Graduate School Department /Course /Field Human Coexistence/Foreign Language Acquisition and Education/Language Education Research and Development
Undergraduate School
Other Affiliation Institute for Liberal Arts and Sciences
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Message to the prospective students

I hope students who are interested in second language education, language policy, classroom interaction, and educational innovation will come to Kyoto University to do research with me.
Research areas classroom research, qualitative research practices, reflective practice, academic writing
Keywords TESOL, classroom research, qualitative research methods, academic writing, faculty collaboration, team teaching
Themes Interested in Exploratory Practice, collaboration, team teaching and academic writing development.
Major publications BOOKS
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.

Pearce, D. R., Stewart, T., & Tajino, A. (forthcoming). Making a difference through quality co-teaching between native and non-native teachers in foreign language classrooms (pp. ). In Juan de Dios 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. ). London: Springer.
Stewart, T. (January 2018). Expanding possibilities for ESP practitioners through interdisciplinary team teaching. In Y. Kirkgoz & K. Kikilitas (Eds.), Key issues in English for specific purposes (pp. 141-156). London: Springer.
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).]

Stewart, T. (forthcoming 2020). Creation and uptake of language classroom research. JACET Journal, 64.
Stewart, T., Dalsky, D., & Tajino, A. (June 2019). Team learning potential in TESOL practice. TESOL Journal, 10(2), XX-XX. 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.
Professional societies/Research and synergic activities American Association of Applied Linguistics (AAAL)
Teachers of English to Speakers of Other Languages (TESOL)
Teaching Areas
  • Undergraduate courses
  • Graduate courses (Master's program) Classroom Research
  • Graduate courses (Doctor's program)
  • Undergraduate courses open to all departments Academic Writing and Listening
Background 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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