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大学院英語教授法コースに関連する教員のBiographyについてご紹介します。

Sato, Kazuyoshi

1. Bio

Kazuyoshi Sato teaches at Nagoya University of Foreign Studies. He holds a MA and a PhD in Applied Linguistics from the University of Queensland, Australia. He has written several papers on communicative language teaching and teacher education. His research interests include language teaching and learning, teacher development, and curriculum development.

2. Major publications

Murphey, T., & Sato, K. (Ed.). (2005). Communities of Supportive Professionals. TESOL Inc.

Sato, K., & Kleinsasser, R. C (2004). Beliefs, practices, and interactions of teachers in Japanese high school English department. Teaching and Teacher Education, 20,

Sato, K. (2002). Practical understandings of CLT and teacher development. In S. J. Savignon (Ed.),
Interpreting Communicative Language Teaching:
Contexts and Concerns in Teacher Education (pp. 41-81). New Haven: Yale University Press. 797-816.

Kindt, Duane

1. Bio

Duane Kindt teaches at Nagoya University of Foreign Studies. He holds an MA in Teaching from the School for International Training and a PhD in Applied Linguistics from Birmingham University, UK. He has written several textbooks and articles on language learning. He is interested in classroom dynamics and materials development.

2. Major publications

Kindt, D., & Barnard, C. (2006). Tools for Increasing Proficiency in Speaking (2 Vols). Nagoya: WellOn. ISBN: 4-902147-11-4; ISBN: 4-902147-15-7

Kindt, D. (2005). A complex systems view of course design: A case study in the application and development of recursive procedures. Journal of the School of Contemporary International Studies, 1, 157-191.

Kindt, D. (2001). Increasing autonomy with recorded conversations. ON JALT2000?Towards the New Millennium, 198-203.

Ujitani, Eiko

1. Bio

Eiko Ujitani teaches at Nagoya University of Foreign Studies. She holds a MA from Southern Illinois University from the United States and she is an EdD candidate at Murdoch University, Australia. She has written several papers on teaching English as a foreign language and intercultural communication. Her research interests include language teaching and intercultural communication.

2. Major publications

Ujitani, E. (1998). Emotion recognition from voice across American and Japanese cultures. Journal of Intercultural Communication, 2, 117-128.

Ujitani, E. (1993). Reading questionnaire. In R. R. Day (Ed.), New ways in teaching reading (pp. 25). Alexandria, Virginia: Teachers of English to Speakers of Other Languages, Inc.

Ujitani, E. (1995). Effects of leaning styles on attitude and the amount of reading in extensive reading classes. Bulletin of Nagoya university of foreign studies, 73-89.

Heigham, Juanita

1. Bio

Juanita Heigham is the Director of the Communicative English Program at Sugiyama Jogakuen University in Nagoya. She holds an MA in TESL from the University of Illinois, Edwardsville. Her research interests include learner autonomy, curriculum design and teacher development.

2. Major publications

Heigham, J. & Robert A. Croker. (Eds.). 2009. Qualitative Research in Applied Linguistics: A Practical Introduction. London: Palgrave Macmillan. (forthcoming).

Heigham, J. 2007. ‘Building out and Building within: The Development of a Communicative English Program’. In Carroll, M. (Ed.). TESOL Curriculum Development Series, Volume 6: Developing a New Program or Curriculum for Adults, TESOL Publications. (Series editor: Kathleen Graves).

Heigham, J. 2004. ‘Starting up Self-Access: An Interview with Juanita Heigham’. The Language Teacher, 28:6, 17-19.

Kirschenmann, Jean

1. Bio

Jean Kirschenmann is Assistant Professor of ESL at Hawaii Pacific University in Honolulu where she teaches both ESL and teacher training courses. She has also taught English from kindergarten to university level in Romania, Micronesia, China, and Japan. She has B.S. degrees in elementary and secondary education and an MA in TESL.

2. Major publications

Kirschenmann, J (2004). Children’s non-fiction for adults. In Day, R. and Bamford, J.
Extensive reading activities for teaching language. Cambridge University Press.

Kirschenmann, J., & La Luzerne-Oi, S. (2003). Student organizations for teachers in training.
In Egbert, J. (ed) Becoming contributing professionals. Alexandria, VA: TESOL Publications.

Kirschenmann, J (1998). Helping students cope with homework assignments.
In Richards, J. (ed) Teaching in action: Case studies from second language classrooms.Alexandria, VA: TESOL Publications.

Murphey, Tim

1. Bio

Tim Murphey presently teaches at Kanda University of
International Studies (MA: University of Florida; PhD,
University of Neuchatel, Switzerland). He has published books
with OUP, CUP, TESOL, Longman, and Helbling Languages and
various articles and book chapters. He currently researches
applications of ecological linguistics and sociocultural theory
in every day learning and teaching.

2. Major publications

Murphey, T. & Carpenter, C. (2008). Seeds of agency in language
learning histories. In P. Kalaja, V. Menezes, A. Barcelos (Eds.)
Narratives of Learning and Teaching EFL. pp. 17-34. NY: Palgrave
Macmillan.

Murphey, T. , Kim, M., Kusutani, S., Lawson, J., Sugawara, M., &
Yamaura, N. (2008). Publishing ecologies. OnCUE Journal 2 (3)
206-220 (JALT-CUE-SIG).

Murphey, T. (2004). Participation, (Dis-)Identification, and
Japanese University Entrance Exams. TESOL Quarterly 38 (4) 700-710.

Croker, Robert

1. Bio

Robert Croker is a Professor at Nanzan University. He teaches qualitative research methods in the Nanzan University Graduate School, fieldwork research methods in the Center for Japanese Studies, and coordinates the English language program in the Faculty of Information Sciences and Engineering. He holds a PhD from Nagoya University in language education, and a Masters in Applied Linguistics (TESOL) from Macquarie University, Sydney Australia. His main research interest is in qualitative research methods - creating data through interviews, classroom observation, and diaries.

2. Major publications

Heigham, J. & Croker, R. A. (Eds.). (2009). Qualitative Research in Applied Linguistics: A Practical Introduction. London: Palgrave Macmillan.

Croker, R. A. (2008). Continuing Professional Development: Seven Reasons to do a CELTA course", Explorations in Teacher Education, 16(1), pp. 4-15.

Croker, R. A. (2007). Teacher-directed peer observations: 'looking with' not 'looking at'", Learning Learning, 14(2), pp. 31-39.

Helgesen, Marc

1. Bio

Marc Helgesen is a professor in the Dept. of Intercultural Studies at Miyagi Gakuin Women's University and adjunct at Teachers College Columbia University MA TESOL- Japan program. He is author of over 150 ELT articles, books and textbooks and has been an invited speaker at teacher development workshops on five continents. He is Chair of the Extensive Reading Foundation.

2. Major publications

Helgesen, M. (in Press) “Teach like a positive psychologist”, in Stillwell, C. (e.d).
Language Teaching Insights from Other Fields: Psychology, Business, and
Brain Science and More. Alexandria, VA, USA: Teachers of English to Speakers of Other Languages.

Helgesen, M., Brown, S. & Wiltshier, J. (2010) English Firsthand series
HongKong: Pearson Education.

Helgesen, M. (2008). “Making sense of it all: Language Teaching Across the Senses”
EtP (English Teaching Professional). 54, 46-47.

Kleinsasser, C. Robert

1. Bio

Robert C Kleinsasser currently teaches and researches at Arizona State University. He serves as Associate Editor of Teaching and Teacher Education An International Journal of Research and Studies and Book Review Editor of The Journal of Educational Research. He received his Bachelor's degree in Elementary Education and German from Dakota Wesleyan University, a Master's degree in German literature and pedagogy from the University of Arizona, and a PhD in second language acquisition and teacher education from the University of Illinois at Urbana-Champaign. He and his doctoral students from Australia, Indonesia, Japan, Taiwan, Thailand, and the United States publish their scholarly papers in the areas of school cultures, the sociology of teaching, and English language learning and teaching.

2. Major publications

Liu, M-H, & Kleinsasser, R. C. (2015). Exploring EFL Teachers’ CALL Knowledge and Competencies: Inservice Program Perspectives. Language Learning & Technology, 19 (1), 119-138. [Special Issue “Teacher Education and CALL”]

Kleinsasser, R. C. (2014). Teacher Efficacy in Teaching and Teacher Education. Teaching and Teacher Education An International Journal of Research and Studies, 44, 168-179. (Virtual Special Issue Editorial reprinted as Review Article in print journal) http://dx.doi.org/10.1016/j.tate.2014.07.007

Jordan, M. E., Kleinsasser, R. C., & Roe, M. F. (2014). Wicked problems: Inescapable Wickedity. Journal of Education for Teaching International Research and Pedagogy, 40 (4), 415-430. DOI: 10.1080/02607476.2014.929381