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Homepage of Masako NISHIKAWA-VAN EESTER

Latest News


 
 

Current Teaching Activities

Project Professor - English Program

Nishogakusha University, Tokyo
Faculty of International Politics and Economics

Masako is teaching several of the compulsory and optional courses of the "English" package (Special English Program). Her classes are attended by students of Faculty of International Politics and Economics.

Translation & Interpretation Activities

Masako used to be very active as an interpreter and translator, working for private clients, for TV-studio's and for various offices of the Belgian Embassy in Tokyo.
In that capacity she translated a.o. the Dutch Nuclear Energy Law from Dutch into Japanese and she interpreted for the Belgian Crown Prince (now King) during one of his visits to Japan.
She often served as interpreter for visiting Flemish business people, both during business meetings and on trade shows.

consecutive interpretation English-Dutch-Japanese
translation into Japanese
English
Dutch
translation from Japanese
English
Dutch
German
French
Afrikaans

As she has become more involved in her academic activities, her translation and interpretation work has been scaled down to cover only her loyal clients and those cases where her assistance is ethically required.

Complete c.v.

Click here for Masako's complete c.v.

Translation & Interpretation Achievements

Translation of the MONA-report (from Dutch into Japanese, March 2005)

The MONA study explored ways to get community approval for the storage of nuclear waste. It described the many options for doing so, described the proposed locations and the advantages and disadvantages for the hosting community.

Interpretation for the Belgian Crown Prince (now King) (Dutch-English-Japanese, June 2005)

Interpretation at the occasion of the HRD award ceremony in the Belgian Embassy in Tokyo.

Photo Gallery


Interpreting for HRH Crown Prince (now King) Philippe of Belgium


Masako translated from Japanese to English for this bilingual book

Research Interests

English Capabilities of Flemish Students vs. Japanese Students

Masako is researching how the difference in social fabric of the societies in Flanders (the Dutch-speaking part of Belgium) and Japan affects the willingness and the efficiency of English learning by their respective students.

Teaching Public Speaking in Junior High

Through guidance of junior high students who prepare for participation in English speech contests, Masako is exploring efficient ways to teach how to naturally deliver an English speech.

Rangaku & Dutch Interpreters

Being herself a modern-day "Dutch Interpreter", Masako is interested to learn more how the historic periods of "Rangaku" and "Dutch Interpreters" have influenced language teaching in Japan.

Publications

Academic Publications

Teaching Elementary Japanese to Foreign Businesspeople, 国際政経第25号

The History of English Education in Japan: Focusing on Its Dawn, The Asian Conference on Education & International Development 2019 - iafor

How the Dutch Language Got Disseminated into the World 二松学舎大学『国際政経論集』第25号. 2019年3月 (March 2019)(in print)

Learning a Rare Language: a Case of a Japanese Learner of the Thai Language 二松学舎大学『国際政経論集』第25号. 2018年9月 (Sep.2018)

“Rangaku, 蘭学 'Dutch Studies' and Oranda-tsuji 阿蘭陀通詞 'Dutch Translators' – from the perspective of English Education in Japan" 二松学舎大学『国際政経論集』第24号. 2018年3月
Click here for the full/abbreviated text

Teaching Public Speaking to Japanese Junior High School Students. 二松学舎大学『国際政経』第23号. 2018年3月. pp. 19-45.
Click here for the full/abbreviated text

Rangaku, 蘭学 “Dutch Studies” and Oranda-tsuji 阿蘭陀通詞 “Dutch Translators” – from the perspective of English Education in Japan. pp. 227 – 269. Anthology commemorating the 140th anniversary of Nishogakusha. October 10, 2017
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“Code-Switching: Focusing on Multilingual Contexts”. 二松学舎大学『国際政経論集』第23号. 2017年3月
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“Linguistic Distance” and Its Influence on TESOL (Teaching English to Speakers of Other Languages)”. Nishogakusha University 『国際政経』 #22. September 2016. pp. 21-32
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“Language Learning in Flanders (Belgium) and Japan: Our Personal Experience”. March 2016. "The Cross-Cultural Review 12" (The International Society for Cross-Cultural Studies).
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'Ran-gaku’ (Dutch Learning) and ‘Oranda-Tsuji’ (Dutch Interpreters/Translators) in the Japanese History of Foreign Language Education. March 2014. "The Cross-Cultural Review 10" (The International Society for Cross-Cultural Studies).
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『アルク通信講座 教科書 理系英語マラソン基礎コース』: Science and Engineering English Marathon – Basic Course Input Lab シリーズおよび論文集(英文和訳 模範例)(共著(教材開発・英文和訳担当)、アルク、2011年)
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"Teaching Public Speaking in Japanese Junior High School", February 2010. Temple University Japan Campus, Proceedings of the 2009 Applied Linguistics Colloquium.
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日本の中学校における英語スピーチ指導の実践, Nov. 2012. "The Cross-Cultural Review 9" (The International Society for Cross-Cultural Studies).
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Nishikawa – Van Eester, M. (2009). Teaching Public Speaking in Japanese Junior High School. K.Fushina and J.-P.J. Richard (Ed.) Proceedings of the 2009 Applied Linguistics Colloquium, 83 – 88. Tokyo: Temple University Japan
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『英語でつくる本格カレー』(共著(和文英訳担当)、ナツメ社、共著、2008年)
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Nishikawa – Van Eester, M. (2008). Differences in Second Language Acquisition in Flanders and Japan. M. Hood (Ed.) Proceedings of the 2008 Applied Linguistics Colloquium, 85 – 92. Tokyo: Temple University Japan
Click here for the full/abbreviated text

General Publications

『ボードワン国王財団基金支援によるジャパン・プロジェクト―「世界最古のホテル」を訪ねて―』"Translator Perspectives 2018". JAT Antology. Japan Association of Translators. September 2018

『ダブリン(アイルランド)で考えたこと – 英語公用化について』"Translator Perspectives 2017". JAT Antology. Japan Association of Translators. September 2017

『ライデン大学にて - 蘭学・阿蘭陀通詞・外国語教育のことなど』"Translator Perspectives 2016". JAT Antology. Japan Association of Translators. September 2016

『皇后陛下との会話』"Translator Perspectives 201"」. JAT Anthology. Japan Association of Translators. September 2015

『私と英語と英検と』「STEP英語情報 – The Latest on English – 2005. 7/8」. 日本英語検定協会. July 2005

Presentations (given)

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The History of English Education in Japan: Focusing on Its Dawn and the Latest Period

Temple University Japan, 21th Applied Linguistics Colloquium (2019)


Japanese Students' Demotivating Factors in Learning English and Their Individual Background

Temple University Japan, 20th Applied Linguistics Colloquium (2018)

Many Japanese high school graduates state that they disliked their English classes. This is often attributed to the teaching style in junior and senior high school in Japan.
This study investigates if there is also a personal (individual) background component to the phenomenon.

Japanese University Students’ Demotivating Factors in Learning English

Temple University Japan, 19th Applied Linguistics Colloquium (2017)

The results of a questionnaire among university students regarding demotivation and its correlation with the TOEIC score

The Pedagogical Significance of Japanese University Students’ Short-Term Overseas English Programs

42nd Annual International Conference on Language Teaching and Learning (JALT 2016), Nagoya 2016/11/27

Update and further elaboration on the presentation given at Temple University Japan, 18th Applied Linguistics Colloquium (2016)

The Pedagogical Significance of Japanese University Students’ Short-Term Overseas English Programs

Temple University Japan, 18th Applied Linguistics Colloquium (2016)

Many Japanese universities organize short-time overseas English programs for their students during vacation periods often accompanied by their instructor(s). What is the pedagogical significance and effect of this kind of programs: The participants increase their motivation to learn/use English by and large and decide to continue studying English.

“Difference in Socio-Cultural Background of English Learners in Japan and Flanders, Belgium”

The 48th Annual Meeting of the Societas Linguistica Europaea 2 – 5 September 2015 Leiden University Centre for Linguistics (LUCL), Leiden


Click here for the presentation handouts

A Literature review regarding LINGUISTIC DISTANCE and its influence on TESOL

The 17th Temple University Japan Campus Applied Linguistics Colloquium (2015)

In Japan, teachers have always experienced enormous difficulties in teaching English. This becomes distinctly particular when students in Japan are compared with students in Flanders (Belgium), native speakers of Dutch. Although many point out that this phenomenon is mainly caused by what we call "linguistic distance", very little research has been done focusing on what linguistic distance really means. The presentation gave an overview of literature regarding the influence of the linguistic difference (distance) on the difficulties of the process of teaching English, mainly dealing with four articles and their research results - what they have and have not found out.

A Research Program on the consciousness of the English Learners in Japan - Comparison of Junior High Students and University Students (in Japanese)

International Society for Cross-Cultural Studies @ Rissho University, Shinagawa Campus in Tokyo (May 10, 2014)

Noticing the general lack of English capabilities of Japanese business people, I have been exploring EFL learning contexts. This specific study investigates the difference in learning context between Japanese Junior High Schools and Japanese Universities. More in particular, it investigates how the perception of it differs between different age groups by analyzing the responses of 136 first-year junior high school students (age 12-13) and 55 second- and third-year university students (age 19-22) to the same questionnaire. The results indicated few but significant differences how they feel about learning English and their EFL contexts. The junior high school participants more strongly felt that they are in a good EFL learning context and felt less anxious when speaking English than the university participants.

How the Oranda-tsuji (Dutch interpreters/translators) learned English from R. MacDonald

Temple University Japan, 2014 Applied Linguistics Colloquium

Who was Ranald MacDonald and how did the Oranda-tsuji learn English from him.

Comparison of Two Age Groups (Junior High & University) in Japan on EFL Contexts

2013 JALT, Kobe

Statistical comparison of 2 ages groups regarding their EFL context

SLA in Flanders (Belgium) and Japan: BALLI-reponses

2011 JALT, Tokyo

Report on and statistical analysis of the results of a BALLI-like (Beliefs about Language Learning) questionnaire conducted in Flanders and Japan

The Language Teaching Policies and the Realities in Japan and Other Asian Countries

Temple University Japan, 2010 Applied Linguistics Colloquium

Situation in various Asian countries regarding the teaching of English
Click here for the presentation handouts

Teaching Public Speaking in Japanese Junior High School

Temple University Japan, 2009 Applied Linguistics Colloquium

This is a partial report of an ongoing attempt in classroom design of an intramural, extracurricular, non-compulsory public speaking course in a Japanese junior high school. One of the goals of this program is that the students enter important speech contests both within the district and on the national level. The report focuses on (a) observations and analyses of the panicipants, (b) basic concepts and skills they learn in writing, speaking and presenting speeches, and (c) a practical proposal of lesson plans in the framework of their timetable. Further research is required.
Click here for the presentation handouts

Differences in Second Language Acquisition in Flanders and Japan

Temple University Japan, 2008 Applied Linguistics Colloquium

This is a preliminary report of a study investigating the TESOL situation in Flanders, Belgium, with the aim of exploring the potential for solving present problems Japan has in this field. Learning English is a burden for the Japanese, while Flemish people often handle several languages including English with relative ease. Even taking the broader linguistic differences of Japanese and English into consideration, the contrast is very sharp. Through an examination of the differences in sociolinguistic backgrounds of learning foreign languages in Flanders and Japan, several points and strategies for learning English have emerged. This report mainly focuses on the analysis of the results of a questionnaire that was administrated in two junior high schools, one in Tokyo and the other in Flanders targeting 150 students who had just started learning English. The goal was to observe the actual learning/teaching styles in two societies. The data revealed that the Flemish children are inevitably exposed to much more natural and frequent occasions to use English.
Click here for the presentation handouts

Academic Conferences, Seminars, Lectures (attended)

Dr.M.Harrington @ Showa Women's University - June 2018

Current Issues in Second Language Acquisition

#1 Saturday, 2 June: Quantitative second language research and the JASP program
#2 Sunday, 3 June: Statistical tests (I) T-tests and ANOVA
#3 Saturday, 9 June: Statistical tests (II) Correlation and regression
#4 Sunday, 10 June: Introduction to Bayesian Analysis

Temple University: Distinguished Lecturer Series - July 8, 2017

Oral Corrective Feedback in Language Pedagogy and SLA Dr. Rod Ellis (Curtin University, Australia)

Dr.M.Harrington @ Showa Women's University - June 2017

Current Issues in SLA

DAY #1 Explicit instruction and learning
DAY #2 Fluency and performance
DAY #3 The cultural and the social
DAY #4 Teaching and learning English in Japan

Dr.M.Harrington @ Showa Women's University - June 2016

Current Issues in SLA

DAY #1 Explicit instruction and learning
DAY #2 Fluency and performance
DAY #3 The cultural and the social
DAY #4 Teaching and learning English in Japan

Temple University: Distinguished Lecturer Series - May 21-22, 2016

Using Rasch Measurement in Language / Educational Research (Dr. Trevor BOND, James Cook University, Australia)

The primary purpose of this seminar was to introduce the Rasch model for measurement, which is revolutionizing testing and research in the social sciences, including the fields of second language and educational research. The seminar began with an introduction to the theory and practice of Rasch measurement and included an explanation of the advantages of Rasch analysis over classical approaches to test and questionnaire scores. Subsequent topics included how Rasch analysis can be applied to dichotomous data (the basic Rasch model), and Likert-style questionnaire data (the Rasch rating scale model).

Temple University: Distinguished Lecturer Series - February 20, 2016

The Practice of Teaching Speaking (Dr.Jonathan NEWTON, Victoria University of Wellington, New Zealand)

For language learners the world over the ability to communicate fluently and confidently in the language they are learning is in equal measures a compelling dream, a daunting prospect and an elusive target. For teachers, it can be no less daunting to teach speaking because of the complex array of social, environmental, cognitive, psychological and neuro-muscular factors at play. Indeed I would argue that the knowledge and skills required to teach speaking effectively are undervalued in the profession. In response to this issue, this course explores the practice of teaching speaking with particular reference to the challenges faced by native and non-native speaker teachers in EFL classrooms and how teachers can meet these challenges.

The course will address three main themes. The first, theoretical foundations, reviews cognitive, sociocultural and skill-based theoretical accounts of the role of spoken language production in language learning. The second theme focuses on classroom practice and critically evaluates the range of approaches to teaching speaking and providing speaking opportunities in the classroom, from tightly controlled choral repetition and pattern drills to communication tasks and free discussion. Research evidence will be bought to bear on assessing the value of these different approaches. The third theme considers learner, teacher and environmental factors that impact on the provision, implementation and uptake of speaking opportunities in the classroom. Learner factors include communicative anxiety, willingness to communicate, motivation and cultural preferences. Teacher factors include abilities, self-efficacy, beliefs, and experiences. Environmental factors include the immediate school context and the wider sociocultural environment.

Nation, I.S.P. & Newton, J. (2009). Teaching ESL/EFL listening and speaking. New York, NY: Routledge

Dr. Rod Ellis - special lecture at Showa Women's University - June 27, 2015

"Motivation in SLA"

Temple University: Distinguished Lecturer Series - May 24-25, 2014

Dr. James Brown (University of Hawaii at Manoa, U.S.A.)
Mixed Methods

The lecture defined the notion of research in TESOL, then moved on to discuss the various characteristics of qualitative and quantitative research, especially within the framework of a qual/quant continuum, wherein qualitative and quantitative research characteristics interact. The students learned about the most salient features of MMR and learned to distinguish among three main varieties of MMR: qualitative mixed, pure mixed, and quantitative mixed methods research. The lecture was organized as follows:

Part I: Getting Research Started
Introduction to Research
Starting Research Projects
Gathering, Compiling, and Coding Data

Part II: Analyzing Research Data
Analyzing Quantitative Data
Analyzing Qualitative Data
Analyzing MMR Data

Part III: Presenting Research Studies
Presenting Research Results
Writing Research Reports
Disseminating Research

Examples of these MMR techniques were drawn from large-scale second-language MMR projects recently conducted around the world, where MMR did indeed provide interesting answers.

Dr.R.Ellis @ Showa Women's University - April 2014

Individual Differences

Dr.R.Ellis @ Showa Women's University - June 2013

Rod Ellis Seminar at Showa Women's University

This seminar dealt with the material from the forthcoming book called Language Teaching Research and Language Pedagogy (Wiley/ Blackwell).

Linguapolis Summer School, September 2012

Statistical Methods

A one-week course at the University of Antwerp, Flanders (Belgium) on quantitative research and related statistical methods
https://www.uantwerp.be/en/faculties/faculty-of-arts/research-innovation/research-groups-and-institutes/linguapolis/
Click here for the presentation handouts

Interesting Literature

Motivation & Impact of Social Environment

Crystal, D. (2003). English as A global language (2nd ed.). New York, NY: Cambridge University Press.

Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Erlbaum.

Gottlieb, N. (2005). Language and society in Japan. New York, NY: Cambridge University Press.

Hawley-Nagatomo, D. (2012). Exploring Japanese university English teachers’ professional identity. New York, NY: Multilingual Matters.

Horwitz, E. (1999). Cultural and situational influence on foreign language learners’ beliefs about language learning: A review of BALLI studies. System, 27(4) , 557 ? 576.

Kaplan,R. B. (1966). Cultural Thought Patterns in Inter-Cultural Education. Language Learning. 16(1 and 3), 1 – 20.

Knipprath, H. (2004). The role of parents and community in the education of the Japanese child. Educational Research for Policy and Practice, 3, 95 -107.

McKay, S. L. (2002). Teaching English as an international language. New York, NY: Cambridge University Press.

Ministry of Education, Culture, Sports, Science & Technology (MEXT). (2002). Developing a strategic plan to cultivate “Japanese with English abilities,” retrieved October 12, 2012, from http://www.mext.go.jp/english/news/2002/07/020901.htm

Ministry of Education, Culture, Sports, Science & Technology (MEXT). (2012). Notice on the development of “Hi, friends”-New Materials for introducing Foreign Language Activities in Elementary Schools, retrieved January, 2012, from http://www.mext.go.jp/english/topics/1315411.htm

Nikitina, L & Furuoka, F. (2006). Re-examining Horwitz’s Beliefs about Language Learning Inventory (BALLI) in the Malaysian Context. Electronic Journal of Foreign Language Teaching, 3, 2, 209 - 219.

The Japanese Association of College English teachers SLA Kenkyukai. (2013). Daini gengo shutoku to eigoka kyoikuho [SLA and TESOL]. Tokyo. Kaitakusha.

Rangaku & Dutch Interpreters

Katagiri, K. (2004). Heisei ran-gaku koto hajime [the beginning of Dutch learning in the Heisei Era]. Tokyo: Tomo Shobo.

Kimura, N. (2012). Tsuyaku tachi no bakumatsu ishin [the last days of the Tokugawa shogunate and the Imperial restoration to the interpreters]. Tokyo: Yoshikawa Kobunkan.

Morioka, K. (1999). Ou-bun kun-doku no kenkyu [Study of kun-doku method for reading the sentences of the European languages]. Tokyo: Meiji Shoin.

General

Field, A. (2005). Discovering statistics using SPSS (2nd ed.). London: Sage.