Our faculty contains an excellent collection of qualified and committed teaching staff from various reaches of the globe. We work together to create a highly professional environment, suitable materials and challenging curriculum that best serves the needs of our ever-growing student body. Check below if you are interested in joining our team.
On a day-to-day basis, our team of eleven full-time A.L.E.s (Associate Lecturers of English) are responsible for producing and assessing all the course materials, managing the teaching program for their particular course(s), hiring all new staff and planning any future changes within the department. They are also strongly committed to developing both their own professional skills and the research focus of the faculty. They are well trained in the field and motivated towards the improvement of the School and the students they serve.
Leslie received her BA in Psychology from the University of California, Los Angeles, and her MA in Second Language Studies from the University of Hawaii at Manoa. She is currently in her final year of completing her doctorate in Applied Linguistics at Temple University Japan. As the Director of the ELP, Leslie’s primary research interests include methods of program evaluation, needs analysis, curriculum design and development, and self-access writing centers. Her dissertation research is a longitudinal quantitative investigation utilizing English achievement and proficiency measures to evaluate the performance of an English for Academic Purposes (EAP) program over a 20-year period. She is also a co-author of Cover to Cover Book 3, an intermediate level English reading textbook published by Oxford University Press.
Angel obtained an undergraduate degree in Spanish & Latin American Studies at Dalhousie University in Halifax, Canada. He completed his Master of Arts in Applied Linguistics through the University of New England in Armidale, Australia. After several years teaching as a part-time lecturer within the English Language Program, Angel currently works as an Associate Lecturer fulfilling the role of coordinator and materials developer of the entry-level speaking course. Past appointments include coordinating and designing materials for the entry-level EAP writing course. His main research interest is in CBI/CLIL, where he focuses on the instruction of social studies and social policy through the use of feature films.
Ian’s academic interests are primarily in materials design, especially as it relates to user experiences and theories of learning. Generally, his approach to materials design is informed by Biggs’ concept of Constructive Alignment and its accompanying SOLO Taxonomy. These ideas enable a principled, methodic approach to curriculum and materials design in which students’ experiences with learning materials, teaching practices, and assessment become the object of intense intellectual review and creative renewal. Within this broad educational design, Ian situates his language teaching methodology, which prioritises the notions of structured input to realize accuracy and carefully sequenced output to scaffold fluency. Importantly, Ian is committed strongly to innovation in education, which materializes as fierce self reflexivity as a both a learning designer and a teacher and a willingness to adapt, change, and create as data and evidence dictates. His research interests are therefore oriented to towards developing practical teaching tools and methods that have meaningful impacts on student experiences and graduate outcomes, especially technologies that disrupt traditional perspectives on and approaches to the teaching and learning paradigm.
Ian has a Master of Learning Innovation from Queensland University of Technology, and a Graduate Certificate of Second Language Learning from Griffith University. His first degree, also from Griffith University, was in Chinese Language and China Studies.
Timothy received his BA in English literature from Otago University, in Dunedin, New Zealand. After moving to Japan, he completed his MSEd. with a TESOL specialization at Temple University, Japan Campus, where he is now a doctoral student completing his dissertation in Applied Linguistics. His primary research interests are focused on exploring methods to evaluate and develop learner output in language classes, in particular, speaking and writing. Recently, he has presented on research looking at group dynamics and willingness to communicate, writing fluency activities, and repetition across language speaking tasks. During his time in the ELP, Timothy has worked on materials for the beginning and intermediate level writing classes.
Michael received his Bachelor of Applied Science (Psychology/Biochemistry) from Swinburne University of Technology, Melbourne, his Certificate in Teaching English to Speakers of Other Languages, and his Masters of Arts (Applied Linguistics) from the University of New England, Armidale. Michael has been involved in English Language Teaching since 2002. In this time, he has worked in a number of roles including language teacher, teacher trainer, program coordinator and Director of Studies. His experience has covered both the private and university sectors in Australia and Japan. Michael’s research interests include Corpus Linguistics, Learner Corpora, English for Academic Purposes, Technology Enhanced Language Learning and Mobile Learning. He has presented on a number of these areas at national and international level conferences and webinars.
Joshua Jodoin is currently an Associate Lecturer of English (ALE) at Kwansei Gakuin University (KGU) and has previously worked at the University of Nottingham Ningbo China (UNNC) and Bilkent University in Ankara, Turkey as a language teacher and Assessment Developer. He earned a BA in Philosophy from the University of Calgary, finished the Cambridge Diploma of English Language Teaching to Adults (DELTA) and received a MA in Educational Management from the Bilkent University. Joshua’s current research interests revolve around Education for Sustainable Development (ESD), English for Academic Purposes (EAP) and curriculum design in English as a Foreign Language (EFL) classrooms. His current research is looking at ways the EFL/EAP world can add value for their students by integrating concepts from ESD. Josh is also a curriculum designer and has created an intermediate reading course as well as coordinated listening and reading courses at KGU.
Stew received his BA in International and East Asian Studies from Kalamazoo College, Michigan, and his M.Ed. in Teaching English to Speakers of Other Languages (TESOL) from Seattle University. He has taught undergraduate, graduate, and community college students in a number of international and US based contexts. Before relocating to Japan, Stew was the Coordinator of English for Academic Purposes (EAP) at the University of Notre Dame, Center for the Study of Languages and Cultures. His research interests include intercultural communication, International Teaching Assistant (ITA) training, and the assessment of oral proficiency.
Stephen McNamara has been working at Kwansei Gakuin University since 2014. In his career at the university, he has been responsible for coordinating seminar syllabi for first and second year students, as well as developing and implementing elective and semi-elective art history syllabi.
Stephen became an Associate Lecturer of English at the university after beginning as a part-time instructor. Prior to that, Stephen worked in Medical Education as a language instructor, and has been working in differing contexts in language education since the age of eighteen.
Stephen holds a Master of Education in Leadership, Policy and Change, from Monash University, Australia. He also holds a Bachelor of Arts from Sydney University, majoring in English literature. Stephen has held the position of Associate Editor for The International Journal of Social Sustainability in Economic, Social, and Cultural Contexts.
Stephen’s research interests include: content and language integrated learning in syllabus design; taxonomic approaches to language syllabus design; tacit knowledge transfer and teacher succession.
Stephen M. Ryan, Professor Emeritus of St. Thomas University, Japan, has a Masters Degree in Foreign Languages from the University of Cambridge and a Diploma in Teaching English as a Foreign Language to Adults from the Royal Society of Arts. Since coming to Japan in 1984, he has taught university courses in Intercultural Communication, Non-verbal Communication, Peace Studies, Rhetoric, Speech/Presentation, English Composition, English Conversation, Reading, Listening, Discussion and the Manned Exploration of Space. His research interests straddle the fields of English Language Education and Intercultural Communication. A frequent speaker at Language Teaching and Communication conferences throughout the East Asian region, his publications include 12 books and over 50 peer-reviewed papers.
Andrea Tan was awarded her doctorate in Education from Bangor University in the UK. She graduated from the National University of Singapore with a BA (Second Upper Hons) in English language and Chinese language, and went on to receive her MA research degree in English language. She has won several prestigious scholarships from government bodies and universities in Singapore and the UK, which have fully funded her undergraduate and postgraduate studies.
Dr Tan’s research focuses mainly on pedagogical approaches for teaching students who are learning English as a Second/Foreign Language. In particular, she is interested in the implications globalization and changing societal demographics hold for education, and the ways bilingual learners with diverse profiles can be better supported in schools and institutions. She has contributed to the education of these students by advancing research in the under-explored field of bilingual education and special educational needs. A researcher who is keen on surveying classroom pedagogy, Dr Tan is particularly familiar with the qualitative methodologies of classroom research. Her work has been presented at various international conferences in the areas of bilingualism and education. In addition, as a research assistant, she gained experience working on a research council funding bid project with colleagues from the UK.
Prior to joining Kwansei Gakuin University, Dr Tan worked as a part-time lecturer at Bangor University and was involved in the teacher training program for pre-service teachers. In addition, she has led several research skills induction workshops for new postgraduate researchers. During her time at Bangor, she also taught English to international students at the English Language Centre. With an accredited postgraduate teaching qualification from Singapore, Dr Tan has more than 10 years’ experience teaching English to learners from Asia, the Middle East and Europe. She has worked with English language learners from diverse language backgrounds, teaching them critical thinking, writing and presentation skills. She is currently working on publishing the findings of her doctoral research in peer-reviewed journals, and hopes to disseminate her findings to practitioners.
Mary graduated from Muskingum University with a BA in French, International Business, and Economics. She earned her MA TESOL from Bowling Green State University. She is a member of TESOL and has served as chair of the Awards and Grants Committee. Her teaching and research interests are academic writing and writing centers. At Kwansei Gakuin, Mary has coordinated the EC5 and EC6 Seminar courses.
Michael received his BA in Public Administration from Nottingham Trent University, and his MA in Teaching English as a Foreign Language from the University of Birmingham. As an ALE, he is coordinating and developing materials for an academic listening course. His research interests include vocabulary acquisition and psycholinguistics. In particular, he is researching how second language learners acquire an aural vocabulary and which strategies can most effectively be employed to promote this type of vocabulary acquisition. His MA dissertation investigated the influence of L1 on the acquisition of L2 collocations, and this continues to be one of his main research interests.
Full-time opportunities are posted here: Full-time Employment Opportunities
We currently employ 40 part-time teaching staff who all work cohesively within the structure of our integrated program. Expectations are high but our tireless teachers strive to reach them and get the very best out of our students. Their input, based on the class groups they regularly meet, is invaluable in ensuring our materials and curricula best meet our present and future student needs. Most of our part-time teachers usually have three classes a day over two separate days, including at least one academic writing class.
Part-time opportunities are posted here: Part-time Employment Opportunities