研究分野	外国語（第二言語）としての英語教育であり，その業績は，（１）英語の教授法研究，（２）英語の教材開発研究，（３）英語の授業研究
キーワード	英語の教授法研究，英語の教材開発研究，英語の授業研究
研究テーマ	英語の教授法研究の分野においては，特定目的の英語（English for Specific Purposes），とりわけ学術目的の英語（English for Academic Purposes）研究の観点から，大学の英語教育においては教授内容と言語技能の両方の指導が重要であると主張し，専門教育と英語教育との連携を重視した英語教授法の開発とその検証にいち早く取り組んでいる。
代表的著書，論文等	BOOKS Stewart, T., LeBlanc, C., Lees, D., & Schipper, S. (2021). EGAP writing 1: Academic essays. Kyoto University, International Academic Research and Resource Center for Language Education. Stewart, T., LeBlanc, C., Lees, D., McCarthy, T., & Schipper, S. (2021). EGAP writing 2: Research writing. Kyoto University, International Academic Research and Resource Center for Language Education. Stewart, T. (Ed.). (January 2017). TESOL voices: Insider accounts of classroom life--higher education. Alexandria, VA: TESOL Press. [Also served as the series editor for this six-volume series of books] Tajino, A., Stewart, T., & Dalsky, D. (Eds.). (January 2016). Team teaching and team learning in the language classroom: Collaboration for innovation in ELT. Singapore: Routledge. Stewart, T. (March 2013). Classroom research for language teachers. Alexandria, VA: TESOL International Association. Stewart, T. (Ed.). (May 2009). Insights on teaching speaking in TESOL. Alexandria, VA: TESOL, Inc. BOOK CHAPTERS Pearce, D. R., Stewart, T., & Tajino, A. (January 2020). Making a difference through quality co-teaching between native and non-native teachers in foreign language classrooms (pp. 103-112). In J. D. Martínez Agudo (Ed.), Quality in TESOL and teacher education. Oxford: Routledge. Stewart, T. (April 2019). Surveying the landscape of second language classroom research. In A. Tajino (Ed.), A systems approach to language pedagogy (pp. 49-67). Singapore: Springer. doi: 10.1007/978-981-13-6272_5 Stewart, T. (January 2018). Expanding possibilities for ESP practitioners through interdisciplinary team teaching. In Y. Kırkgöz, & K. Dikilitaş (Eds.), Key issues in English for specific purposes (pp. 141-156). London: Springer. doi: 10.1007/978-3-319-70214-8_9 Stewart, T. (January 2018). Visualizing MAP Grammar: Utilizing visual aids to integrate the teaching of linguistic structure and content knowledge. In. A. Tajino (Ed.), A new approach to pedagogical grammar: The order of meanings (pp. 116-127). Oxford: Routledge. Stewart, T. (January 2017). Introducing a euphony of voices from higher education TESOL classrooms. In T. Stewart (Ed.), TESOL voices: Insider accounts of classroom life--higher education (pp. 1-3 ). Alexandria, VA: TESOL Press. Stewart, T. (January 2017). Conclusion: Theorizing forward on TESOL classroom practice. In T. Stewart (Ed.), TESOL voices: Insider accounts of classroom life--higher education (pp. 131-138). Alexandria, VA: TESOL Press. Stewart, T. (January 2016). The dynamic of team learning in the creation of a higher education learning community: A narrative inquiry. In A. Tajino, T. Stewart & D. Dalsky (Eds.), Team teaching and team learning in the language classroom: Collaboration for innovation in ELT (pp. 127-142). Singapore: Routledge. Stewart, T. (January 2016). Introduction: Situating collaboration, team teaching, team learning and innovation in ELT practice. In A. Tajino, T. Stewart & D. Dalsky (Eds.), Team teaching and team learning in the language classroom: Collaboration for innovation in ELT (pp. 3-10). Singapore: Routledge. Stewart, T. (July 2013). How would an architect such as Frank Gehry design language learning tasks? In C. Stillwell (Ed.), Language teaching insights from other fields: Sports, arts, design and more (pp. 101-110). Alexandria, VA: TESOL Press. Stewart, T. (November 2003). Insights into the interplay of learner autonomy and teacher development. In A. Barfield & M. Nix (Eds.), Autonomy you ask (pp. 41-52). Tokyo: Learner Development Special Interest Group of the Japan Association for Language Teaching. [Selected as the best chapter of this volume and reprinted in revised version in the November 2004 issue of The Language Teacher, 28(11).] ARTICLES Stewart, T. (forthcoming). Challenging the neutrality myth of educational technology. Language Magazine. Stewart, T. (March 2020). Creation and uptake of language classroom research. JACET Journal, 64, 1-19. Stewart, T., Dalsky, D., & Tajino, A. (September 2019). Team learning potential in TESOL practice. TESOL Journal, 10(3), 10:e426, 1-12. doi: 10.1002/tesj.426 Stewart, T. (February 2018). Team teaching collaborations: Contact, conflict, and empowerment. JACET Journal, 62, 29-47. Stewart, T. (January 2014). Playing the numbers game in academia. The Language Teacher, 38(1), 40-41. Stewart, T. (October 2013). Japan’s “super global” push for communicative English. The Kyoto JALT Review, 1, 94-111. Stewart, T. (November 2010). Literacy and communication skills in the liquid-modern world. Language Magazine, 10(3), 24-28. Stewart, T. (November 2009). Will the new English curriculum for 2013 work? The Language Teacher, 33(11), 9-13. Stewart, T. (November 2008). Struggles for autonomy in Japanese higher education. OnCUE Journal, 2(3) 228-240. Stewart, T. (July 2007). Learners and teachers evaluating course tasks together. ELT Journal, 61(3), 256-266. Stewart, T. (June 2006). Teacher-researcher collaboration or teachers’ research? TESOL Quarterly, 40(2), 421-430. Stewart, T., & Perry, B. (September 2005). Interdisciplinary team teaching as a model for teacher development. Electronic TESL Journal, 9(2). Perry, B., & Stewart, T. (December 2005). Insights into effective partnership in interdisciplinary team teaching. System, 33(4), 563-573. Stewart, T. (April 2003). Debate for ESOL students. TESOL Journal, 12(1), 9-15.
所属学会,その他の研究活動等	米国応用言語学会 (American Association of Applied Linguistics (AAAL))会員、 米国英語教育学会(Teachers of English to Speakers of Other Languages (TESOL))会員 Japan Association of College English Teachers (JACET) 会員
担当授業	学部 大学院修士課程 Classroom Research, Qualitative methods 大学院博士課程 Classroom Research, Qualitative methods 全学共通科目 Academic Writing and Listening CALL
経歴等	I have experience doing interdisciplinary team teaching, program administration, curriculum development, materials design and teacher training for over 15 years. I have many years of classroom teaching and classroom research experience in Canada and Japan. In addition to my own research and writing, I have been an editor of a number of professional journals and books.

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