2016 Events

October 14th, 2016
Tokyo JALT, BizCom SIG, and Discourse Strategies SIG Event
Date: October 14th, 2016 18:30-20:30 Location: NYU Shinagawa (http://www.sps.nyu.alitokyo.jp/en/access/) 
Featured Speakers include Hiromasa Tanaka, Meisei University 

Title: Acquisition of discourse strategies in lingua franca English business project based learning.
This study discusses the relevance of project-based learning (PBL) in the learner’s acquisition of discourse strategies. Video-recorded data of real-world-co-project interactions between Japanese and Romanian Business communication students were analyzed. The presenter documents the effect of project-based learning with explicit preparation on the learners’ discourse strategy acquisition. 

Focus on Vocabulary 
Date: September 9th, 2016 18:00-21:00 (doors open at 18:00, begins 18:15)
Place: New York University, School of Professional Studies, American Language Institute at Shinagawa Intercity Tower A 22F, 2-15-1 Konan, Minato-ku (http://www.sps.nyu.alitokyo.jp/en/access/) 

Join Tokyo JALT for an evening of 3 speakers (Professor Tess Fitzpatrick, Mr. Steve Morris, Dr. Dawn Knight) with a focus on vocabulary! 

Speaker 1: Dr. Tess Fitzpatrick
Making sense of vocabulary test scores
Vocabulary tests are popular with teachers and learners, and this is possibly because they seem to offer a quantitative way of measuring the inherently messy phenomenon of language knowledge. However, the apparent simplicity of vocabulary tests is deceptive; the constructs they measure are complex and challenging to identify, and interpreting scores in a meaningful way represents a significant challenge to teachers and researchers. This paper scrutinises learner performance on four tests of productive vocabulary knowledge and use: Lex30 (Meara and Fitzpatrick, 2000), the Lexical Frequency Profile (LFP, Laufer and Nation, 1995), and two new tests designed to investigate specific elements of knowledge targeted in those two widely-cited tests. Findings indicate that the tests do not capture and measure knowledge in equivalent ways, and this is investigated with reference to the tasks used to elicit vocabulary, and to the sampling processes employed by each test. This analysis informs a proposed model of vocabulary test ‘capture’, which can be used to support teachers and researchers in selecting fit-for-purpose vocabulary tests, and in interpreting the scores they yield.
Tess Fitzpatrick is Professor of Applied Linguistics in the Centre for Language and Communication Research at Cardiff University. She teaches undergraduate and postgraduate courses, and directs the distance-learning PhD programme in Applied Linguistics (Lexical Studies), supervising PhD dissertations in topics relating to vocabulary acquisition and use.  Her published work includes papers and chapters on lexical processing in language learners, innovative teaching methods, vocabulary measurement tools, and word association applications. She is particularly interested in applying methods developed for second language acquisition research to the investigation of language attrition and communication disorder in other contexts.  
She is currently Chair of the British Association for Applied Linguistics.

Speaker 2: Mr. Steve Morris
Creating pedagogical wordlists without a corpus
The existence of major corpora for English and other dominant languages has a considerable influence on curriculum planning and development at all levels of teaching. An example of this is the use of corpus-based word frequency lists to determine target vocabulary for teaching and testing.  In the context of a minoritised language such as Welsh which has no comprehensive corpus resource, must vocabulary lists be constructed using translations of frequency-based lists in the dominant language, or is it possible to formulate a more language-appropriate approach?
This paper will firstly discuss how a dominant language methodology has been replicated to create pedagogical wordlists for adult learners of Welsh at A1 and A2 levels on the Common European Framework of Reference. The resulting wordlists are already being used to inform Welsh language curriculum development and language testing at these levels. Secondly, I will present a new methodology, based on principled use of word association data, that is being developed to expand coverage of the word lists to B1 level and beyond.
The methodologies presented here ensure not only that the wordlists include vocabulary that adult learners are likely to encounter when engaging with the wider speech community, but also that they reflect the specific sociocultural situation of Welsh.  

Steve Morris is Associate Professor of Welsh in the Department of Welsh at Swansea University. His teaching at undergraduate level is in the areas of language, the sociolinguistics of Welsh, translation and linguistics. Previously, he worked in the field of Welsh for Adults for over thirty years and many of his research interests are informed by this area including motivational studies and a recent Wales Government financed research project looking at the social networks of adult L2 Welsh speakers and models to increase their contact with the language. He has also worked closely with other applied linguists (in particular Professors Paul Meara and Tess Fitzpatrick) on creating A1/A2 and B1 level core vocabularies for adult learners of Welsh. He was recently appointed chair of the Welsh for Adults Scrutiny committee by the Welsh Government and is the current treasurer of the British Association for Applied Linguistics.

Speaker 3: Dr. Dawn Knight 
​Innovations in corpus-based research
This presentation provides a discussion of recent innovations in corpus construction and enquiry, and outlines potential developments for the future of corpus-based language study.

The paper draws directly on a range case studies from research I have carried out in the past decade including the use of corpus linguistics with discourse analysis (DA) for the study of ‘big data’ online; CL with conversation analysis (CA) in the examination of spoken interaction in small group teaching.
Dr. Dawn Knight is a Reader at the Centre for Language and Communication Research (CLCR), Cardiff University. Her research interests lie predominantly in the areas of corpus linguistics, discourse analysis, e-language, multimodality and the socio-linguistic contexts of communication. Dawn is currently leading a major multi-institutional team of academics, programmers and Welsh language experts planning to construct the large-scale, open-source National Corpus of Contemporary Welsh (CorCenCC). The creation of CorCenCC is community-driven with impact being generated through a user-informed design, harnessing opportunities afforded by mobile technologies, specifically crowdsourcing and community collaboration. 

Communication in workplaces in Asia: Questioning neoliberal ideology of English
Date: Fri, December 9, 6:30 pm – 8 pm
Place: New York University, School of Professional Studies, American Language Institute at Shinagawa Intercity Tower A 22F, 2-15-1 Konan, Minato-ku (http://www.sps.nyu.alitokyo.jp/en/access/) 
In globalized society, English language teaching has been promoted as a vehicle to enhance individual and national competitiveness, reflecting neoliberal language ideology. To scrutinize the actual role of English in international workplaces especially in non-English-dominant countries, qualitative interviews were conducted on Japanese transnational corporate workers’ communicative experiences in Asia. The results revealed multilingual practices, value placed on the ability communicate rather than perfect linguistic competence, and the importance of communicative dispositions. Implications for language teaching will be discussed.

Bio: Ryuko Kubota is Professor in the Department of Language and Literacy Education in the Faculty of Education at University of British Columbia, Canada. She has previously taught in the United States and Japan. Her research focuses on critical approaches to applied linguistics. She is a co-editor of Race, culture, and identities in second language education: Exploring critically engaged practice (Routledge 2009) and Demystifying career paths after graduate school: A guide for second language professionals in higher education (Information Age Publishing 2012). Two volumes of her work in Japanese translation were published by Kuroshio Shuppan in 2015. 

Date: August 12th (Fri.)
Place: NYU School of Professional Studies American Language Institute Tokyo Center (http://www.sps.nyu.alitokyo.jp/en/access/)
Get Going with Google Apps for Educators (Japanese Language Series) 

Calendar / Tasks & Gmail Integration Presenters: Kaori Hakone & Makiko Ogasawara 

Google Calendar を使うと、プライベートの手帳もまた仕事のスケジュールも管理がしやすくなります。カレンダーをどのように見せるかを決めたら、カレンダー上に予定を保存したり、予定を繰り返したり、ゲストを招待したりする方法を習います。イベントに招待されたらどのように答えるべきなのか、メールや通知の設定方法なども便利です。課外活動などのために別のカレンダーを作成したり、学生が質問に来られるオフィスアワーを知らせることもできます。実践を通して、Google Calendar を使いやすくカスタマイズしてみましょう。

Lesson Study as a Japanese Model of Professional Development and Professional Learning Community  Kanako Kusanagi, University of Tokyo
Date: April 1st (Fri.)
Time: 6:30 - 8pm
Place: NYU School of Professional Studies American Language Institute Tokyo Center 

Lesson study, a Japanese model for professional development, has been attracting international attention for the past two decades as an alternative approach to professional development from the western individualized model. In lesson study, "teachers collaboratively plan, observe, and analyze actual classroom lessons, drawing implications both for the design of specific lessons and for teaching and learning more broadly" (Lewis, Perry, Hurd, & O’Connell, 2006, p. 273).

In this presentation, Kusanagi will explain lesson study within the contexts of Japanese schooling, especially focusing on how teachers work with one another and with students. 

Project Researcher at Center for Excellence in School Education, Graduate School of Education, University of Tokyo, as well as a PhD candidate at UCL Institute of Education (IOE), Kusanagi has worked as an educational consultant for the community-based school management projects funded by JICA. Her research focuses on professional development of teachers in Japan and abroad especially in developing countries and she is interested in building a sustainable system of professional development based on collegiality with the focus on student learning. Currently, Kusanagi is working on a PhD thesis: “Recontextualization of lesson study in a Javanese school, Indonesia.”

Effective Use of Written Feedback 
Jim McKinley, University of Bath
Date: March 29th (Tues.)
: 6:30-8pm
Place: NYU School of Professional Studies American Language Institute Tokyo Center (http://www.sps.nyu.alitokyo.jp/en/access/)

A common form of assessment in the humanities and social sciences in higher education sees students given a task statement to which to respond in the form of an essay. Instructors may find themselves giving the same or similar marks and comments to a number of students, obvious signals to make improvements to the task statement(s), and possibly even changes to course content regarding the assignment. However, based on evidence from systematic feedback and evaluation in Japan’s longest running writing centre, the analysis involved in motivating such changes has been found to be generally flawed, and instructors and students continue to be frustrated. Instructors in particular are frustrated further by seeing the same problems repeated by students who have been given written feedback, but seem to ignore it. This talk will provide background information on these common problems and an explanation of the analytical processes involved in the attempts to solve them. Attendees will have opportunities to discuss their concerns, and to consider solutions offered by the speaker.
About the presenter:
Jim McKinley is a lecturer in applied linguistics at the University of Bath, previously having taught for 11 years at Sophia University in Tokyo. He has been teaching in various higher education programs for more than 15 years in Australia and Japan, and was a visiting academic in Ireland and Uganda. His interests include L2 writing instruction, L2 writer identity, English Medium Instruction, and Global Englishes language teaching. He is a co-editor of ‘Doing Research in Applied Linguistics’ (2017, Routledge), and has published in journals such as RELC, The Journal of Asia TEFL, Critical Inquiry in Language Teaching, and Language Learning in Higher Education.

Google Educator Series Session 9: YouTube For Teaching and Learning 

Nate Gildart, Seisen International School
March 11th (Friday)
Time/Location: 6:00 - 7:30pm
NYU School of Professional Studies American Language Institute Tokyo Center

YouTube is a powerful tool for teaching and learning. This session will teach you how to create a YouTube channel and create video playlists for your classes. You will learn how to upload and “list” videos, how to determine effective tags, and other elements of setting up your channel. We will also overview the features of YouTube editor. An overview of tools to use when making tutorials will be covered, including Quicktime, Screen Cast-o-Matic, and Chrome extensions for screen casting will be presented. Finally, we will discuss things to consider when making tutorials for your students and branding your page. (Yes, you can brand and possibly make money from your YouTube channel!)

Dan Ferreira, International Christian University
Date: February 5th (Fri.)
Time: 6-7
Place: NYU School of Professional Studies American Language Institute Tokyo Center (http://www.sps.nyu.alitokyo.jp/en/access/)
Though the use of Chromebooks (CB) in Japanese education has yet to reach the same level of popularity it has in the U.S. teaching industry, this relatively affordable device is starting to turn a few heads. If you are one of those who have a Chromebook or are just curious about it, then this session is for you.  In this workshop, I will first talk about the pros and cons of the hardware itself. We will also talk about the different models and specs to think about before your buy. You will also learn what this device can do and what it is not designed to do both online and offline. Then I will follow up with a demonstration of must-have apps and extensions that can get you started either for both personal and professional use. More importantly we look at the pedagogical benefits and learning potential this device has to offer to our students. If you have your ownCB, by all means bring it along! We welcome any feedback and suggestions you have about using the hardware. 

Dan Ferreira is a contract lecturer at International Christian University, Tokyo and has been teaching in the Greater Tokyo region for 14 years.  As a Google Certified Educator, Dan incorporates many Google apps for Education to facilitate the learning process. Formerly a librarian at the McGill University Library Systems in Montreal, Canada, Dan is a both a data hound and a strong advocate of a paperless approach to teaching. His presentation both in Japan and internationally have focused on the use of data for academic writing (corpus based learning) and the use of elearning tools. A graduate of University of Technology, Sydney, he is now looking to take his professionalunderstanding of the sound use of the technology in classroom to the next level by enrolling in a Ph. D. program in eLearning Leadership at Northcentral University, Arizona in the fall of 2015.   @dan_ferreira_jp +dan_ferreira_edtech

SESSION 7 - Docs andDrive (Part 2) - Docs, Slides, Drawings, My 
Maps, Linking Drive to Photos (January Jan 22)

Presenters: Glenda Baker & Brendan Madden

This workshop
will focus on keeping your Google docs in order, creating graphic organizers using Drawings, presentations using slides, how to create and save your own maps, and finally using Google Photos to link the photos you take on your device directly to your Google Account. If there is time we will dive into the new Google Photos App and maybe try out Google Cardboard.

Japanese here please