Professors Information
Email: ggfogal[at]sophia.ac.jp
Office: 10-601
Tel: 03-3238-4033
Website: researchgate.net/profile/Gary-Fogal
FOGAL Gary
Associate Professor
Applied Linguistics. Second Language Education
On a sabbatical leave in autumn 2022 and spring 2023
B.A., University of Windsor
M.A., University of Guelph
M.A., University of New England
Ph.D., University of Toronto
Research and Teaching Interests:
As an applied linguist, my primary research examines developmental processes informing L2 writing and draws from dynamic systems theory and usage-based theories of language development. I also explore the interface between emergentism and Vygotysky’s sociocultural theory, and the utility of literary texts for developing L2 proficiency. In the classroom, I engage students with recent studies on writing and literacy development and encourage students to reflect upon and apply various educational theories to their own developing academic literacies.
Selected Publications
Books
- Fogal,G.G.& Verspoor,M.H.(Eds.).(2020). Complex dynamic systems theory and L2 writing development. Amsterdam: John Benjamins.
- Fogal, G. G. (2012). Global focus: Integrated skills. Toronto: Oxford University Press.
Book Chapters
- Fogal,G.G.(2020). Unpacking ‘simplex systems’: Curricular thinking for L2 writing development. In G.G.Fogal & M.H.Verspoor (Eds.) Complex dynamic systems theory and L2 writing development. Amsterdam:John Benjamins.
- Fogal, G. G., Baba, K, & Nitta, R. (2020). A complex dynamic systems account of corrective feedback and L2 writing development . In M. Riazi, L. Shi, & K. Barkaoui (Eds.). Writing in a second language: Learning, teaching, and assessment. A book in honour of Alister Cumming (pp. 164-189). Cambridge Scholars Publishing.
- Fogal, G. G. & Pinner, R. (2019). Exploring literary texts as a tool for developing L2 oral proficiency.In C. Jones (Ed.) Literature,spoken language and speaking skills in second language learning (pp. 202-228). Cambridge University Press.
Journal Articles
- Fogal, G. G. (2021). System mapping simplex spaces: facilitating change in L2 educational contexts from a complexity theory perspective. International Review of Applied Linguistics. Advance online publication.
- Fogal, G. G. (2020). Investigating variability in L2 development: Extending a complexity theory perspective on L2 writing studies and authorial voice. Applied Linguistics, 41(4), 575-600.
- Fogal, G. G. (2019). Tracking microgenetic changes in authorial voice development from a complexity theory perspective.. Applied Linguistics, 40(3), 432-455.
- Fogal, G. G. (2017). Developing concept-based instruction, pedagogical content knowledge: Implications for teacher educators and L2 instructors. Language and Sociocultural Theory, 4(1), 53-75.
- Fogal, G. G. (2016). Genre-based writing classrooms and learner beliefs in East Asian EAP contexts. Asian Journal of English Language Teaching, 26, 1-27.
- Fogal, G. G. (2015). Pedagogical stylistics in multiple foreign language and second language contexts: A synthesis of empirical research. Language and Literature, 24, 54-72.
- Fogal, G. G., Graham III, F. H. & Lavigne, A. G. (2014). Blended learning: An evolving praxis. TESOL Journal, 5(2), 353–373.
COURSES
Course No. | Title |
ENG110 | ACADEMIC ENGLISH SKILLS |
ENG111 | ENGLISH COMPOSITION 1 |
ENG112 | ENGLISH COMPOSITION 2 |
ENG115 | PUBLIC SPEAKING |
THP101 | THINKING PROCESSES |