Teaching Staff

ITソリューション 写真

  • Shalvin Singh

    IEFL

    Shalvin Singh holds an M.S. in Education (TESOL) from Temple University and has taught at various secondary and post-secondary institutions in Korea and Japan. He has published numerous studies examining the use of self-assessment instruments in second language classrooms and the effectiveness of task-based approaches to language teaching. His research interests include foreign language assessment, task-based learning, and curriculum/syllabus design.

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  • Jason Henwood

    IEFL

    I received my Bachelor of Arts from the University of Victoria, Canada with a double major in Philosophy and Creative Writing. I received a Master of Applied Linguistics from the University of New England in Australia. I came to Japan in 1998 and have been teaching English at high schools and universities ever since. My research interests lie in bilingualism, task based learning, and material development. At heart I am a science nerd, and I am very excited to help the world’s future scientists to work and express themselves in English.

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  • Evan Cacali

    IEFL

    Evan Cacali holds an MSc in Second Language Acquisition from the University of Oxford as well as an MA in American Studies from the University of Heidelberg. He has 9 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, contextual teacher training, and self-concept theories.

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  • Kevin Bartlett

    IEFL

    Kevin is a Doctor of Education candidate with the University of Southern Queensland, exploring CLT, Culture and the New Foreign Language Curriculum in Japan. He graduated from La Trobe University with a Bachelor of Arts focusing on Japanese, Linguistics and Asian Studies, from Victoria University with a Graduate Diploma in Secondary Education, from the University of Southern Queensland with a Master of Applied Linguistics and from the University of Sheffield with a Master of Arts in Advanced Japanese Studies. He has 12 years of experience teaching English in Japan at the high school and university level and has also taught Japanese and ESL in Australia.

    His research interests are divided into two fields:

    Social Sciences/Japanese Studies:
    Social Science and Anthropology in Japan, Sexuality and Gender Studies, Globalization of Education in Japan, Nationalism, minority groups and social status in Japan, and ethnographic research.

    Education and Applied Linguistics:
    SLA and CLT, Curriculum Design and Implementation in the ESL/EFL and LOTE (Japanese) classroom, Teacher Training, Development and Efficacy, Organizational hierarchy and its impact on teacher pedagogy and practice, and the use of L1 in L2 classrooms.

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  • Kym Jolley

    IEFL

    Kym Jolley holds a Bachelor of Communications (Photomedia) from Edith Cowan University and a Master of Applied Linguistics with a specialization in TESOL from the University of Melbourne. Originally from Melbourne, Australia she has now lived and taught in Japan for 13 years. Having taught students of all ages during this time, she now specializes in teaching at the university level. Her teaching focus and research areas include task-based learning, self-access language learning, motivation, language varieties and global Englishes.

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  • Chad Cottam

    IEFL

    Chad holds B.A. in Applied Linguistics from Griffith University and an M.A. in applied Linguistics (TESOL) from the University of New England, both in Australia. With over ten years experience teaching in universities and businesses in Japan, Chad has developed a passion for the classroom. HIs research focuses on bringing the best out of Japanese students by reducing language anxiety and exploring the roles of goal orientation, motivation and technology in boosting language competence. Chad’s next stage of research will look at creating integrated study and assessment systems that combine new technologies with current linguistic research on motivation.

    When not teaching, Chad will often be found listening to, playing, creating, or telling his co-workers about his other great passion: music.

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  • Michael Collins

    IEFL

    Michael Collins holds a B.A in Public Policy Studies from Michigan State University and a M.A. in TESOL from Eastern Michigan University. He began his teaching career in Thailand as a Peace Corps volunteer and since then, he has taught in South Korea, the United States and Japan. His research interests include task-based learning, study abroad, and vocabulary development.

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  • Laura Huston

    IEFL

    Laura Huston earned her MSEd(TESOL) at Temple University in 2014. She has taught English in Japan since 2001 and is the author of two graded readers. She strives to make her classroom a place where students can test and practice the English that they already know in preparation for real-world use. Her research interests include extensive reading, EFL motivation, and study abroad

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  • Troy Rubesch

    IEFL

    Troy holds a B.A. in Psychology from the University of Washington and an M.A. in Second Language Studies with a specialty in Language Pedagogy from the University of Hawaii. He has over 10 years of experience teaching English at public and private universities in the United States and Japan. During this time, he has designed and taught a variety of face-to-face and online English courses to undergraduate and graduate students including: Reading, Writing, Listening, Oral Communication, Presentation, Media Studies, and Comparative-Cultural Studies.

    His research interests include Computer Assisted Language Learning (CALL), technology in language education, and self-access language learning. He has published research in both domestic and international journals on topics including conversational agents (chatbots) in language learning, distance education, and technology in self-access learning.

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  • Mario Perez

    IEFL

    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

    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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  • Imogen Custance

    IEFL

    Imogen holds a BSc in Mathematics from the University of Warwick, and an M.S. Ed. In TESOL from Temple University, Japan. She has taught at both the secondary and tertiary level in Japan and has a specific interest in teaching learners working within scientific and research fields. She has published and presented on topics ranging from extensive reading to materials and course design, and is particularly interested in how greater learner autonomy can be developed. Her teaching style centres on peer interaction, with learners encouraged to think carefully about how they can help build a successful learning environment for all.

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  • Erik Fritz

    IEFL

    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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