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3. Early Spring Conference 2018

Early Spring Conference & Retreat 2018
sponsored by the JALT Speech, Drama, & Debate SIG

Theme: On Performance-Assisted Learning: How to Get Your Materials Published

Presentation proposals can be on speech, drama, debate, or related topics. They can also be on the material you would like to publish. A published author will speak, and representative/s from a publishing company will speak via FaceTime/Skype.

Dates: March 26-27, 2018

Site: Gero Synergy Center ACTIVE, Gero City, Gifu Prefecture

Room: Tamokuteki Shitsu A (多目的室 A)

Call for Papers: Click HERE to submit a presentation proposal. DEADLINE: Monday, March 12

Presentation Style: PechaKucha (PowerPoint 20 slides X 20 seconds, automatically advanced 6 minutes 40 seconds)+18 minutes 20 seconds for discussion OR Poster Session (55 minutes) For information on how to do PechaKucha, click HERE  and HERE.

Networking Event: The Networking Event will be at Izakaya Santoku(居酒屋さんとく)on 3/26. It is right near Gero Station and is a friendly place. The reservation is from 17:30-19:00. It is a pay-for-what-you-order event.

Registration: Click HERE to Register.

 SDD SIG members 1,000yen/day 
 full-time university students 1,000yen/day 
 JALT members 1,500yen/day
 non-JALT members 2,000yen/day

Transportation: Click HERE for information on how to get to the venue.

There is a bus to the Conference site from Gero Station. It is called the "Nohi" Bus(濃飛バス).
You need to take the "Gashomura" Line (合掌村線) from the bus stop in front of Gero Station and get off at the Gero Koryu Kaikan  (下呂交流会館).  The cost is 100 yen.  Here is a link to the time table.

Schedule: Monday March 26   2:00-5:00     Tuesday March 27  10:00-2:00   

See below for the detailed schedule.  



Monday March 26 2:00-5:00    

Welcome                                   2:00-2:05

How to Get Published 1            2:05-2:30 (Kluge)

Presentation Session 1             2:35-3:00 (Kluge)

                                                  3:05-3:30 (Rees)

Break                                         3:30-3:40

Presentation Session 2             3:40-4:05 (Ford)

1-on-1 meeting with 

      Published Author                4:05-4:30, 4:35-5:00

Networking Event                      5:30-7:00 at Izakaya Santoku(居酒屋さんとく)near Gero Station 

                                                It is a pay-for-what-you-order event.

Tuesday March 27 10:00-2:05

Welcome                                   10:00-10:05

How to Get Published 2            10:05-10:30 (Kluge)

Presentation Session 3             10:35-11:00 (Higa)

                                                   11:05-11:30 (Yoshida and Kojima)

Break                                         11:30-11:40

Presentation Session 4             11:40-12:05 (Discussion/Sharing of Publishing Ideas)

LUNCH                                      12:05-1:00

Poster Session                        1:00-1:55 (Rees)

1-on-1 meeting with  Published Author                 1:00-1:55 (Kluge)

Closing                                        1:55-2:00

PRESENTATION DESCRIPTIONS (in order of presentation day and time)

Plenary: David Kluge Monday 2:05-2:30  How to Get Published 1 Lessons from My Publishing Experience

This presentation is based on the presenter’s experience with materials development and having the materials published. It will describe what is needed to become published, the stages to being published, and a sample schedule for being published. 

David Kluge, Nanzan University, Monday 2:35-3:00   A New Approach to Education: PAL

Performance-Assisted Learning (PAL) is using any kind of performance to assist in the learning, consolidation, and assessment of content (Kluge, in press). The basis for PAL is the model developed by Newmann and Wehlage (1995, p. 2) for successful restructuring of schools. The model, composed of four concentric circles, shows that all four elements of student learning, authentic pedagogy, school organizational capacity, and external support need to be in place to ensure that the restructuring of schools is both successful and sustainable. Each of these four elements are described in this presentation.  

Gordon Rees, Yokkaichi University Monday 3:05-3:30 Using Drama Activities to Create Realistic Contexts and Encourage Speaking and Reading with Expression

Japanese students are typically shy and reluctant to speak out in English in front of others. This is a challenge for instructors teaching presentation classes. How can we encourage Japanese students to speak English more dynamically? Drama is collaborative in nature and can enable teachers to create an anxiety-free, cooperative learning environment. Drama can also be used to create realistic situations where students can learn to use the target language in context (Bouderalaut, 2001). I will discuss how the use of short video skits in the style of a morning talk has enabled me to get students to "buy into" my lessons and participate and speak out more willingly because the activities seem real to them.  

Ashley Ford, Nanzan University Monday 3:40-4:05  Film-making Projects for Language Learners

Video-making is a challenging and motivating task for language learners, but it can be difficult and time consuming for teachers to structure the projects so that students are working toward their language goals.  This presentation briefly introduces 2 frameworks for filmmaking projects developed for the EFL classroom. Participants will also explore lesson outlines and materials that can be utilized for filmmaking projects in the language classroom

Plenary: David Kluge Tuesday 10:05-10:30  The Process of Having Your Materials Published

This is a continuation of How to Get Published 1, with the presenter answering questions from the first session, and preparing the audience for the talk with the representatives of the publishing company.

James Higa, Nanzan University Tuesday 10:35-11:00  Student Perception of Peer Assessment of Presentations

The purpose of this study is to see how EFL students assess their own learning and motivation. A questionnaire was given to 62 non-English major students in 3 classes, 27 first-year and 35 second-year students from two different universities in Japan in order to learn how the students regarded their classroom participation and motivation. The results of two research questions are evaluated: 1. Do peer- and self-assessment of speeches make the students feel more responsible for their own learning? 2. Do peer and self- assessment of speeches have an effect on student motivation? The results clearly show that peer and self-assessments do have a positive effect on learning and motivation. The benefits of this study could be utilized to foster future student self- and peer-assessments in EFL classrooms.

Tsuyoshi Yoshida and Rika Kojima (Cengage Learning/National Geographic Learning) Tuesday 11:05-11:30  How to Get Your Materials Published Q & A [TELEPHONE PRESENTATION]

Tsuyoshi Yoshida is the Associate Manager for Publishing and Rika Kojima is the Senior Sales Manager ELT/School for National Geographic Learning/Cengage Learning. They will talk a little about getting published and then answer any questions you might have.

Discussion Tuesday 11:40-12:05  Everyone

This is time to discuss the advice of the National Geographic Learning/Cengage Learning staff.


Gordon Rees, Yokkaichi University Tuesday 1:00-1:55  Adding Some Mojo to Reading Classes with Radio Drama and Reader's Theater

First year Japanese university students are typically shy and reluctant to speak out in English when asked to give a presentation in front of the class. They often read directly from their script and fail to make eye contact and engage the audience. Many speak in a soft, barely audible, monotone voice. How can we help students gain confidence and encourage them to speak English with more expression? Over the last few years I have had success integrating drama into some of my presentation classes. Drama is collaborative in nature and allows teachers to create an anxiety-free, cooperative learning environment (Kusanagi, 2007). In this poster-session I will discuss how I experimented with radio drama in a small, first-year English communication class to work on voice projection and voice inflection and build student confidence. During the session, I will play the audio files of the student performance for participants.

David Kluge, Nanzan University, Tuesday 1:00-1:55   Publications and Publication Advice 

This poster session features the publications of David Kluge. He will give advice to people who are interested in getting their material published.

Poster: Click the file at the bottom of this page for a conference poster that can be used to submit to your institution. Feel free to distribute the poster to any interested colleagues.


The Speech, Drama, & Debate SIG is a part of the Japan Association for Language Teaching

David Kluge,
Feb 27, 2018, 2:04 AM