本文のエリアです。

修士課程(MA TESOL Program)

博士前期課程


Online/In-person Choice-Based Course Delivery System will start from Spring 2022!
オンライン/対面 選択受講方式が2022年4月からスタート!

In previous years, both required and elective courses in the TESOL Program were offered only in-person. However, from Spring 2022, a new Choice-Based Course Delivery System will be introduced. This means that the program may be taken either entirely online or with a mix of online and in-person courses* (the entirely online option is only available for September admission). Please note that the choice-based system applies to courses, not individual course sessions, so each course will be conducted entirely online or entirely in-person.

*With the new course delivery method, it is not possible for the program to be completed entirely in-person.

これまでTESOLプログラムの必修科目と選択科目は対面のみで提供されていましたが、2022年4月から新しい選択受講方式(Online/In-person Choice-Based Course Delivery System)が導入されます。これにより、課程を完全にオンラインで、またはオンラインと対面を組み合わせた形*で修了できるようになります。(オンラインのみで課程を修了する場合は9月入学になります。)選択受講方式は科目ごとにオンラインか対面かを選ぶものであり、毎回の授業をオンラインか対面で選ぶことができるという意味ではないのでご注意ください。

*対面式のみで全ての課程を修了することは出来ません。

Updated October, 2021 


Certificate Program in TESOL / TESOL 履修証明プログラム

The new Certificate Program in TESOL (for In-Service Teachers and anyone aiming to become an English Teacher) started from April, 2020.

TESOL履修証明プログラム(現職教員や英語教員を目指す方を対象)が2020年4月から新規にスタートしました。


Information Sessions
Current Events

Online/In-person Choice-Based Course Delivery System
オンライン/対面 選択受講方式

  • Background

    The TESOL Program is designed for busy in-service teachers of English. In recent years, we’ve received numerous requests to offer the program online, especially from teachers residing outside the Kanto region. At the same time, many teachers have also indicated a preference for in-person classes. In response to these diverse needs, we will be introducing a new choice-based course delivery system.

  • 現状・背景

    本学のTESOLプログラムは多忙な現職教員を対象としているプログラムであり、昨今、首都圏以外に在住する英語教員からオンラインで受講できないかという声が多く上がっている一方、対面授業を要望する声も根強く残っています。多様な背景を持つ受講者のニーズに応じられるように選択式受講形態を新たに導入します。

Online/In-person Choice-Based Course Delivery Options
オンライン/対面 選択受講方式のオプション

Required courses (except the MA Research Project) will be offered online or in-person on an alternate basis. Some required courses are offered once a year and others are offered twice a year (i.e., each semester).

全ての必修科目(MA Research Projectを除く)はオンラインと対面で交互に開講されます。必修科目は年に1回開講の科目と、2回開講の科目に分かれます。

Elective courses and the MA Research Project will be offered only online. A select number of courses are offered each semester. Some elective courses may be offered in-person on an irregular basis.

全ての選択科目とMA Research ProjectはすべてOnlineで開講されます。毎学期、一定数の科目を開講します。不定期にいくつかの選択科目を対面で開講することがあります。

courses

Course Offerings and Delivery Methods

REQ/ELECT
(必修/選択)

Course Titles
(科目名)

CREDITS
(単位数)

Spring Semester
Apr.1-Sep.15

Fall Semester
Sep.16.–Mar.31

REQ/必修
TWICE A YEAR/年2回開講


Online and in-person delivery methods alternate on a semesterly basis.

Principles and Practices of the TESOL Classroom
(must be taken in the first semester of study)

3

In-person

Online

English Phonetics & Phonology

3

In-person

Online

Sociocultural Approaches to Second Language Learning and Teaching

3

In-person

Online

Integrated Skills Practicum and Classroom Observation

3

Online

In-person

Pedagogical English Grammar

3

Online

In-person

REQ/必修
ONCE A YEAR/年1回開講


Online and in-person delivery methods alternate on a yearly basis.

Second Language Acquisition

3

In-person/Online

 

Specialized Practicum and Classroom Observation

3

In-person/Online

 

Pragmatics for Language Educators

3

 

In-person/Online

Second Language Assessment

3

 

In-person/Online

ELECT/選択必修
ELECT/自由選択


Offered online (some specialized TESOL Methodology courses may be offered in-person on an irregular basis.)

Specialized TESOL Methodology

1

Online

Principles of Teaching English to Young Learners

2

Online

Learner Autonomy

2

Online

Guided Teaching

1~3

Online

Current Issues in Language Education

1

Online

REQ/必修
TWICE A YEAR/年2回開講


Offered online (In-person option available as needed)

MA Research Project

1

Online

Online

How and when should I choose the delivery method (Online/In-person)
いつ、どのように受講方法を選べば良いのか?

  • The academic year in the TESOL Program is divided into two semesters (Spring and Fall). Students can apply for admission in either semester. Upon entry to the program, students are required to take the course titled Principles and Practices of the TESOL Classroom in their first semester. In the Spring Semester, this course is offered in-person, and in the fall semester, it is offered online. Therefore, those who do not mind taking this course in-person or online can apply for admission in spring or fall. However, if you have a particular preference for a delivery method, you will need to decide whether to apply for spring admissions and take this course in-person or for fall admissions and take it online.

    Each semester, students will need to register for courses two months prior to their start. In order to choose the courses best suited to you, be sure to consult both the course schedule provided each semester and the Course Offerings and Delivery Methods Table. Please keep in mind that all elective courses are offered online, and only a select number of courses are offered each semester. Also note that courses with fewer than three students will be canceled.

    Both delivery methods (Online and In-person) provide the same class content, and there is no difference in the quality of courses. However, the learning environment of each delivery method is different. The options best suited to you will depend on your preferences, circumstances and learning style. The choice-based system allows you to discover the method of study that suits you best: all online, or mixed online and in-person. Of course, you may also choose courses based on availability, without consideration of the delivery method at all.

  • TESOLプログラムは、2期制(春と秋)になります。学生はどちらの学期でも入学を申請することができます。プログラムに入学した学生は、最初の学期に「Principles and Practices of the TESOL Classroom」と題された科目を受講する必要があります。この科目は、春学期には対面式で、秋学期にはオンライン式で行われます。したがって、この科目を対面またはオンラインで受講しても構わないという方は、春または秋に入学申請をすることができます。ただし、受講方法に特別な希望がある場合は、春入学でこの科目を対面で受講するか秋入学でオンラインで受講するかを決定する必要があります。

    各学期、学生は授業開始の2ヶ月前に履修登録を行う必要があります。自分に最も適した科目を選択するために、各学期に提供されるコーススケジュールとCourse Offerings and Delivery Methods Tableの両方を必ず参照してください。選択科目はすべてオンラインで開講され、各学期に開講される科目は限られていることに留意してください。 また、受講者数が3名に満たない科目は開講されませんのでご注意ください。

    どちらの配信方法(オンラインと対面)でも、同じ授業内容を提供しており、科目の質に違いはありません。ただし、各配信方法の学習環境は異なります。自分に最も適した選択肢は、あなたの好みや状況、学習スタイルによって異なります。選択式のシステムでは、すべての科目をオンラインで、オンラインと対面の科目を混合して、あるいは受講方法(配信方法)をまったく考慮せず取れるものから履修のように、自分に最も適した学習方法を発見することができます。

Note!

For MA students who wish to take all of their courses online or have other particular course delivery preferences, it will not be possible to complete the MA TESOL Program in two years. In such cases, a three-year plan would be more realistic. For those who do not have any specific preferences for delivery methods and enroll in courses each semester without concern for their delivery method, it may be possible to complete the program in the two-year minimum period. Note that completing the program in two years can be challenging, especially for in-service teachers. Please contact us for guidance on this point if it is something you are considering.

Foreign nationals residing outside of Japan are required to obtain a college student visa in order to enroll in the TESOL MA Program. If you are a Japanese citizen living abroad and wish to enroll in the TESOL MA Program, please contact the TESOL Tokyo Office before applying.

すべての科目をオンラインで受講したいと考えている修士課程の学生や、受講方法に希望がある学生にとっては、2年間で修士号TESOLプログラムを修了することは不可能です。そのような場合には、3年間の計画がより現実的でしょう。受講方法に特に希望がなく、受講方法を気にせずに毎学期科目を受講する人にとっては、最低2年の期間でプログラムを修了することができるかもしれませんが、2年間でプログラムを修了することは、特に現職の教師にとっては難しいことです。この点についてご検討中の方はご相談ください。

日本国外に在住する外国籍の人が本学TESOL MA Programに入学するためには留学ビザが必要になります。海外在住の日本国籍を有する人がTESOL MA Programに入学を希望する場合は、必ず出願前にTESOL東京オフィスまでお問合せ下さい。

TESOL MOVIE

  • KUIS MA TESOL Program Alumni Chat

  • 神田外語大学 大学院「TESOL MA Program」

MA TESOL Program

Mission

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 TESOL teachers.

TESOLプログラムの理念

神田外語大学大学院言語科学研究科英語学専攻(修士課程)のTESOLプログラム は、主に現職教員を対象とし、外国語学習・教育の最新理論を明確に理解した上で、自らの教室実践に関して教育学的知見に基づいた意思決定を行うことのできる教育者の育成を目指します。教室現場の多様性と複雑性を認識し、教師が学習者のニーズに適切に対応するために必要な幅広い専門知識・指導法を習得するための支援を行います。さらに、自己観察と自己評価の習慣を育成することで、教師としての長期的な成長のための基盤を提供します。本課程修了者は、英語教育において先導的な役割をはたすことができる英語教育の専門家となることが期待されます。

Features of MA TESOL Program

  1. All classes are held at the Tokyo Campus in Kanda.

    授業は通学に便利な神田にある東京キャンパスで行います。

  2. The program is designed mainly for in-service teachers of English.

    現職教員の方や英語教員を目指す方のためにデザインされたプログラムです。

  3. All classes are conducted in English.

    授業はすべて英語で行われます。

  4. The program is designed for both native and non-native speakers of English.

    日本で英語教育に携わっている英語母語話者と非母語話者を対象とします。

  5. Classes are held on weekends. (Required courses are scheduled only on Sundays.)

    在職のまま通学ができるように、週末に授業を行います。(必修科目は日曜日のみ)

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

    募集は年2回です。(9月入学、4月入学)

  7. The program can be completed in a minimum of two years or a maximum of six years.
    (Students typically take two and a half to three years to complete it.)*

    最短2年で修士号を取得可能です。 また、修業年数は6年を最長とします。
    (平均2年半から3年で修了しています。)

  8. A credit-based tuition system is used.

    授業料は履修単位数に応じて決まります。

  9. Credit exemption based on teaching experience is offered (1~3 credits).

    英語教育経験年数に応じた単位免除制度があります。

  10. Eligibility for specialized teaching license in English (senshu-menkyo : English).

    教諭一種免許状(英語)保有者は、本修士課程修了時に専修免許状の申請が可能です。

  11. * A maximum six years enrollment in the MA TESOL Program is applied to those who enrolled in the program since April 2020.

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

  • Assistant Director, Associate Professor, KUIS

    Gordon Myskow
    Assistant Director
    Associate 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 that reflective teaching practices are the foundation 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 strive for 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 receive 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.

External Consultants

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 Emeritus, 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.

Rod Ellis Professor, University of Auckland

Rod Ellis
Professor, University of Auckland

Good TESOL programs reflect the interface between theory and practice in their curriculum. Such an interface is essential for developing expertise in teaching English as a second/ foreign language. In this respect the Kanda University of International Studies’ TESOL program is exemplary. It provides a wide-ranging set of required and elective courses that address all the major areas of TESOL and does so by demonstrating the theoretical underpinnings of good practice while also providing opportunities for students to draw on their own experience of teaching or learning English and to develop their teaching skills.
My own contribution to the program reflects this theory-practice interface. I teach an elective course on task-based language teaching (TBLT). My interest in TBLT derives from my conviction that how we teach English a second/foreign language has to accord with how learners learn it. TBLT reflects this by emphasizing meaning-making in conjunction with a focus on linguistic form. It aims to develop the interactional and linguistic competence that all learners need to become effective communicators in English as a second language. Such an approach is especially important in the Japanese context where there are few opportunities to use English communicatively outside of the classroom.

  •  

    NAME

    AFFILIATION & RANK

    1

    Dwight Atkinson

    Professor, University of Arizona

    2

    Donna M. Brinton

    Lecturer, University of California

    3

    Charles Browne

    Researchmap

    Professor, Meiji Gakuin University

    4

    Rod Ellis

    Professor, Curtin University

    5

    John F. Fanselow

    Professor Emeritus, Columbia University Teachers College

    6

    Thomas S.C. Farrell

    Professor, Brock University

    7

    Gavin Furukawa

    Associate Professor, Sophia University

    8

    Gregory Paul Glasgow

    Associate Professor, KUIS

    9

    Chris Carl Hale

    Researchmap

    Associate Professor, Akita International University

    10

    John Hedgcock

    Professor Emeritus, Middlebury Institute of International Studies at Monterey

    11

    Noriko Ishihara

    Researchmap

    Professor, Hosei University

    12

    Professor, KUIS

    13

    Daniel O. Jackson

    Faculty research achievements

    Professor, KUIS

    14

    Associate Professor, KUIS

    15

    Professor, KUIS

    16

    Aya Matsuda

    Associate Professor, Arizona State University

    17

    Paul Kei Matsuda

    Professor, Arizona State University

    18

    Visiting Professor, KUIS

    19

    Professor, KUIS

    20

    Associate Professor, KUIS

    21

    Nena Nikolic

    Lecturer, KUIS

    22

    Professor, KUIS

    23

    Hayo Reinders

    Professor, Unitec Institute of Technology

    24

    Professor, KUIS

    25

    William Snyder

    Lecturer, KUIS

    26

    Professor, KUIS

    27

    Scott Thornbury

    Associate Professor, The New School

    28

    Hisako Yamashita

    Associate Professor, Kobe Shoin Women's University

    29

    Kensaku Yoshida

    Professor Emeritus, Sophia University

    30

    Paul R. Underwood

    Professor, Toyo Eiwa University

Curriculum

  • Number of Credits [37 Credits Required for Graduation]

    The number of credits required for completion of the Master's TESOL program is 37. If it can be established that the student has acquired relevant competencies through teaching experience or certification in a related field (e.g., CELTA), credits in the range of 1 to 3 may be granted. In addition, up to 10 credits earned at other graduate schools in a related field (e.g., TESOL, applied linguistics) may be recognized as credit for sufficiently similar courses in the MA TESOL Program. Students who complete a post-graduate level certificate program in TESOL (e.g., Cambridge DELTA) will be eligible for up to 3 credits. The maximum number of exempted credits is 20. In principle, a 1-credit course is 12 hours, and a 3-credit course is 36 hours.

    修士課程TESOLプログラムの修了要件単位数は37単位です。これまでの教育経験や関連分野でのサーティフィケイト取得により、本学科目の学修で求められる成果を達成していると評価できる場合、1~3単位の範囲で単位認定を行います。さらに、他大学院で修得した単位について、本学の同様の科目の単位として、最大10単位まで単位認定が可能です。大学院相当のケンブリッジDELTA取得者は3単位が認定されます。単位認定の合計数は最大20単位です。原則として、1単位コースは12時間、3単位コースは36時間です。

    courses

Course Descriptions

  • Course Title

    Principles and Practices of the TESOL Classroom

    REQ/ELECT

    REQ

    Credit

    3

    Principles & Practices

    This course provides an opportunity for student-teachers to explore key issues in teaching and learning English. It has three main goals. The first goal is to promote reflective teaching practices. Through online and class discussions, participants will have opportunities to relate the course content to their own teaching experiences. Since reflective practices are developed not only through individual introspection but through social interaction, building a supportive professional community where we can share and learn from others will be essential. The second goal is for our classroom community to develop a shared terminology (i.e., vocabulary) for talking about teaching. Participants will gain familiarity with prominent educational approaches such as Cooperative and Collaborative Learning, Content and Language Integrated Learning (CLIL), as well as Task- and Project-based Learning. Other important concepts to be discussed include learner autonomy and the principles and components of course design. The third goal of the course is to develop a foundation for further learning in the MA Program. The main course assignment called Teaching Issues Paper provides student teachers with an opportunity to identify issues that they wish to explore further in the program. This assignment also offers an opportunity to develop research and referencing skills that will be of use throughout the MA TESOL program.

    Course Title

    Specialized TESOL Methodology: Listening

    REQ/ELECT

    ELECT

    Credit

    1

    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

    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

    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

    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

    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

    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

    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

    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

    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

    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

    Pedagogical English Grammar

    REQ/ELECT

    REQ

    Credit

    3

    Pedagogical Grammar

    As a pedagogical grammar course, our focus is not only on the forms and functions of English grammar but on the strategies and techniques for teaching and learning them. As such, the course has three principle aims. The first aim is to become more familiar with the patterns and rules of English syntax (i.e., grammatical form(s)). To achieve this, it is essential that we possess a shared terminology to talk about grammar, including grammatical categories and phrase structure rules. The second aim of the course is to explore the meaning and use of grammatical constructions. All aspects of language, including their grammatical structures, are used by speakers and writers to communicate with others in order to perform social activities, and thus the meaning and use of grammar will be an important focus of the course. Some attention will also be devoted to the meanings of grammatical constructions beyond the clause at the textual or discourse level. The third aim of the course is to develop pedagogical strategies and techniques for grammar instruction. Among the issues treated in the course will be the distinction between inductive and deductive instructional approaches, the sequencing of language-focused instruction in the syllabus and lessons, as well as language analysis techniques such as ‘noticing’ and ‘grammaring’. Student-teachers will have a chance to apply these principles by developing and teaching their own lessons and activities.

    Course Title

    English Phonetics & Phonology

    REQ/ELECT

    REQ

    Credit

    3

    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

    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

    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

    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

    2

    This course provides students with a theoretical foundation for teaching English to young learners. The course will start by clarifying the MEXT’s goals and objectives of English education in Japanese public elementary schools. We will then analyze MEXT approved English textbooks for 5thand 6thgraders to investigate how the ideas are incorporated into the materials and what students are actually learning. The course will explore various practical methods for teaching children listening, speaking, reading, and writing, but the focus will be on skills required for teaching reading through picture books. Students will learn basic reading concepts necessary for children to know (such as phonemic awareness and phonics) and will acquire skills for read-aloud, guided reading and shared reading. Drawing from the knowledge garnered through required materials and textbooks, students will devise lessons for a picture book on their own and demonstrate in class. The class will be highly interactive and practical; participants will learn through a number of actual demonstrations with lesson plans.

    Course Title

    Learner Autonomy

    REQ/ELECT

    ELECTIVE

    Credit

    2

    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

    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

    MA Research Project

    REQ/ELECT

    REQ

    Credit

    1

    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

Scheduling Options for Different Course Types

Scheduling Options for Different Course Types

Tuition Fee

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

  1. Credit-based tuition

    Students pay the tuition fees according to the number of credits they register for in each semester (65,000 yen per credit). Since tuition fees are paid according to the number of credits registered for in each semester (Spring and Fall), students do not need to pay a large amount of money at once.

    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

    * Program costs may be reduced for those who qualify for credit exemption (see below).

  2. Students may be considered for credit exemption of up to a maximum of 10 credits based on the following criteria.

    Policy on Credit Transfer & Exemption-revised 2019[410KB]

    1. Exemption system based on teaching experience
      Those who have teaching experience will be considered for course exemption.

      Years of teaching
      experience

      Courses to be exempted

      Total number of credits
      eligible for exemption

      3 - 5

      Guided Teaching (1 credit)

      1

      6 - 10

      Guided Teaching (2 credit)

      2

      11 or more

      Guided Teaching (3 credit)

      3

      * For further information, contact the TESOL Office.

    2. Exemption system based on post-graduate credits from other institutions
      Those who have taken coursework in a master’s program in a related field (e.g., TESOL, applied linguistics) or those who have completed a post-graduate level certificate program in TESOL will be considered for credit exemption of up to 10 credits based on coursework completed in the previous program. Please note that the maximum number of 10 credits for exemption includes any credits exempted for teaching experience (see above). Decisions about the particular courses to be exempted from will be made on an individual basis based on transcripts.
  3. 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.
    (No admission fee (250,000 yen); tuition fees reduced from 65,000 to 45,000 yen/per credit)

  4. No facility fee required

  5. No auditing fee for TESOL students

    TESOL students can audit most of the courses for free if space is available.

FAQs / Testimonials

  • Q1

    I cannot take classes on Saturdays. Is it possible to complete the MA TESOL Program?

    A. Required courses are held on Sundays, and elective courses are generally held on Saturdays. However, we also offer some elective courses on Sundays, so it is possible for you to complete the program even if you cannot take classes on Saturdays. Please note, however, that it may take longer to finish the program as electives held on Sundays may not be offered regularly (see page 6 for further information).

    Q2

    I am not an English teacher now, but I would like to teach English in the future.
    Am I eligible to apply for the MA TESOL Program?

    A. The majority of our students are in-service teachers. Still you are eligible to apply for the program if you meet other conditions (see page 6, Admission Information); however, you will need to have access to an English teaching site when you take the two practicum courses. For details, contact the TESOL Office.

    Q3

    I live abroad. Does the MA TESOL Program accept students from overseas?
    Can I get a student visa?

    A. You can apply for the MA TESOL Program from overseas. However, if you pass the first screening we ask you to be on campus in Japan for the second stage of the entrance exam. There are no exceptions to this point. If you pass the entrance examination, we will issue required documents for you to apply for a student visa. Please note that it is the students’ responsibility to apply for and obtain a visa. Those who are unable to obtain a visa will not be enrolled in the program.

    Q4

    Can I get a scholarship for the MA TESOL Program?

    A. We do not offer scholarships for the MA TESOL Program. However, we offer a credit exemption system for teaching experience and post-graduate credits from other institutions (see page 2 for further information).

    Q5

    I am currently in my third year of university.
    Can I join the program right after I graduate from university?

    A. Yes, you can. For enrollment in the MA TESOL Program from April in the year of your graduation, you need to apply during the Fall Semester (application period from Dec. to Jan.). Please note that students who do not complete their undergraduate studies for whatever reason will be withdrawn from the program.

    Q6

    What are the benefits of enrolling in the Certificate Program prior to joining
    the MA TESOL Program?

    A. Certificate students take the same courses as MA students. Therefore, all credits obtained in the Certificate Program are transferrable to the MA TESOL Program. Certificate students also do not need to pay the admission fee of JPY 250,000 until their status changes to ‘MA student’. Certificate students may choose to take up to 3 credits beyond the required 10 credits without any extra fees and will be exempted from taking these credits upon enrollment in the MA TESOL Program. Please note that certificate students must complete the 10 required credits in one year (two semesters) upon entry into the Certificate Program. Those who are unable to do so will be charged extra fees to complete the Certificate Program (65,000 yen per credit). For details, contact the TESOL Office.

    Q7

    What are the unique features of our program which differentiate our program
    from other similar programs in Japan?

    A.

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

    • Classes are held on weekends and during long vacations to fit the teachers’ schedule.

    • All classes are conducted in English.

    • Students are accepted twice a year (September and April).

    • Students will be able complete all the requirements for MA in two and a half to three years.

    • The venue is located in Kanda, Tokyo.

    • The tuition is determined based on the number of credits which students register for.

    • The program focuses on:
      (1) Practice
      (2) Professionalism
      (3) Reflection
      (4) Community

    Q8

    What are the philosophical concepts of our classes,
    especially in terms of content and teaching style?

    A. The teaching style of our program is interactive, with a strong emphasis on sharing among students through discussion and reflection, both in and out of class. There is a strong emphasis on practice in all courses; theory courses aim at linking what is being taught to helping teachers become more effective in the classroom. The program as a whole emphasizes the building of a community of teachers who support each other and help each other continue to grow as professionals throughout the program and beyond.

    Q9

    What do students learn in the program?

    A. In this program, students become professional teachers, with the ability to make effective decisions that help their students learn. Our students learn how to connect the latest understandings from research about teaching and learning to their own practice, improving how they teach. They learn through practice in workshops and practicum courses where they are given the opportunity to try out new ideas and get helpful feedback from their instructors and peers. They learn about the English language and also how to use it effectively in teaching.

    Q10

    Why should teachers learn in this program?

    A. There is currently no other graduate teacher education program in Japan that provides the practical emphasis that this one does. The instructors in the program share this educational philosophy and have long experience working with teachers to help them develop their abilities to teach, to reflect on their practice, and use their knowledge to make effective decisions in the classroom.

    Q11

    Why this curriculum?

    A. The curriculum of this program is practical. Courses focusing on the English language (Pedagogical English Grammar, English Phonetics and Phonology) help develop an understanding of English for effective teaching. Theory courses (e. g., Second Language Acquisition, Second Language Assessment) are all taught in ways that link theory to the classroom, aiming to help teachers understand how theoretical knowledge can inform their practice. But most of all, this program has a greater emphasis on practical courses than any other program in Japan. The practical thread runs throughout the program, from the initial course in Principles and Practices of the TESOL Classroom through two full-semester practica that will involve practice micro-teaching and observation, to a wide range of intensive practical workshops focused on specific aspects of teaching that may hold special interest for individual teachers.
    In no other program will teachers get the same level of input about teaching, opportunities to practice (and explore in their practice), and feedback from a supportive community of fellow teachers.

  • Takuto Marutani

    Gaining Knowledge and Experience in Collaboration with Others

    Takuto Marutani

    Enrolled: 2017, April
    Current workplace: Private high school

    I decided to enter the MA TESOL Program at Kanda and start my teaching career as a part time teacher immediately after graduating from university. This is because I realized I lacked experience and knowledge of teaching when I was a senior student, and I hoped this program would foster my growth as a teacher. After spending two years in the program, I am certain that I made the right decision. Lear ning from my knowledgeable and experienced classmates, who are active English teachers, as well as prominent professors helped to start off my teaching career and I have been improving my teaching day by day drawing on what I have learned in this program.

    Junko Takatori

    Gaining Competence and Confidence

    Junko Takatori

    Enrolled: 2018, September
    Current workplace: Kanagawa Prefectural Education Center

    Having been a high school English teacher, I became a teachers' consultant (指導主事) working for Kanagawa Prefectural Education Center in 2017. In order to provide teachers with teacher-education seminars that I would want to take if I were a participant, I needed theoretical support. That is why I started the MA TESOL at Kanda. I have been fascinated by the practical program supported by the kind staff, the thought-provoking classes provided by the fantastic professors, and the exciting discussions with fellow teachers in the program. Even though reading academic journals and writing papers are challenging, I am now intensely interested in learning TESOL and more confident than ever as an English teacher.

    Ryota Taniguchi

    Teaching Other Teachers the Latest Educational Practices

    Ryota Taniguchi

    Enrolled: 2018, April
    Current workplace: Public junior high school

    It has been a year and a half since I began my studies in the MA TESOL Program. Prior to entering the program, I completed several TESOL certificate courses, including ones from foreign universities. Since joining the MA TESOL Program, I have been able to bring together English education pedagogy with theoretical principles, which helps me as a teacher trainer (指導教諭) to present the latest English education practices. While some MA program classes can be challenging at times, the professors work diligently to explain the contents, so I can enjoy taking part in them.

    Sumie Satake

    A Life-Changing Opportunity

    Sumie Satake

    Graduated: 2018, April
    Current workplace: Junior & senior high school

    The Kanda MA TESOL Program enables us to explore boundless possibilities of language education in practice as well as in theory. In small group sessions guided by brilliant and friendly professors, we could expand and develop further views on various aspects of our everyday teaching. Classrooms and the tea lounge are always alive with chatter and laughter among students, professors, and staff from different backgrounds. The program also enabled us to develop a wider perspective, which helps me to reflect on myself and keep learning even after finishing the program. With the sincere care and support of the faculty, it became my professional-life-changing opportunity.

    Toshio Ito

    Improving Teaching Skills and English Ability

    Toshio Ito

    Graduated: 2018, March
    Current workplace: Private junior and senior high school

    Thanks to the TESOL Program, I could improve the two things I need as an English teacher. First, I succeeded in developing more effective teaching skills owing to the instructive advice from my professors and peers, which I could put to good use in my classes. They offered me many useful ideas so I could motivate my students to study English with greater interest. Second, the level of English proficiency in all four skills for my English-teaching profession became higher, which enabled me not only to conduct my classes in English confidently but also to pass EIKEN Grade 1. I hope many teachers will attend the program to meet their future needs.

    Daniel Hooper

    A Practical Program Cultivating Future Educational Leaders

    Daniel Hooper

    Graduated: 2016, September
    Current workplace: Kanda University of International Studies

    Entering the MA TESOL at Kanda profoundly changed my life both professionally and personally. The intensely practical nature of the program meant that I could directly apply what I had learned to my teaching the following day. As a result, I became increasingly excited about pedagogy and began to search for more and more ways to develop. Rather than simply viewing teaching as a job, I came to see myself as a professional actively participating in the field of TESOL. This was also fostered by the fantastic professors and staff who perceived all the students as valued educators with much to offer the future of language education in Japan.

    「The Japan Times より引用」

    Phillip A. Bennett

    Phillip A. Bennett

    Graduated: 2019, March
    Current workplace: Kanda University of International Studies

    Professional Community and Career Opportunities

    My experience in the Kanda MA TESOL Program led to monumental changes in my teaching practice and career prospects. During my time there I was able to learn from and with people in the TESOL field from all over the world, and all walks of life. The professors and staff cultivated an environment and community which was critical to my professional development and helped me to flourish as a graduate student. Alongside becoming an effective TESOL educator, the MA TESOL Program also equipped me with the research skills and pedagogical awareness to transition into the field of advising in language learning. The positive impact this program can have on its students and the teaching communities they become a part of cannot be stressed enough.

Certificate Program in TESOL / TESOL 履修証明プログラム

1 Year Flat-Rate Tuition System(1年定額制)

Number of Credits [10 Credits Required for Completion]

For the Certificate in TESOL, 10 credits are required. The Certificate Program is completed in one year (two semesters), and is a non-degree program.

TESOL履修証明プログラムの修了要件単位数は10単位です。履修修了年数は1年(2学期)で、非学位プログラムです。

    [Program Features]

  1. A flat-rate tuition system is used.

    授業料は定額制です。

  2. All Certificate Program requirements are completed in one year (two semesters).*

    プログラムの修了期間は1年です。(2学期)

  3. All classes are conducted in English.

    授業はすべて英語で行われます。

  4. Students may transfer to the MA TESOL Program upon completion of the Certificate Program (on condition of faculty approval).

    Certificateプログラム修了後、一定の条件を満たした者はMA TESOLプログラムに編入可能です。

  5. All credits from the Certificate Program are transferrable to the MA TESOL Program.

    すべての単位はMA TESOLプログラム編入後、取得単位として認められます。

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

    募集は年2回です。(9月入学、4月入学)

  7. A minimum of 10 credits and a maximum of 13 credits may be taken to complete the Certificate Program.

    修了単位は10単位ですが、最高13単位まで取得することができます。

  8. The Certificate Program accepts teachers from the board of education chouki-kenshu (長期研修) program. Contact the TESOL Office for further information.

    教育委員会から派遣される長期研修教員を受け入れます。(詳しくはTESOLオフィスへお問い合わせください。)

  9. Certificate students take the same courses as MA TESOL students. Therefore, all admission requirements for MA TESOL students also apply to certificate students.

    MA TESOL Prog ramの院生と一緒に同じ科目を履修します。その為、入学条件はMA TESOLプログラムと同じになります。

  10. * Those who are unable to complete the Certificate Program in one year may complete the remaining credits after one year for 65,000 yen per credit.
    1年で修了できなかった場合は、1単位あたり65,000円で残りの単位を取得できます。

Note: Certificate and MA program students take the same classes, and the entrance exam procedure is the same for both programs. However, the purposes and demands of these programs are different. Certificate Program students gain a solid foundation in the principles and practices of TESOL, as well as the tools to critically reflect on their teaching and make informed decisions in their classrooms. MA Program students build on this foundation by undertaking a wider variety of courses in specialized areas of TESOL and pursuing specific areas of interest in greater depth. An important aim of the MA TESOL Program is for teachers to become self-directed language professionals and leaders in their teaching communities.
Upon completion of the Certificate Program, students may be eligible to transfer credits to the MA Program. Please note that transfer from the Certificate to the MA Program requires faculty approval. Transfer decisions will be made based on students’ performance in the Certificate Program and their perceived readiness to undertake further studies in the MA Program.

Fees

Admission fee

JPY 0 *

Tuition Fees

First Semester

JPY 325,000

Second Semester

JPY 325,000

Total Amount

JPY 650,000 *

* JPY 250,000 (admission fee) to be paid upon entry to the MA Program.

* Graduates of Kanda University of International Studies (both undergraduate and graduate levels) are entitled to alumni tuition fees.
 (JPY 650,000 → JPY 450,000)

Courses

Courses

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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)