Professor of Applied Linguistics
School of Education 2006-Present
Waseda
University, Japan
l
Courses Taught
Second Language Acquisition
Teaching Young Learners a Second Language
Teaching English as a Foreign Language
Cross-Cultural Communication
Academic Writing
English I (Presentation) & (Comprehension)
Associate Professor of Applied Linguistics
School of Education 2005
Waseda
University, Japan
l
Courses Taught
Second Language Acquisition
Language Testing
Teaching English as a Foreign Language
Cross-Cultural Communication
Academic Writing
English I (Presentation) & (Comprehension)
English II (Comprehension)
Assistant Professor of Japanese Applied
Linguistics
Department of East Asian Languages and Literatures 2000-2005
University
of Oregon, Eugene
l
Courses Taught
Third Year Japanese
Japanese Phonology and
Morphology
Research Methods in
Japanese Applied Linguistics
Teaching Japanese as a
Foreign Language I
Teaching Japanese as a
Foreign Language II
Japanese Pedagogical
Grammar
Second Language Acquisition
of Japanese I
Seminar: Japanese Language
Testing
Seminar: Second Language
Phonetics and Phonology of Japanese
l
Served as a co-chair of a
Ph.D. dissertation.
Sato, K. (2005). Does instruction help
learners to become proficient in L2 writing? In case of the perspective-taking
and the passive.
l
Served as a member of a Ph.D.
dissertation committee.
Takeda, T. (2006). Interaction between Interlocutor
Relationship and Grammar in Japanese Conversations.
Idemaru, K. (2005). An acoustic and
perceptual investigation of the geminate and singleton stop contrast in
Japanese.
l
Served as an outside member of a Ph.D.
dissertation committee.
Lim, J. (2002). The developmental
process of English simple past and present perfect by adult Korean learners.
[The Department of Linguistics].
l
Ph.D. Qualifying Papers
Supervised:
Kang, K-H. (2004). Phonological systems
in bilinguals: Age of learning effects on the stop consonant systems of
Korean-English bilinguals. [The Department of Linguistics].
Kirishima, T. (2004). The application
of body movements to learning Japanese by kinesthetic learners.
Sato, K. (2003). Does
instruction help learners to become proficient in L2 writing? In case of the
perspective-taking and the passive.
Idemaru, K. (2003).
Development of Japanese durational contrast in L1 children.
l
MA Theses Supervised:
Fukuda,
M. (2004). How do learners of Japanese select particles? Investigating the use
of strategies through an introspective method.
Shport, I. (2003).
Perception and production of Japanese pitch patterns.
Ishiguchi, T. (2002).
Effects of output on JFL learnersÕ noticing and development of interlanguage
grammar: The case of Japanese particles WA and GA.
Furukawa, K. (2001).
American JFL learnersÕ strategies in stating opinions.
l
MA Projects Supervised:
Shimomura, T. (2005). Influence of
study abroad on the learnersÕ learning strategy use.
Scott, A. (2004). The
effect of typing/word-processing on the accuracy and productive ability in
kanji of non-native learners of Japanese.
Welborn, M. (2003).
Integrating culture into Japanese language materials.
l
Director of the Japanese
Language and Pedagogy Program.
l
Served as a search
committee member for faculty and instructors.
l
Served as a graduate
admissions committee member.
l
Established a Japanese
Linguistics Lab.
l
Served on the technology
committee.
Visiting Assistant Professor of Japanese Applied
Linguistics
Department of East Asian Languages and Literatures 1999-2000
University
of Oregon, Eugene
l
Courses Taught
First Year Japanese
Japanese Phonology and Morphology
Research Methods in Japanese Applied Linguistics
Seminar: Technology and Teaching Japanese as a Second Language
l
Served as a committee
member of a Ph.D. dissertation.
Adachi,
T. (2000). Memory of socially-obtained information in second language
acquisition.
l
MA Theses Supervised:
Uemura, Y. (2000). The
relationship between production and perception of the stop voicing contrast by
Korean learners of Japanese. (co-chaired with Fujii, N.)
l
Developed webpages for the
Japanese program.
Instructor of Japanese
For each
class listed below, was solely responsible for the academic curriculum and all
teaching and administrative duties related to the course. Classes varied from
10 to 30 students. Developed innovative Japanese language teaching materials.
Department of East Asian Languages and Cultures, UCLA Summer
1999
Intermediate
Modern Japanese: Intensive
l
Geared the curriculum
toward the National Standards for Japanese Language Learning.
l
Developed videotaped
listening materials.
l
Designed project-based oral
performance activities.
l
Conducted oral interviews.
l
Coordinated teaching
assistants for this course.
Adjunct Instructor
Santa Monica College, California 1998-1999
Elementary
and Intermediate Japanese
l
Developed cultural
activities on the webpage.
l
Created comprehensive
grammar notes.
l
Produced a variety of
communicative activities.
l
Trained speaking skills
(e.g., creative skits as a term project).
Adjunct Instructor
Glendale Community College, California 1998
Beginning
Japanese and Basic Conversational Japanese
l
Created webpages relevant
to video materials.
l
Developed an innovative
classroom language curriculum, using audio-visual materials.
l
Trained speaking skills
(e.g., creative skits as a term project).
Adjunct Instructor
CIBER-IMF Program 1998
Anderson
Graduate School of Management, UCLA
Business
Japanese
l
Designed a curriculum for
business Japanese.
l
Used business materials
from the Internet.
l
Trained public speaking
skills.
Adjunct Instructor
Greenwich Community College, London, UK 1992-1993
Elementary
Japanese
l
Designed a curriculum for
Cambridge Certificate in Japanese and Japanese Studies.
Adjunct Instructor
Department of the Far East, School of Oriental and African Studies 1992
University
of London, UK
Advanced
Spoken Japanese
l
Implemented an innovative
curriculum for advanced spoken Japanese, using magazines and newspapers
relevant to studentsÕ interest.
Adjunct Instructor
Thamesside Adult Education Institute, London, UK 1991-1992
Elementary
Japanese
l
Designed a curriculum for
adult education.
Student Instructor
Experimental College, Oregon State University, Corvallis, Oregon 1981-1982
Elementary
Japanese
l
Developed the first
Japanese course for adult education.
For each course listed below, designed a
curriculum and course materials for drill sections and office hours. Sections
varied from 10 to 20 students. Graded homework, quizzes, essays and
examinations. Assisted with administrative duties. For advanced courses,
developed timed and paced reading materials and authentic listening materials.
Department of East Asian Languages and Cultures, UCLA 1994-1997
Elementary
and Intermediate Modern Japanese
l
Created communicative
pronunciation activities.
l
Developed teaching plans
for drill sections.
l
Created rating criteria for
an oral placement test of Intermediate Japanese.
Advanced
Readings in Modern Japanese
l
Used newspaper materials downloaded
from the Internet.
l
Developed timed and paced reading
materials.
l
Developed authentic
listening materials from videotaped films and dramas.
Instructor of Japanese Pedagogy
For each
course listed below, was solely responsible for the curriculum and all teaching
relevant to this course for prospective Japanese language teachers. Invited as
one of the authors of the textbook on Japanese phonetics. Classes varied from
100 to 150 students. For teacher training courses in London, taught courses
ranging from language acquisition theory to language pedagogical issues.
KCP Japanese Teacher Training Program, Tokyo, Japan August
2004
Japanese
Phonetics and Phonology
Seminar:
Techniques for Teaching Japanese Pronunciation
Adjunct Instructor
International
Japanese Education Center (IJEC), Tokyo, Japan August
2001, 2002, 2004
Special Lectures for
Teachers of Japanese as a Foreign Language
Teaching Pronunciation Communicatively,
Japanese Language Teaching in the US, Japanese Language Testing/Oregon Japanese
Oral Benchmarks, Pedagogical Grammar, Tips on Teaching Rhythm, Accent, and
Intonation
Human Academy, Tokyo, Japan August
2001
Japanese
Teacher Training Program
Conversation Analysis, Video in Japanese Language Teaching
Seminar: Japanese Language Teaching in the US
ALC Press, Tokyo, Japan August
2001
Intensive
Course for Teachers of Japanese as a Foreign Language
Acquisition of Pronunciation, Immersion Education, Japanese
Language Teaching in the US, Japanese Language Testing, Second Language
Acquisition, Pedagogical Grammar
Adjunct Instructor
ALC Press, Tokyo, Japan August
1997, 2002, 2004
NAFL
Workshops for Teachers of Japanese as a Foreign Language
Japanese Phonetics, Japanese Language Teaching in the US, Second
Language Acquisition, Japanese Language Teaching and Technology, Contrastive
Linguistics, Sociolinguistics
Adjunct Instructor
Institute of International Education in London, UK 1992-1993
Japanese
Teacher Training Courses
Phonetics,
Methodology, Testing, Curriculum, Grammar, Contrastive Linguistics
l
Coordinated the program for
prospective Japanese teachers.
Adjunct Instructor
NHK Hoso Kenshu Center, Tokyo, Japan 1990-1991
Japanese
Phonetics for Prospective Teachers of Japanese as a Foreign Language
Adjunct Instructor
Japan Foundation, Saitama, Japan August
1990
Japanese
Phonetics for Non-native Teachers of Japanese as a Foreign Language
l
Taught Japanese phonetics
to teachers from Korea, China, Singapore, Malaysia and Indonesia.
Adjunct Instructor
JAL Academy, Tokyo, Japan May
1990
Japanese
Phonetics for Prospective Teachers of Japanese as a Foreign Language
Technology Teaching Assistant Consultant of
Japanese
For this
course, attended a 10-week advanced seminar titled Teaching with Technology for Teaching Assistants, and offered a
course for Japanese TAÕs to discuss ways to integrate technology into Japanese
language teaching. Responsible for the academic curriculum and all teaching
duties related to this innovative course and developed technology teaching
materials.
Office of Instructional Development, UCLA 1999
Department
of East Asian Languages and Cultures, UCLA
Computer Technology in Teaching Japanese at the College Level
l
Conducted needs analysis
from former and current Japanese TAÕs.
l
Set up a listserve for
discussion on technology among Japanese TAÕs.
l
Developed a unique
curriculum for technology and language teaching.
l
Did microteaching exercises
to simulate technology-used language classes.
l
Introduced application
programs useful for Japanese language teaching (e.g., JWP/JWPce, Eudora-J,
Microsoft Excel, PowerPoint, Netscape, HTML, SoundEdit, Kanji OCR).
Oral Japanese Proficiency Interviewer and Rater
CIBER-IMF Program 1994-1999
Anderson
Graduate School of Management, UCLA
l
Conducted and rated
telephone interviews for CIBER-IMF Program students.
Greenwich Community College, London, UK 1993
l
Conducted and rated
interviews for Cambridge Certificate in Japanese and Japanese Studies,
administered by the University of Cambridge Local Examinations Syndicate
(UCLES).
Assistant Professor/Instructor of Linguistics
For each
course listed below, designed and implemented a curriculum for an introductory
course in linguistics for junior college students. Classes varied from 40 to 60
students. Created a comprehensive course reader with illustrations and practice
exercises.
Adjunct Instructor
Tokyo Rissho Women's Junior College, Tokyo, Japan 1990-1991
English Phonetics
l
Developed a curriculum of
English pronunciation for Japanese EFL students.
Assistant Professor
Tokyo Jogakkan Junior College, Tokyo, Japan 1988-1991
English
Phonetics and Linguistics
l
Taught several seminars on
English phonetics and its application to English pronunciation instruction.
l
Improved studentsÕ English
pronunciation, using PanasonicÕs Speech Trainer.
l
Taught sociolinguistics
with a focus on politeness and had students pick up expressions with different
levels of politeness from American movies.
Assistant Professor/Instructor of EFL
For each
course listed below, designed and implemented a curriculum for both Japanese
senior high school and university EFL students. Solely responsible for all
teaching and administrative duties related to each course. Classes varied from
35 to 60 students.
Adjunct Instructor
University of Chiba, Chiba, Japan 1989-1991
Advanced
English as a Foreign Language
l
Created listening materials from CNN,
CBS and ABC news.
l
Managed class well in an
undesirable situation where 50 to 60 students were enrolled.
l
Trained nursing students
for English for medicine.
Assistant Professor
Tokyo Jogakkan Junior College, Tokyo, Japan 1988-1991
Advanced
English as a Foreign Language
l
Developed an advanced
listening program through closed captions.
l
Created the speed reading
program in which students used an individual monitor equipped in the language
lab.
l
Used an automatic
pair-matching system, in which a computer in the language lab randomly selected
paired students so that they communicated using only language without visual
cues.
l
Taught an oral skills class
using the language lab.
l
Coordinated college-based
English speech contests.
l
Supervised an English
speaking society for junior college students.
l
Served as a faculty member
of the student body.
l
Coordinated the annual
three-day workshop for incoming students.
Full-time Teacher
Fukuoka Senior High School, Saitama, Japan 1984-1985
Intermediate
English as a Foreign Language
l
Developed listening
materials through American pop.
l
Created a pronunciation
guide for basic English.
l
Prepared students for
university entrance examinations.
l
Served on the student
affairs committee.
l
Served on the textbook
selection committee.
Teaching Assistant/Associate of ESL
For the
course listed below, was responsible for implementing a content-based ESL
curriculum and teaching all sections five hours a week. Classes varied from 10
to 20 students. Graded homework, quizzes, essays, papers, and examinations.
Assisted with administrative duties. Proctored ESL placement tests and rated
compositions.
ESL Service Courses, UCLA 1993-1996
Advanced English as a Second Language
l
Taught an advanced academic
multi-skills course.
l
Taught paced and timed
reading through computer instruction.
l
Taught academic listening skills using
segments of videotaped authentic university lectures.
l
Developed reading and
speaking activities to reinforce content through visuals.
l
Created supplementary
listening materials for both in-class use and self-study.