大学院英語・英語教育コース（英語教授法（TESOL）プロゴラム）に関連する教員のBiographyについてご紹介します。

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.

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.

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.

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.

Kevin Ottoson teaches at Nagoya University of Foreign Studies. He holds an MA in TESOL from Nagoya University of Foreign Studies and an EdD in Educational Leadership from the University of New England. His research interests include study abroad, intercultural competence, and COIL.

Ottoson, K. (2022). Enhancing and expanding intercultural learning through collaborative online international learning. In T. Cooper & J. York (Eds.) Remote Teaching & Beyond: Selected papers from the JALTCALL 2021 Conference (91-106). JALTCALL SIG. https://doi.org/10.37546/JALTSIG.CALL.PCP2021-07

Deacon, B., & Ottoson, K. (2020). Intercultural impact from a short-term study-abroad program in Thailand. In P. Clements, A. Krause, & R. Gentry (Eds.), Teacher efficacy, learner agency (219-228). Tokyo: JALT. https://doi.org/10.37546/JALTPCP2019-26

Ottoson, K.J. & Crane, P. (2016). Self-selected topics vs. teacher-selected topics: The impact on writing fluency. Korea TESOL Journal 12(2), 47-64.

Naoko Takahashi is an associate professor of linguistics at Nagoya University of Foreign Studies. She holds an MA in linguistics from Michigan State University, and a PhD in linguistics from the University of Hawaii at Manoa.
Her current work focuses on topics in lexical semantics and English education.

Takahash, Naoko. (2017). Eigo Suitai Doshi no Tokuisei. (Properties of Deterioration Verbs in English). Proceedings in the 89th General Meeting of the English Literary Society of Japan, 235-236.

Takahashi, Naoko. (2013). Usage of Nouns and Noun Phrases. Journal of School of Foreign Languages, Nagoya University of Foreign Studies 46, 217-232.

Takahashi, Naoko. (2012). Eigo no Yokaku Koutai o Do Oshieruka. (How to Teach Dative Alternation in English: a Case Study Employing a Cognitive Approach). Journal of School of Foreign Languages, Nagoya University of Foreign Studies 42, 99-120.

Hanh thi Nguyen is Professor of Applied Linguistics in the TESOL Program at Hawaii Pacific University and affiliate faculty member at the Department of Second Language Studies, University of Hawaii at Manoa. She received her PhD and MA in English Language and Linguistics from the University of Wisconsin-Madison, and her BA in Teaching English as a Foreign Language from Hue University, Vietnam. Her research interests are the development of interactional competence in a second or professional language, classroom discourse, learner identities, and Vietnamese applied linguistics.

Nguyen, H. t. & Malabarba, T. (Eds.) (2019). Conversation analytic perspectives on English language learning, teaching, and testing in global contexts: Constraints and possibilities. Multilingual Matters, UK.

Nguyen, H. t. (2019). Turn-design as longitudinal achievement: Learning on the shop floor. In J. Hellermann, S. W. Eskildsen, & S. Pekarek-Doehler (Eds.), Conversation analytic research on learning-in-action: The complex ecology of second language interaction ‘in the wild’ (pp. 77-101). Springer.

Nguyen, H. t. (2012). Developing interactional competence: A conversation-analytic study of patient consultations in pharmacy. Basingstoke, UK: Palgrave-Macmillan.

Matthew T. Apple is professor of international studies and English communication in the College of Letters, Ritsumeikan University, Kyoto, Japan. He has an MFA (Creative Writing) from the University of Notre Dame, USA, and an MEd and EdD (Curriculum, Instruction, Technology, and Education in TESOL) from Temple University, USA. His SLA research interests include L2 motivation, CALL, and intercultural communication competence.

Neff, P., & Apple, M. (2020). Short-term and long-term study abroad: The impact on language learners' intercultural communication, L2 confidence, and sense of L2 self. Journal of Multilingual and Multicultural Development. DOI 10.1080/01434632.2020.1847125

Apple, M., Falout, J., & Hill, G. (2020). The relationship between future career self images and English achievement test scores of Japanese STEM students. IEEE Transactions on Professional Communication, 64(4), 372-385. DOI 10.1109/TPC.2020.3029662

Apple, M., Da Silva, D., & Fellner, T. (Eds.). (2013). Language learning motivation in Japan. Bristol, UK: Multilingual Matters.

Dominique Vola Ambinintsoa teaches at Kanda University of International Studies in Chiba, Japan. She holds a PhD in applied linguistics, focusing on fostering learner autonomy in an EFL context (Victoria University of Wellington, New Zealand) and a Master of Education in TESOL (State University of New York at Buffalo, US). She is a co-managing editor of the Research Institute for Learner Autonomy Education’s Relay Journal. She has a particular interest in learner autonomy, self-access language learning, advising in language learning, and positive psychology in education. In addition to Japan, she has had experience of teaching English in Madagascar, the United States, and New Zealand.

Ambinintsoa, D. V. (2023). Raising teachers’ awareness of learner autonomy in an EFL Malagasy
context. In L. A. Ruiz Guerrero, C. Ludwig, M. G. Tassinari, & K. Nagao (Eds), Developing learner
autonomy in foreign language learning: Papers from the Independent Learning Association Conference,
Mexico, June 2021 (pp. 106–121). Candlin & Mynard. https://doi.org/10.47908/29/5

Ambinintsoa, D. V., & Castro, E. (2024). Self-regulation to develop autonomy in language teacher
education: Two case studies in an EFL Malagasy context. AILA Review, 37(2), 416–
440. https://doi.org/10.1075/aila.24023.amb

Ambinintsoa, D. V., & MacDonald, E. (2023). A reflection intervention: Investigating effectiveness and
students’ perceptions. In N. Curry, P. Lyon, & J. Mynard (Eds.), Promoting reflection on language
learning: Lessons from a university setting (pp. 112-131). Multilingual Matters.

Alison Hasegawa, (previously Nemoto), is from Harrogate in the UK and completed her B. Ed. (Hons) in Primary Education before coming to Japan on the JET programme. From 1989 she taught in JHS, kindergartens and primary schools for over 20 years in Fukushima Prefecture, after which she was invited to be a Specially Appointed Associate Professor, then Professor, at Miyagi University of Education in Sendai. For the last 10 years she has been in charge of various courses designed to prepare undergraduates to become English teachers in Japanese primary schools.
Her research and publications during this time have been focused on changes in the Japanese primary English curriculum and more recently, on ways to effectively utilize children’s literature, specifically simple picturebooks, in young learner EFL classrooms. Her MA, in Teaching English to Young Learners, is from the University of York, UK.
Alison was on the development team for the MEXT materials; Let’s Try 1 & 2, and You Can 1 & 2, which were used in primary schools all over Japan. She has been an advisor to the Myanmar Ministry of Education on primary school curriculum and materials development, and she is also on the ‘Sunshine’ English textbook publication team for Kairyudo.
After moving to work in Kanto in early 2022, she now teaches at universities in Tokyo, including Rikkyo University, Kyoritsu Women’s University and Soka University; where she is part of the team of instructors on the MA in TESOL program.

Nemoto, A. ‘Getting Ready for 2020: Changes and Challenges for English Education in Public Primary Schools in Japan,’ in JALT publication, The Language Teacher, Volume 42, Number 4 July/August (2018).

Nemoto, A. Author of a chapter on using English picturebooks effectively in the EFL classroom (in Japanese) for the teaching guidebook; ‘小学校英語のためのスキルアップセミナー 理論と実践を往還する’ Shōgakkō Eigo no Tame no Sukiruappu Seminā Riron to Jissen o Okan suru, (2019), published by Kaitakusha.

Hasegawa, A. CLELE Journal, Children’s Literature in English Language Education, 9.1, May (2021), ‘Recommended Resource Review: Picturebooks in European Primary English Language Teaching (PEPELT) Mini e-Lessons.’

Daniel Hooper (PhD, Nagoya University of Foreign Studies) is an associate professor in the Department of English Communication at Tokyo Kasei University. He has taught in Japan for 17 years, predominantly in higher education and English conversation schools. His doctoral thesis was an ethnographic case study of a student-led learning community in a Japanese university self-access center. His research interests include learner and teacher identity, communities of practice, and the English conversation school industry.

Hooper, D. (2020). Action logs as mediational means for teacher development. Language Teaching Research, 26(5), 1034–1046. https://doi.org/10.1177/1362168820918362

Gill, A., & Hooper, D. (2020). Integrating conversational analysis and dialogic reflection within reflective practice. Iranian Journal of Language Teaching Research, 8(2), 1–23.

Hooper, D. (2023). Becoming the paths we tread: Negotiating identity through an ideological landscape of practice. In M. Mielick, R. Kubota, & L. Lawrence (Eds.), Discourses of identity: Language learning, teaching, and reclamation perspectives in Japan (pp. 39–58). Palgrave Macmillan.

Dr. Browne is Professor of TESOL & Applied Linguistics at Meiji Gakuin University as well as Director of the English Department's MA and PhD Program and creator of their EFL teacher-training program. He is an internationally-known public speaker having given more than 50 plenary or keynote addresses at academic conferences around the world as well as two TEDx Talks on his main area of research, second language vocabulary acquisition. Dr. Browne is also a US State Department English Language Specialist, helping governments around the world with tailor-made teacher training programs that promote cross-cultural understanding and excellence in teaching. He was the first National Chairperson of the cross-cultural exchange JET (Japan Exchange & Teaching) Program and has served on multiple Japanese Ministry of Education national committees including the steering committee for the JET Program. In addition to his work in creating many important new corpus-based word lists and a wide range of free online tools to teach, learn, and create texts based on these lists, he has also developed countless free online extensive reading, extensive listening, and vocabulary learning sites, tools, and apps. He has worked hard to share this knowledge through presentations, seminars, and hands-on workshops around the world.

Browne, C. (2020). "The NGSL Project: Building Wordlists and Resources to help EFL Learners (and Teachers) to Succeed." Teaching with Technology 2020. JALTCALL, pp.1-19.

Wadden, P., Browne, C. and Nation, P. (2018). "Teaching and Learning Vocabulary in the Japanese University”. In Wadden, P & Hale, C. (Eds), Teaching English at Japanese Universities (pp 84-96). New York, Routlege.

Browne, C. and Kikuchi, K. (2009). "English Education Policy for High Schools in Japan: Ideals vs. Reality". RELC Journal, pp. 172-191.

Naoya SHIBATA is a specially appointed associate professor of English Education course at the Department of Education, Osaka Kyoiku University. He holds an MA in English and English Education from Nagoya University of Foreign Studies, Japan and an Ed.D in Teaching English to Speakers of Other Languages (TESOL) from Anaheim University, the USA. He was awarded the 2024 JALT Award for Early Career Excellence from the Japan Association for Language Teaching (JALT). His research interests include second/foreign language writing, curriculum design, materials development, and teacher training.

Shibata, N. (2021). Selected poster presentations from the American Association of Applied Linguistics conference 2021: Japanese university students’ lexical diversity development in essay writing through theme-based instruction.
Language Teaching, 54(4), 583–586.
https://doi.org/10.1017/S0261444821000306

Shibata, N. (2023). Raising Japanese high school students' integrative motivation and global awareness through theme-based instruction. In Elliott, D. (2023, Ed.). Teaching and learning English in Japanese classrooms: Teachers' perspectives (pp. 167-197). Cambridge Scholars Publishing.

Shibata, N. (2024). The correlation between language learning motivation and writing motivation. In N. Bradley (Ed.). Classroom practice and teacher cognition: Lessons from the classroom (pp. 162–187). Cambridge Scholars Publishing. [original published in the 2023 NUFS Professional Development Symposium Proceedings, pp. 33–57］.