Learner autonomy and peer support
Multimedia resources in language teaching
World Englishes in the classrooms
My research interests are based on my teaching philosophy and experience as stated below. In addition, I am interested in the role of English as a Lingua Franca (ELF) and World Englishes (WE) in English language education, specifically in the use of near peer role modeling. English is a tool for communication used by people from many different countries and is as varied as its speakers. I firmly believe that English learners can benefit greatly from guided exposure to the wide variety of Englishes existing in the real world in particular the variations spoken by other learners who have achieved a high degree of communicative competence regardless of their accents.
My teaching philosophy is shaped substantially by my own experiences as a language learner as well as the years I have spent as a language teacher. I have tried to learn five languages in my lifetime with widely ranging degree of success. After a careful consideration of the circumstances surrounding each attempt, I have come to recognize the importance of personal attitude and motivation. While students have different reasons for studying the English language, my goal as an educator has been to help them recognize the infinite ways the language when honed and maintained can help them achieve numerous professional and personal objectives. The adage, “you can lead a horse to water, but you can’t make him drink,” can easily apply to many language learners. Over the years, my interest in learner motivation has grown keener and I have been consistently interested in finding ways to get students to take ownership and responsibly for their language education and progress. One of the better ways to engage students’ interest has been through the multimedia sources abundantly and readily available to them. With sufficient guidance, students have been able to utilize various media sources, including audio, video, online, electronic, print, to enhance their learning experience. My research and teaching objectives have focused on developing activities to help students recognize and in turn appreciate the relevance and potential of the language in their lives and to get them further engaged in their learning.
traveling, watching films and reading about places I’ve visited or want to visit,
MESSAGE FOR PROSPECTIVE GRADUATE STUDENTS
“Knowing is not enough; we must apply!” The knowledge you will gain in your years at the university is certainly important, but it is not everything. Your ability to use what you have gained to communicate your ideas to others clearly and effectively is crucial. Don’t be passive and rely only on your listening and reading skills. Take advantage of the fact that you are surrounded by classmates and work also on your communication skills. Speak up and help yourself and others!
I was born in Korea, raised and educated in the United States and spent most of my professional life in Japan. When I was 8 years old, my family immigrated to Seattle, Washington. I spent most of my childhood and teen years there before moving to northern California to attend Santa Clara University where I studied English literature and Japanese language. After graduating with a degree in English Literature, I spent the next 3 memorable years in Naha, Okinawa as an Assistant Language Teacher on the JET Programme. In 1998 I returned to Seattle, Washington with plans to learn more about English language education and plans to return to Japan. In 2004, after earning my MATESOL degree at the University of Washington and staying on to teach in the University’s English Language Program for four years, I returned to Japan as an English as a foreign language instructor at Kwansei Gakuin University in Nishinomiya, Hyogo. I taught there for four years before starting my post at Hiroshima University in October 2008.
IS ADVICE AVAILABLE PERSONALLY?
Yes, but please make an appointment first, preferably by e-mail (see address below).