LING 751 –Survey Research Methods (Seminar: Georgetown University; spring, 2016)
  • Planning questionnaire research; validity (types of survey research error); operationalizing constructs; writing items; reliability/consistency of measurement; sampling, sample size, generalization; standard error of the estimate; piloting; data analysis, presentation, reporting
  • Brown, J. D. (2001). Using surveys in language programs. New York: Cambridge University Press.
  • Dörnyei, Z., & Taguchi, T. (2010). Questionnaires in second language research: Construction, administration, and processing (2nd ed.). New York, NY: Routledge.
  • Syllabus (coming soon)
LING 359—How To Teach Second/Foreign Languages (Georgetown University; fall, 2014, 2015)
  • Skills and resources foundational to second language teaching; basics of instructional and curricular design, classroom best practices; fundamentals of teaching speaking, listening, reading, writing; issues of social justice
  • Syllabus
LING 350—Language Testing (Georgetown University, spring 2014, 2015)
  • Central concepts and theoretical foundations of language testing/assessment (within classical test theory); technical and practical aspects of developing language tests for different purposes
  • Brown, J. D. (2005). Testing in language programs: A comprehensive guide to English language assessment. New York, NY: McGraw Hill.
  • Syllabus
LING 548—Language Program Evaluation (Georgetown University, spring 2014, 2015, 2016)
  • Recent history of language program evaluation; ‘use-focused’ evaluation models (program-theory, development, empowerment); standards of evaluation practice; the paradigms debate; epistemologies and evaluation methods
  • Patton, M. (2008). Utilization-focused evaluation (4th ed.). Thousand Oaks, CA: Sage.
  • Syllabus
LING 584–Statistics for Second Language Acquisition Research (Georgetown University, fall 2013, 2014, 2015)
  • Statistical techniques covering data description and presentation, correlation and prediction, comparison of means, comparison of frequencies, effect sizes, confidence intervals, power
  • Larson-Hall, J. (2009). A guide to doing statistics in second language research using SPSS. New York: Routledge.
  • Syllabus
LING 251–How Languages are Learned (Georgetown University, fall 2013)
  • Introduction to central questions, theories, debates, and research findings in the areas of first, second, and bilingual language acquisition
  • Saxton, M. (2010). Child language: Acquisition and development. Washington, DC: Sage.
  • Ortega, L. (2009). Understanding second language acquisition. NY: Oxford University Press. (and additional readings)
  • Syllabus
SLS 302—Introduction to Second Language Acquisition (Univ. of Hawaiʻi at Manoa, spring 2011)
  • Theories in SLA (nativist approaches, Critical Period Hypothesis, the acculturation model, communicative competence, cognitive theories, interaction, noticing); factors affecting SLA/individual differences (maturational constraints, aptitude, learning styles, L1 interference, motivation, identity); learner language (interlanguage, bilingualism, developmental sequences, contrastive analysis); instructed SLA (theories of teaching, natural and instructional settings, corrective feedback, teacher-student interaction)
  • Lightbown, P. M., & Spada, N. (2006). How languages are learned (3rd ed.). Oxford, UK: Oxford University Press (and assorted articles)
  • Syllabus
SLS 303—Introduction to Second Language Teaching (Univ. of Hawaiʻi at Manoa, fall 2010)
  • Institutional and curricular contexts of language teaching,  historical development of language teaching methodologies, learner and teacher roles, classroom management, syllabus and curriculum design, lesson planning, materials development, assessment and program evaluation, ‘critical’ language teaching, issues of social justice
  • Harmer, J. (2007). How to teach English. Essex, UK: Longman
  • Brown, H. D. (2007). Teaching by principles. White Plains, NY: Longman.
  • Syllabus
“Teaching English to Young Language Learners in Korea” (Center for Asia-Pacific Exchange, Honolulu, Hawaiʻi, Nov 2011-Mar 2012)
  • ONLINE teacher-training lectures and leaning modules (delivered via Moodle, 4 weeks duration)
  • Social context of young language learning in Korea; cultural bases of teaching English as an international language; critical examination of English teaching through English movement; teaching vocabulary
  • Syllabus [coming soon]
HELP 333—Introduction to Academic Writing and Research
  • April 2008—June 2008 (Spring semester)
  • English learners intending to take HELP431 or matriculating to undergraduate study at Univ. of Hawaiʻi at Mānoa (and other local colleges and universities)
  • Course text: Oshima, A., & Hogue, A. (2006). Writing academic English (4th ed.). White Plains, NY: Pearson Education.
  • Topics: Paragraph structure (the topic sentence; supporting sentences/details); pre-writing techniques; essay structure (the introductory paragraph; the thesis statement; topic sentences; body paragraphs; concluding paragraphs); the argumentative genre; paraphrase and summary; academic citation (in-text citations, works cited page); plagiarism; identifying discourse features of academic genres; common formal aspects of academic style.
HELP431—Academic Writing and Research
  • August 2007—October 2007 (Fall semester)
  • English learners matriculating to undergraduate study at Univ. of Hawaiʻi at Mānoa (and other local colleges and universities)
  • Course text: Leki, I. (1995). Academic writing: Exploring processes and strategies. New York, NY: St. Martin’s Press.
  • Topics: Identification of textual, rhetorical, and discursive conventions in academic writing; process writing.
“Academic English Writing”
  • Jan 2006—May 2007(three semesters)
  • Undergraduate English majors at Seoul National University
  • Course text: Oshima, A., & Hogue, A. (2006). Writing academic English (4th ed.). White Plains, NY: Pearson Education.
  • Topics: Conventions in academic writing; paragraph and essay structure; description/narration vs. the argumentative genre; pre-writing techniques; plagiarism; paraphrase and summary; aspects of academic genres.