FACULTY SEARCH:
Assistant Professor (tenure-track), specializing in English language education, with research interests and expertise in science/engineering discourse, language assessment, corpus linguistics, technical communication, or business English.
STARTING DATE: September 1, 2009
APPLICATION DEADLINE: April 6, 2009
QUALIFICATIONS:
Doctorate (in hand or nearly complete)
Scholarly publications, presentations, and professional experience that demonstrate expertise in English language education.
Interest and ability in teaching English for academic and workplace purposes to students, faculty, and working professionals in computer science, computer engineering and related technical/business fields.
University or corporate English teaching experience
Native or near-native English-speaking proficiency
DUTIES:
Teach four to five courses per semester (each course meets once a week for 90 minutes), develop innovative materials and technologies, conduct research relevant to university and professional needs, publish widely, present globally, network internationally.
SALARY:
Based on experience, qualifications, and rank
BENEFITS:
Subsidized furnished housing in faculty apartments within walking distance
Large, well-equipped private office in a modern building
New-employee allowance for computer equipment
Well-equipped, air-conditioned, high-tech classrooms
Annual budget for research, travel, academic memberships, etc.
Eligibility for one annual overseas conference trip
Internal grant opportunities for special research projects/conferences
Additional income from consulting and other activities permitted
Subsidies for special extra-curricular classes
Winter utilities allowance
Two bonuses per year
Full-time employment till age 65
with retirement and health benefits when tenured
One-way transportation costs to Aizuwakamatsu for employee and family
Shipping expense allowance
Scenic resort setting
SUBMISSION PACKAGE:
Cover letter
CV
Copies of two representative papers
Three recent letters of recommendation
Photocopies of university diplomas
URLs of any online work or educational materials
All documents should be sent to the following address (hardcopy or digital):
Center for Language Research (CLR)
School of Computer Science and Engineering
University of Aizu, Japan
Professor Yuko Kesen
Office of Planning and Management
University of Aizu
Aizuwakamatsu, Fukushima 965-8580 JAPAN
Attention: CLR Faculty Selection Committee
Email: clr-position@u-aizu.ac.jp
The University of Aizu is the first university in Japan dedicated solely to computer science and engineering, with a language center where tenured PhDs are employed full time to research and teach the English of science and engineering in academic and professional contexts.
The university has approximately 1,200 students at the undergraduate and graduate level, and about 40% of its faculty is non-Japanese, coming from a wide variety of countries. The university is officially bilingual, and thus all official meetings are conducted in English and Japanese, and all official email and documents are written in English and Japanese. It is one of the very few universities in Japan where all university faculty and administrative positions are open to anyone, regardless of gender, race, or nationality.
The mission of the Center for Language Research (CLR) within the University of Aizu is “to contribute to the development of professionals in computer science, computer engineering, and related fields through the research and teaching of successful language use in academic and workplace contexts.” Beyond this, CLR faculty members engage in theoretical research as well as provide lectures, training, research, and consultation to academic, corporate, government, and community organizations that can benefit from their expertise.
The University of Aizu is located in Aizuwakamatsu City, a historic castle town of scenic beauty with a population of nearly 120,000.
For more information about the university, please visit our university homepage
http://www.u-aizu.ac.jp
***********
Sunday, February 22, 2009
Comparing Market Leader with Intelligent Business
Question
I'm debating between using the Market Leader course books and the Intelligent Business series. I have a lot of experience with the Market Leader, but I have not used the Int. Business course books, but have heard a lot of good things about them.
Response
I have used both of them, I quite like Market Leader. The difference between both, from my point of view, is that Intelligent Business is addressed to an advanced and more knowledgeable students, those who are really into business. However, Market Leader is more attainable for people who are taking a business English class for the
first time, more practical.
Both have excellent listenings. I like a lot Market Leader Workbooks, quite practical, simple and focused on vocab and writing. I find Intelligent Business workbook more difficult.
Both lack grammar focus sometimes , though, but, Market Leader has a book specialised in grammar.
*******
Welcome to Business English Book Reviews
Business English Book Reviews will list opinions, suggestions, how to use, extra exercises, comparisons, experiences and uses for and by business English teachers.
I'm debating between using the Market Leader course books and the Intelligent Business series. I have a lot of experience with the Market Leader, but I have not used the Int. Business course books, but have heard a lot of good things about them.
Response
I have used both of them, I quite like Market Leader. The difference between both, from my point of view, is that Intelligent Business is addressed to an advanced and more knowledgeable students, those who are really into business. However, Market Leader is more attainable for people who are taking a business English class for the
first time, more practical.
Both have excellent listenings. I like a lot Market Leader Workbooks, quite practical, simple and focused on vocab and writing. I find Intelligent Business workbook more difficult.
Both lack grammar focus sometimes , though, but, Market Leader has a book specialised in grammar.
*******
Welcome to Business English Book Reviews
Business English Book Reviews will list opinions, suggestions, how to use, extra exercises, comparisons, experiences and uses for and by business English teachers.
Top 10 Business English Texts Version 5
These lists were presented in 2006 - I am not sure if they are in addition to or alternatives to the earlier two lists. The specific list organizer was not listed
Top 10 Business English Texts Version 5
Communicating in Business, CUP
New Business Matters, Thomson Heinle
The Language of Meetings,
Business English Meetings Instant Agendas, Penguin
Company to Company, CUP
Presenting in English, Thomson Heinle
Effective Presentations, OUP
Email English, Macmillan
Writing Reports to Get Results, Wiley-IEEE
Business Basics, OUP
Original newsletter post
http://groups.yahoo.com/group/besig
Welcome to Business English Book Reviews
Business English Book Reviews will list opinions, suggestions, how to use, extra exercises, comparisons, experiences and uses for and by business English teachers.
Top 10 Business English Texts Version 5
Communicating in Business, CUP
New Business Matters, Thomson Heinle
The Language of Meetings,
Business English Meetings Instant Agendas, Penguin
Company to Company, CUP
Presenting in English, Thomson Heinle
Effective Presentations, OUP
Email English, Macmillan
Writing Reports to Get Results, Wiley-IEEE
Business Basics, OUP
Original newsletter post
http://groups.yahoo.com/group/besig
Welcome to Business English Book Reviews
Business English Book Reviews will list opinions, suggestions, how to use, extra exercises, comparisons, experiences and uses for and by business English teachers.
Top 10 list Business English Texts Version 4
These lists were presented in 2006 - I am not sure if they are in addition to or alternatives to the earlier two lists. The specific list organizer was not listed
Top 10 list Business English Texts Version 4
1. Presenting in English - Mark Powell
2. Dictation - Davis & Rinolucri
3. Business Basics - Grant and McLarty
4. In at the deep End - Hollet
5. Bus. Obj & Bus. Opp - Hollet
6. Market Leader Series
7. Reward Bus. Resource Packs (" ")
8. Meeting Objectives video & Activity Book
9. International Business English - Jones and Alexander
10. Bus. Communication Games
11. Business Matters - Michael Lewis
Original newsletter post
http://groups.yahoo.com/group/besig
Welcome to Business English Book Reviews
Business English Book Reviews will list opinions, suggestions, how to use, extra exercises, comparisons, experiences and uses for and by business English teachers.
Top 10 list Business English Texts Version 4
1. Presenting in English - Mark Powell
2. Dictation - Davis & Rinolucri
3. Business Basics - Grant and McLarty
4. In at the deep End - Hollet
5. Bus. Obj & Bus. Opp - Hollet
6. Market Leader Series
7. Reward Bus. Resource Packs (" ")
8. Meeting Objectives video & Activity Book
9. International Business English - Jones and Alexander
10. Bus. Communication Games
11. Business Matters - Michael Lewis
Original newsletter post
http://groups.yahoo.com/group/besig
Welcome to Business English Book Reviews
Business English Book Reviews will list opinions, suggestions, how to use, extra exercises, comparisons, experiences and uses for and by business English teachers.
Saturday, February 21, 2009
The Best Way to Build an Online Classroom
Sharon Grimes of the Baltimore County Public School systems tells us how to roll out PBwiki to 103,643 students and 8,850 classroom teachers.
We wanted our students to be able to use 21st Century tools in able to collaborate effectively not only with their classmates, but also with peers throughout the district and indeed, the world.
We needed to enhance opportunities for research, writing, and editing for a real life audience and in authentic situations. Our students do not have email accounts.
Safety and security of our K-12 students.
We've created a collaborative environment that allows teachers and students to see multiple models of outstanding writing.
Prior to using the wiki, teachers who wanted to highlight a well-written student response, needed to first copy it and then, make a transparency. Frequently, the text was illegible in places and because of the amount of work involved and time constraints only one or two student models were displayed.
We know from research that the more student models writers see, the more rich and well-written responses we receive. The wiki provides the means for students to view multiple models 24/7 and as a result, to independently assess and improve their written responses. In addition, the collaborative environment facilitates the development of peer review and editing skills.
The content in the wiki is based on current research on comprehension strategy instruction. Each section of the wiki scaffolds use of and responses to one of the comprehension strategies that decades of research show proficient readers use: connecting, questioning, visualizing, predicting and its forward-looking twin: inferring, determining main ideas, analyzing and synthesizing, and employing fix-up strategies.
The collaborative environment allows students to not only learn from one another, but also to have "grand conversations," rich discussions about literature that extend beyond the confines of the classroom.
Training Wikis:
http://bcps23things.pbwiki.com/
and
http://teachingthoughtfullearners.pbwiki.com/
We wanted our students to be able to use 21st Century tools in able to collaborate effectively not only with their classmates, but also with peers throughout the district and indeed, the world.
We needed to enhance opportunities for research, writing, and editing for a real life audience and in authentic situations. Our students do not have email accounts.
Safety and security of our K-12 students.
We've created a collaborative environment that allows teachers and students to see multiple models of outstanding writing.
Prior to using the wiki, teachers who wanted to highlight a well-written student response, needed to first copy it and then, make a transparency. Frequently, the text was illegible in places and because of the amount of work involved and time constraints only one or two student models were displayed.
We know from research that the more student models writers see, the more rich and well-written responses we receive. The wiki provides the means for students to view multiple models 24/7 and as a result, to independently assess and improve their written responses. In addition, the collaborative environment facilitates the development of peer review and editing skills.
The content in the wiki is based on current research on comprehension strategy instruction. Each section of the wiki scaffolds use of and responses to one of the comprehension strategies that decades of research show proficient readers use: connecting, questioning, visualizing, predicting and its forward-looking twin: inferring, determining main ideas, analyzing and synthesizing, and employing fix-up strategies.
The collaborative environment allows students to not only learn from one another, but also to have "grand conversations," rich discussions about literature that extend beyond the confines of the classroom.
Training Wikis:
http://bcps23things.pbwiki.com/
and
http://teachingthoughtfullearners.pbwiki.com/
Motivational Strategies in the Foreign Language Classroom
A copy of the handout presented by Zoltán Dörnyei (Thames Valley University) to particpants attending the CILT research Forum on Motivation in Language Learning 20th March 1999, London
The truth of the matter is that about 99 percent of teaching is making the students feel interested in the material. (Chomsky, 1988, p 181)
10+1 commandments for motivating L2 learners (Dörnyei and Csizér, 1998)
-Set a personal example with your own behaviour.
-Create a pleasant, relaxed atmosphere in the classroom.
-Present the tasks properly.
-Develop a good relationship with the learners.
-Increase the learner's linguistic self-confidence.
-Make the language classes interesting.
-Promote learner autonomy.
-Personalise the learning process.
-Increase the learners' goal-orientedness.
-Familiarise learners with the target language culture.
-Create a cohesive learner group
Link to:
CILT Research Forum - Motivation in Language Learning
http://www.cilt.org.uk/research/papers/resfor3/dornyei2.htm
**********
Teach English Blog URL
http://teachenglishblog.blogspot.com/
The truth of the matter is that about 99 percent of teaching is making the students feel interested in the material. (Chomsky, 1988, p 181)
10+1 commandments for motivating L2 learners (Dörnyei and Csizér, 1998)
-Set a personal example with your own behaviour.
-Create a pleasant, relaxed atmosphere in the classroom.
-Present the tasks properly.
-Develop a good relationship with the learners.
-Increase the learner's linguistic self-confidence.
-Make the language classes interesting.
-Promote learner autonomy.
-Personalise the learning process.
-Increase the learners' goal-orientedness.
-Familiarise learners with the target language culture.
-Create a cohesive learner group
Link to:
CILT Research Forum - Motivation in Language Learning
http://www.cilt.org.uk/research/papers/resfor3/dornyei2.htm
**********
Teach English Blog URL
http://teachenglishblog.blogspot.com/
Friday, February 20, 2009
Teach in USA with AIPT J1 Sponsorhip
AIPT connects certified international teachers with U.S. schools for up to three years through the J-1 Teacher visa, while enabling school systems to continue focusing on student education, rather than on the complexities of visa sponsorship.
With nearly 60 years of experience, offering a comprehensive array of J-1 visa programs and services for exchange visitors coming to the United States, as well as for Americans seeking opportunities abroad, AIPT is a powerful partner able to meet the needs of U.S. schools and international teachers through this incredible program.
Sponsorship and Visa Assistance:
AIPT is designated by the U.S. Department of State to sponsor certified foreign teachers in the United States under the J-1 visa for teachers. As your sponsor, AIPT provides all the documentation that enables you to apply for a J-1 Exchange Visitor visa, and then enter the United States to teach in a primary or secondary school for up to 36 months.
The AIPT Teach USA® program fee provides the following participant benefits:
Complete management of federal reporting requirements, including documenting arrival information in the Student and Exchange Visitor Information System (SEVIS) database,
Job placement for up to 36 months
J-1 visa sponsorship and visa assistance
Federally mandated comprehensive medical insurance coverage
Pre-departure orientation for select countries
Tax return services and advice
Assistance with obtaining a Social Security Number
International phone card, as well as a 24-hour emergency hotline that connects directly to AIPT staff
The AIPT Participant Handbook
Wages paid directly to each program participant by the U.S. employer
Site visits by AIPT representatives
Information on services researched by AIPT will be made available to participants to make it easier to locate housing, banking, travel services and optional supplemental travel insurance
Periodic events for participants, such as trips to Las Vegas or Washington, DC, that blend educational content and fun tourist activities.
Program Details
Teach USA Offers two separate individual programs,
one for Teachers who have found a position but need sponsorship, http://www.aipt.org/programs/Teach/teachusa-details.htm
and one for teachers who have not yet found a position.
http://www.aipt.org/programs/Teach/teachusa-details.htm
***********
With nearly 60 years of experience, offering a comprehensive array of J-1 visa programs and services for exchange visitors coming to the United States, as well as for Americans seeking opportunities abroad, AIPT is a powerful partner able to meet the needs of U.S. schools and international teachers through this incredible program.
Sponsorship and Visa Assistance:
AIPT is designated by the U.S. Department of State to sponsor certified foreign teachers in the United States under the J-1 visa for teachers. As your sponsor, AIPT provides all the documentation that enables you to apply for a J-1 Exchange Visitor visa, and then enter the United States to teach in a primary or secondary school for up to 36 months.
The AIPT Teach USA® program fee provides the following participant benefits:
Complete management of federal reporting requirements, including documenting arrival information in the Student and Exchange Visitor Information System (SEVIS) database,
Job placement for up to 36 months
J-1 visa sponsorship and visa assistance
Federally mandated comprehensive medical insurance coverage
Pre-departure orientation for select countries
Tax return services and advice
Assistance with obtaining a Social Security Number
International phone card, as well as a 24-hour emergency hotline that connects directly to AIPT staff
The AIPT Participant Handbook
Wages paid directly to each program participant by the U.S. employer
Site visits by AIPT representatives
Information on services researched by AIPT will be made available to participants to make it easier to locate housing, banking, travel services and optional supplemental travel insurance
Periodic events for participants, such as trips to Las Vegas or Washington, DC, that blend educational content and fun tourist activities.
Program Details
Teach USA Offers two separate individual programs,
one for Teachers who have found a position but need sponsorship, http://www.aipt.org/programs/Teach/teachusa-details.htm
and one for teachers who have not yet found a position.
http://www.aipt.org/programs/Teach/teachusa-details.htm
***********
Monday, February 09, 2009
International TESOL's (HEIS) is now seeking Officers
International TESOL's Higher Education Interest Section (HEIS) is now seeking officers for the following positions:
• Chair-elect (3-year appointment: in-training, chair, outgoing)
• Assistant Chair (1-year)
• Steering Board Member-at-large (3-year appointment)
• Web content manager (1 year)
• E-list/E-group manager (1 year)
To be considered for the HEIS board, applicants must be TESOL members at the time of election/ appointment and must be members of the HEIS interest section. Interested professionals should contact me directly as soon as possible for nomination or more information.
Membership on TESOL's leadership committees has the following benefits:
- increases possibilities of funding to attend the annual conference,
- provides access to unique leadership & professional development events at the annual conference,
- provides access to other leadership functions & banquets at the annual conference, and
- satisfies "professional activities/ service" categories on CVs and promotion dossiers.
Example agendas for TESOL 2010 includes HEIS issues such as:
• Content-based instruction: integration into traditional ESL/ESOL/EFL curricula; integrated-skills; purposeful curriculum; input grammar and vocabulary development
• Alternative approaches to ESL/EFL teacher-training: situated practice; teacher intuition; exploratory practice; language across the curriculum (linkages to content courses); immigrant recruitment; in-service professional development; alternative licensure; retraining career-changers & retirees
• Bridging & pathway development between secondary ed, community college, and 4-year college
• Immigrant access to higher ed and teacher training
Please join us at the International TESOL Convention in Boston, USA Spring 2010.
Please email for HEIS job descriptions:
Shawn Ford
sford@hawaii.edu
Instructor, ESOL and TESL Programs
Kapi‘olani Community College
***********
• Chair-elect (3-year appointment: in-training, chair, outgoing)
• Assistant Chair (1-year)
• Steering Board Member-at-large (3-year appointment)
• Web content manager (1 year)
• E-list/E-group manager (1 year)
To be considered for the HEIS board, applicants must be TESOL members at the time of election/ appointment and must be members of the HEIS interest section. Interested professionals should contact me directly as soon as possible for nomination or more information.
Membership on TESOL's leadership committees has the following benefits:
- increases possibilities of funding to attend the annual conference,
- provides access to unique leadership & professional development events at the annual conference,
- provides access to other leadership functions & banquets at the annual conference, and
- satisfies "professional activities/ service" categories on CVs and promotion dossiers.
Example agendas for TESOL 2010 includes HEIS issues such as:
• Content-based instruction: integration into traditional ESL/ESOL/EFL curricula; integrated-skills; purposeful curriculum; input grammar and vocabulary development
• Alternative approaches to ESL/EFL teacher-training: situated practice; teacher intuition; exploratory practice; language across the curriculum (linkages to content courses); immigrant recruitment; in-service professional development; alternative licensure; retraining career-changers & retirees
• Bridging & pathway development between secondary ed, community college, and 4-year college
• Immigrant access to higher ed and teacher training
Please join us at the International TESOL Convention in Boston, USA Spring 2010.
Please email for HEIS job descriptions:
Shawn Ford
sford@hawaii.edu
Instructor, ESOL and TESL Programs
Kapi‘olani Community College
***********
Sunday, February 08, 2009
TESOL France FAQ Page
TESOL (Teachers of English to Speakers of Other Languages) France, an affiliate of TESOL Inc. and IATEFL, is a non-profit organization of teachers of English in France.
TESOL France purposes are to stimulate professional development, to disseminate information about research, books and other materials related to English, and to strengthen instruction and research.
TESOL France regularly organizes high quality events which are opportunities to keep up-to-date with current trends in teaching, to share knowledge and experiences and to meet and network with other teachers.
TESOL France operates through an Executive Committee responsible for, amongst other things, organizing events, publications and membership. But we also have correspondents in the different sectors (primary, university, etc.) who keep us informed of the preoccupations and needs of their sector.
Once in France, don't hesitate to get in touch with TESOL France to find out about upcoming events.
It's a great way to meet other teachers from all the different teaching sectors, to learn new techniques, to ask questions, and to refresh your ideas.
TESOL France email: tesol@enst.fr
TESOL France's postal address
TESOL France Telecom ParisTech
46 rue Barrault
75634 Paris Cedex 13
For additional info
http://www.tesol-france.org/FAQ.php5
TESOL France purposes are to stimulate professional development, to disseminate information about research, books and other materials related to English, and to strengthen instruction and research.
TESOL France regularly organizes high quality events which are opportunities to keep up-to-date with current trends in teaching, to share knowledge and experiences and to meet and network with other teachers.
TESOL France operates through an Executive Committee responsible for, amongst other things, organizing events, publications and membership. But we also have correspondents in the different sectors (primary, university, etc.) who keep us informed of the preoccupations and needs of their sector.
Once in France, don't hesitate to get in touch with TESOL France to find out about upcoming events.
It's a great way to meet other teachers from all the different teaching sectors, to learn new techniques, to ask questions, and to refresh your ideas.
TESOL France email: tesol@enst.fr
TESOL France's postal address
TESOL France Telecom ParisTech
46 rue Barrault
75634 Paris Cedex 13
For additional info
http://www.tesol-france.org/FAQ.php5
YEOSU Public School Teaching Position
I would like to offer you teaching position in Yeosu with good benefits.
If you want to travel anywhere in Asia, Korea is the perfect location; cheap living expenses, cheap flights to Japan, China and etc.
Yeosu is a coastal city with friendly local, long vacation, and it takes only 45 mins flight to Seoul.
For More information: TEL: +82.2.878.0604)
You can check location using this map site put the name of city: Yeosu Korea
http://maps.google.com/maps
Position Location
Coastal City of YEOSU Public School
(by Yeosu government)
City Information: http://www.expo2012.or.kr/eng/
Contract Duration: 1 year
Description: Coastal & surrounded by 317 islands, Jeonnam province
Starting Date: Start in March / April / May , 2009
Benefits
- 300,000 won Settlement pay upon teacher arrival
-100% Severance pay
- The most Beautiful Coastal City
-2012 EXPO place / Tourist resort
- 57 days vacation through a year
Class Level: Elementary ~ Middle & High School
Working hours: 09:00AM ~ 17:00PM
Working days: Mon ~ Fri
Teaching hours: 22hours / per week
Salary: 2,000,000 ~ 2,600,000 won
(depending on experience / major / teaching certificate)
Vacation: 57 days (14 days + summer, winter vacation about 43 days )
Overtime payments: Yes
Housing: Single, fully furnished studio flat / rent-free provided
Airfare: Round trip
Medical Insurance: 50% provided
***********
If you want to travel anywhere in Asia, Korea is the perfect location; cheap living expenses, cheap flights to Japan, China and etc.
Yeosu is a coastal city with friendly local, long vacation, and it takes only 45 mins flight to Seoul.
For More information: TEL: +82.2.878.0604)
You can check location using this map site put the name of city: Yeosu Korea
http://maps.google.com/maps
Position Location
Coastal City of YEOSU Public School
(by Yeosu government)
City Information: http://www.expo2012.or.kr/eng/
Contract Duration: 1 year
Description: Coastal & surrounded by 317 islands, Jeonnam province
Starting Date: Start in March / April / May , 2009
Benefits
- 300,000 won Settlement pay upon teacher arrival
-100% Severance pay
- The most Beautiful Coastal City
-2012 EXPO place / Tourist resort
- 57 days vacation through a year
Class Level: Elementary ~ Middle & High School
Working hours: 09:00AM ~ 17:00PM
Working days: Mon ~ Fri
Teaching hours: 22hours / per week
Salary: 2,000,000 ~ 2,600,000 won
(depending on experience / major / teaching certificate)
Vacation: 57 days (14 days + summer, winter vacation about 43 days )
Overtime payments: Yes
Housing: Single, fully furnished studio flat / rent-free provided
Airfare: Round trip
Medical Insurance: 50% provided
***********
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