Theron Muller, John Adamson,
Steven Herder, and Philip Shigeo Brown
This third book by our editorial team moves the conversation from innovating in 2012 and exploring in 2014 to re-envisioning EFL teaching and learning through chapters that address contemporary 21st century issues. Here Asia comes into its own as a vibrant center of language teaching pedagogy and research. Further, how borders are envisioned and drawn is critiqued through chapters that, for example, explore multiethnic China and the Asian diaspora’s experiences when studying outside Asia. Its chapters speak to teachers and researchers interested in how to re-envision language teaching in their own contexts.
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The paperback edition is available at Amazon and many other retailers.
The hardcover edition is available at most online retailers.
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Theron Muller is an Associate Professor at the University of Toyama, Japan. His doctorate is from The Open University, UK, research exploring the publication practices of Japan-based language teachers. He has published and presented widely on writing for academic publication, English language teaching and learning, and teacher development including in Ilha do Desterro, International Journal of Research & Method in Education, and Writing and Pedagogy. He is active with JALT Publications, currently the Publications Board Chair, and a founding member of English Scholars Beyond Borders.
John Adamson is a Professor at the University of Niigata Prefecture, Japan. Active in editorial work, he received his Ed.D. from the University of Leicester and has pursued research in EAP/ESP provision at university level, interdisciplinarity, self-access, and developing journal editorial systems. He is a co-editor (with Roger Nunn) of Accepting Alternative Voices in EFL Journal Articles (2009) and Editorial and Authorial Voices in EFL academic publishing (2012).
Steven Herder has over 30 years of professional EFL teaching experience, from elementary school to the university level, and is currently Professor at Kyoto Notre Dame University in Japan. He leads students in the Global Liberal Arts Course, as well as a seminar in Exploring Leadership. Since 2010, he has been working with Suken Publishing on high school textbooks Big Dipper, DUALSCOPE II, and their newest Blue Marble. In 2012, he co-founded the International Teacher Development Institute (http://itdi.pro), an online teacher training community for teachers by teachers, with over 5000 members and a global reach into over 100 countries. Steven believes, “being a teacher means a never-ending commitment to learning”.
Philip Shigeo Brown is Course Director for the iTDi TESOL Certificate. Since 2001, he has taught English in wide-ranging contexts in Japan, Malaysia, and online. As well as enjoying 10 years as a Postgraduate Programmes Tutor for the University of Birmingham, Phil thrives on working with ELT professionals from around the world and shares a variety of teaching and research interests from learner and teacher development to global issues and critical thinking. Since 2020, he has also been working with Suken Publishing on the high school textbook series Blue Marble.
Other books by this editorial team
Disi Ai (Adis) is a PhD researcher at the School of Environment, Education and Development (SEED), The University of Manchester in the UK. Her research interest mainly focuses on multilingualism, identity, translanguaging, ethnic minority language practice and education. This paper is a part of her PhD project of Multilingual Lived Experience and Identity Construction in the Inner Mongolia Autonomous Region of China.
Dominique Vola Ambinintsoa is a learning advisor, lecturer, and graduate school instructor at Kanda University of International Studies in Chiba, Japan. She holds a PhD in applied linguistics from Victoria University of Wellington and a Master of Education in TESOL from the State University of New York at Buffalo. She is a co-managing editor of the Research Institute for Learner Autonomy Education’s Relay Journal. Her research interests include learner autonomy, advising in language learning, and positive psychology in education.
Gavan Gray is a Professor in the College of Policy Studies at Tsuda University, Japan. He holds a PhD in Politics and International Relations from the University of Leicester in the United Kingdom. His research interests include the application of critical thinking skills in language acquisition, responses to gender-based violence, and political communication.
Barry Kavanagh is an associate professor at Tohoku University, Japan where he also received his PhD. His research interests include CLIL, intercultural communication, bilingualism, and computer mediated communication. He is the Vice President of the J-CLIL pedagogy association and chair of the J-CLIL Tohoku chapter.
Philip McCarthy is currently an Associate Professor at the American University of Sharjah, UAE. He has been a teacher for over 30 years, working in locations such as Turkey, Japan, Britain, the United States, and the United Arab Emirates. McCarthy’s research focuses on applied natural language processing and discourse science.
Mark A. McGuire is a doctoral candidate at The Ohio State University. He has been teaching university EFL and ESL courses for more than ten years, in China and in the United States. His interests include the identity and pragmatic development of English users according to usage-based theories of language.
Theron Muller is an Associate Professor at the University of Toyama, Japan. His doctorate is from The Open University, UK, research exploring the publication practices of Japan-based language teachers. He has published and presented widely on writing for academic publication, English language teaching and learning, and teacher development.
Tim Murphey has studied and taught 15 years in Europe and 30 in Asia. He most recently has retired to an Oregon farm for horses, River Quest, to study equine therapy and our reconnections with nature.
Akiko Nagao (Ph.D.) is a lecturer at Ryukoku University in Japan who is interested in investigating the genre-based approach (GBA) within a systemic functional linguistics (SFL) framework to assess the development of English learners’ understanding of target-genre essays. She is also interested in how novice EFL learners in Japan become experienced learners/EFL writers through SFL-GBA writing lessons.
Masumi Narita is a Professor in the College of Policy Studies at Tsuda University, Japan. She received her PhD from Nagoya University, Japan. Her research interests include learner corpus-based studies and as such she has been exploring linguistic features that characterize academic writing produced by second language learners.
Natsumi Okuwaki is a Professor in the College of Policy Studies at Tsuda University, Japan. She received her PhD in applied linguistics from the University of Essex, England. Her research interests encompass the use of formulaic language by second language learners, second language acquisition of tense and aspect, and vocabulary learning and teaching.
Kyoko Otsuki is an associate professor at Nara Prefectural University in Japan. She received a PhD in applied linguistics. Her research interests lie in extensive reading, English grammar, pragmatics and discourse analysis. She has practiced extensive reading for more than ten years at universities.
Caleb Prichard is also an associate professor at Okayama University in Japan. He has also taught English as a second or foreign language in South Korea and the United States. He co-edited Bridging the Humor Barrier with John Rucynski and has published several articles on humor in second language education. He has researched reading strategy competency among other areas.
John Rucynski is an associate professor at Okayama University, Japan. His main research interest is the role of humor in foreign language acquisition and intercultural communicative competence. He has edited two volumes on this topic and his articles have been published in journals such as English Teaching Forum, System, and TESOL Journal. His latest project was editing A Passion for Japan, a collection of personal narratives by long-term residents of Japan.
Danya Shaalan is an Assistant Professor in Applied Linguistics who is currently serving as the Vice Dean of Academic Affairs in the College of Languages at Princess Nourah bint Abdulrahman University (PNU) in Riyadh, Saudi Arabia. Her current research interests include Saudi higher education students’ motivation and second language acquisition (SLA), the connection between SLA and identity, sociolinguistic methods, SLA motivation, the second-language learning environment, and the influence of integrativeness on SLA.
Satoko Watkins is a Principal Learning Advisor and Associate Professor in the Self-Access Learning Centre at Kanda University of International Studies, Japan. Her research focuses on learner autonomy, advising, self-directed language learning, learning communities, and inclusive practice. In her center, she has developed several student-led prosocial learning communities and programs.
Lijie Shao is the international language tutor at Dublin City University, Ireland. Her research focuses on English medium instruction (EMI) in higher education in the context of internationalization and globalization, multilingualism in China from the sociolinguistic aspect, and teaching Chinese as an international language in higher education. In 2019, she obtained her PhD in Applied Linguistics from Trinity College Dublin, Ireland. Her doctoral project, comparing EMI across contexts, was supported by the Trinity Postgraduate Studentship. She is an early-stage researcher with EMI-related publications in the Journal of Multilingual and Multicultural Development and Routledge Focus on English-Medium Instruction in Higher Education. Prior to her academic career, she had six years’ full time industry experience in international higher education consultancy in Beijing, China.
Colin Skeates is an adjunct professor at various universities in Japan. He has a master’s in teaching English and a bachelor’s in marketing research. He is currently exploring the uses of panoramic technology through a company he co-founded, limex360.com.
Atsuko Takase is a teacher at Iwano Private English School in Japan. She received an Ed.D. in TESOL from Temple University. Her research interests are extensive reading /listening (ER/EL), motivation to ER/EL, and language acquisition, including grammar and vocabulary through ER/EL. After having practiced ER/EL at high schools and universities for 30 years, she is now practicing ER/EL on students at various age groups such as children 9 to 11 years of age, high school students, and adults. She is currently a board member of Extensive Reading Foundation and Japan Extensive Reading Association.
Laura Taylor works as an Associate Professor, Teaching Stream at the University of Toronto Mississauga (UTM). As part of the Institute for University Pedagogy (ISUP), Laura focuses her work on the academic needs of English Language Learners (ELLs) across UTM. Her attention is mainly directed toward academic writing, with an emphasis on foundational skills required at the tertiary level. The wider mission of ISUP is to provide interdisciplinary support to faculty, staff, and students, and so Laura works closely with colleagues across UTM to foster the development of innovative, inclusive and accessible pedagogy.
Anuja M. Thomas is completing her M.S. in Psychology at Arizona State University, after which, she will join Florida State University as a Ph.D. student in Cognitive Psychology. Her research focus lies at the intersection of language, cognition, and learning, with an emerging interest in computational methods.
Zhenjie Weng is an Assistant Professor of English Language at the Language and Culture Center at Duke Kunshan University, China. Her specialization is in second, foreign, and multilingual language education, and her research mainly focuses on language teacher education. She has published articles in leading journals in the field, such as TESOL Journal, International Journal of Qualitative Studies in Education, and Teaching in Higher Education on language teacher identity, emotions, agency, and expertise.
Kie Yamamoto is Assistant Professor in the Department of English Communication, Faculty of Global Studies at Wayo Women’s University in Japan. Her research interests lie mainly in teletandem learning, student engagement and learner agency. She is an Ed.D candidate at the University of Bath, UK.
Kiyomi Yoshizawa is a professor at Faculty of Foreign Language Studies and Graduate School of Foreign Language Education and Research, Kansai University, in Japan. She received an Ed.D. in TESOL. Her research interests include language testing, reading in a foreign language, and extensive reading. She has incorporated extensive reading in her reading classes for more than ten years. second language education. He has researched reading strategy competency among other areas.
Table of Contents
Editor Bios v
Why Re-Envision Language Teaching and Learning in Asia? vii
Theron Muller and Philip Shigeo Brown
1. DEVELOPING CRITICAL THINKING SKILLS 1
A Pedagogical Inquiry into Japanese Learners of English | Masumi Narita, Natsumi Okuwaki, and Gavan Gray
2. USING THE GENRE-BASED APPROACH TO RAISE UNIVERSITY STUDENT AWARENESS 19
A Case Study | Akiko Nagao
3. A CLIL COURSE ON KARATE AND JAPANESE CULTURE 43
Developing Intercultural Awareness and Language Learning | Barry Kavanagh
4. PROMOTING PEER COLLABORATION TO DEVELOP LEARNER AUTONOMY 60
Examples from a Self-Access Center (SAC) | Dominique Vola Ambinintsoa and Satoko Watkins
5. L2 IDENTITY CONSTRUCTION THROUGH TELETANDEM LEARNING 77
6. MULTI-AGENT TEACHING 99
A Case Study | Anuja M. Thomas and Philip M. McCarthy
7. STUDENTS FROM ASIA AND TEACHERS IN PARANATIONAL CLASSROOMS 118
Co-Constructing Identities Amidst Stereotypes | Mark A. McGuire and Zhenjie Weng
8. RE-ENVISIONING TEACHER RESEARCH BY QUESTIONING ASSUMPTIONS 140
Gaps and Overlaps | Theron Muller & Colin Skeates
9. EFFECTS OF EXTENSIVE READING ON JAPANESE LEARNERS’ WRITING ABILITY 157
Kiyomi Yoshizawa, Atsuko Takase & Kyoko Otsuki
10. HUMOR COMPETENCY TRAINING WITH JAPANESE LEARNERS OF ENGLISH 177
John Rucynski and Caleb Prichard
11. EXPLORING EMI IN ETHNIC MULTILINGUAL EDUCATION IN CHINA’S IMAR 199
Disi Ai (Adis)
12. SAUDI FEMALE COLLEGE STUDENTS’ L2 ENGLISH LEARNING MOTIVATION 221
13. REVISITING THE NEED FOR FOREIGN ENGLISH TEACHERS IN SOUTH KOREA 243
14. EMI BUSINESS PROGRAMS IN A CHINESE UNIVERSITY 256
Students’ Perspectives, Pedagogical Challenges, and Re-Shaped Practices | Lijie Shao
15. RE-ENVISIONING STUDENT AND TEACHER EDUCATIONAL PARTNERING 282
The Hu-women-ism of Riane Eisler’s Work | Tim Murphey
Library of Congress Control Number: 2023906046
Library of Congress Cataloging-in-Publication Data
Names: Muller, Theron, 1977-, editor. | Adamson, John, editor. | Herder, Steven, editor. | Brown, Philip Shigeo, editor.
Title: Re-envisioning EFL education in Asia / edited by Theron Miller, John Adamson, Steven Herder, and Philip Shigeo Brown.
Description: Includes bibliographical references. | Sheridan, WY: International Teacher
Development Institute, 2023.
Identifiers: LCCN: 2023906046 | ISBN: 979-8-9880892-1-6 (hardcover) | 979-8-9880892-0-9 (paperback) | 979-8-9880892-2-3 (ebook)
Subjects: LCSH Language and languages–Study and teaching–Asia. | Second language acquisition–Asia.| BISAC EDUCATION / Bilingual Education | LANGUAGE ARTS & DISCIPLINES / Linguistics / Sociolinguistics | LANGUAGE ARTS & DISCIPLINES / Study & Teaching.
Classification: LCC PE1068.A7 .R48 2023 | DDC 428.0071/059–dc23