Naoki Fujimoto-Adamson is an associate professor at Niigata University of International and Information Studies (NUIS) in Japan. Currently, she teaches academic writing, test taking skills, sociolinguistics and discourse analysis. She has taught a wide range of students from primary to tertiary. She received her MA in ELT from the University of Essex and MEd from the University of Leicester.
Her research interests are in the fields of team-teaching in Japanese secondary schools, history of ELT in Japan, academic publishing, Content and Language Integrated Learning (CLIL).
2011 Master of Education (M.Ed.) in Applied Linguistics & TESOL, University of Leicester, U.K.
2000 Master of Arts (M.A.) in English Language Teaching, University of Essex, UK.
1991 Bachelor of Arts (B.A.) in English Literature, Nihon University, Japan.
1999-2000 Rotary International
2001 British Federation of Women’s Grants (BFWG) Charitable Foundation
2004 JABAET (The Japan-Britain Association for English Teaching)
2005 JALT (The Japan Association for Language Teaching)
Fujimoto-Adamson, N. (2003). Policy and Practice of the Partnership in the Team-teaching Classroom: Ideology and Reality, Bulletin of Shinshu Honan College, Vol. 20, Shinshu Honan College, Japan, pp. 143-169.
Fujimoto-Adamson, N. (2004). Localizing Team-teaching Research, Asian EFL Journal, Volume 6, Issue 2, pp. 1-16.
Fujimoto-Adamson, N. (2005). A Comparison of the Roles of Two Teachers in a Team-teaching Classroom in a Japanese Junior High School, The Journal of Asia TEFL, Vol.2, No. 1, pp. 75-101.
Fujimoto-Adamson, N. (2005). Comparing Team-teaching Studies to Formulate an Appropriate Research Methodology, The Journal of JACET Chubu (The Japan Association of College English Teachers), Vol. 3, pp. 37-57.
Fujimoto-Adamson, N. (2006). Globalization and History of English Education in Japan, Asian
EFL Journal Conference Proceedings, Vol. 8, Issue 3, Article 13, pp. 259-282.
Fujimoto-Adamson, N. (2009). Comparison of Qualitative and Quantitative Approaches to Classroom-based Team-teaching Research, The Bulletin of Shinshu Honan College, Vol. 26, Shinshu Honan College, Japan, pp. 15-48.
Fujimoto-Adamson, N. (2010). Voices from Team-teaching Classrooms: a Case Study in Junior High Schools in Japan, Business Communication Quarterly, Vol. 73, No. 2, pp. 200-205.
Adamson, L. J., Brown, G. H., Fujimoto-Adamson, N. (2010). Co-construction and Understanding of Self-access through Conversational Narrative, Studies in Self-Access Learning (SiSAL) Journal, Vol. 1, No. 3, pp. 173-188.
Adamson, L. J., Brown, G. H., Fujimoto-Adamson, N. (2011). Archiving Self-access: Methodological Considerations, Asian EFL Journal, Vol. 1, No. 3, pp.11-33.
Adamson, L. J., Brown, G. H., Fujimoto-Adamson, N. (2012). Revealing Shifts and Diversity in Understandings of Self Access Language Learning, Journal of University Teaching and Learning, Vol. 9, Issue 5, pp. 1-16.
Adamson, J. & Fujimoto-Adamson, N. (2012). Translanguaging in Self-access Language Advising: Informing Language Policy, SiSAL Journal, Vol. 3, No. 1, pp. 59-73.
Adamson, J. & Fujimoto-Adamson, N. (2015). “I was in their shoes”: Shifting Perceptions of Editorial Roles and Responsibilities, The Journal of English Scholars Beyond Borders (ESBB), 1, (1), pp. 109-142.
Adamson, J. & Fujimoto-Adamson, N. (2016). Sustaining Reviewing Quality: Induction, Mentoring, and Community”, ESBB, 2, (1), pp. 29-57.
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