STEWART, Timothy Professor
|Department/Division||Human and Environmental Studies/Language Sciences|
|Other Affiliation||Institute for Liberal Arts and Sciences|
|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.|
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.
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).]
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.
|Professional societies/Research and synergic activities||American Association of Applied Linguistics (AAAL)
Teachers of English to Speakers of Other Languages (TESOL)
|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.|