Professor, English Language Program
M.A. in TESOL, Deakin University, Australia, 1999
(crooks@iuj.ac.jp / phone: x.416)

Oral Communication Skills and Academic Listening Skills
Academic English (writing)
English for Thesis Writing

English teacher education, Professional Identity studies (esp. Native/Non-Native English teacher issues), World Englishes, Socio-cultural issues in English Language Teaching, Computer Assisted Language Learning (CALL)

• ・1999,‘Taboo Blue’, American Language Review, September-October, pp. 27-30.

• ・2000,‘An E-Commerce Web Page Project’, The Language Teacher, Vol.24, No.10, pp. 22-23.

• ・2001,‘Professional development and the JET Programme: Innovations in Sendai City’, JALT Journal, Vol. 23, No.1, pp. 31-46.

• ・2002,‘Student Attitudes Toward a Dialogue Journal Project’, The Study Bulletin of the Tohoku English Education Institution, Vol. 22, pp. 153-167.

• ・2002,‘Dialogue Journals in Japanese Universities: Practicalities, Pitfalls, Pleasures’, Miyagi University of Education Foreign Languages Studies Essay Collection, Vol. 2, pp. 51-60.

• ・2003,‘Ministering through English: Spreading the Faith with EFL’, Miyagi University of Education Foreign Languages Studies Essay Collection, Vol. 3, pp. 31-44

Assistant Professor and Program Coordinator, English Language Program
M. A. in TESOL, Teachers College Columbia University, 2012
(mjm2229@iuj.ac.jp/ phone: x.412)

Academic English
English for Thesis Writing
Oral Communication Skills and Academic Listening Skill

Computer-assisted language learning (CALL), cooperative learning, foreign language policy, second language assessment, second language immersion

• ・2012. Effective implementation of foreign language education reform in Japan: What more can be done? In N. Sonda & A. Stewart (Eds.), JALT2011 Conference Proceedings. Tokyo: JALT.

• ・2012. Application of Foreign Language Course of Study revisions in primary and secondary schools in Japan. Research Bulletin of Meisei University / Humanities, 48, 97-112.

• ・2011. Heritage language acquisition: Definitions, theories, and pedagogies. (Unpublished Master dissertation). Teachers College Columbia University, Tokyo.

• ・2011. Implementing language policy in Japan: Realities and recommendations. PeerSpectives, 7(3), 19-29.
  http://peerspectivesonline.org/recent-issues/

Assistant Professor, English Language Program
Master of Education, Open University, UK, 2011
dparsons@iuj.ac.jp / phone: x.413)

Oral Communication Skills and Academic Listening Skills
Academic English
English for Thesis Writing

Formative assessment in language teaching, corpus analysis for materials development, computer assisted language learning (CALL), second language identity

• ・2014, ‘An analysis of lexicogrammar in samples from a corpus of science texts’, Kwansei Gakuin University Humanities Review, Vol. 19, pp. 107–119.

• ・2015, ‘Innovations in classrooms concordancing’, Kwansei Gakuin University Humanities Review, Vol. 20, pp. 81–97.

• ・2016, ‘Teaching discussion skills in an EGAP curriculum: The case of Japanese science and technology undergraduates’, Professional and Academic English: Journal of the English for Specific Purposes Special Interest Group, Vol 47, pp. 4–7.

• ・2017, ‘Formative assessment in discussion tasks’, ELT Journal, Vol.71(1), pp. 24–36.

Assistant Professor, English Language Program
MA in TESOL/Applied linguistics, University of Leicester, 2007
(rmayne@iuj.ac.jp / phone: x.514)

Academic English
English for Thesis Writing
Text Skills

Research and meta-research, best practice in language teaching, testing and assessment, teacher education and teacher beliefs

• ・2012 ‘Learning Styles: facts and fiction’ Modern English Teacher Vol. 21 no. 4 pp. 66-68

• ・2013 ‘The importance of research’ Modern English Teacher Vol. 22 no. 4 pp. 53-55

• ・2015 ‘What works and what doesn’t in ELT’ Language Issues: The ESOL Journal, Volume 26, Number 2, Winter 2015, pp. 4-6(3)

• ・2016 ‘the man who learns through his nose’ in fact or fiction PEARSON

• ・2017 ‘A critical look at NLP in ELT’ English Australia Journal, 33(1), p.43-45

• ・2018 ‘Debunking the Meshing Hypothesis in ELT’ Impact (with C. Lethaby)

• ・(forthcoming) A critical examination of perceptual learning styles in English language teaching. International Review of Applied Linguistics in Language Teaching. (with C. Lethaby)

Joint Appointment Professor
M.A. in Linguistics and English as a Foreign Language, Southern Illinois University at Carbondale, 1983
Ph.D. in Linguistics (concentration in Applied Linguistics), University of Delaware, 1988
(mkahmed@iuj.ac.jp/ phone: x.422)

Oral Communication Skills and Academic Listening Skills
Academic English (writing)
English for Thesis Writing
Cross-Cultural Communication
Business Communication

Vygotskian sociocultural theory, cross-cultural communication, genre in academic research writing, English as a second/foreign language teacher education, Neuroscience, Positive psychology

• ・The appropriation of gestures of the abstracts by L2 learners (with Steven G. McCafferty). In Sociocultural Theory and Second Language Learning, ed. by James P. Lantolf. Oxford: Oxford University Press, 2000.

• ・The cognitive function of linguistic performance: Tense/aspect use by L1 and L2 speakers (with James P. Lantolf and Frederick J. DiCamilla). Language Sciences, Vol. 19, No. 2, pp. 153-165, 1997.

• ・Speaking as cognitive regulation: A Vygotskian perspective on dialogic communication. In Vygotskian Approaches to Second Language Research, ed. by J. Lantolf and G. Appel. Norwood, NJ: Ablex Publishing Corporation, 1994.

• ・Task-based syllabus design: Specific needs in curriculum. In Language Use, Language Teaching and the Curriculum, ed. by V. Bickley. Hong Kong: Institute of Language in Education, Education Department, 1990.

• ・Psycholinguistic perspectives on interlanguage variation: A Vygotskyan analysis (with James P. Lantolf). In Variation in Second Language Acquisition: Psycholinguistic Issues, ed. by S. Gass, C. Madden, D. Preston, and L. Selinker. Philadelphia: Multilingual Matters, 1989.

ELP’s summer IEP considerably relies on hiring visiting faculty members. These visiting faculty members are highly qualified and experienced to teach English language courses to university-level students and professional groups. They come from overseas and within Japan. ELP’s full-time faculty members are responsible for curriculum development and materials preparation for all the summer IEP courses before the program begins, and course coordination work during the program. They are also responsible for recruiting visiting faculty members. One of the full-time faculty members serves as the IEP Director. All the full-time faculty members also teach courses along with the visiting faculty during the summer IEP.

Specialist visiting faculty members are hired to teach the customized TEP course and conduct workshop sessions during the summer. The fall and the winter workshop sessions are also conducted by specialist faculty members. These faculty members are well-known for their expertise and experience in providing teacher training courses and workshops to English teachers at various school and college levels. Full-time ELP faculty members also take part in conducting workshop sessions.