English Language Educator:
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, learning styles 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
・Classroom Management Skills
・Advanced, Secondary & Higher Education Teaching
・Publication of Teaching Material
・Over 20,000 Hours of Classroom Instruction Experience
Education, Certifications & Awards:
・University of Phoenix, Arizona, U.S.A. Masters in Education, Curriculum and Instruction (M.A. 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 Ministry of Education. 3.42 GPA.
・Keimyung University Taegu, Korea. Comparative Japan-Korea anthropological studies. 3.56 GPA.
・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 TV, radio, and newspapers in Japan.
Presentations & Publications:
・Maximizing Student Learning through a Cyber Classroom. Faculty of Environmental Studies,
University. Journal of Environmental Studies Vol. 14 No. 1 (October 2011).
・Japanese are Korean. Extension of Anthropology Thesis and Dissertation.
・Kasutera. Speech for 2002 at
・Competitive Individualism of Americans. Speech title for 1997 Speech Contest in
・Methods of Establishing Personal Identity: Views on Racism in Asia (East Asian Anthropological Assessment Vol. 2).
・The History of the Magatama. Lecture/Demonstration.
MA Ed. Presentations & Publications:
・Increasing Parental Involvement at K High School (MA Ed. Thesis/Action Research Proposal).
・Individual Learning Styles Presentation for COM/516.
・Team Issues and Teamwork Presentation for COM/516.
・Instructional Plan Presentation for CUR/542.
・Learning Theory Presentation for CUR/558.
・WebQuest Presentation for CUR/558.
・Learning Team Interview Presentation for CUR/562.
・Professional Development Presentation for CUR/562.
・Curriculum Evaluation Presentation for CUR/578.
・Curriculum-Specific Jobs Presentation for CUR/578.
・Action Research Project Proposal Overview Presentation for EDD/577.
・Education Grant Proposal Presentation for EDD/580.
・Education Trends Presentation for MTE/501.
・Mock Legal Presentation for MTE/501.
・Class Observation Presentation for MTE/505.
・Avid member of the Japanese Club (USU-JC) and Asian Students Association (USU-ASA) at Utah State University.
・Coordinator, advertiser, and judging member of the Brigham Young University's Japan National High School English Speech Contest.
・PIE (Pacific International Exchange) volunteer international high school exchange student coordinator and host family.
・Oxford English Club member.
・Volunteer for various international exchange events in Nagasaki including "Chingusai" and "Nichukan Symposiums."
・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.
University, Department of Economics / Environmental Department,
Japan. Hijokin Instructor. Designed curriculum and assessments for intermediate oral communication courses for junior and senior university students. Media-aided instruction design, "Cyber Classroom" and self-study programs 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.
Nagasaki, Japan.Integrated advanced curriculum for first, second, and third grade high school students. Introduced computer-aided language learning program to third year students. Created quizzes and exams for all first and third year English conversation courses. Worked closely with the PTA counseling students and supported programs to promote student enrolment. Volunteered for school "open campus" student recruitment activities. Created applied grading system for third year students. Promoted, advertised and sponsored English speech contest. Managed club, instruction and school festival activities for language club. Helped promote student exchange programs.
・06/2002-Present. Japanese Translator for "Office Aihara" and "Music Fellows" in
Japan. Japanese/English official document translation. Have also worked as a private translator and homepage creator/advertiser for various companies and institutions including Haus Ten Bosch,
Sasebo and Rosenthal,
・03/2000-Present. TOEIC/TOEFL/ESL Instructor/Academy Owner of
Japan. Formerly known as
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 ten years.
・07/2000-12/2000. University Instructor English Conversation and Western Sociology Instructor at
University of Education (TNUE),
Korea. Culture and language instructor for University third year students. Created course syllabus and exams. Student evaluation and grading responsibilities.
・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.'
・02/2007-08/2007. Nagasaki YMCA. English Instructor for pre-school and elementary-aged children. Substitute teacher for adult classes. Assisted with activities, events and parties.
・01/1999-08/1999. Middle School ESL Instructor at
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,
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
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,
Beliefs about Teaching and Reasons for Wanting to Become a Teacher:
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
University in the
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 ESL at different public and private language schools in
Japan for over a decade. I moved to
Nagasaki in 2001 where I am currently a full time instructor at
High School and work part time at
University. I enjoy the work. 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 ESL Instruction:
My background as an undergraduate concerns East Asian cultural anthropology. In contrast, my teaching experience is predominantly related to language instruction--specifically ESL and Japanese-English bi-lingual education. However, I have found that ESL 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.
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.