Teaching Staff

ITソリューション 写真

  • Polly Tang

    IEFL (LL Center 1, Bldg IV)

    My academic interests lie primary in the field of linguistics – particularly in the areas of discourse communities and genre analysis. In my previous study, I explored the figurative language and the distinctive features of spoken discourse in a nursery setting. The analysis evaluated the effectiveness of exclusive linguistic features used in the nursery community and the potential problems an outsider of the community may face. Understanding how language is acquired in children and the reactions of non-native English speakers in unfamiliar environments could help learners of English. The projects I am invested include research into the importance of gestures with spoken discourse, academic writing for specific disciplines and the characteristics of child-directed speech. Applied linguistics, Discourse communities, English as a Foreign Language

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  • Daniel Parsons

    IEFL (LL Center 2, Bldg VII)

    Daniel holds an MSci in Physics and an MEd in Education and Applied Linguistics. He is interested in how students acquire language skills in English, and he is particularly interested in how students make the transition from informal English as used in daily life to English with skills in science. He is currently researching how corpus linguistics can inform pedagogy to help students make this transition. He is also researching ways that web-based media can be used to facilitate a multi-modal communicative environment to suit the many needs of a wide range of students.

    Personal HP

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  • Evan Cacali

    IEFL (LL Center 1, Bldg IV)

    Evan Cacali holds an MSc in Second Language Acquisition (distinction) from the University of Oxford as well as an MA in American Studies (sehr gut) from the University of Heidelberg. He has 7 years of experience teaching English in Japan at the elementary, junior high, and university level. On the cultural side of things, his research interests currently include American transcendentalist writing, Bakhtin in cinema, and transnational intertextuality in spaghetti westerns. On the applied linguistics side, his interests have mainly focused on language learning motivation and self-concept theories.

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  • Kevin Bartlett

    IEFL (LL Center 1, Bldg IV)

    I am currently completing a research project investigating CLT and the New Curriculum in Japan to qualify for a Doctor of Education with the University of Southern Queensland. I hold a B.A. with a focus on Japanese, Linguistics and Asian Studies from Latrobe University, a Graduate Diploma in Secondary Education from Victoria University, a Master of Applied Linguistics from the University of Southern Queensland an a Master of Arts in Advanced Japanese Studies from the University of Sheffield.

    My research interests are divided into two fields:

    Social Sciences:
    Social Sciences and Anthropology in Japan, Sexuality and Gender Studies in Japan, Globalization of Education in Japan, Minority groups and social status in Japan and Nationalism and war time memory.

    Education and Applied Linguistics:
    Language Learning, Teaching and Acquisition, Curriculum Design and Implementation in the ESL/EFL and LOTE (Japanese) classroom, CLT and Immersion, Teacher Training, Development and Efficacy, Organizational hierarchy and its impact on teacher pedagogy and practice.

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  • Audrey Moreno

    IEFL (LL Center 1, Bldg IV)

    I have a MA in English Literature and a MS Ed in Teaching English as a Second Language (TESOL). I have taught in universities in the United States and France for the last 11 years. My research interests include corrective feedback, teacher training, and peer coaching.

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  • Robert Dormer

    IEFL (LL Center 2, Bldg VII)

    Robert Dormer graduated from Southampton University with a BA in Philosophy, and went on to study for my MA in Philosophy of Mind. Since then, he has completed an MA in Applied Linguistics & TESOL at the University of Portsmouth. He is finishing an MA in International Relations and Security with Staffordshire University, and will be undertaking some new study in English Language Teaching with the University of Southampton in 2016. His research areas include motivation, transnationalism, and disciplinary history.

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  • Matthew Barbee

    IEFL (LL Center 2, Bldg VII)

    With a B.S. Degree in English Literature and Theatre, and an M.S. in Second Language Studies from the University of Hawaii, Matthew has taught English in the U.S. and Japan for over 12 years. Whether in a language classroom, on stage, or traveling the world, Matthew is a language teacher, first and foremost. Communication, with spoken language, the body, across distances or face-to-face, using state-of-the-art technologies or with nothing but the voice, is the reason he is drawn to the classroom. His academic specializations include English language teaching, language assessment, and program evaluation, while his most current research interests include drama in the L2 classroom, ESP/EAP pedagogy, curriculum/materials development, and the relationship between language and identity. Most recently, Matthew has been studying how exposure to various types of written and verbal, extracurricular L2 input affects the attitudes, motivation, and language achievement of Japanese EFL students. Matthew also spends his free time acting, directing, and singing in choirs around Japan.

    Personal HP

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  • Regan Thomson

    IEFL (LL Center 2, Bldg VII)

    I graduated from Griffith University with a BA of Languages and Applied Linguistics in 2005 and an MA in Applied Linguistics in 2010. I have worked in Australia, Japan and Canada as a language teacher for 10 years, and have taught ESL and EFL to all levels and ages of students, undertaking several leadership roles at the educational institutions I have worked at. My current research interests lie firstly in the emerging field of NeuroELT, an amalgamation of brain-based education theories and methods, and English language teaching practices. My goal is to find and use practical ways in which to more deeply engage my students with their learning, and develop more effective language teaching and learning methods. I am also currently using Conversation Analysis as a tool with which to analyse the effectiveness of certain classroom activities on the fluency of my student's English.

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  • Manuel Senna

    IEFL (LL Center 1, Bldg IV)

    Manuel Senna has been teaching English in the US and Japan for over 13 years. Manuel is primarily interested in researching second language writing (SLW) program design. He recently completed a comparative study of SLW programs in the US, and is currently attempting to map the best practices for supporting the L2 writing of short-term international students. Manuel also interested in multimodal writing in the second language classroom and the effect of technology on EFL/ESL classroom power hierarchies.

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  • Mario Perez

    IEFL (LL Center 1, Bldg IV)

    Mario has a BA in History from the University of California Santa Barbara, and an M.S.Ed. in TESOL from Temple University, Japan. Originally from California, he has called Japan his home for the past 13 years. Here he has taught subjects such as English, Drama, Algebra, and Life Science to both international and domestic learners of all ages. For the past three years he has been teaching EFL to students at the university level in both Oita and Osaka. His current research interests include online learning/communication and Drama as it applies to motivation in the L2 classroom.

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  • William Marcus

    IEFL (LL Center 1, Bldg IV)

    William Marcus holds an M.S. in Education (TESOL). He has taught for more than two decades in a variety of countries and settings. He draws on his own experiences as an educator as well as on a heritage of teaching practice from a line of family educators. His interests include curriculum design and implementation as well as education policy and administration. Learner outcomes are at the core of his teaching practice, with autonomous, self-regulated learning being the ideal result of his pedagogy.

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  • Katie Deng

    IEFL (LL Center 2, Bldg VII)

    Katie holds an MA in Language Teaching and Linguistics, and an M. TESOL. She also has Cambridge CELTA and Trinity TYLEC. She has taught English in New Zealand, Japan, and Taiwan for over ten years. Her research interest lies in second language writing, especially in the error feedback strategies teachers employ in second language writing classrooms, as well as students’ perceptions towards teachers’ feedback methods.

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  • Erik Fritz

    IEFL (LL Center 2, Bldg VII)

    Erik has lived and taught English in Japan for the past ten years. Before earning his MATESOL he taught English in Kyrgyzstan for two years as well as teaching in the United States. His research interests vary from writing, vocabulary and assessment to identity and study abroad. He has published in research journals such as TESOL Quarterly, Assessing Writing, and System. His most recent publication appeared in JALT’s The Language Teacher. He is a reviewer for Language Assessment Quarterly.

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