2016/09/3 Summer Workshop

The 27th Summer Workshop in Ikaho - September 3rd and 4th, 2016

Featuring Junko Yamanaka

Schedule:

Lecture 1: What Should Every Teacher Know about Extensive Reading?

by Junko Yamanaka

Experts state that extensive reading is indispensable for all language programs. The presenter agrees. She believes that ER plays an important role in the paradigm shift second language education is going through right now, and that it has potential to bring drastic changes in the Japanese EFL environment. In this session, “What is ER?”, “Why ER?” and “Keys to success in ER” was discussed.

Lecture 2: Developing Critical Thinking and Language Skills

by Junko Yamanaka

In today’s world, helping students develop critical thinking skills is an important role for educators. MEXT proposes it can be most effectively done in language classes. The presenter feels it makes sense. In language classes, language, communication, critical thinking and cooperative learning can be naturally and effectively integrated. This session focused on how EFL teachers in Japan can develop students’ critical thinking and language skills at the same time, while students are involved in communication, working cooperatively.

Presentation 1: Critical Thinking Skills Instruction through Deception

by David Gann

Critical thinking begins with the ability to comprehend and analyze arguments. This involves distinguishing premises from conclusion and evaluating arguments on the strength of the logic linking the former to the latter. This very fun and practical four-skills activity treats magic trick as argument with a hidden premise. Critical thinking need not be an abstract concept far removed from language learners’ personal experience. Nor does it need to rely on complex sentence constructions inaccessible to beginner and low intermediate learners. By analyzing the language used in the video of a humorous sports-related case of deception, and then applying that lesson reflectively onto a classroom activity involving the inexplicable conclusion to a simple mathematical card trick, students discover experientially how language can be use to force unstated (hidden) premises. The presenter demonstrated how to implement this simple card trick as a collaborative five-skills classroom activity that can be completed in one lesson. Attendees to this presentation gained a deeper understanding of what critical thinking skills instruction means in an EFL learning environment and how critical thinking can be taught, in a fun and motivating way.

Presentation 2: Success Closer to Home: Utilizing near peer role models to empower English conversation school students

by Daniel Hooper

Seeing others similar to ourselves succeeding in tasks has been found to have various motivational benefits. However, Japanese English education is dominated by native speaker standards of language use that are fundamentally unattainable by students. This presentation is centered on the utilization of near peer role model (NPRM) videos in a private eikaiwa school. Students were shown examples of non-native speakers displaying effective communication skills. Survey responses showed that students admired the NPRMs' English ability, received practical study advice, and were able to question the notion of native speaker English as a viable learning goal. This study suggests the value of NPRMs in empowering students by providing motivational support along with evidence that English proficiency is not something monopolized by native speakers.

Presentation 3: Japanese Teachers and Students’ Attitudes towards Peer Assessment

by Ming Qu

In recent years, peer assessment has been increasingly used as an alternative method of assessment in language learning classrooms. A further look into the effectiveness of this approach shows divided levels of satisfaction with it. This presentation uncovered the results of a study which evaluated Japanese teachers and students’ attitudes towards peer assessment. The results showed most of the teachers and the students surveyed having positive attitudes towards peer assessment, but there are also some negative opinions from the students. This presentation showed the results and offer some recommendations on the usage of peer assessment.