教員情報 - ギリス　フルタカ　アマンダ　ジョアン

研究概要

業績

学会発表

著書・論文歴

経歴

学歴

職歴

研究キーワード：British culture Bilingualism International education Bullying in schools Music video, YouTube NeuroELT Extensive Reading Active learning、YouTube NeuroELT Extensive Reading、British culture Bilingualism International education Bullying in schools Music video、YouTube NeuroELT Extensive Reading、British culture Bilingualism International education Bullying in schools Music video

（最終更新日：1000-01-01 00:00:00）

  ギリス　フルタカ　アマンダジヨアン   GILLIS FURUTAKA AMANDA J
  ギリス　フルタカ　アマンダ　ジョアン
   所属   京都産業大学外国語学部英語学科

職種教授

研究概要

■ 研究概要

◆研究課題西洋音楽と文化 / 応用脳科学英語教育とアクティブラーニン English-language music and culture / Neuroscience, English language education and active learning ◆研究概要 I will continue to focus on researching and experimenting with learning activities based on music, song lyrics, and musical performances. I will also continue to look at the role of understanding and familiarity with English-language plot structure when English learners read fiction and non-fiction Extensive Reading texts. I will research the latest findings in cognitive science about how the human brain understands, analyzes, learns, and enables us to teach others through stories. My research project for 2024 is to focus on the use of profanity in English. Profane language and gestures have existed as part of human communication since the dawn of civilization in most languages of the world. However, there is very little academic research on this topic and no mention of it in language teaching textbooks. Students usually first encounter it directly when they travel overseas, and increasingly these days, when they interact with native speakers online. They are also exposed to it in pop culture, especially through song lyrics. They need to be prepared for such encounters, to know the connotative meanings of the expressions they will hear, and to know where and when it is best not to mimic their foreign peers. I have started to research the history of profanity and how it is processed in the brain. Profane language is stored and processed in two different systems in the brain: the automatic speech system, which is located in the basal ganglia and emotion system circuitry, and the intentional speech system, based in Wernicke's and Broca's areas. Use of profanity is closely tied to intense emotions and profane words are uttered in a wide range of situations: to express anger, fear, surprise, happiness, to increase tolerance to physical and emotional pain, to shock, to amuse, to insult, etc. I have been using pop music and films to teach about English-speaking cultures. I realize that I need to include the uses of profanity in my courses and will create new teaching materials that explain and advise students on this topic. I have already given one workshop (February 2, 2024) on this topic and will be giving a talk on March 28, 2024, and at the JALT Pan SIG conference in Fukui in May. I have submitted a paper on profanity and emotion for publication on April 1, 2024, and a proposal for a workshop at the International JALT 2024 conference in November in Shizuoka. I plan to write up this workshop presentation for the conference proceedings.

業績

■ 学会発表

1.	2024/10/06	Setting up a support network for long-term non-Japanese nationals in Japan: Needs and challenges（International Symposium on Global Aging and Diversity "Counter-hegemonic narratives of aging: identity, space, and belonging"）
2.	2024/09/28	Profanity across cultures: What is taboo and why profanity exists（Society for Intercultural Education Training and Research (SIETAR Kansai) and Osaka JALT Chapter September 2024 Event）
3.	2024/07/28	Profanity, EFL Learners, and the EFL Classroom（JALT Sendai Chapter Event）
4.	2024/05/26	Profanity and its power in the body（JALT Pan SIG 2024 Fukui）
5.	2024/05/26	What went wrong during study abroad? An intercultural approach investigates（JALT Pan SIG 2024 Fukui）
6.	2024/02/02	Profane language in the brain and in the language classroom（Sojo University Language Teaching Forum and JALT Mind, Brain, and Education Special Interest Group Joint Conference）
7.	2023/11/27	The vital role of the phonological loop in reading（Japan Association of Language Teaching (JALT) 2023 International Conference）
8.	2023/08/26	Adapting Online Materials for In-Class and Out-of-Class Use（VietTESOL International Convention 2023）
9.	2023/08/09	Exploring plot structure through reading and writing in class（6th Extensive Reading World Congress）
10.	2023/02/26	Music and language in the brain: Ways to use music to facilitate language learning（Japan Association for Language Teaching (JALT) Aomori-Iwate Chapter Meeting）
11.	2023/02/19	Listening with our eyes: The role of the phonological loop in learning to read and how we can use this knowledge to assist our learners using digital and analogue technology（CamTESOL 2023）
12.	2023/02/15	Introducing different genres of online listening and reading materials to stimulate voluntary student listening and reading（JALT Teachers Helping Teachers Special Interest Group Teacher Training Program）
13.	2023/02/11	How can we teach effectively online? Some suggestions from students in Japan（LaoTESOL 2023）
14.	2023/02/10	Understanding the role of the phonological loop and ways in which we can use this understanding to assist our learners when reading in a foreign language（LaoTESOL 2023）
15.	2022/11/13	Music, the Social Brain, and the Language Classroom（Japan Association for Language Teaching (JALT) International Conference 2022）
16.	2022/05/14	Music in the brain and how it can aid language learning（Japan Association for Language Teaching Tokyo Chapter Meeting）
17.	2022/02/19	Fresh perspectives from brain science on using music to stimulate language learning（CamTESOL 2022 (Cambodia TESOL)）
18.	2022/01/22	Group work in classrooms and online seen from the university students’ perspective（Thailand TESOL 2022 International Conference）
19.	2022/01/21	Executive Functioning and the Adolescent Brain（Thailand TESOL 2022 International Conference）
20.	2021/11/27	Having what it takes – Exploring intercultural perspectives on leadership（Society for Intercultural Education Training and Research (SIETAR) 2021 Conference）
21.	2021/11/15	Reflections on group work dynamics in online university active learning classes（Japan Association of Language Teaching (JALT) 2021 International Conference）
22.	2021/11/12	Online learning from the students' perspective – useful insights for teachers（FESTU International Conference: Language Education in the Modern Digital Space, Approaches, Technology, Prospects）
23.	2021/10/18	Ways to engage students during reading activities – some suggestions from brain science（Online workshop on reading for teachers and students）
24.	2021/09/09	Music: A versatile tool in the language classroom（JALT Teachers Helping Teachers (THT) Special Interest Group in the Kyrgyz Republic 2021 & Bishkek State University）
25.	2021/08/25	Group work in classrooms and breakout rooms: What are the differences for teachers and students?（Online Teaching Japan (OTJ) Summer Sessions 2021）
26.	2021/07/24	Teaching to the Test: An Intercultural View（29th Malaysian English Language Teaching Association (MELTA) International Conference (MELTA ONLINE 2021)）
27.	2021/07/03	Music in our brain and in the language classroom（Japan Association of Language Teaching (JALT) Yokohama and Kobe Chapter Meeting）
28.	2021/05/28	Lessons from brain science about how to teach effectively（The 13th Far Eastern English Language Teachers' Association (FEELTA) International Conference）
29.	2021/05/15	The three stages of learning and the role of the teacher（JALT Pan SIG 2021(online)）
30.	2021/02/06	The Neuroscience of the Social Brain: What it Teaches us about Teaching（CamTESOL 2021 (Cambodia TESOL)）
31.	2020/12/14	The Social Brain: How to Take Advantage of it in Online or F2F classes（Brazil TESOL 2020）
32.	2020/10/18	Teaching During the Pandemic: Advice from the Brain（Japan Association of Language Teaching (JALT) Gunma Chapter Meeting）
33.	2020/08/29	Online teaching: Advice from the brain（Japan Association of Language Teaching (JALT) Kyoto Chapter Meeting）
34.	2020/08/27	lecture adapted--> active learning--> learner-centred asynchronous online（Online Teaching Japan (OTJ) Summer Sessions 2020）
35.	2020/06/20	Homo Docens: Lessons From Brain Science About Effective Teaching（Japan Association of Language Teaching (JALT) Pan SIG Conference 2020）
36.	2020/02/16	Extensive Reading and the Brain: What do Practitioners Need to Know?（13th Japan Extensive Reading Association (JERA) Kansai Seminar 2020）
37.	2020/01/27	Thinking, Fast and Slow: Lessons for Teachers and Students（16th Annual LaoTESOL Conference）
38.	2019/11/16	A look inside the Contrast Culture Method training approach（International Communication and Community Development Conference）
39.	2019/11/04	Yes! We Can Make a Lecture Course Learner Centred（JALT International Conference 2019）
40.	2019/07/28	Music in our brains: A universal human characteristic（Society for Intercultural Education Training and Research (SIETAR Kansai) and Osaka JALT Chapter Event）
41.	2019/05/20	The Adolescent Brain：What Do Parents and Teachers Need to Know?（Kyoto JALT Chapter Meeting）
42.	2019/02/22	Thinking, Fast and Slow: Lessons for Teachers and Students（Lao TESOL 2019）
43.	2019/02/21	Qualitative Research Methods: Advice for Novice Researchers（Lao TESOL 2019）
44.	2018/11/25	Intercultural Awareness Training: Contrast Culture Method for Language Educators（Japan Association of Language Teaching (JALT) 2018 International Conference）
45.	2018/10/06	The Teenage Brain: What Every Teacher Needs to Know（Far Eastern English Language Teaching Association (FEELTA) 2018 Conference）
46.	2018/10/05	The “Sleeping” Brain（Far Eastern English Language Teaching Association (FEELTA) 2018 Conference）
47.	2018/10/04	The Neuroscience of Music as a Language Teaching Resource（Far Eastern English Language Teaching Association (FEELTA) 2018 Conference）
48.	2018/05/19	Towards a Comprehensive Reader Database（JALT Pan SIG Tokyo 2018）
49.	2018/04/15	Qualitative Research Methods: Advice for Novice Researchers（Kyoto JALT Chapter meeting）
50.	2018/03/10	Ways to ensure your students are actively engaged when reading in class（Kita Kyushu JALT Chapter Meeting）
51.	2018/02/11	How to build and consolidate your learners’ L2 vocabulary: Insights from neuroscience and SLA research（14th Annual CamTESOL Conference 2018）
52.	2018/02/06	The Neuroscience of Music and Ways to Use Music in the Language Classroom（15th Annual LaoTESOL Conference）
53.	2017/10/01	Encouraging Active Reading in Class（JALT Tottori Chapter meeting）
54.	2017/05/20	Expanding the Notion of Cute（JALT PanSIG Akita 2017）
55.	2017/02/22	Activities to help students learn vocabulary（JALT Teachers Helping Teachers Special Interest Group and LaoTESOL 2017 Program）
56.	2016/11/28	Active Reading in Class（JALT 43rd International Conference 2016）
57.	2016/11/13	Neuroscience and Music（Fab 10 Neuro-ELT Conference in Macau）
58.	2016/11/12	Flipping Points: Mental Switching from L2 to L1（FAB 10 International Neuro-ELT Conference in Macau）
59.	2015/07/04	Qualitative Research Methods for Language Teachers: Issues to consider when planning, conducting, and transcribing interviews in a Japanese setting（JALT Kyoto Chapter meeting）
60.	2015/05/17	Music, mind and embodied simulation（JALT PanSIG Kobe 2015: Narratives: Raising the Happiness Quotient）
61.	2015	Activities for Active Reading in Class（12th LaoTESOL in Vientiane, Laos）
62.	2015	Building Automaticity and L2 Working Memory Through Extensive Reading（3rd Extensive Reading World Congress, Dubai）
63.	2015	Exploring the inner mental activities of language students as they learn to read in English（12th LaoTESOL in Vientiane, Laos）
64.	2015	Flipping Points: mental switching from L2 to L1（FAB6 Anual International neuro-ELT Conference in Manila, Philippines）
65.	2015	Learners' L1 and L2 Working Memory Interplay（JALT 41st Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition）
66.	2015	The multiple roles of the L1 in EFL reading skill acquisition and evaluation（11th CamTESOL in Phnom Penh, Cambodia）
67.	2015	The Neuroscience of Music: Is There More to Music than Meets the Ear（FAB8 International Neuro-ELT Conference, Kyoto）
68.	2014/02/22	Why do EFL learners translate into their L1 when reading（10th International Qatar TESOL Conference: Promoting a Culture of Reading）
69.	2014/01/12	Why do Japanese Students Use Their L1 Extensively When Reading English（JALT Kyoto Chapter Meeting）
70.	2014	L1 and L2 Interaction When Reading Graded Readers（全国語学教育学会 JALT Extensive Reading Seminar）
71.	2014	Reading the minds of Japanese EFL readers（FAB5 Annual International neuro-ELT Conference (in Kitakyushu)）
72.	2014	Strategies used by Japanese learners when reading English and the effects of Extensive Reading/英語読解時に日本人学習者が用いる方法及び多読の効用（2014年度関西支部春季大会@大阪薬科大学 JACET Kansai Chapter Spring Conference）
73.	2013/06/01	Extensive Reading or Extensive Translation When and why do learners translate into their first language（全国語学教育学会 JALT CALL Conference & Extensive Reading Seminar）
74.	2013	Extensive Reading and Use of the L1: When and Why do Learners Switch into their L1（The Second Extensive Reading World Congress）
75.	2013	Graded reader readability: some overlooked aspects（全国語学教育学会 JALT PAN SIG）
76.	2013	The L1 in extensive reading: Help or hindrance（JALT2013 National Conference）
77.	2012	Music video literacy: challenging assumptions（全国語学教育学会JALT 2012 Pan SIG Conference "Literacy: SIGnals of emergence"）
78.	2012	The Role of YouTube in Accessing Asian Pop Music in Japan（The 3rd Inter-Asia Pop Music Studies Conference in Taipei Organized by the Inter-Asia Pop Music Studies Group）
79.	2012	The Role of YouTube in Accessing Asian Pop Music in Japan（Social Media and Cross-border Cultural Transmissions: Technologies, Policies, Industries Organized by Asia Research Institute, National University of Singapore）
80.	2011/09/04	Moodle Reader at Kyoto Sangyo University: Why is the program working for some, but not for others?（The First Extensive Reading World Congress）
81.	2011	Extensive Reading High Fliers and the Grounded（全国語学教育学会 JALT2011）
82.	2009/11/21	Dealing with racial bullying in schools in Japan（Japan Association for Language Teaching (JALT) International Conference 2009）
83.	2009/11/14	The MoodleReader Module: Student and Teacher Perspectives（KOTESOL 2nd Annual Extensive Reading Symposium 2009）
84.	2009/09/27	Using Drama Activities with Diverse Levels of University Students: Roleplay（全国語学教育学会JALT Kyoto Chapter）
85.	2009/07/05	The Evolution of the Extensive Reading program at Kyoto Sangyo University（Extensive Reading in Japan Seminar 2009）
86.	2007/05/20	Japanese Public Elementary School Life and International School Life: How Do They Compare?（JALT Kobe Chapter meeting）
87.	2007	An Evolving Extensive Reading Program for University English Majors（JACET Kyoto Chapter）
88.	2007	Preventing Bullying in International Schools（National Forum in Gunma 2007“Creating a multicultural society free from bullying: What we can do right now for children in education and social welfare”）
89.	2006/11/04	How do Japanese and International Schools differ?（JALT 32nd International Conference 2006 Kitakyushu）
90.	2006/05/20	From Outside Reading to Accelerated Reading: The Evolution of the Extensive Reading Program at Kyoto Sangyo University（The Macmillan/Kyoto Gaidai Nishi High School/Kyoto Gaidai Colloquium on Extensive Reading）
91.	2005/10/10	Let the Cameras Roll: The Benefits of Videoing（JALT International Conference 2005）
92.	2005	The Accelerated Reader Program for EFL Extensive Reading（TESOL in San Antonio, Texas, USA）
93.	2004/11/20	Streaming University English Majors: Are We Labeling Them For Life?（JALT International Conference 2004 Language Learning for Life）
94.	2003/11/23	Creative Approaches to Bilingual Education（JALT International Conference 2003 Keeping Current in Language Education）
95.	2002/11/10	Educational Options for Multicultural Children in Japan（Society for Intercultural Education Training and Research (SIETAR) Kansai Chapter Meeting）
96.	2002/05/11	Curriculum change and streaming in the Department of English at Kyoto Sangyo University（Curriculum, Innovation, Testing and Evaluation The JALT CUE and TEVAL mini-conferences at JALT PanSIG 2002）
97.	2001/01/23	Teaching Ideas to Improve Students' Communicative Ability（The 2000–2001 ALT Mid-Year Seminar）
98.	1994/10/09	Writing a Global Issues High School Text in Japan（JALT International Conference 1994 Back to Basics）
99.	1987/07/15	Video Literature: Comparing Literary Texts With Their Cinematic Interpretations（2nd Congress of Latin American /British Cultural Institutes (LABCI)）
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■ 著書・論文歴

1.	2024/05	論文	Profanity and Emotion are Inextricably Entwined: Let me Show you How MindBrainEd Think Tank: Emotions: A Look at Emotion in the Language Classroom 10(5),pp.27-39 （単著）
2.	2024/03	論文	The Benefits of Exploring Plot Structure with University Students Taking an ER Course Bulletin of the JALT Mind Brain and Education Special Interest Group: Reading Structures 10(3),pp.10-16 （単著）
3.	2024/02	論文	Our Mind’s Eyes and Ears: The Phonological Loop and How it Helps Us to Read Bulletin of the JALT Mind Brain and Education Special Interest Group: Spoken Reading–Reading as a Spoken Experience in the Brain and Language Classroom 10(2),pp.18-24 （単著）
4.	2023/12	論文	Book Review: What the F***: What Swearing Reveals about Our Language, Our Brains, and Ourselves by Benjamin Bergen MindBrainED Journal ISSN 2433-8303 4,pp.75-92 （単著）
5.	2022/04	論文	Indelible Impressions: How and Why Adolescent Experiences Expand our Brain’s Circuitry and Influence our Life Course Bulletin of the JALT Mind, Brain, and Education SIG Outside Lives ISSN 2434-1002 8(4),pp.24-30 （単著）
6.	2022/02	論文	Why is TBLT an Effective Approach to Teaching Languages? Some Explanations from Brain Science Bulletin of the JALT Mind Brain and Education Special Interest Group: TBLT 8(2),pp.23-32 （単著）
7.	2021/07	論文	Teaching to the test: An Intercultural view pp.86-89 （共著）
8.	2021/04	論文	Some Stories You Can Try in Class Bulletin of the JALT Mind, Brain, and Education SIG: Storytelling ISSN 2434-1002 7(4),pp.19-26 （共著）
9.	2021/03	論文	Be(a)ware of What You See in an fMRI Image: Why does fMRI come with a warning label? Bulletin of the JALT Mind, Brain, and Education SIG Research: A Consumer Guide for Reading Research ISSN 2434-1002 7(3),pp.36-40 （単著）
10.	2021/01	論文	Book Review of "Invisible Women: Exposing Data Bias in a World Designed for Men" by Caroline Criado Perez, London, UK: Vintage, 2019. Journal and Proceedings of GALE 13,74-77頁（単著）
11.	2020/11	論文	Book Review: Working Memories: Postmen, Divers and the Cognitive Revolution, by Alan Baddeley MindBrainEd Journal ISSN 2433-8303 2,pp.84-98 （単著）
12.	2020/08	論文	Making a Lecture Course Student Centered: Steps and Issues JALT Postconference Publication 2019 Teacher efficacy, learner agency 1,pp.332-340 （単著）
13.	2020/06	論文	How to Get the Most out of Zoom Classroom Sessions: Review of a video lecture by Tracey Tokuhama-Espinosa Bulletin of the JALT Mind, Brain, and Education SIG: Online Learning ISSN 2434-1002 6(6),pp.5-8 （単著）
14.	2020/06	論文	Review: “Zoom Fatigue” is Taxing the Brain. Here's Why that Happens. National Geographic, April 24, 2020 Bulletin of the JALT Mind, Brain, and Education SIG: Online Learning ISSN 2434-1002 6(6),pp.33-35 （単著）
15.	2020/03	論文	Reflections on Mirror Neurons and Our New Insights on Embodied Simulation Bulletin of the JALT Mind, Brain, and Education SIG: Embodiment as a Way to Understand Language 6(3),pp.7-13 （共著）
16.	2019/08	論文	Intercultural Awareness Training: Contrast Culture Method for Language Educators JALT 2018 Diversity and Inclusion Conference Journal pp.140-148 （共著）
17.	2019/06	論文	The Phonological Loop (our inner ear and inner voice) and its Role in Reading. MindBrainEd BulletinThink Tank: Reading SSN 2434-1002 5(6),pp.6-16 （単著）
18.	2019/02	論文	Towards a Graded Reader Database The JALT PanSIG 2018 Journal ISBN# 978-4-901352-58-1 pp.21-27 （共著）
19.	2019/01	論文	Grading, Fast and Slow MindBrainEd BulletinThink Tank: Favorites ISSN 2434-1002 5(1),pp.38-41 （単著）
20.	2018/12	論文	How do we hear music? And why is listening to and performing live music so thrilling? MindBrainEd BulletinThink Tank: Music and art in the language classroom 4(12),pp.27-32 （単著）
21.	2018/09	論文	Book Review: The Teenage Brain: A Neuroscientist’s Survival Guide to Raising Adolescents and Young Adults by F.Jensen & A. Nutt Bulletin of the JALT Mind, Brain, and Education SIG: Adolescent Brain 4(9),pp.27-32 （単著）
22.	2018/09	論文	Why are teenagers self-absorbed risk-takers and how can we turn this to their advantage? Bulletin of the JALT Mind, Brain, and Education SIG: Adolescent Brain 4(9),pp.4-10 （単著）
23.	2018/05	論文	The Roles of the L1 and Working Memory in L2 Extensive Reading: Insights from a Qualitative Investigation MindBrainEd Journal ISSN 2433-8303 1,pp.58-79 （単著）
24.	2018/02	論文	Activities to Help Students Learn Vocabulary. Lao TESOL Conference Proceedings Selected Papers (2016 – 2017) 1,pp.23-32 （単著）
25.	2018/02	論文	Sleep … perchance to dream JALT Mind, Brain, and Education SIG. February 2018 MindBrainEd BulletinThink Tank: Sleep Part 2. 4(2),pp.3-5 （単著）
26.	2017/09	論文	The Consumption of English-language Music Videos on YouTube in Japan (PhD thesis) University of London, Goldsmiths College pp.1-341 （単著）
27.	2016/02	論文	Activities for Active Reading in Class Lao TESOL Conference Proceedings Selected Papers (2013 – 2015) pp.37-48 （単著）
28.	2015/06	論文	Graded reader readability: some overlooked aspects Journal of Extensive Reading 3(1),pp.1-19 （単著）
29.	2015/03	論文	The Multiple Uses of the L1When Students Read EFL Graded Readers Kyoto Sangyo University Teaching Profession Research Bulletin 10,pp.23-47 （単著）
30.	2014/03	論文	The Role of YouTube in Accessing Popular Music in Japan Acta Humanistica et Scientifica Universitatis Sangio Kyotiensis: Humanities Series 47,pp.51-71 （単著）
31.	2012/07	著書	Review: Migration, Cultural Identity, Resilience and Compassion: A Documentary on Japanese-Brazilians That Covers All This and More Global Issues in Language Education Newsletter (84),pp.14-14 （単著）
32.	2009/03	論文	Racially Based Bullying in Japanese Schools 4,pp.17-40 （単著）
33.	2009/03	論文	School Policies and the International Baccalaureate Curriculum: Proactive Approaches to Ijime Ijime Zero Project 2008 Report in English pp.43-47 （単著）
34.	2007/03	論文	The Roles of International Schools in Japan Kyoto Sangyo University Teaching Profession Research Bulletin 2,pp.17-40 （単著）
35.	2006/03	論文	Intertextuality and Intercultural Studies: A Case Study of "Pride and Prejudice", "Bridget Jones's Diary", and "Bridget Jones: The Edge of Reason" Acta Humanistic et Scientifica Universitatis Kyotiensis: Humanities Series 31,pp.157-175 （単著）
36.	2004/03	論文	Book review: Two Books about Bullying Bilingual Japan 13(2),pp.12-13 （単著）
37.	2004/03	論文	What's in a film? Teaching British culture through British films focusing on "The Crying Game" Acta Humanistica et Scientifica Universitatis Sangio Kyotiensis: Humanities Series 31,pp.159-174 （単著）
38.	2003/11	論文	Does Anybody Else Look Like Me? A Parent's Guide to raising Multiracial Children by Donna Jackson Nakazawa. Cambridge, MA: Perseus Publishing. 2003. 224pp. Journal of Multilingualism and Multiculturalism 9(1),pp.107-110 （単著）
39.	2003/07	論文	Balancing a Bilingual Education Within Japan: Local and International Schools Bilingual Japan 12(4),pp.13-15 （単著）
40.	2003	論文	Curriculum Change and Streaming in the Department of English at Kyoto Sangyo University Curriculum, Innovation, Testing and Evaluation Proceedings of the JALT CUE and TEVAL mini-conferences held as part of the 2002 JALT PanSIG Conference pp.116-120 （共著）
41.	2002/11	論文	Book Review: Language Use in Interlingual Families: A Japanese-English Sociolinguistic Study by Masayo Yamamoto. Multilingual Matters, 2001. 170 p. Clevedon, UK. Japan Journal of Multilingualism and Multiculturalism 8(1),pp.95-98 （単著）
42.	2001/11	論文	Education Options for Multicultural Children Living in Japan 9,pp.1-53 （共著）
43.	1999/10	論文	Bullying in Japanese Schools: International Perspectives Monographs on Bilingualism No. 7 Bullying in Japanese Schools: International Perspectives 7,pp.1-52 （共著）
44.	1999/01	論文	Report on JALT 1998 Invited Speaker Alvino E. Fantini's presentation "Exploring Bilingual Behavior and Development Bilingual Japan 8(1),pp.5-7 （単著）
45.	1994/05	論文	Pedagogical Preparation for JET Program Teachers Studies in Team Teaching pp.29-41 （単著）
46.	1993/01	論文	Gender Bias in English: Can the Language Weapon be Unloaded? Kyoto Seika University Journal 4,pp.179-189 （単著）
47.	1992/05	著書	A Peaceful Earth for All The Environment and Man: A series (2) 1(2) （共著）
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経歴

■ 学歴

1.	(学位取得)	バミンガム大学修士(言語学)
2.	2009/09～2017/09	University of London Goldsmiths College Music Department of Music 博士課程修了 Doctor of Philosophy
3.	1990/10～1992/09	Birmingham University Master of Arts in Teaching English as a Foreign Language Master of Arts in Teaching English as a Foreign Language 修士課程修了修士(言語学)

■ 職歴

1.		京都産業大学外国語学部英語学科京都産業大学外国語学部
2.		京都産業大学外国語学部英語学科京都産業大学外国語学部

■ 所属学会

1.		INTERNATIONAL ASSOCIATION FOR THE STUDY OF POPULAR MUSIC (IASPM)
2.		JACET 一般社団法人大学英語教育学会
3.		TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES (TESOL)
4.		THE JAPAN ASSOCIATION FOR THE STUDY OF POPULAR MUSIC (JASPM)
5.		全国語教育学会(JAPAN ASSOCIATION OF LANGUAGE TEACHING)

その他

■ 研究課題・受託研究・科研費

1.		Researching Effective methods to teach about British Culture
2.		STUDYING THE BILINGUAL LANGUAGE DEVELOPMENT OF TWINS
3.	2012～2015	Translation in Extensive Reading
4.	2009～2016	日本の若者の西洋音楽ビデオの使用と鑑賞法
5.	2005～2010	Bullying in schools
6.	2005～2010	International Education
7.	1993～2013	英国文化教授の効果的手法の開発
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全件表示(7件)

■ 委員会・協会等

1.		バーミンガム大学遠距離教育修士号取得コースのチューター(講師)
2.	2010/04～	Kyoto International Schoolの理事 2010年4月~現在
3.	2010/04～	Kyoto International Schoolの理事 2010年4月~現在
4.	2005/03	Kyoto International Schoolの理事長2005年3月～2010３月
5.	2005/03	Kyoto International Schoolの理事長2005年3月～2010３月
6.	2001/04～2005/04	“The Language Teacher”の編集 2001年4月～2005年4月
7.	2001/01	JALT Kyoto Chapter Secretary 2001年1月～2006年
8.	2001/01	JALT Kyoto Chapter Secretary 2001年1月～2006年
9.	2000/01	『バイリンガル通信』の編集 2000年1月～2006年
10.	2000/01	『バイリンガル通信』の編集 2000年1月～2006年
11.	1999/03～	日本人と結婚した外人女性の会に参加 1999年3月～現在
12.	1999/03～	日本人と結婚した外人女性の会に参加 1999年3月～現在
13.	1989/04～	環境問題グループの活動に参加 1989年4月～現在
14.	1989/04～	環境問題グループの活動に参加 1989年4月～現在
5件表示
全件表示(14件)

■ 現在の専門分野

データベース, 言語学, 文化人類学、民俗学, 社会学, 教育学, 教育学, 社会学, 文化人類学、民俗学, データベース　（キーワード：British culture Bilingualism International education Bullying in schools Music video, YouTube NeuroELT Extensive Reading Active learning、YouTube NeuroELT Extensive Reading、British culture Bilingualism International education Bullying in schools Music video、YouTube NeuroELT Extensive Reading、British culture Bilingualism International education Bullying in schools Music video）