| Name (click for Bio Data) |
Courses | Institution |
|---|---|---|
| Dr. Bill Snyder | Introduction to Second Language Acquisition (SLA) TESOL Classroom Practices Specialized TESOL Materials: Specialized TESOL Materials: Teaching and Learning Vocabulary Specialized Practicum: Teaching Reading |
Program Director, Japan Campus, Teachers College, Columbia University |
| Dr. Noriko Ishihara | Advanced Topics in Applied Linguistics: Pragmatics TESOL Methodology: Culture and Second Language Teaching |
Teachers College, Columbia University, Japan Campus |
| Dr. Patrick Rosenkjar | Discourse Analysis | Professor of English Education, Temple University Japan Campus |
| Dr. Yasushi Sekiya | Phonetics and Phonology | Professor, Kanda University of International Studies |
| Dr. Deryn P. Verity | Pedagogical English Grammar Semantic Systems and the Lexicon |
Professor, Osaka Jogakuin College |
| Prof. Gregory Paul Glasgow | Specialized Practicum: Teaching Writing Advanced Language Study: Academic Writing |
School of Languages and Comparative Cultural Studies, University of Queensland, Australia |
| Prof. Nanci Graves | Specialized Practicum: Teaching Speaking Specialized TESOL Practicum: Integrated Skills |
Kobe Steel International Communication Program (Prof. Graves) |
| (TA):Prof. Stacey Vye | Saitama University | |
| Prof. Chris Hale | Advanced Language Study: Academic Speaking | International Christian University |
| Prof. Marc Helgesen | TESOL Methodology: Teaching English in EFL (Innervoice, time, task planning and practice) | Miyagi Gakuin Women's University |
| Prof. Stan Pederson | TESOL Methodology: Trends-Teaching Young Learners of a Second Language | Kumamoto University |
Bill Snyder has a PhD in Linguistics, specializing in Second Language Acquisition from Northwestern University. He was worked for many years in language teacher education in the United States, Russia, South Korea, Turkey, Armenia, and now, Japan. His current research focuses on the emotional content of learning and teaching second languages, in particular how this effects the engagement of learners in learning activities and its impact on teachers' perceptions of what they do as Good Work.(top)
Noriko Ishihara is adjunct professor in the TESOL and Applied Linguistics Programs of Teachers College, Columbia University Tokyo and associate professor in EFL at Hosei University. She also leads language teachers' professional development workshops in Japan and in the U.S. Her research interests include pragmatics and identity, and teacher development. Her latest work appears in TESOL Quarterly and Teaching and Learning Pragmatics (in press with Cohen, Pearson/Longman).(top)
Patrick Rosenkjar is a full professor of English education at Temple University Japan Campus in Tokyo, where he has been a faculty member for over 20 years. He teaches undergraduate courses in humanities, linguistics, and American Studies and graduate courses in Temple's TESOL master's program. His major academic interests include pragmatics, reading processes, curriculum design, and literary discourse. He is a former director of Temple's Academic English Program and has taught English for academic purposes in California, Japan, Malaysia, and China.(top)
Dr. Sekiya holds an M.Ed. and Ed.D. from Teachers College, Columbia University (New York), and is currently a full Professor at Kanda University of International Studies. His research interests include the acquisition of English phonology by Japanese L1 speakers and content-based language instruction.(top)
Deryn Verity has a PhD in Linguistics from the University of Delaware, where she studied with Dr. Robert Di Pietro and Dr. James Lantolf. Currently teaching at Osaka Jogakuin College, she has taught English, applied linguistics, and graduate courses in teacher education at the New School University, St. Michael's College, William Paterson University (USA), Osaka University, and other institutions in the United States, Thailand, Poland and Japan. She held a Fulbright Lectureship in TEFL/Applied Linguistics in the former Yugoslavia (Nis, Serbia, and Ljubljana, Slovenia), and has given teacher training seminars for the U.S. State Department's "Partners in Learning" program in Morocco and Jordan. An active member of local and national JALT meetings, she served as Associate Editor of the JALT Journal for three years. Her primary interests in the field of teacher education include language awareness for teachers, sociocultural theory, and second language pedagogy.(top)
Gregory Paul Glasgow is a PhD candidate in Applied Linguistics in the School of Languages and Comparative Cultural Studies at the University of Queensland, Australia. He received his BA in Political Science at the University of Chicago and his MA in TESOL from Teachers College Columbia University. He is currently the Program Leader for the Super English EFL program at Kanto International Senior High School in Tokyo. His primary research interests include issues in critical language policy research (CLP), such as the relationship between discourse, L2 teacher cognition and language-in-education policy and planning in local contexts. His other research and teaching interests include interlanguage pragmatics and language teaching, second language teacher education, and issues in English for Academic Purposes (EAP), such as writing center administration in tertiary education. At TC Japan, Mr. Glasgow serves as a Manager and Co-Founder of the TC Japan Writing Center and teaches the Advanced Language Study: Academic Writing course.(top)
Nanci Graves has taught at various schools in Japan over the past twenty years, including SIMUL Academy, Obirin University, and International Christian University. She is currently teaching full-time at Kobe Steel's in-house English training program. During two lengthy breaks from Japan, she completed an M.A. in Applied Linguistics at the University of Reading in the U.K. and later worked as an academic course coordinator for SUNY at Buffalo's undergraduate program in Malaysia. She started teaching workshop and practicum courses at Teachers College in 1988 (on several occasions co-teaching with Dr. John Fanselow) and served as the TC Program Coordinator from 1990 to 1993. Recently, she has pursued research in teacher and learner autonomy, reflection and motivation.(top)
Stacey Vye has been teaching English in Japan from the very young to senior citizens for 20 years, 16 of which has been at the tertiary level. She is a TC graduate assisting Nanci Graves with various TC courses since 2006, as well as currently being an assistant professor at Saitama University. Stacey's research interests include reflection and learner and teacher autonomy in language education including the connections between both. In addition, since 2003, she has been volunteering on the committee of the Learner Development SIG (LD-SIG) of the Japan Association of Language Teachers (JALT).(top)
Chris Hale received his MA in TESOL from Teachers College, Tokyo and his Ed.M in Applied Linguistics from Teachers College, New York. He is currently teaching in the English Language Program at International Christian University in Tokyo. He has extensive international presentation experience and enjoys promoting the important research contributions being made by the T.C. Tokyo community.(top)
Marc Helgesen has been teaching in Japan for over 26 years. He is author of over 100 articles, books and textbooks including the English Firsthand series (Longman) and Practical English Language Teaching - Listening (McGraw-Hill). He has done teacher development workshop on five continents.(top)
Stan Pederson obtained his B.A. from the University of Saskatchewan (Canada) and an M.A. in TESOL from Teachers College, Columbia University. He is a lecturer at the Faculty of Education at Kumamoto University. He also instructs courses regarding young learners at official teacher re-licensing seminars and at Kanda University of International Studies. He has conducted seminars for in-service teachers on a variety of topics including: classroom activities, methods, and instructional design. He has an extensive list of published materials based on 15 years experience teaching at public elementary schools. These include songs, games, storybooks and dramas and are used at elementary schools throughout Japan. His research interests include classroom-based assessment, teacher beliefs and teacher development. He is currently researching the effects of collaborative drama making on pre-service teacher beliefs about cultural diversity.(top)