九州大学 研究者情報
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HASWELL CHRISTOPHER GARETH(はずうえる くりすとふあー がれす) データ更新日:2024.06.06

准教授 /  言語文化研究院 言語環境学部門


原著論文
1. CHRISTOPHER GARETH HASWELL, JONATHAN SHACHTER, Debating researcher labels in the field of language learning psychology: Do we really have an identity crisis?, 九州大学言文論究 No. 50, No. 50, pp. 53-63, 2023.03.
2. JONATHAN SCHACTER, CHRISTOPHER GARETH HASWELL, Exploring ways of accommodating silent Japanese language learners in the classroom: Insights from scholars in the field, Journal of Silence Studies in Education, Vol. 1, No. 2, pp. 70-81, 2022.06.
3. MAX PRAVER BOB CVITCOVIC CHRISTOPHER HASWELL, Micro-learning: Measuring Platform Proficiency with an English Language Learning App, Meijo University Journal of the Faculty of Foreign Studies , 2021.04.
4. CHRISTOPHER GARETH HASWELL, JONATHAN SHACTER, Turning a podcast into a research opportunity: The story of “Lost in Citations", 九州大学言文論究, 2021.03, [URL], This research report covers the first six months of a podcast project called “Lost in Citations.” The COVID-19 crisis of 2020 led to the suspension of many research activities. To follow the intention to up-skill for the time after the COVID crisis, Chris Haswell and Jonathan Shachter collaborated to produce a once-a-week, long-form interview podcast, turning it into a project with 40 episodes and more than 11,000 downloads in just over eight months. This report will outline the background to the beginning of the podcast, issues that have arisen which required actions to mitigate and new skills to be learned, and also a sample of the kinds of research activities we are intending to undertake with the recorded materials with a “podcast narrative”..
5. CHRISTOPHER GARETH HASWELL, Reinvestigating the experiences of teachers and their teaching assistants at internationalized Japanese universities, 九州大学言文論究, 44, 2020.03, This paper reports the findings of a follow-up project to a study investigating university programs in Japan which utilize international students as teaching assistants (TAs). It included both the TAs and teachers from these programs. The previous study upon which this project was based concluded that while there were both professional and personal benefits to undertaking the role of TA, programs utilizing international students as TAs had yet to attain all the potential advantages of these students’ employment. By informing the participants of this project of the earlier findings, the intent was to clarify and elucidate the original conclusions. Interviews with 31 international student TAs from Kyushu University and Ritsumeikan Asia Pacific University (APU) and 17 teachers from APU were transcribed and analyzed for similarities in the comments. The results suggest the programs at the two universities are providing important personal and professional experience for the TAs, but the program could be further expanded to assist the goals of both the university and the TAs themselves..
6. CHRISTOPHER GARETH HASWELL, Teaching Assistant Programs Utilizing International Students in Japanese Universities, 九州大学言文論究, No. 43, pp. 45 - 60, 2019.10, This paper focuses on an under-investigated group of international students in Japan, those who make up the cadre of university teaching assistants. Using data gathered from interviews with international students working as teaching assistants at two Japanese universities and teachers in a language program using teaching assistant programs, this research project intends to build a clearer picture of how internationalization in university operates in classrooms. Using qualitative data analysis, this paper concludes that international students in the role of teaching assistants have the potential to gain a great deal from the experience, but that from the perspective of possible benefits for students and teachers, they remain an underutilized resource..
7. CHRISTOPHER GARETH HASWELL; AARON HAHN, Connecting the Global Model to effective intercultural communication in English, 九州大学言文論究, No. 40, 2018.03, English language education policies throughout Asia typically operate on a deficiency model, wherein differences from "native speaker" English are viewed as flaws requiring educational correction. Such a position overemphasizes aspects of English that are relatively unimportant in English as a Lingua Franca (ELF) communication, while simultaneously generating negative attitudes towards learning non-prestige English variants. The Global Model of English (Haswell 2013; Haswell & Hahn, 2016) encapsulates ELF interactional realities, and is aimed at being a tool for teachers, curriculum designers, and language policy makers. The model frames English performance in terms of communicative success rather than conformance to an arbitrary (most often native-speaker) standard. The model is particularly valuable in the Asia-Pacific region, where many English variants exist, as it demonstrates the importance of transitioning from native-speaker-centric language education. To operationalize the Global Model in educational spaces, we must determine practices that centralize intercultural communication while accounting for pre-existing language-related ideologies. To begin this process, a pilot study was conducted to gather from students in Japanese universities regarding their ideas about how to configure a globally focused language learning program. Results indicate that while students do not always share the desire for a fully globally focused curriculum, there do appear to be some areas of concordance on which new programs can be built that will move us towards greater internationalization. .
8. CHRISTOPHER GARETH HASWELL, Personal and professional development for international students as TAs in Japanese universities, APU Journal of Language Research, 2017.12, The internationalization of tertiary education is a process that is continuing around the globe, ever deepening in complexity. Connected to this evolving situation is the question of how best to integrate the students who are brought together on internationalized campuses by these efforts. This paper reports the findings of an investigation of former international student teaching assistants at a highly internationalized university in Japan, and considers the various personal and professional benefits they felt they acquired. Using testimony from interviews with nine former teaching assistants, and using a grounded theory approach to analyze and identify common themes in the participants’ reported experiences, this report concludes that the hiring of international students as teaching assistants has the potential to benefit the individuals included in such a program and the institutions who recruit them..
9. CHRISTOPHER GARETH HASWELL, The benefits of international students as teaching assistants, KOTESOL Conference Proceedings, 2017.10, The role of internationalization is emphasized heavily in the decision-making of education ministries worldwide. However, the role of students is often underemphasized, particularly the role internationally-active students can play in the process. This paper reports an investigation of international students and their experiences of working as teaching assistants (TAs) at an internationalized university in Japan. Participants reported personal and institutional benefits that should be of interest to other institutions interested in improving their engagement with internationalization of the education industry: in an era of increasing global interaction, and the use of English as a lingua franca, student experiences can have a lasting effect on them and their respective universities. This paper concludes that more can be done to ensure that beneficial effects of professional service are maximized and carried forward into future generations of students..
10. CHRISTOPHER GARETH HASWELL, How internationalization policy initiatives affect students and faculty members in Japanese higher education, Studies in Languages and Cultures (九州大学言文論究), 2017.03, The international mobility of university students is increasing, and the number of students moving to and from Asia has been growing in line with global trends in international education policies. In addition to encouraging greater international recruitment, policy initiatives to boost the internationalization of Japanese universities are closely linked to the metrics of global university rankings. Aiming to provide an insight into the internationalization process, this paper reports the findings from interviews with faculty members working at an international university in Japan and considers their impressions of how efforts to create an internationalized university environment affects their careers and the academic experience of their students. This investigation concludes that an internationalized student population creates a profoundly different university environment than that found on regular domestic campuses, but that efforts still need to be made to assist all students and faculty members in taking full advantage of their opportunities..
11. CHRISTOPHER GARETH HASWELL, How a Global Model Can Positively Influence English Language Teachers, FOCUS ON THE LEARNER, 2016.08, The study of the uses and varieties of the English language has become more complex and user focused over time. Historically, models produced to represent this have privileged nations who use English as a first language by making them the implicit source of the language. We argue that language models must account for context, individuals, language varieties (both shared and individual), and the overall comprehensibility of interaction. To aid all English language users, the Global Model discussed in this paper tracks English language use with reference to both speakers and language varieties and is designed to help teachers and students recognize the real-world linguistic landscape of global English use. We also suggest ways of teaching that help show that the most successful users of English should be considered to be those who can use English to bridge geographical, cultural, and discursive differences..
12. CHRISTOPHER GARETH HASWELL, The use of English in Japanese universities: producing human resources for a globalized market, Fukuoka University Research Journal, 2016.03, The number of international students in Japan is rising in line with global trends. Commensurately, so is the use of English in Japanese universities, as a medium of both instruction and inter-student communication on campus. English foreign language education is a key component of the language curriculum in Japan and has evolved in recent years to encompass the requirement to prepare university students for English-mediated instruction (EMI) courses. This development is linked to the oft-expressed interest of the Japanese Ministry of Education (MEXT) to internationalize Japanese tertiary education institutions. This paper reports the development of the importance of English in Japanese tertiary education, the reasons for its position as a subject of special focus, and the long-term implications of this focus on English in Japan. This issue is one of the most important facing Japanese education, as it will affect how universities structure their courses, how schools and curricula prior to university level prepare students for the use of English, and how students use English both personally and professionally in their post-graduation careers..
13. CHRISTOPHER GARETH HASWELL, University teaching in the internationalized era, JALT, 2015.08, Beginning in 2014, the Japanese Ministry of Education (MEXT) introduced the Top Global University Project (MEXT, 2014), a new round of funding to assist universities in their efforts to internationalize. MEXT has given universities directions regarding the expected changes at both the faculty and administration levels in advance of the apportionment of these funds. These changes include the increased use of English in university courses and on campuses, as well as the hiring of more foreign and foreign-educated professionals. Such changes will affect the roles of university educators over the coming years. This paper covers MEXT efforts since 2008 to internationalize universities and suggests how teachers might be expected to react to the integration of international students into their classes. Using the results of an online survey, it introduces testimony from EFL teachers at an international university, and is aimed at helping university educators and policymakers in their efforts to work in an increasingly internationalized profession. .
14. CHRISTOPHER GARETH HASWELL, Issues relating to the internationalizing of Japanese universities, JALT, 2014.08, In an era of increased internationalization in tertiary education, MEXT’s Global 30 Project aimed to rapidly increase the number of foreign students in Japan. However, there has been little investigation of how these international students are being received by their Japanese peers, and what effect an internationalized study environment has on opinions of both foreign and domestic students with respect to their language study and attitudes towards English use. Utilizing a two-stage methodology of surveys supported by focus-group interviews, this research compared students at a Japanese international university with students at a Global 30 university and a regular private university in Japan. The findings suggest that the increase in international university students could have a positive effect on domestic students in relation to their attitudes towards the study of English. However, there were also concerns among international students connected to their experience of localized varieties of English..
15. CHRISTOPHER GARETH HASWELL, Global model of English, Asia Pacific World, 2013.11.

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