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Dr. Masatoshi Sato Anaheim University welcomes new faculty member, Dr. Masatoshi Sato.  Dr. Sato earned his Ph.D. in Educational Studies: Language Acquisition and a Master of Arts in Second Language Education from McGill University, as well as a Graduate Certificate in TESOL from the University of New Mexico and a Bachelor of Arts in International and Intercultural Communication from Kobe University. Dr. Sato is currently an Associate Professor in TESOL at Anaheim University. He has also published various international journals and recently co-edited books from John Benjamins. We recently interviewed Dr. Sato to discuss online education and his thoughts on the field of TESOL. Q. What are your specialties? – I’m generally interested in how SLA research could help teachers teach second language, no matter what the second language is. I have done research on peer interactions and professional development in teacher education. My primary area of research is peer instruction and how this facilitate second language learning. This research is relevant to the overall category, which is called instructed second language acquisition. Q. What do you enjoy most about teaching at Anaheim University so far? – I enjoyed the diversity of students, who come from different backgrounds, have different teachings, and professional experiences. The interaction I had with this diverse group of students was incredibly interesting. Q. What do you think are the strengths of the online Ed.D. in TESOL program at Anaheim University? – Anaheim University recruits students from anywhere in the world and this puts the online program ahead.  This is because of the diverse selection of students, in terms of their backgrounds, which does not happen in traditional TESOL programs, where students are often from similar backgrounds. Q. What are the benefits of online education? – The flexibility that online education offers is astounding. The online education program at Anaheim University is able to be divided into two parts, synchronous and asynchronous. For the asynchronous part, students have flexibility in terms of completing assignments, participating in their respective classes and being up-to-date on viewing recorded lectures. With the synchronous aspect, students are able to have access to their resources for the course anywhere. Q. What are the benefits of learning TESOL for English teachers? – One issue a lot of English teachers tend to have is not having theoretical underpinnings or research backup for their pedagogical decisions when they choose certain teaching methods. In order for teachers to make more important pedagogical decisions, it is necessary to know or learn SLA theories and research findings to transfer to second language education. Q. In your opinion, what does the future of online education look like? – Online education has been around for a long time, but it is getting more popular. I do think as online education becomes more common, there will be some backlash that comes with it. Q. Who would you recommend the Ed.D. program at Anaheim University to? – I would recommend the program for students who have some knowledge of second language learning and teaching. It appears to me that students do not have a deep understanding of theoretical or research issues to become a doctorate student, but in general, I would definitely recommend the program for those who have teaching experience with a certain amount of knowledge related to second language learning and teaching. Q. What advice would you give to someone who is aiming to be a scholar in the field? – If someone were to become a scholar, that individual should have the mentality to contribute to society. They should learn how to solve real-world issues instead of answering theoretical questions only. Another important note to keep in mind is that, in the current research world, publication is everything. So, in order for someone to become a successful scholar, they should be able to conduct solid research and write well. Q. What do you think are the challenges that English teachers in Japan are facing? – It really depends on what “English teachers” means in this question. The struggle is that a lot of English teachers in Japan teach English in their native language. Nowadays, the Government is asking English to be taught in English, not in their native language, which perceives to be an issue for some teachers to make fundamental changes. But I do think this is a good change.  I believe that English should be taught in English. I also want to bring attention to the issue of English teachers invited to Japan to teach English but are not qualified. Their academic content knowledge of second language teaching is not asked for. Therefore, a challenge for the future is the training of those teachers so they become more capable teachers in Japan. Q. What advice would you give to new language teachers? – Try to finish the necessary research in a limited amount of time, be creative, keep in mind why you decided to use certain teaching methods or activities, and make adjustments all the time. Always know the student’s individual differences and create a non-threatening collaborative classroom environment. Promote the student’s language production, let the students be aware that making errors in second language is a good thing. Lastly, always let students express their opinions, which are definitely interesting.

1. Why did you choose Anaheim University’s MA in TESOL program? I chose the Anaheim program because it gave me access to pioneering researchers in the field of TESOL.  There was a level of quality in the instruction that I could not find in my home state. 2. Can you tell us about your career to date? I have taught in an Intensive English Program (IEP) for the past 5 years.  3 years into my career, I realized that I would not be promoted without a MA degree in the field.  I decided to go back to school for my second master’s degree. Now I work full-time at the University of Oklahoma as an instructor at the Center for English as a Second Language. 3. How do you expect your master’s to further your career? My master’s degree has already furthered my career.  I’ve developed into a different teacher as a result of the degree.  I approach my classes with a critical mindset, look for trends and data, and reflect on the research so I can implement it in my courses. 4. Can you share a favorite memory from Anaheim University? The residential sessions are always the highlight of the program. 5. Did you have a favorite class at Anaheim University? I had mainly excellent classes.  EDU 570 taught me how to analyze my own tests, EDU 530 Discourse Analysis helped me understand the challenges my students face in understanding authentic discourse, and EDU 520 helped me actually teach pronunciation in a meaningful way.  Each of these courses changed the way I teach. 6. How did you enjoy the online experience? I enjoyed the online experience because I got to collaborate with teachers in different settings. Their teaching situations brought insight into my own setting. 7. Who would you recommend Anaheim University’s MA in TESOL program? I’d recommend someone with a bit of teaching experience under their belt.  I think it would be hard to enter this program without ever stepping foot in a classroom, but getting to study your own students and your own teaching deepens your learning on the subject. 8. What were the challenges in your program? It takes a lot of energy to teach all day and work on a master’s at night.  Even though you are tired, there is so much value in learning as you are teaching.  You learn new ideas in your Anaheim classes and then try them in your English classes.  Essentially, you learn everything twice.  It is a very worthwhile process. 9. In your opinion, how does learning TESOL improve careers for ESL teachers? I think a TESOL degree accelerates the process of becoming a professional educator.  It gives you the confidence and perspective beyond your own experience.  Experience is an excellent teacher, but it is important to be exposed to new ideas. 10. How did you feel connected to your learning community? You end up taking classes with many of the same people.  It is strange to hear someone’s voice in real life after talking to them online for a year. Overall, you end up with a great network of professionals all over the globe. 11. What advice can you give to new students entering the MA in TESOL program? Don’t be afraid to ask questions.  Everyone has a different context for teaching, and sometimes you see something in a different way.  This can be really valuable.

1) Why did you choose Anaheim University? I chose Anaheim University for several reasons.  First, I heard about the program through a colleague who did the program a few years back and recommended the program as she had a positive experience.  Second, the program was setup by the well-recognized linguist, Dr. David Nunan, who has written many books on the subject matter.  Third, the program had monthly opportunities to join and I was able to time it to coincide with what I thought would work smoothly into my school year schedule, which it did.  Fourth, I like the idea of being able to study by distance learning but also having the opportunity to study with someone else who can relate to what I was thinking and writing about.  Finally, the cost was very reasonable and I could afford it. 2) Why did you decide to study the Teaching English to Young Learners Certificate Program? I studied the TEYL Certificate program because over the last 21 years in Japan I have worked with young people teaching English and I had already taken the Cambridge CELTA certificate program geared for teaching adults.  So, it seemed natural to take this course in addition to the fact that it was recommended to me by people at Anaheim University since I was working with elementary students already. 3) What did you like best about the program? What I liked best about the program was the integration of the readings from Dr. Nunan’s book, the video/lectures that supported the readings and vice versa, plus having Professor Marie Webb encouragingly responding to what I wrote and giving me further resources/thoughts to consider in my teaching. 4) How was the experience studying online? The online experience was very convenient and well-paced for my fairly busy schedule between Monday and Friday.  The timing of the Thursday and Sunday deadlines for responses, discussions, and taking the quizzes for each unit was very reasonable.  I felt like I could get into the rhythm of the schedule after a few weeks.  The challenge was keeping up during the winter holiday when I fell behind. I was able to fortunately catch up in January with Professor Webb graciously encouraging me in the schedule to slowly but reasonably double up where and when I could, which I was able to do. Fortunately, I finished the course in time as originally scheduled and avoided any extra charges for an extension.  I liked the video resources that supplemented what was being taught to reiterate or introduced new material for consideration, and were typically one hour or less. 5) Did you feel you were part of a learning community? As far as feeling a part of a learning community, I was the only student in my cohort, though once Professor Webb introduced one student from another cohort to contribute to my discussion section.  With that said, I felt very fortunate to have such dedicated attention from Professor Webb in answering the questions or comments I wrote in response to the questions in the book designed by Dr. David Nunan.  With the videos as well, I felt like I was part of a small community of teachers supporting my learning throughout the 15 weeks. 6) Can you tell us briefly about your career? After graduating from the University of Washington in Social Welfare, I furthered my studies at a technical school to learn drafting.  I worked as an after-school daycare worker and Sunday school teacher during that time. After receiving my certificate in drafting, I worked three years at a civil engineering firm in Bellevue, Washington.  Following that, I then worked at a middle school as a math assistant before coming to Japan on the Japan Exchange and Teaching Program, known as the JET Program.  I came to Japan in 1996 and have been here ever since, having experience in public schools in a rural town and city teaching both elementary and junior high school students in the subject of English and cross-cultural exchange.  Further, I worked at a private English conversation school, which was a private elementary/junior high/high school affiliated to a large university in Osaka.  Since then I have worked at four more private schools teaching English to elementary, junior high, and high school students.  I am currently working at a private Christian elementary school and at a couple of YMCA locations where I teach English.  From this May and June, I will begin teaching a business class too, with a company called ECC. I never thought I would be here in Japan for so long, but it has become home for me since I got married in Japan and have two children nearly grown up now.  Thank you for reading this rather long response. It was supposed to be brief. 7) Do you feel the TEYL Certificate will help your career?  I feel the TEYL Certificate will help my career as there were many things I studied that relate to my classroom experiences.  Both the theories of linguistics and practical skills studied are important aspects of the program that was complementary and balanced. 8) Who would you recommend these programs to?  I would recommend this program to anyone teaching young learners English or preparing to teach in any part of the world.  The material is rudimentary and a good foundation to build on for new teachers and a good refresher for those who have taught young learners, but would like to formally study or review linguistic theories and practical techniques. 9) Do you have any advice for new incoming students to the program? In terms of advice, I found it helpful to take notes during the video and stopping when necessary and even backing up several times.  Also, highlighting the book helped me.  I needed a paperback book and ordered a book, though it came during my second week of studies.  If you are like me and need a paperback version to highlight and write in, I would suggest ordering a copy well in

Anaheim University will hold the 2018 TESOL Residential Session from Thursday, August 2nd to Sunday, August 5th, 2018 at the Wesley Center in the Minami Aoyama area of Tokyo, Japan. Anaheim University’s M.A. and Ed.D. in TESOL students from around the world will attend sessions related to “Analyzing Language for Content and Form” led by Anaheim University’s Ed.D. in TESOL Program Designer Dr. Rod Ellis, Ed.D. in TESOL Program Director Dr. Hayo Reinders and TESOL Professor Dr. Jo Mynard. The Master of Arts in TESOL sessions will focus on “Analyzing language for content” while the Doctor of Education in TESOL sessions will focus on “Analyzing learner language” and students from both programs will also gather for group activities. On Saturday, August 4th, 2018, the Multicultural Education Conference in Tokyo (MECTokyo) will be open to the public. Co-organized by Anaheim University, the theme of the presentations will be “English Opening Doors”, covering a range of topics of importance to English language teaching and teaching English to young learners. Plenary presentations will be given by Anaheim University TESOL Professors Dr. Rod Ellis and Dr. David Nunan and experts on Applied Linguistics and TESOL will be featured including Keio University Professor of English Dr. Yuji Nakamura. The keynote presentation will be given by Marin Minamiya, who is a Guinness World Record holder for being the world’s youngest mountain climber to climb the highest peak (including Mt. Everest) on all seven continents as well as reach the North and South Poles. These workshops are part of Anaheim University’s online graduate degree programs in TESOL: Online Master of Arts in Teaching English to Speakers of Other Languages (MA in TESOL) Online Doctor of Education in Teaching English to Speakers of Other Languages (Ed.D. in TESOL)   4-Day Residential Schedule Thursday, August 2: 9:00 am to 5:00 pmFriday, August 3: 9:00 am to 5:00 pmSaturday, August 4: 9:00 am to 5:00 pm (MECTokyo)Sunday, August 5: 9:00 am to 12:00 pm Sat. May 4 MECTokyo Schedule 9:30 am – 10:00 am Dr. Yuji Nakamura: “Two Sides of the Same Coin: Teaching and Testing”10:00 am – 10:50 am Dr. Rod Ellis: “Teacher-Preparation for Task-based Language Teaching”11:00 am – 11:50 am Dr. David Nunan: “Seven Things I Wish I’d Known…”11:50 am – 1:00 pm “Teacher Education and Professional Training” Panel Discussion with Dr. Rod Ellis, Dr. David Nunan, Dr. Yuji Nakamura & Dr. Masahiko Abe. Moderator: Dr. Hayo Reinders 2:00 pm – 3:00 pm “Making an impact in our institutions / the field: the benefits of getting a graduate degree” Student Panel Discussion3:00 pm – 3:20 pm Announcements3:30 pm – 4:30 pm Marin Minamiya: “Reaching for Greater Heights”   1-Day MECTokyo Conference: 1,500 Japanese Yen The fee to attend MECTokyo on Saturday, Aug. 4, 2018 is 1,500 yen.   4-Day TESOL Workshop Registration: $1,200 Note: This fee covers the TESOL workshop commencing on August 2nd and concluding on August 5th and includes attendance at MECTokyo. Click here to register for 4-day TESOL Residential Session Master’s Level: Analyzing Language for Content Topics in this master level TESOL workshop include: Introduction to methods for collecting and analysing language for content Introduction to methods for collecting and analysing language learner data Narrative inquiry for teaching and learning histories The TESOL professional – micro-consultations Teacher and learner autonomy Using visual narratives and other visual tools in research Enhancing your career Preparing for presentations with individual feedback Group poster session presentations of content analysis Group poster session presentations of language analysis   Doctoral Level: Analyzing learner language Topics in this doctoral level TESOL workshop include: Advanced methods for collecting analysing language learner data Advanced methods for collecting and analysing language for content Interaction analysis The TESOL professional – micro-consultations Fluency, accuracy, complexity Learner corpus data and learning analytics Task performance as engagement Preparing for presentations with individual feedback Group poster session presentations of content analysis Group poster session presentations of language analysis   Pre-Requisites Master’s Level Workshop: Participants must hold an undergraduate degree from an accredited institution. Non-native English speakers must meet the English requirements outlined here. Doctoral Level Workshop: Participants must hold a masters degree in TESOL or Applied Linguistics or a related area of Education from an accredited institution. Non-native English speakers must meet the English requirements outlined here. MecTokyo: No Pre-quesisites Rod Ellis, Ph.D.Anaheim University Doctor of Education in TESOL Program Designer, TESOL Professor Dr. Rod Ellis is a distinguished thought leader in the field of Second Language Acquisition. Prof. Ellis received his Doctorate from the University of London and his Master of Education from the University of Bristol. A former professor at Temple University both in Japan and the US, Prof. Ellis has served as the Director of the Institute of Language Teaching and Learning at the University of Auckland and has taught in numerous positions in England, Japan, the US, Zambia and New Zealand. Dr. Ellis, who is known as an expert in Second Language Acquisition, is author of the Oxford University Press Duke of Edinburgh Award-Winning Classic “The Study of Second Language Acquisition”, as well as numerous student and teacher-training textbooks for Prentice Hall and Oxford University Press, Prof. Ellis’s textbooks on Second Language Acquisition and Grammar are core textbooks in TESOL and Linguistics programs around the world. MECTokyo Sat, Aug. 4 10:00 am – 10:50 am: Teacher-Preparation for Task-based Language TeachingIn this talk I will discuss the various impediments to the implementation of TBLT in state schools in Asia. This provide the basis for arguing the need for well-thought out teacher preparation programmes. Previous evaluation studies of such programmes have pointed to a number of factors that are the key to their success. Drawing on research in teacher education more generally I identify a number of general principles that can guide the design of preparation programmes. Following a discussion of various proposals for the development of teacher preparation programmes for TBLT, I outline an introductory course designed to provide teachers with the concepts and tools needed to implement TBLT in their own classrooms. Finally. I acknowledge some impediments are likely to remain. Policy makers may mandate

1) Why did you choose Anaheim University? Basically, because of 5 key reasons: The professional and kind staff Accreditation Researched based and relevant academic programs Competitive cost Practical payment system Its online MBA and DBA Programs are practical, modern and relevant Its Accreditation – nationally accredited by the Distance Education Accrediting Commission (DEAC) Its Professors – all of whom are qualified with terminal degrees and real life practical experiences Its Ongoing Enrollment System – prospective students can start at the beginning of any term Its Accessibility to the Professors – we have access to the Professors’ contact info, who usually have a quick response rate Its Cost – quite reasonable especially compared to other institutions Its many modes of payment – a one-time payment system, per term payment, or pay in installments through a formal promissory agreement. About the Staff- I remember when I was enquiring many years ago about the program and the university. I had many questions, but the administrative personnel were always kind, patient, and informative. I thought that should I choose this university, I would then feel comfortable as there will be professional staff who will be able to assist me anytime. Anaheim’s academic, administrative, and technical staff are all professional. They really serve by the university motto: Student First, Always. 2) Can you tell us briefly about your career? I am a qualified foreign language Instructor. I have a BA in Spanish, a Post Graduate Foreign Language Teachers’ Diploma, an MBA from Anaheim, and presently pursuing my DBA also at Anaheim. I have over 20 years of teaching experience at all age levels, teaching Spanish, French and Maths in Jamaica, and EFL in Japan. My wife and I have been managing a small English Conversation school here in Japan, and I have just been offered a part time EFL lecturing position at a University in Japan. I have been President of many Organizations, including President for Okayama Association of Japanese English Teaching Programme (Okayama AJET) and President of Jamaica Spanish Teachers’ Association. During my tenure in these positions, some of my roles included liaising with different Ministries of Education (Education Officers/Consultants). For example, Jamaica’s Ministry of Education, Okayama Board of Education, diplomats, University lecturers, teachers and students, for the promotion of foreign language education in the respective regions. 3) Why did you choose to earn an MBA? I have been a teacher all my life. I thought that a business qualification would give me more opportunities and marketability. 4) Why did you decide to pursue a DBA? I am interested in academia and teaching at the university level. In addition, I am interested in having and running a business. I thought that pursuing a DBA would give me the choices of being a University Lecturer/Professor, heading an educational institution, managing a private corporation or running my own business. I have even known people who have done all or most of the above in their lifetime, so if the DBA can give me that platform, then why not? 5) What did you like best about the program? First, the research aspect and secondly, the stimulating discussions. Almost every week we have to research and investigate a business topic and turn in a formal report. It’s basically learning by researching and seeking ways to apply the knowledge in the real business world. In addition, our daily student-led online discussions and the Real-time online classes with the Professors provide the opportunities for stimulating discussions with a diversified student population. We can share on various business topics in a respectful manner. The interesting thing is that we can hear different viewpoints from peoples with different cultural, educational, and working backgrounds. This helps to make the leaning process quite engaging. 6) What is your favorite memory from the program? The program is so practical and knowledge based that I was able to a research assignment on an NPO where I worked, and use the knowledge which I learned to implement some changes in the organization. 7) How was the experience studying online? In a nutshell – Superb! Challenging! Engaging! Enlightening! Fulfilling! It can be challenging but overall a wonderful and rewarding experience. I remember the proud moment getting my transcript after finishing the MBA. I felt it was worth it! 8) How do you balance the time required to study while working full-time? It’s very difficult. I am not going to lie. When you have a paper or two to write every week, a 40-hour per week full time job, family, and community commitments, it can be daunting. Many times I wanted to give up, but it takes personal commitment, determinations and family support to finish the program successfully. I have to literally make a conscious decision on a regular basis how much time I have to set aside for my studies. After a while, it becomes a routine. 9) Do you feel you were part of a learning community? Yes, the online discussion board and real-time classes help us students to always present and share our different points of view, whether you choose to do so in a relaxed manner or formal academic register. 10) What was the most unusual location you joined an online class or discussion forum from? At a Wedding Center. I remember once I had a real-time online class, but it clashed with my wedding invitation. I did not worry because the good thing about Anaheim’s system is that I could arrive early at the wedding, sit in my car in the parking lot, log into the system, join the class, participate in the discussion, and afterwards was just in time to participate in the wedding without missing a beat. 11) What would you say to someone who is hesitant about studying online? Yeah, I would understand their feelings. I was hesitant too at first but now I have no regrets. Online studies are convenient, where you have the ability to study while working full time. It’s recognized just the same as classroom style learning. There