leehflake
 

Lee Hatch Flake's Curriculum Vitae


 

Self-directed, enthusiastic teaching professional with a passionate commitment to student development and the learning experience. Skilled in the design of challenging, enriching, and innovative activities that address the diverse interests and needs of students. Possess outstanding communication skills; present information in a variety of ways, emphasizing relevance of class material to the world beyond the classroom. Active team member who effectively collaborates with all levels of staff members and establishes quality relationships with students. Key strengths include:

・Advance Curriculum Design & Development        ・Cooperative/Interactive Student-Centered Learning
・Differentiated Instruction                                       ・Multicultural Awareness
・Classroom Management Skills                              ・Advanced, Secondary & Higher Education Teaching
・Publication of Teaching Material                           ・Over 2 Decades of Classroom Instruction Experience

Employment History (Current Teaching Contracts)

  • 04/2018-Present Nagasaki Wesleyan University Faculty of Contemporary Social Studies Department of Foreign Languages, Isahaya, Japan. Senin Kyoju ​full-time professor. Teach English language courses including English Presentation, Creative Writing, as well as general English courses. Lecture ​Shakai Gengogaku in Japanese referencing personal research on cultural anthropology. Assist students in writing their graduate thesis in weekly ​Kiso-enshu and Senmon-enshu seminars. Promote and participate in Community Service Learning (CSL) programs. Actively continue to research and seek venues for professional development. 
  • 03/2010-Present Nagasaki University Department of Economics / Environmental Department, Nagasaki, Japan. Hijokin Instructor. Designed curriculum and assessments for oral communication courses. Courses taught in both departments cater to junior and senior university students. Media-aided instruction design and "Cyber Classroom" and self-study programs are integrated to promote student involvement and to enhance instruction in courses with a large number of students. Collaborative learning through "Learning Teams" as well as student presentations and team tasks used as grading criteria in smaller classes. Environmental Department course students are encouraged to learn evaluation techniques necessary to analyze and discuss reports presented through different media on the environment. Overt curriculum goal is to improve English language and expression skills while fostering the environmental consciousness of the students. 

Employment History (Previous Teaching Experience)

  • 03/2003-03/2018 High School ESL Instructor Keiho Private High School, Nagasaki, Japan. EFL Instructor for 15 years. Integrated advanced curriculum for first, second, and third grade high school students. Introduced computer-aided language learning program to third year students. Create quizzes and exams for all first and third year English conversation courses. Faculty volunteer for school "open campus" student recruitment activities. Created applied grading system for third year students. Promote, advertise and sponsor English speech contest. Manage club, instruction and school festival activities for Language Club (Gogakubu). Help promote student exchange programs.
  • 03/2001-10/2010 TOEIC/TOEFL/ESL Instructor/Academy Owner of Zion International Language Academy, Nagasaki, Japan. Formerly known as New Day School and International Language School (ILS). Head Instructor/Owner. Instruct English to advanced secondary and adult students. University level specialization in Listening, Speaking, Conversation, Pronunciation, TOEIC/TOEFL Preparation and American Culture courses. Instructed Business English courses. Maintained course curriculum and patronage of students for over nine years.
  • 02/2007-08/2007. Contracted English instructor for the Japan Self-Defense Force (J-SDF). Employment included instructing the crew of the J-SDF destroyer 'Kongo.'
  • 05/2006-03/2008. Nagasaki YMCA. English instructor for pre-school and elementary-aged children. Substitute teacher for adult classes. Assisted with activities, events and parties.
  • 07/2000-12/2000. University Instructor English Conversation and Western Sociology Instructor at Taegu National University of Education (TNUE), Taegu, Korea. Culture and language instructor for University third year students. Created course syllabus and exams. Student evaluation and grading responsibilities.
  • 01/1999-08/1999. Middle School ESL Instructor at Lihok Middle School, Taegu, Korea. Private Middle School Instructor of English for third year middle school students. Also Instructed "summer-school" courses and helped with club activities.
  • 12/1996-01/1997. Japanese Interpreter at Utah 1st District Court, Logan, Utah, U.S.A. Japanese Language Interpreter. Provided Japanese language translation for minor cases such as traffic violations and aided with case filing and profiling.
  • 10/1994-10/1996. Two-year Volunteer Missionary for the Church of Jesus Christ of Later-Day Saints serving in Hokkaido, Japan. Volunteer activities included work as an English Instructor to children and adults. Also worked as a Volunteer ESL/Orphanage Instructor at Nansoen Yogoshisetsu Orphanage in Moiwa, Sapporo, Hokkaido 

Education

  • University of Phoenix Arizona, U.S.A. Masters in Education, Curriculum and Instruction (M. Ed. CI) with an emphasis on Secondary Education and English as a Second Language (ESL) Education. 3.91 GPA.
  • Utah State University Logan, Utah, U.S.A. Bachelor of Arts in Asian Studies. Minor in Japanese language. 3.42 GPA.
  • Kansai Gaikokugo University Osaka, Japan. Studied under full Scholarship from the Japan Board of Education. 3.42 GPA.
  • Keimyung University Taegu, Korea. Comparative Japan-Korea anthropological studies. 3.56 GPA.

Certifications, Honors and Awards

  • TEFL/TESOL Certification for Teaching English to Speakers of Other Languages.
  • Business Information Systems (BIS) Certification.
  • Computer Skills: Internet, Windows, MS Word/Excel/PP, WP. English, Japanese and Korean keyboard skills. 61 WPM.
  • Japanese Proficiency Test (JPT) Level 2 Certification.
  • Awarded First Place in the 2002 Nagasaki Junshin University Japanese Speech contest.
  • Awarded Honorable Mention in the 1997 Osaka and 2002 Kyushu/Okinawa YMCA Japanese Speech Contests.
  • Have an assertive personality with strong language and social skills and have used these skills at various symposiums, speech contests, forums, and have spoken on local television, radio, and newspapers in Japan.

Presentations and Publications

  • An Essay on the Philosophy of Dualism: A Metaphysic Study on Death and the Dualist View of the Logical Existence of Post-Death Experience. [publication pending]
  • Thoughts on Political Systems and Human Rights in Asia. Bulletin of the Research Institute of Regional Area Study Nagasaki Wesleyan University Vol. 17-1. (February, 2019). Pages 31-44. ISSN: 1348-1150.
  • Thoughts on the Open-access Research Model and Ethics and Publication Standards in Academic Research. Bulletin of the Research Institute of Regional Area Study Nagasaki Wesleyan University Vol. 17-1. (February, 2019). Pages 81-86. ISSN: 1348-1150.
  • 1917-2017: Reflections on 100 Years of Communism. Bulletin of the Research Institute of Regional Area Study Nagasaki Wesleyan University Vol. 17-1. (February, 2019). Pages 87-92. ISSN: 1348-1150.
  • Gender and Language: A Cross-Cultural Analysis of the Politically Correct (PC) Language Movement. Bulletin of the Faculty of Contemporary Social Studies Nagasaki Wesleyan University Vol. 17-1. (February, 2019). Pages 19-32. ISSN: 1348-1142.
  • Challenging English Language as the 'Lingua Franca' of Globalization. Bulletin of the Faculty of Contemporary Social Studies Nagasaki Wesleyan University Vol. 17-1. (February, 2019). Pages 7-18. ISSN: 1348-1142.
  • "Beatboxing" through English Phonetics. Bulletin of the Faculty of Contemporary Social Studies Nagasaki Wesleyan University Vol. 17-1. (February, 2019). Pages 1-6. ISSN: 1348-1142.
  • An Essay on Political Systems in Asia: Communism versus Democracy and a Look at Civil Rights according to the Human Freedom Index (HFI) Rankings. GISUP 2018 (International)/2018 Joint International Symposium of GISUP-KOGSIS, No. 20. February 22-24, 2018. Pages 141-157. ISBN: 978-4-9907633-4-3. 
  • A Comparative Study on the Doctrinal Similarities between Buddhism and Christianity. GISUP 2018 (International)/2018 Joint International Symposium of GISUP-KOGSIS, No. 20. February 22-24, 2018. Pages 217-231. ISBN: 978-4-990763-4-3.
  • Increasing English Fluency through Evaluative Questioning. Japan Association for Language Teaching (JALT) "My Share" Presentation. Dejima Koryu Kaikan. 2018.1.27
  • Teamwork in Business and Academic Environments. Faculty of Economics, Nagasaki University. Journal of Business and Economics 'Keiei to Keizai'. Vol. 97 No. 1/2/3/4 (January 2018). Pages 93-116. ISSN: 0286-9101.
  • Race, Cultural Identity, Citizenship, Tax, FATCA, and FBAR: An Essay on the Plight of an Expatriated U.S. Citizen in Japan. Faculty of Economics, Nagasaki University. Journal of Business and Economics 'Keiei to Keizai' Vol. 97 No. 1/2/3/4 (January 2018). Pages 71-92. ISSN: 0286-9101.
  • English Lesson Warm-Up Activities: Beatboxing, Rebus Puzzles, Palindromes, Typography, Typoglycemia, and Anagrams. English Teachers of Japan (ETJ) 2017 Nagasaki Conference. Nagasaki Zenza-Machi Community Center. 2017.11.25
  • Curriculum Trends and Bilingual Education Issues and Reforms in the United States as a Reference for Response to Demographic Changes in Japan. Faculty of Environmental Science, Nagasaki University. Journal of Environmental Science. Vol. 1, No. 1 (November 2017). Pages 3-15. ISSN: 1344-6258.
  • The Process of Learning and Educators Influencing Instructional Design. International Journal of Multidisciplinary Education and Research. Vol. 2, Issue 5 (September 2017). Pages 72-78. ISSN: 2455-4588.
  • A Critical Look at the Appropriateness and the Impacts of High-Stakes Testing. International Journal of Multidisciplinary Education and Research. Vol. 2, Issue 5 (September 2017). Pages 64-71. ISSN: 2455-4588.
  • A Look at the Relationship of Curriculum and Instruction and the Art and Science of Teaching. Asian Journal of Education and Training. Vol. 3, No. 2 (2017). Pages 82-85. ISSN(E): 2519-5387. DOI: 20.20448/journal.522.2017.32.82.85.
  • E-Learning and the iNtegrating Technology for inQuiry (NTeQ) Model Lesson Design. Journal of Education and e-Learning Research. Vol. 4, No. 2 (2017). Pages 72-80. ISSN(E): 2410-9991/ ISSN(P): 2518-0169. DOI: 10.20448/journal.509.2017.42.72.80. 
  • A Critical Look at Race and Language as a Method of Establishing Personal Identity in Japan and Korea. International Journal of Social Sciences and English Literature. Vol. 1, No. 1 (2017). Pages 5-15. DOI: 10.20448/journal.527.2017.11.5.15.
  • An Introduction to NTeQ Model Lesson Design. Journal of Center for Language Studies Nagasaki University. No. 5. March 2017. Pages 106-110. ISSN: 2187-6096.
  • A Western Perspective on Racial Classification and Cultural Identity in Japan and Korea. GISUP 2017 (International), No. 19. Pages 74-89. February 16-18, 2017. ISBN: 978-4-9907633-3-6.
  • A Critical Look at Peace Education Curriculum in Japan. GISUP 2017 (International), No. 19. Pages 123-135. February 16-18, 2017. ISBN: 978-4-9907633-3-6.
  • Supplementing Instruction with Native World and NTeQ Lesson Design. 2016 Nagasaki Language Studies Conference (NLSC). November 5, 2016.
  • Welcome to Kyushu, Japan: A Task-Based Approach to EFL Learning Using AUTHENTIC Dialogues textbook review for the Japan Association for Language Teaching (JALT) journal The Language Teacher - Issue 40.4; July 2016. ISSN: 0289-7938.
  • Maximizing Student Learning through a Cyber Classroom. Faculty of Environmental Studies, Nagasaki University Journal of Environmental Studies. Vol. 14 No.1 (October 2011). Pages 29-40. ISSN: 1344-6258.
  • The History of the Magatama. Lecture/Demonstration.
  • Japanese are Korean. Extension of Anthropology Thesis and Dissertation.
  • Kasutera. Speech for 2002 at Junshin University, Nagasaki, Japan.
  • Competitive Individualism of Americans. Speech title for 1997 Speech Contest in Osaka, Japan.
  • Methods of Establishing Personal Identity: Views on Racism in Asia (East Asian Anthropological Assessment Vol. 2)

Book Publications

  • Spilled Ink Vol. 1: Research on Education and Language. 150 pgs. ISBN: 978-1546937210
  • Spilled Ink Vol. 2: Asian Studies Research and Cultural Anthropological Assessments. 102 pgs. ISBN: 978-1546937382
  • Ink & Paper: Chronologic Samples of Academic Writings 1997-2011. 200 pgs. ISBN: 978-1494327804
  • Action Research Proposal: University of Phoenix Masters in Education/Curriculum and Instruction (MAED/CI) Program. 96 pgs. ISBN: 978-1546937455 
  • Environmental Issues in the Media & English Conversation Tasks. 139 pgs. ISBN: 978-1494319588
  • English Conversation: English Conversation Textbook for University EFL Students. 81 pgs. ISBN: 978-1494886080
  • English in Conversation: Conversation Task-Based Approach to English Language Study. 141 pgs. ISBN: 978-1494311087
  • Travel English (OP). 140 pgs. ISBN: 978-1494835439
  • English Business Communication (OP) 134 pgs. ISBN: 978-1514185612
  • The Family of James Madison Flake 1859-2009. 430 pgs. ISBN: 978-1495341533
  • Green Flake 1828-1903: The Changing Status of Blacks in the Church of Jesus Christ of Latter-Day Saints. 353 pgs. ISBN: 978-1495977244
  • Jacob Flake: The Christian Miscellany (1844). 107 pgs. ISBN: 978-1495437441
  • Family Tree Book: Genealogical & Biographical (1922). 304 pgs. ISBN: 978-1495374173

Professional Affiliations

  • Businesses Excluding Non-Japanese Customers Issho Project (BENCI) member.
  • United for a Multicultural Japan (UMJ) member.
  • Alliance for Preserving the Truth of the Sino-Japanese War member and active supporter.
  • Multi-Ethnic Human Rights Education Center for Pro-Existence member.
  • National Association for Bilingual Education (NABE) member and active supporter.
  • Japan Association for Language Teaching (JALT) limited member and supporter.

Volunteer Work

  • Coordinator, advertiser, and judge of the Brigham Young University’s Japan National High School English Speech Contest.
  • Avid member of the Japanese Club (USU-JC) and Asian Students Association (USU-ASA) at Utah State University.
  • Oxford English Club member since 1999. Attend meetings and teaching seminars.
  • PIE (Pacific International Exchange) volunteer international high school exchange student coordinator and host family.
  • Volunteer for various international exchange events in Nagasaki including Chingusai and Nichukan Symposiums.
  • Volunteer missionary (10/1994-11/1996) and volunteer clergy (1993-present) for the Church of Jesus Christ of Later-Day Saints.
  • Volunteer for various local events in Nagasaki including clean-up campaigns, Saruku English Guide and Peace Walk for Keiho High.

Specific Employment Objective

I am dedicated as a teacher and have a strong desire to continue my career as an English language educator. In my teaching, I would like to establish a skill within the students to speak, write and converse using the English language as it is spoken in everyday usage. My goal would be to encourage the students to feel at ease whenever conversing with native English speakers. Experiences from residing, attending school and conducting volunteer work throughout Japan and Korea has provided me with a basic understanding of Asian language and culture. I am also confident of my foreign language speaking skills. I feel that personal knowledge from experience of studying a foreign language is an asset for teaching.

Career Objectives

Through my work as an EFL/ESL instructor, it is my objective to continue to help non-native speakers of English improve their language skills. I am able to adapt to new environments and have expanded my teaching strategies to meet the individual needs of the student. Throughout my career I have vowed to continue to learn effective instructional techniques and prove my teaching skills, work ethic and moral character through my work.

Beliefs about Teaching and Reasons for Wanting to Become an Educator

I enjoy teaching. Being an educator has prodigious personal value. Pursuing a degree in education creates opportunity. Learning new skills by continuing education helps to further career possibilities. By working as a teacher, I have come to understand my own potential. Employment as a teacher is not necessarily lucrative, but it does provide a secure future for my family. Enjoyment of the work and a sense of doing something intrinsically valuable is my greatest motivation. Learning is valuable regardless of ones age. Education is a treasure that neither moth nor rust doth corrupt, and where thieves do not break through nor steal (Matthew 6:20). Education is something that one can truly call one's own possession. Once knowledge through education is received, it cannot be taken away. Education has no end since there is no limit to what one is capable of learning.

Personal Characteristics and Skills

I began teaching around the time I started living abroad in Asia in 1993. I studied Anthropology and Asian Studies at Utah State University in the United States, Kansai Gaikokugo University in Japan and Keimyung University in Korea. While I was a student, I was asked to teach at Taegu National University of Education in Korea. I found that I enjoyed the work and would like to continue working as a teacher. I have since taught EFL at different public and private language schools in Korea and Japan for over two decades. I moved to Nagasaki in 2001 where I am currently a full time instructor at Keiho High School. I enjoy the work. I have also been employed by Nagasaki University since 2010 teaching in the Department of Economics and the Environmental Science Department. I also have several "side jobs" as an editor, translator, and as an announcer which I consider strengthen my skills as an educator. Perusing new skills and knowledge is part of my professional growth plan. Such goals will become an asset that strengthens my identity. I want to continue learning and stay current on educational issues in order to become an effective instructor. 

Thoughts on EFL/ESL Instruction

My background as an undergraduate concerns East Asian cultural anthropology. In contrast, my teaching experience is predominantly related to language instruction--specifically EFL/ESL and Japanese-English bi-lingual education. However, I have found that language instruction and anthropology are profoundly related. Language reflects thought and culture. Language is an important tool for teaching cross-cultural understanding. Cross-cultural knowledge is the direction education is going. Knowledge is necessary to preserve membership in the global community. English is taking dominance in the world. An astonishing 80% of all information on the Internet is in English (Nunberg, 2000). ASCII text is based on the English language alphabet; therefore, English is the language of computers and the common language of processing most electronic information. In order to access this information, knowledge of the English language is important. English is recognized as an international language. English is an important tool to have access to the global community. Knowledge of English will enable one to be understood in most industrialized nations and in the international business world. Cross-cultural knowledge helps break down cultural barriers. Stereotypes and discrimination are results of lack of knowledge. Uneducated, uninformed individuals are those who promote such discrimination. Cross-cultural awareness and knowledge are important goals for education. Building on the concepts of proper educations helps one understand themselves and the environment around them and for understanding global variations in education. Education can serve to break down cultural barriers and stereotypes while helping one understand the diversity that exists in the world.

Educational Philosophy and Beliefs about Knowledge

Education is the responsibility and obligation of individual society members in order to establish a solid identity in the global community. Education provides people with the proper knowledge they need to comprehend and participate in today's world. Education helps sustain human values that contribute to the well-being of the individual as well as establishing a secure society. A poorly educated society limits the opportunity for everyone within that society. Learning is a lifelong obligation. Proper education makes people more self-reliant and aware of opportunities and rights.

As an instructor, a keen understanding of "self" is necessary in order to teach effectively. The concept of "knowing yourself" is well indoctrinated in many philosophies and religions. To have knowledge and understanding of oneself is not as simple as it sounds. Am I aware of my own biases? Moreover, am I aware of how I judge others? People are filled with personal biases, opinions and their own dispositions effect how they perceive others and how they in turn are perceived. Thought has a direct influence upon behavior. Personal values and personal perceptions of the teacher are all manifested through the teacher's philosophy. The standards teachers impose on their students are first based upon the standards that teachers have made for themselves. Such values and standards influence how an instructor teaches.

Knowledge, wisdom, and common sense are different. Moreover, each is learned differently. Society members have a responsibility to receive all the knowledge they can. However, I consider it to be important for instructors to acknowledge that "knowledge" can be fallible. New discoveries alter the sciences. What was once held as truth may be the fiction of the future. Cultural biases are sometimes used to alter knowledge and information. To have true knowledge educates against stereotypes and discrimination. Truth is debatably different from knowledge. To have knowledge of truth should be the pursuit of both the teacher and the student. Teachers should nurture the students to discover truths for themselves. Students should be encouraged to think critically and study to discover knowledge of truth for themselves.

Maintaining My Passion for Teaching

Teaching is a noble profession. Teachers have the future in their hands (James, 1899). Those who desire to become teachers and who make the effort to become effective teachers have a deep concern for those they teach. Caring for the students being taught is the responsibility of the instructor. Teachers have a profound influence on those they teach. Therefore, teachers should portray good personal values.

Education is always faced with challenges such as governmental and social issues, lack of support, poor salary, school violence, student drop-out, and teacher burnout (Parkay et al, 2002). Teaching is a challenging profession and maintaining passion for teaching is important. Challenge provides an opportunity for both students and teachers alike to improve. I believe that both students and teachers can be enlightened and find self-worth through the pursuit of the knowledge of truth.

References

    The Holy Bible. (King James Translation). The Gospel According to St. Matthew, Chapter 6 Verse 20. University Press, Cambridge. March 1994.
    Nunberg, Geoffrey (2000). Will the Internet Always Speak English? The American Prospect. Retrieved from http://www.prospect.org/print/V11/10/nunberg-g.html
    James, William (1899). Talks to Teachers on Psychology. Psychology and the Teaching Art. Volume 83 (496), page 155. February, 1899. Cornell University Library at
http://cdl.library.cornell.edu/cgi-bin/moa/moa-cgi?notisid=ABK2934-0083-27
    Parkay, W. Forrest, Stanford, H. Beverly, Bullock, Adams, Hawk, P. Parmalee (2002). The Art and Science of Teaching, Section 1. Prentice-Hall, Inc. Retrieved from Electronic Reserve Readings for University of Phoenix.

 



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