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修士課程(MA TESOL Program)

博士前期課程


Cultivating professionals in English education

MA TESOL Program

The Master’s Program in Teaching English to Speakers of Other Languages (TESOL)has as its mission helping teachers, both in‐service and pre‐service, to become reflective practitioners who can make pedagogically sound decisions about their classroom practices based on a well‐articulated understanding of current theories of language and second language learning and teaching. Recognizing the diversity and complexity of today's classrooms, this degree program aims to help teachers develop an extensive repertoire of instructional methods and strategies as well as the professional knowledge and skills to enable them to take appropriate action to address the learning needs of their students. Furthermore, the program aims to provide a solid foundation for long-term teacher development by helping cultivate the habit of self‐observation and self-evaluation. Graduates of this program will be self-directed language professionals well-prepared to take a leadership role in the community of ESOL teachers.

TESOL Certificate Program

For the Certificate in TESOL, 13 credits are required. The Certificate Program can be completed in one year (two semesters), and is a non-degree program.

For those applicants who have completed an English-medium degree (undergraduate or graduate), the English language requirement may be waved. Please notify us of your intention before application.

Current Events

Features of MA TESOL Program

  1. This program is designed mainly for in‐service teachers of English in Japan, both native and non‐native speakers of English.

  2. Classes are held on weekends and during summer holidays to fit in-service teachers' schedules.

  3. All classes are conducted in English.

  4. Students are accepted twice a year.(September & April)

  5. Students can complete all the requirements for graduation in 2 to 2.5 years.

  6. The venue is located in Kanda, Tokyo.

  7. Specialized English Teacher’s License (Senshuu Menkyo) : Those who have a junior and/or senior high school English teacher's license (Isshu Menkyo) will become qualified to obtain the Specialized English Teacher's License (Senshuu Menkyo) by completing the MA program.

TESOL Program Objectives

By completing the program, students will be able to:

  1. Gain a comprehensive understanding of the nature of the English language system (phonology, morphology, syntax, discourse, and pragmatics).

  2. Reflect on their teaching-learning situations so as to not only articulate how theories can inform and guide their practice, but also to evaluate the relevance of theories to their practice.

  3. Critically analyze and evaluate a broad range of language teaching methodologies, approaches, and techniques and how they can be implemented and adapted according to instructional needs.

  4. Understand the complex social, cognitive, and affective variables which influence students’ learning.

  5. Understand the intersection between culture, communication, and language use with reference to language teaching and learning.

  6. Demonstrate effective teaching skills in their own classroom settings.

  7. Develop an awareness of the complexity of classroom dynamics.

  8. Identify the qualities and strategies of effective language learners and apply different ways to foster learner autonomy.

  9. Identify different ways to devise and implement appropriate techniques to assess students’ language proficiency for placement, evaluation, and instruction.

  10. Continue to learn as language professionals and assist other teachers in furthering their professional development.

  11. For Japanese teachers Acquire a high level of English proficiency in all four skills necessary for their English-teaching profession and also learn ways to continue to develop their proficiency.

  12. For Japanese teachers Demonstrate the ability to conduct English classes through the medium of English.

Teaching Staff

Program Directors

  • Director, Professor, Kanda University of International Studies (KUIS)

    Yasushi Sekiya
    Director
    Professor, Kanda University of International Studies

    Researchmap

  • Assistant Director, Specially Appointed Professor, KUIS

    William Snyder
    Assistant Director
    Specially Appointed Professor, Kanda University of International Studies

Greetings from the MA TESOL Program of Kanda University of International Studies! Our program focuses on developing English language teachers as up-to-date, active professionals who are able to make decisions about teaching that help their students become successful users of English. We emphasize the practice of classroom teaching across the curriculum of the program. We believe in helping teachers improve their skills through practice and reflection because these are the basis of professional expertise. Our program also stresses interaction and collaboration, with teachers working together on assignments and projects as part of their professional development. We want the KUIS MA TESOL program to be the shared home of a supportive community of teachers who help each other improve English language education in Japan. In no other program will teachers get the same level of input about teaching, opportunities to practice (and explore in their practice), and helpful feedback from a supportive community of fellow teachers.

Program Advisers

Program Adviser Professor Kensaku Yoshida, Sophia University

John F. Fanselow
Professor Emeritus, Columbia University Teachers College

Making small changes to develop self-reliance in language learning and teaching

“When can we say we are freeing our students and ourselves?” This question, asked over and over by Caleb Gattegno, the originator of a teaching method in which the teacher never speaks, is one I use to create and evaluate activities. Gattegno, like Plato, demonstrated how teaching is reminding people of what they already know.
Tapping everyone’s natural curiosity and seeing learning as problem solving and the reduction of ambiguity are tenets that grow out of this definition of learning.
The activities I and others introduce are in some cases based on these tenets as well as on the idea that making small changes in the ways we teach can have surprising and powerful results and will help develop self-reliance in teachers and students.

Program Adviser Professor Kensaku Yoshida, Sophia University

Kensaku Yoshida
Professor, Sophia University

Researchmap

English education in Japan is presently facing major challenges, such as the lowering of the age at which English is taught in elementary school, overhaul of university entrance exams, pros and cons of teaching English through English, the setting of educational objectives in the form of CAN-DO statements, etc. Despite the significance and amount of issues lying before us, there are still very few Japanese teachers of English who are capable of coping with them. Being conducted in English, the TESOL program of Kanda University of International Studies offers the opportunity to not only Japanese teachers of English but also foreign teachers teaching in Japan to acquire the professional knowledge necessary to contribute to the solving of these issues.

External Consultants

  • Rod Ellis

    Professor, University of Auckland

  • Paul Kei Matsuda

    Professor, Arizona State University

  • Shigeru Matsumoto

    Professor, Rikkyo University

  •  

    NAME

    AFFILIATION & RANK

    1

    Charles Browne

    Researchmap

    Professor, Meiji Gakuin University

    2

    Rod Ellis

    Professor, University of Auckland

    3

    John Fanselow

    Professor Emeritus, Columbia University, Teachers College; Visiting Professor, KUIS

    4

    Chris Hale

    Researchmap

    Lecturer, New York University, American Language Institute Tokyo Center

    5

    Noriko Ishihara

    Researchmap

    Associate Professor, Hosei University

    6

    Yasuko Ito

    Researchmap

    Associate Professor, KUIS

    7

    Satoko Kato

    Lecturer, Kanda Institute of Foreign Languages

    8

    Masaki Kobayashi

    Researchmap

    Associate Professor, KUIS

    9

    Aya Matsuda

    Associate Professor, Arizona State University

    10

    Paul Kei Matsuda

    Professor, Arizona State University

    11

    Tim Murphey

    Professor, KUIS

    12

    Jo Mynard

    Researchmap

    Associate Professor, KUIS

    13

    Nena Nikolic

    Lecturer, KUIS

    14

    Takako Nishino

    Specially Appointed Associate Professor, KUIS

    15

    Sakae Onoda

    Researchmap

    Professor, Juntendo University

    16

    Siwon Park

    Associate Professor, KUIS

    17

    Yasushi Sekiya

    Professor, KUIS

    18

    William Snyder

    Specially Appointed Professor, KUIS

    19

    Makiko Tanaka

    Researchmap

    Professor, KUIS

    20

    Scott Thornbury

    Associate Professor, The New School

    21

    Hisako Yamashita

    Lecturer, Konan Women's University

    22

    Daniel O. Jackson

    Associate Professor, KUIS

Curriculum

  • A. TESOL Methodology(教授法)

    Course Titles:科目名

    REQ/ELECT
    必修/選択

    CREDITS
    単位数

    Principles and Practices of the TESOL Classroom

    REQ:必修

    3

    Specialized TESOL Methodology

    ELECT 選択必修
    (3 SUBJECTS:3科目)

     

     

    Listening

    1

    Speaking

    1

    Reading

    1

    Writing

    1

    Vocabulary

    1

    Grammar

    1

    Task-Based Language Teaching

    1

    Culture

    1

    Teaching English to Young Learners

    1

    Group Dynamics

    1

    Computer-Assisted Language Learning

    1

    Current Topics

    1

    Required Number of Credits:必修単位数

    6

    B. Practicum and Classroom Observation(実習・授業観察)

    Course Titles:科目名

    REQ/ELECT
    必修/選択

    CREDITS
    単位数

    Integrated Skills Practicum and Classroom Observation

    REQ:必修

    3

    Specialized Practicum and Classroom Observation

    ELECT 選択必修
    (1 SUBJECT:1科目)

     

     

    Listening and Speaking

    3

    Reading and Writing

    3

    Required Number of Credits:必修単位数

    6

    C. Language Analysis, Acquisition and Assessment(言語分析・習得・評価)

    Course Titles:科目名

    REQ/ELECT
    必修/選択

    CREDITS
    単位数

    Pedagogical English Grammar

    REQ:必修

    3

    English Phonetics & Phonology

    3

    Second Language Acquisition

    3

    Pragmatics for Language Educators

    3

    Sociocultural Approaches to Second Language Learning and Teaching

    3

    Second Language Assessment

    3

    Required Number of Credits:必修単位数

    18

    D. Electives(選択科目)

    Course Titles:科目名

    REQ/ELECT
    必修/選択

    CREDITS
    単位数

    Principles of Teaching English to Young Learners

    ELECTIVES:選択

    3

    Learner Autonomy

    3

    Guided Teaching

    1〜2

    Academic Writing

    1

    E. MA Research Project(研究指導)

    Course Titles:科目名

    REQ/ELECT
    必修/選択

    CREDITS
    単位数

    MA Research Project

    REQ:必修

    1

    Required Number of Credits:必修単位数

    1

    Graduation Requirements:修了要件単位数

    37

    ※Note:REQ=Required ELECT=Electives

  • Certificate Program in TESOL(TESOL 証書プログラム)

    A. TESOL Methodology(教授法)

    Course Titles:科目名

    REQ/ELECT
    必修/選択

    CREDITS
    単位数

    Principles and Practices of TESOL Classroom

    REQ:必修

    3

    Required Number of Credits:必修単位数

    3

    B. Practicum and Classroom Observation(実習・授業観察)

    Course Titles:科目名

    REQ/ELECT
    必修/選択

    CREDITS
    単位数

    Integrated Skills Practicum and Classroom Observation

    REQ:必修

    3

    Required Number of Credits:必修単位数

    3

    C. Language Analysis, Acquisition and Assessment(言語分析・習得・評価)

    Course Titles:科目名

    REQ/ELECT
    必修/選択

    CREDITS
    単位数

    Second Language Acquisition

    REQ:必修

    3

    Required Number of Credits:必修単位数

    3

    D. Electives(選択科目)

    Choose 4 credits from the following:

    Course Titles:科目名

    REQ/ELECT
    必修/選択

    CREDITS
    単位数

    Specialized TESOL Methodology (See the options in the MA TESOL Curriculum.)

    ELECTIVES:選択

    1

    Specialized Practicum and Classroom Observation (See the options in the MA TESOL Curriculum.)

    3

    Language Analysis, Acquisition and Assessment (See the options in the MA TESOL Curriculum.)

    3

    Principles of Teaching English to Young Learners

    3

    Learner Autonomy

    3

    Academic Writing

    1

    Required Number of Credits:必修単位数

    4

    Completion Requirements:修了要件単位数

    13

Course Descriptions

  • Course Title

    Principles and Practices of the TESOL Classroom

    REQ/ELECT

    REQ

    Credit

    3

    Teacher

    William Snyder

    This course provides students with a practical foundation in teaching the English language communicatively. The course focuses on helping students plan for effective teaching of language skills. The course uses Paul Nation’s ‘4 strands’ curriculum model as a framework for presenting instructional techniques for the language skills that maximize learning. This course will also start students on the process of becoming reflective practitioners and researchers of their own teaching. Through guided reflective journals to be shared with peers, teachers will focus attention on their practices and identify ‘puzzles’ in their teaching context which they wish to understand better. Working together, we will look at ways to explore these puzzles, write about them as teacher researchers, and share the results.

    Course Title

    Specialized TESOL Methodology: Listening

    REQ/ELECT

    ELECT

    Credit

    1

    Teacher

    Yasuko Ito

    In this course, we will focus on introducing the theory and the practice of teaching listening. We will look at the role of listening in language learning and examine various techniques designed to teach listening. The participants will analyze and evaluate existing materials, consider ways to modify those materials as well as develop original materials to teach listening. The course will start with the presentation of theoretical background, followed by workshop activities and microteaching by students.

    Course Title

    Specialized TESOL Methodology: Speaking

    REQ/ELECT

    ELECT

    Credit

    1

    Teacher

    Yasuko Ito

    In this course, we will focus on introducing students to basic theories about speaking, and principles and techniques for teaching speaking. We will also examine various topics related to the use of materials for teaching speaking, and methodological aspects of lesson planning, curriculum design, and assessment. The course will start with the presentation of theoretical background, followed by workshop activities and microteaching by students.

    Course Title

    Specialized TESOL Methodology: Reading

    REQ/ELECT

    ELECT

    Credit

    1

    Teacher

    John Hedgcock

    This course will introduce and exemplify strategies and tools for planning and executing purposeful EFL reading instruction. Informed by current L2 reading research and theory, activities and materials will help teachers develop their students’ L2 reading strategies, comprehension processes, and confidence. By completing assigned readings, participating in course activities, and completing the assignment, participants will be able to:
    1. select and adapt appropriate reading materials;
    2. design effective reading tasks, lessons, and units;
    3. plan, execute, and monitor intensive and extensive reading processes;
    4. integrate formative and summative assessment into reading processes.

    Course Title

    Specialized TESOL Methodology: Writing

    REQ/ELECT

    ELECT

    Credit

    1

    Teacher

    Paul Kei Matsuda

    His course provides an overview of the use of English as an international language (EIL) and its implications for English language teaching (ELT) in Japan. We will first discuss the global spread and use of English and what students need to know to in order to become competent users of English as an international language. We will then examine how well the current ELT practices in Japan prepare the students for the future use of English and explore ways to bring the EIL perspective into classroom practice.

    Course Title

    Specialized TESOL Methodology: Vocabulary

    REQ/ELECT

    ELECT

    Credit

    1

    Teacher

    Charles Browne

    This seminar will consider the development of Lexical Competence from several points of view. Through a review of some of the core research in second language vocabulary acquisition we will first try to dispel some of the "myths" about vocabulary learning that are still prevalent among classroom practitioners and researchers. After developing a basic understanding of how vocabulary should be tested, taught and learned, we will then move on to consider several lists of vocabulary words for second language learners, a range of classroom vocabulary teaching and testing techniques based on current research. Finally, we will look at and get hands on practice in using a variety of online tools for testing, teaching and conducting research on second language vocabulary acquisition. Papers required for those who take this course for credit will ask participants to use and assess one of the many online tools in the context of current research in this area.

    Course Title

    Specialized TESOL Methodology: Grammar

    REQ/ELECT

    ELECT

    Credit

    1

    Teacher

    Scott Thornbury

    The course has the following aims:
    1. To review the arguments for and against the teaching of grammar, drawing on relevant literature and research.
    2. To explore and evaluate a variety of approaches to the teaching of grammar.
    3. To devise a grammar-based lesson appropriate for the local context.

    Course Title

    Specialized TESOL Methodology: Task-Based Language Teaching

    REQ/ELECT

    ELECT

    Credit

    1

    Teacher

    Rod Ellis

    he course has the following aims:
    1. To review research which has investigated task-based language learning
    2. To examine pedagogical proposals for a task-based approach to teaching English as a foreign language
    3. To provide an opportunity for the participants in the seminar to design and evaluate their own task

    Course Title

    Specialized TESOL Methodology: Culture

    REQ/ELECT

    ELECT

    Credit

    1

    Teacher

    Noriko Ishihara

    As culture is closely intertwined with language, we language teachers need to consider our cultural self and how we deal with cultural issues critically in language teaching. In this course, we will focus primarily on invisible culture to discuss different aspects of culture as well as the relationship between culture, language, and literacy. We will also explore examples of and reasons for culture clashes and relevant concepts such as stereotypes, generalizations, othering, and marginalization. We will also reflect on our intercultural experiences and explore our translinguistic identities as well as ways to incorporate culture into language education.

    Course Title

    Specialized TESOL Methodology: Teaching English to Young Learners

    REQ/ELECT

    ELECT

    Credit

    1

    Teacher

    Nena Nikolic

    This course offers a foundation in guiding principles and techniques for the teaching of English to young learners. Through the "learn-through-doing" approach, we will, in the classroom context, analyse the practical ideas not only for developing the four skill areas, but also the ideas which motivate young learners to excel in language learning. We will also analyse the textbook for elementary school students published by the Ministry of Education, Culture, Sports, Science and Technology, as well as the alternative approaches to language learning.

    Course Title

    Specialized TESOL Methodology: Group Dynamics

    REQ/ELECT

    ELECT

    Credit

    1

    Teacher

    Tim Murphey

    Group Dynamics in the Language Classroom is a systematic study of group dynamics in foreign language classrooms, how groups come together, form productive working relationships, navigate conflicts and problems, respond to environmental elements, and eventually close. The goal of this course is to help students become aware of the great influences that individual classmates and the group as a whole can have on student learning and to discover ways to manage the group, the environment, and the changing stages they go through to increase the likelihood of positive group formation and maturation which contributes so much to learning.

    Course Title

    Specialized TESOL Methodology: Computer-Assisted Language Learning

    REQ/ELECT

    ELECT

    Credit

    1

    Teacher

    Charles Browne

    Although I have a long background in CALL, having created several CALL Centers and Language Learning Labs in the late 80s and early 90s, even publishing a book called “New Perspectives on CALL for Second Language Classrooms”, I am actually not a big fan of traditional approaches to CALL as the learning curve to get teachers and students comfortable with the required high end hardware and software used does not fit with my focus on developing and using language learning applications and tools that are intuitive, easy to use and that make use of every day technologies such as cell phones and PCs with browsers. This course will thus focus instead on introducing software tools and ideas that can easily be implemented in the Japanese EFL classroom. As a 2nd language vocabulary acquisition specialist I will also introduce some of the free and open source teaching and learning tools that I have developed.

  • Course Title

    Integrated Skills Practicum and Classroom Observation

    REQ/ELECT

    REQ

    Credit

    3

    Teacher

    John Fanselow, Sakae Onoda, Takako Nishino

    I used the word discovering rather than discover as the title of the practicum because all of us in the MA Program want you to continue to explore what you and your students do as long as you teach. Yes, you will make many discoveries in all of your courses but never enough to stop searching. During the practicum we will have a series of conversations about learning, try out activities with each other before we try them with classes, comment on readings, plan lessons, analyze recordings of short segments of lessons, pages from textbooks and student work participants brings to class. I want each of you to bring half a dozen questions to our first class. Your questions will determine the topics we deal with. Though everyone might have a few similar questions that we can focus on as a group, each individual can pursue the questions that are personally most important. Your questions will launch you on your endless journey of discovery about what fosters learning and what blocks learning, not only in our practicum but also in all of your other MA experiences. Walt Whitman, an American poet from the 19th century would have written his course description like this:
    I tramp a perpetual journey, (come listen all!)
    I lead no man to a dinner table, library, exchange (class),
    But each man and each woman of you I lead upon a know,
    My left hand hooking you round the waist
    My right hand pointing to landscapes of continents and
    The public road.
    Not I, nor any one else can travel that road for you.
    You must travel it for yourself. (Leaves of Grass, 1855.)
    *I borrowed the title of the course from a book of the same name by Richard L. Curwin, 1975.

    Course Title

    Specialized Practicum and Classroom Observation: Listening and Speaking

    REQ/ELECT

    ELECT

    Credit

    3

    Teacher

    Chris Hale

    This course will focus on introducing the practice and theory of teaching listening and speaking methodologies. The course is aimed at developing student teachers' professional competence through introducing systematic approaches to, and reflections upon, the teaching of second language (L2) listening and speaking with an emphasis on CLT, communicative language teaching. Participants will examine various techniques designed to enhance language learning, evaluate existing materials, and consider creative ways to modify those materials as well as develop original materials to enhance listening comprehension, speaking ability and overall communicative competence. There will be an emphasis on noticing and improving upon one's own practice through conducting microteachings and viewing videos of themselves and peers in their real teaching contexts. Students will participate in a weekly online discussion where they will reflect upon class readings between class meetings.

  • Course Title

    Pedagogical English Grammar

    REQ/ELECT

    REQ

    Credit

    3

    Teacher

    William Snyder

    The Pedagogical English Grammar course is intended to help teachers develop their own understanding of the grammatical structure of English further. I start from the position that students coming to this course have been exposed to a lot of grammar, have a certain vocabulary for grammar, and that their experience and knowledge influences how they teach. Focusing on a small set of aspects of grammar that are commonly taught in beginning and intermediate level classrooms, the course will help students gain a richer understanding of those aspects of grammar, as well as how they might be approached pedagogically. Students’ attention will also be directed to resources available that they can use for further explorations of grammar questions beyond the syllabus of this course.

    Course Title

    English Phonetics & Phonology

    REQ/ELECT

    REQ

    Credit

    3

    Teacher

    Yasushi Sekiya

    The main purpose of this course is to provide students with a basic knowledge of the sound system of English with particular reference to Japanese students’ problems in acquiring English pronunciation. The topics include speech mechanism, onsonants, vowels, syllable structure, stress, rhythm, intonation, sound phenomena occurring in connected speech, sound-spelling correspondences, and transcription systems including the International Phonetic Alphabet (IPA). Furthermore, the course will discuss factors affecting the acquisition of L2 pronunciation and issues related to English pronunciation pedagogy for Japanese students. The course aims to equip students with necessary knowledge and skills which they will be able to use to address issues in Japanese students’ English pronunciation and other related areas such as listening comprehension.

    Course Title

    Pragmatics for Language Educators

    REQ/ELECT

    REQ

    Credit

    3

    Teacher

    Noriko Ishihara

    Second/foreign language (L2) learners need not only knowledge of grammar and vocabulary but also ability to understand and use culturally appropriate language according to the given social context (pragmatic or sociolinguistic competence). However, pragmatic aspects of the L2 have generally received little attention in the L2 curriculum and teacher development. This course focuses on the learning and teaching of L2 pragmatics. The aim of the course is for you to develop or enhance your understanding of what pragmatics is, how L2 pragmatics has progressed as a subfield of second language acquisition, and ways that learners can become better versed in how to be pragmatically appropriate in an L2. The course will start by exploring theoretical concepts related to politeness, face, implicature, speech acts, and discourse, and examine past research in cross-cultural, interlanguage, and acquisitional pragmatics. The course will then introduce various research instruments, methods, and theoretical frameworks, which we will critically evaluate in relation to our view of language learning as a cognitive, psychological, and social activity. Finally, due to the special focus placed on the pedagogical considerations in this course, we will take a close look at effective instructional practices and investigates issues related to classroom assessment of learners’ pragmatic competence. You are encouraged to practice reflective teaching and conduct action research while you engage in pragmatics-focused instruction you design for your own classrooms.

    Course Title

    Sociocultural Approaches to Second Language Learning and Teaching

    REQ/ELECT

    REQ

    Credit

    3

    Teacher

    Masaki Kobayashi

    This course provides an overview of sociocultural approaches to second language (L2) learning and teaching by introducing foundational and emergent theories and concepts that have shaped and guided research and teaching practice in this area. It will build on your knowledge of second language acquisition and encourage you to consider how sociocultural approaches can inform work in this area. Topics covered will include, but are not limited to, the quality of interaction desired for L2 learning and development, the role of the first language (L1) in L2 learning, task vs. activity, and the roles of teachers and peers as socializing agents. The course will also examine the implications that sociocultural theories have for the teaching of English as a second/foreign language (TESL/TEFL). You will be encouraged to use the concepts and insights provided by this course to reflect on and analyze activities that transpire in their own classrooms. Thus, the major goal of this seminar is to help you deepen your understanding of L2 learning and teaching by means of sociocultural theories. More specifically, the course aims to help you develop a solid understanding of sociocultural concepts and principles and make practical applications of this knowledge in your own situations, and thereby to facilitate your learning and development as EFL/ESL teachers.

    Course Title

    Second Language Assessment

    REQ/ELECT

    REQ

    Credit

    3

    Teacher

    Siwon Park

    This course aims to provide classroom teachers with formal and informal assessment knowledge, tools, and practices that support the English language learning at Japanese secondary schools. Classroom teachers will be introduced to the basic theoretical concepts and issues in language assessment (i.e., assessment literacy) in order to design their own assessment tools. They’ll also learn how to interpret the assessment outcomes so as to use the information to provide useful feedback to the stakeholders including learners and their parents whenever necessary. Throughout the course, classroom teachers are strongly encouraged to participate in class discussions and activities so that they can share their experiences in learning, teaching, and especially assessment.

  • Course Title

    Principles of Teaching English to Young Learners

    REQ/ELECT

    ELECTIVE

    Credit

    3

    Teacher

    Makiko Tanaka

    This course has three main objectives: (1) to understand the primary theories and the specific features of children’s cognitive and language development, (2) to explore language teaching methodologies, approaches, and techniques, and (3) to improve teaching skills through participants’ demonstrations of English teaching in class or by observing video recordings of actual teaching in the students’ own classes, and to communicate your ideas about teaching English to young learners in writing. The course will first provide students with a theoretical foundation for teaching English to young learners. It aims at enhancing their understating of children’s cognitive development and how such theories as Piaget’s and sociocultural theories of development can be applied to teaching English to children. The course also explores children’s perceptual, language, and memory development to help students maximize their skills in teaching-learning situations. The course will then explore various practical methods for teaching children listening and speaking, reading and writing, and skills required for story telling. Finally, based on the theoretical underpinnings, students will plan a lesson and conduct it in their school or do microteaching demonstrations in class. We will take a close look at instructional practices students designed for their own classrooms to improve skills for teaching English to young learners.

    Course Title

    Learner Autonomy

    REQ/ELECT

    ELECTIVE

    Credit

    3

    Teacher

    Jo Mynard, Satoko Kato, Hisako Yamashita

    This course introduces students to the field of language learner autonomy by exploring the key theoretical ideas, practical approaches and research agendas. It begins with the origins, definitions and theoretical underpinnings, and unpacks dimensions such as learning management, affective factors, social factors, resources and strategies. The course also has a very practical element and examines practical approaches to fostering autonomy both inside and outside the classroom. It examines resource-based approaches, learner development, curriculum-based approaches, ways to research autonomy, and the roles and development of teachers and learning advisors.

    Course Title

    Guided Teaching

    REQ/ELECT

    ELECTIVE

    Credit

    1~2

    Teacher

    This course is an independent study option focusing on classroom instruction. Students can make arrangements individually with an instructor/supervisor for guidance in exploring issues in their own instructional practices through action research, reflective practice or exploratory practice. Possible topics of focus include classroom management issues, task design and implementation, textbook adaptation, and classroom assessment.

    Course Title

    Academic Writing

    REQ/ELECT

    ELECTIVE

    Credit

    1

    Teacher

    Daniel Jackson

    The perplexing nature of academic writing is one challenge graduate students face. This course will help students develop and practice writing skills necessary for success within the MA program and in the wider arena of professional development in TESOL. Students in this course will gain familiarity with written, academic genres in TESOL, develop clarity of written expression, and learn to express themselves through academic conventions. The course will focus on analyzing how writers share background knowledge, create spaces for research, and present convincing arguments. Academic writing will be viewed in terms of considerations regarding audience, purpose, organization, style, flow, and presentation. Students will carry out tasks to build awareness of these elements, apply ideas discussed in the course to their writing, and learn skills and strategies to support their writing journeys after the course is over.

  • Course Title

    MA Research Project

    REQ/ELECT

    REQ

    Credit

    1

    Teacher

    The MA Project is an argument for pedagogical action and a culmination of participation in the MA TESOL Program. In completing their MA Project, MA TESOL students demonstrate their ability to reflectively examine their pedagogical context; identify and define a teaching/learning issue in that context; to access, summarize, and synthesize current literature relevant to the issue; and develop a justified pedagogical approach to the issue, including how to evaluate the success of their approach.

    The MA Project will be no less than 20 and no more than 25 pages in length (typed in Times New Roman, 12-point font, double-spaced, with standard margins), excluding references, following APA formatting rules.

    The MA Project should be organized in three sections:

    The first section (Issue in Context; 3-5 pages) should present an issue arising from the student’s experience as a teacher, making clear how the issue is related to the context of the student’s work.

    The second section (Selective Review of Literature; 10-12 pages) should be a review of relevant, contemporary literature (no less than 15 but no more than 25 sources in total) that show how this issue has been approached theoretically or practically in other contexts. This review should support the importance of examining this issue in greater depth in the writer’s context and provide a basis for the pedagogical action to be proposed in the third section.

    The third section (Pedagogical Action and Evaluation; 5-8 pages) should present possible pedagogical actions in response to the issue, with evaluation of these in relation to the student’s knowledge of their own context. This section should also include some prospective reflection on the part of the student about how they plan to evaluate the success of their pedagogical plan.

Syllabus

Tuition Fee

Our MA TESOL Program has taken the following measures to alleviate the financial burden for in-service teachers.

  1. CREDIT-BASED TUITION FEE

    Students pay the tuition fees according to the number of credits they register for in each semester (65,000 yen per credit).

  2. TUITION FEES ARE TO BE PAID UPON COMPLETION OF COURSE REGISTRATION EACH SEMESTER

    Since you pay tuition fees according to the number of credits you register for each semester (fall and spring), you do not need to pay a large amount of money at once.

  3. NO FACILITY FEE REQUIRED

    No facility fee is charged.

  4. ALUMNI TUITION FEES FOR GRADUATES OF KANDA UNIVERSITY OF INTERNATIONAL STUDIES

    Graduates of Kanda University of International Studies (both undergraduate and graduate levels) are entitled to alumni tuition fees. For further information, contact the TESOL Office.
    (65,000 yen/per credit→45,000 yen/per credit)

  5. EXEMPTION SYSTEM BASED ON TEACHING EXPERIENCE

    Based on their teaching experience, students will be considered for exemption from some credits. For further information, contact the TESOL Office.

  6. AUDITING FEE (NON-CREDIT)

    Interested people are welcome to audit 1-credit workshops if space is available. Permission of the program administration and payment of a 30,000 yen auditing fee are required.

Fees

Admission fee

JPY 250,000

Tuition

JPY 65,000 / per credit

Credits required for graduation

37

Total expenses

(65,000 x 37) + 250,000 = JPY 2,655,000

The total cost of the tuition and fees is as shown in the table. However, many of the students are qualified for exemption of some required credits. Therefore, the total can be reduced. For more details, contact the TESOL office.


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CONTACT

神田外語大学大学院

MA TESOL Program, Graduate School of Language Sciences(Tokyo Campus),
Kanda University of International Studies

Address:4F, Building7 2-13-13 Uchikanda, Chiyoda-ku, Tokyo 101-8525, JAPAN

TEL:+81-3-3254-3586

FAX:+81-3-3254-3585

Office Hours:Mon., Thurs. and Fri. 10:00~18:00, Sat. 12:30~20:00, Sun. 9:30~17:00 (Closed on Tues., Wed. and National holidays)