyo: Taishu Kan

Education:  Ed. D., Temple University

Professor / Academic Coordinator, Temple University, Japan Campus

David Beglar has been teaching in the graduate TESOL programs at Temple University's Japan Campus since 1993. In that time, he has taught nineteen graduate courses ranging from teaching methodology to educational statistics. His primary research interests are in the areas of foreign language vocabulary learning and teaching, and foreign language assessment. He is currently working on longitudinal studies concerning the effects of extensive reading on reading fluency development, and task-based curricula and changes in students' willingness to communicate over two years of academic study.

Recent publications:

• Beglar, D., & Murray, N. (2017). Contemporary Topics 3. 21st Century Skills for Academic Success (4th ed.). Hoboken, NJ: Pearson Education.
• McLean, S., Kramer, B., & Beglar, D. (2015). The creation and validation of a listening vocabulary levels test. Language Teaching Research (Special Issue: Vocabulary Research and Pedagogy), 19, 741-760. DOI: https://doi.org/10.1177/1362168814567889New Tab
• Beglar, D., & Hunt, A. (2014). Pleasure reading and reading rate gains. Reading in a Foreign Language, 26, 29-49.
• Beglar, D., & Nation, P. (2013). Assessing vocabulary. In A. Kunan (Ed.), The companion to language assessment. Wiley-Blackwell.
• Beglar, D., Hunt, A., & Kite, Y. (2012). The effect of pleasure reading on Japanese university EFL learners' reading rates. Language Learning, 62(3), 665-703.
• Beglar, D. (2010). A Rasch-based validation of the vocabulary size test. Language Testing, 27(1), 101-118.
• Murray, N., & Beglar, D. (2009). Inside track: Writing dissertations and theses. London: Pearson Education.

Education
Ed.D., Temple University

Executive Director, Katoh Gakuen

Mike Bostwick currently serves as Founding Director of the first English/Japanese dual language program (Kindergarten – Grade12) in Japan. Established in 1992 and accredited by both the Japanese Ministry of Education (MEXT) and the International Baccalaureate Organization, the program has been recognize nationally and internationally as a groundbreaking model in bilingual education. He has taught at all age levels (kindergarten - university) in both the US and Japan. He earned his doctorate in Curriculum, Instruction and Technology in Education with Specialization in TESOL from Temple University, Japan. He as been active in promoting research of immersion education and teacher training in Japan and the US. His interests include: Bilingualism, Content-Based Foreign Language Instruction, and Immersion Education. Some publications include:

• Bostwick M. (2011). Content instruction and the L2 learner. IB position paper, Geneva: International Baccalaureate.
• Sakai, K., Nauchi, A., Tatsuno,Y., Hirano, K., Muraishi, Y., Kimura, M., Bostwick, M., Yusa, N. (2009). Distinct roles of left inferior frontal regions that explain individual differences in second language acquisition. Human Brain Mapping. 30, 2440-2452.
• Bostwick, M. (2001). English language immersion in a Japanese school. In D. Christian & F. Genesee (eds.), Bilingual Education. Alexandra: TESOL.
• Bostwick, M. (2001). Bilingual education of children in Japan: Year four of a partial immersion program. In M. Goebel Noguchi & S. Fotos (eds.) Studies in Japanese Bilingualism. Clevedon: Multilingual Matters.

Education
Ed.D., Temple University

Associate​ Professor, Kindai University

Lance Burrows is an associate professor in the Faculty of Economics at Kindai University in Osaka, Japan where he teaches mainly reading and writing courses to non-English majors. In his doctoral dissertation, he investigated the longitudinal effects of reading strategies and extensive reading on reading self-efficacy. Other research interests include the effect that both long- and short-term study abroad programs, particularly to non-English speaking countries, has on learner affect, e.g. self-efficacy, willingness to communicate, and intrinsic motivation. His research has been conducted largely using a mixed method approach. In addition to his research, Lance has co-authored textbooks that are used in English for special purposes reading classes.

Education
Ed.D., Temple University

Associate Professor, Kobe College

Nathaniel Carney is Associate Professor in the Department of English at Kobe College in Nishinomiya, Japan. His research interests include L2 pedagogy, teacher education, language assessment, and learner identity. He has taught English to students of many levels, including experience working with migrant populations and study abroad students in the United States and primary age bilingual students and university students in Japan. He started his career in language pedagogy teaching Spanish as a foreign language. For his dissertation research, he used scripted and unscripted texts to diagnose L2 English learners’ listening comprehension abilities.

Education
Ph.D., Temple University

Senior Assistant Professor, Meiji University

Timothy Doe is a Senior Assistant Professor in the School of Information and Communication at Meiji University. He has taught and developed English courses at several universities in Japan. His research interests include the teaching and assessment of speaking skills, curriculum and materials development, and group cohesion in language classrooms. In his doctoral dissertation, he investigated the development of speaking fluency in relation to performance in task-based activities.

Education
Ed.D., Temple University

Specially Appointed Professor, Musashino University

Yoshiaki Ehara is a specially appointed professor in the Faculty of Education at Musashino University. He received his doctorate in education from Temple University with a dissertation focused on the use of grammar proceduralization strategies to promote oral fluency. A long-time provider of in-service English teacher workshops in Kanagawa and around Japan, he has also been involved in the revision process of MEXT’s New Course of Study in Foreign Languages. His current research interests include the coordination of elementary, junior, and senior high school English instruction under the MEXT curriculum.

Education
Ed.D., Temple University 

Professor, Kindai University

Paul Leeming is a professor in the Faculty of Economics at Kindai University in Osaka, Japan. He has taught at several universities and also at the junior and senior high school levels in Japan. His main research interests include group dynamics within the language classroom, classroom interaction, motivation, and speaking. Task-Based Learning is another area of interest and Paul is a co-founder of the JALT TBL SIG. Paul has published research in several international journals, including Language Learning, TESOL Quarterly, Language Teaching Research, and the International Journal of Applied Linguistics. He has also co-authored a series of textbooks based on a TBLT approach, and a series designed for teaching presentations.

Education
Ph.D. Temple University

Professor, Kobe College

Kurtis McDonald is a Professor and founding member of the English Education Research Center at Kobe College in Nishinomiya, Japan. In addition to being actively involved in program management and curriculum development, his research interests include second language speaking development, task-based language teaching (TBLT), and language assessment. He has taught English as a Second/Foreign Language to students of various levels and contexts ranging from all ages of Japanese learners to international graduate students in the United States, including teacher training for international teaching assistants.

Education
Ph.D., Temple University

Professor, School of Linguistics and Applied Language Studies, Victoria University of Wellington, New Zealand

Paul Nation is professor of Applied Linguistics in the School of Linguistics and Applied Language Studies at Victoria University of Wellington, New Zealand. He has taught in Indonesia, Thailand, the United States, Finland, and Japan. His specialist interests are language teaching methodology and vocabulary learning. A four book series Reading for Speed and Fluency appeared from Compass Publishing in 2007 as well as a six book series called 4000 Essential English Words in 2009. His latest books on vocabulary include Learning Vocabulary in Another Language (2001) published by Cambridge University Press, Focus on Vocabulary (2007) from NCELTR/Macquarie,and Teaching Vocabulary: Strategies and Techniques published by Cengage Learning (2008). Three books, Teaching ESL/EFL Listening and Speaking (with Jonathan Newton), Teaching ESL/EFL Reading and Writing, and Language Curriculum Design (with John Macalister) have recently appeared from Routledge.

His latest book is Researching and Analysing Vocabulary (2010) (with Stuart Webb) from Heinle Cengage Learning.

Education
M.A., Dip TESL, Victoria University, New Zealand

Assistant Professor / Assistant Academic Coordinator, Temple University, Japan Campus

Tomoko Nemoto is the Assistant Director of the Graduate TESOL Program and also an instructor in the Graduate TESOL Program at Temple University, Japan Campus. She has taught EAP courses in the Intensive English Language Program and statistics courses in the College of Liberal Arts in the past. Recently she has been teaching Introduction to the Study of TESOL, Educational Statistics, and Research Methodology courses in the Graduate TESOL Program. Her areas of interests are Educational Statistics, Research Methodologies, Language Assessment, and Program Evaluation.

Education
M.A., Temple University
M.Ed., Temple University
Ph.D., Temple University