2021 chapter assessment

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Matsuyama JALT 2021 Chapter Self-assessment report

Note:

- This is a handmade copy of the report. Please ignore formating, doubling etc.

- (I hope all, forgive if I missed some) e-mail addresss that were in the original report have been removed

- choices made are marked as X in this copy

- sone hyperlinks may be written out. Please ignore.

https://docs.google.com/forms/d/e/1FAIpQLSfyJOW1fxwGoZOFvoAi8uemVlg5-C0kA3vDCbKLq9iKTDdJGA/formResponse

2021 Chapter Self-assessment report

*必須

Rubric Scoring Questions

Please ONLY SELECT ONE BOX PER QUESTION in the grid. Match the point scores. This will self correct the points, but please add yourself as you go. The final score is from a maximum of 165, not 338.

Rubric Answer Example - Select only one

How many regular JALT members did you have in your chapter this year, on average?

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0

15x

20

30

less than 15 regular members (0 points)

窗体底端

15-19 regular members (15 points)

20-39 regular members (20 points)

40 or more regular members (30 points)

less than 15 regular members (0 points)

15-19 regular members (15 points)

20-39 regular members (20 points)

40 or more regular members (30 points)

How many officers did you have this year?

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0

10

15

20x

less than 3 (0 points)

3-4 (10 points)

5-6 (15 points)

7 or more (20 points)

less than 3 (0 points)

3-4 (10 points)

5-6 (15 points)

7 or more (20 points)

How many public events did your chapter hold in 2021, including both individually sponsored and co-sponsored ones? (This includes professional development meetings as well as social events, with 1 "event" being counted as 4 hours or less, so an all-day event longer than 4 hours usually counts as 2 but could be counted as 3 if more than 8 hours in total.)

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0

10

15x

20

less than 3 (0 points)

3-4 (10 points)

5-7 (15 points)

8+ (20 points)

less than 3 (0 points)

3-4 (10 points)

5-7 (15 points)

8+ (20 points)

Please list your sponsored and co-sponsored public events held in 2021 including length of event. I will collate these and send out a list of what chapters were offering. It may give you some ideas for future presentations. Date/ Length/ Presenter/ Title eg. January 1st/ 2 hour/ Clare Kaneko/How to be a great chapter president *

JALT Matsuyama Program for 2021~2022

[January 10, 2021] 14:15-16:20 Matsuyama JALT and East Shikoku JALT ONLINE Zoom Meeting

Davey Leslie, East Shikoku JALT: Getting the Right Questions out of Students

Abstract: Has this ever happened to you? “Any questions, class?” [...crickets...] If you’ve spent any time in the classroom, you’ve surely grown to appreciate the rare student who asks the right question, the one that cuts to the heart of what you’re trying to convey. Worth their weight in gold, they are!

Wouldn’t it be great if you could get students asking the right questions regularly? What if I told you there was an “extraordinarily clear, low-tech, practical intellectual tool” for getting students to ask, not just any questions, but the right questions? That’s precisely the claim made by the book “Make Just One Change” by Dan Rothstein and Luz Santana.

In this presentation, I will relate my experiences this semester of trying to implement this “one change” in a student journalism project of upper-intermediate EFL students at Kochi University. I’ll explain where the “Question Formation Technique” idea comes from, how it works, and why it is a tool that probably belongs in every teacher’s toolbox, no matter the class.

Bio: Davey Leslie has been teaching English in Japan since 1992. He currently teaches at Kochi University.

[February 13, 2021--Saturday] 16:00-17:30 ONLINE Zoom Meeting Co-sponsored with HiroshimaJALT

Kay Takeda Irie (Gakushuin University) (plenary speaker for the 2020 JALT International Conference)

Title: Positive classroom communication: Learning from older learners

Abstract: In this session, Kay Takeda Irie will take a fresh look at classroom communication from the perspective of positive communication, a concept from the field of communication studies. It is a type of communication that enhances the well-being of those who participate. Together with the audience, we will explore how we can borrow ideas from a model of positive communication to facilitate our students’ well-being. Kay will draw on examples from a study on highly motivated advanced older learners to show the relevance of the ideas to language learning and teaching.

Presenter Bio: Kay Takeda Irie teaches in the English language program to support EMI at the Faculty of International Social Sciences, Gakushuin University, Tokyo. she also teaches at the Graduate College of Education at Temple University Japan. Her research interests include language learning psychology, learner autonomy, and research methods in these areas, including Q-methodology. She has been a JALT member for over 20 years. She was a plenary speaker at JALT 2020 and at the CUE SIG 25th Anniversary Conference in 2018. She also co-edited Realizing Autonomy: Practice and Reflection in Language Education Contexts (2012), a project that grew out of LD SIG get-togethers in Tokyo.

[March 21, 2021] 14:00-16:00 ONLINE Zoom Meeting

Mary Nobuoka: Building Well-being for Teachers Using Positive Psychology

Abstract: Teaching can sometimes be a stressful and demanding profession, but it is also inspiring and energizing. How can teachers stay in the inspiring and energizing zone more often? In the past three decades, psychologists have started focusing on the thinking and behaviors that bring people fulfillment (Seligman, 2011). This talk will help teachers become more aware of their beliefs, understand the basics of positive psychology, and give techniques and interventions to help build well-being. The group activities presented in the presentation will also serve as ideas for teachers to engage students when teaching online with Zoom and for face-to-face classroom activities.

Bio: Mary Nobuoka came to Japan in 1994 and teaches at Keio University and Waseda University. She has an unusual background for a language teacher in Japan: She received a BA in Fine Arts from the University of Illinois and an MA in Interdisciplinary Humanities with a focus in Philosophy from California State University. This background has enabled her to think outside the box and create a variety of content courses in leadership skills, economic trends and literature courses. In addition to language, Mary has also taught Japanese Ikebana. She holds teacher certification from the Sogetsu School of Ikebana and still practices the art regularly as part of her meditation practices. She lives in Yokohama with her husband, 18-year-old-son, and two adorable cats.

[April 21, 2021] 14:00-16:00 ONLINE Zoom Meeting

Eucharia Donnery: Coping and Teaching during a Pandemic: Process Drama Workshop

Abstract: How can we best support our students’ linguistic learning journeys as we simultaneously struggle with our own teaching online during a pandemic? Process drama is a highly structured technique that can be used to explore various social themes, and this workshop helps participants (as students) to explore the ramifications of Covid 19 in a psychologically safe environment. This workshop starts with self-reflection, a mental self-scan of how teachers are adapting and coping with the new challenges of teaching online. It is aimed at teachers who are new to using drama: from energizing ice-breakers to project-based process drama, ending with cool-down activities.

Process drama projects can be freely adapted to suit many classroom environments as the major objective is to empower students in order to give a sense of ownership over their own linguistic journeys. Hopefully, participants will find something of relevance for their online teaching.

Bio: Eucharia Donnery (PhD) is an associate professor at the World Language Center, Soka University, Tokyo. Her background included process drama in SLA, intercultural communicative competence (ICC) and Computer Assisted Language Learning (CALL), as well as colonial and feminist discourses in literature.

Contact: <>

[May 17, 2021] 14:00-16:00 Matsuyama JALT and East Shikoku JALT ONLINE Zoom Meeting

Alexandra Burke: Students in the back and on the edge: neurodiverse students and your teaching methods

Abstract: In this workshop, we will talk about students who do unexpected things when they are set a task. In fact, they may read, write, organize, and use their time very differently because of slight learning differences. This session will introduce what the differences are between dyslexia, dysgraphia, ADHD, dyspraxia, autism, and vision. It will also give you some ideas on what you, as a teacher, can do to help all students achieve. Learning differences affect about 10% or more of the population, so you probably have more than one neurodiverse student in your class. Bring your questions.

Bio: Alexandra Burke has taught at all levels in the Japanese public education system, from kindergarten to university, since 2005. Her professional background is public policy research. Alex has been working with teachers on how to help neurodiverse students in the mainstream classroom context. She has presented within Japan and overseas.

[June 19, 2021, Saturday] 12th Annual Shikoku JALT Conference in conjunction with East Shikoku JALT (ONLINE Zoom)

Oxford University Press Featured Speaker: Scott Douglas (Okanagan School of Education, University of British Columbia, Canada)

Content and Context: Growing Language Skills with Vocabulary Teaching and Learning

Vocabulary knowledge is vital for developing learners’ overall English language proficiency. In this presentation, we’ll have a look at the importance of vocabulary and some of the lexical thresholds that facilitate understanding and use across the four skills of reading, writing, listening, and speaking. We’ll then explore activities within a five-stage vocabulary teaching and learning cycle. In particular, we will review templates for designing lexical input and tasks for showcasing lexical output. Examples from the new Q: Skills for Success 3e (Oxford University Press) illustrate these points.

Keynote Speaker: David Barker (Director, Gifu University English Center, Japan)

Mind the Gap: Fantasy vs. Reality in Language Education

For people who want to excel in any field, picturing success is the first step on the road to achieving it. To be effective, however, the visions that we create need to be tempered by realism and a thorough understanding of the nature of the challenge we face. Nothing is more likely to demotivate than the pursuit of pie-in-the-sky goals in unrealistic time frames with insufficient resources. In this session, I will examine some of the gaps between fantasy and reality that affect each of the principal stakeholders in language education, namely teachers, students, and administrators. I will also discuss how what we know about language learning and education can keep us grounded and help us to develop realistic goals that are more likely to lead to positive outcomes for everyone.

Parallel presentation sessions: Zoom Room 1 Zoom Room 2

Aya Yamasaki, Gregory Chindemi

Sean Burgoine, Eleanor Carson, Julia Kawamoto, Ian Willey

Adam Brod Michelangelo Magasic

[July 18, 2021] 14:00-16:00 ONLINE Zoom Meeting---Postponed to March 20, 2022

José Domingo Cruz: Teaching Fluency using the Verbal Classrooms method

[October 18, 2021] 14:00-16:00—Postponed to January 9, 2022 And Postponed again to April 17, 2022

Kubo Susumu: Rhetoric in Haiku

[November 16-23, 2021] JALT2020: Communities of Teachers and Learners Online

46th Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition

[December 12, 2021] 14:00-16:00

The 2021 Ehime University Faculty Sessions (Kristen Armitage, et.al.)

1st session: Mutsuko Nagasaki, Sunao Orimoto, and Kristin Armitage: Rehearsal and the importance of non-verbal communication.

The presenters will outline their research about using rehearsal in the EFL environment, and how the results led to their current interest in assessing non-verbal communication. Attendees will have the opportunity to discover what and how non-verbal communication affects their impression of EFL learners.

2nd session: Ian Downer: Enhancing the use of action logs (student-written reflections) in the classroom.

Despite the potential of action logs to enhance students' learning and teacher practice, a degree of ambiguity still surrounds the design and implementation of the activity in the literature. In addition to a discussion of the pedagogical merits of action logging for students and teachers, this seminar will present some evidence-based strategies for enhancing the use of action logs in the classroom.

3rd session: Desi Tom: Beyond Learner-Centered

Most English language teachers believe the key to creating interesting and relevant lessons is by making them learner-centered and active. However, just these principles may not be enough to achieve the required outcomes, and this is where transformative pedagogy can be used to develop superior lessons. The presenter will lead everyone in examining their favorite lesson activities and show how transformative pedagogy can make them even better.

[January 9, 2022] 14:00-16:00— F2F Cancelled at last minute Due to COVID restrictions on Aidai Campus

Postponed again to April 17, 2022

Kubo Susumu: Rhetoric in Haiku

[February 20, 2022] 14:00-16:00 Zoom Online Hybrid Co-sponsored with Hiroshima JALT

Susan E. Jones: Machine Translation in the Classroom: A New Approach

Abstract: The past two years have been an impetus for the implementation of educational technology in new and exciting ways. One of those technologies, machine translation, has been cast in an unfavorable light, its use discouraged in favor of “real” reading and writing exercises. Now is the time to bring this maligned tool out of hiding and embrace its potential. In this presentation and discussion, I will share a method to increase intermediate to advanced ESL students’ writing output and text analysis by using machine translation apps. In addition, participants are welcome to share their own experiences using MT in educational settings.

Bio: Susan E Jones, Associate Professor, Kobe College, teaches translation in the Department of English. With over twenty years of commercial and literary translation experience, her instruction focuses on machine translation, subtitle translation, and the translation of children’s literature. Recent presentations include Three Teachers of Translation (SWET, 2020), Machine Translation: Here to Stay (OTJ Summer Sessions, 2021), and Machine Translation-Supported Writing (workshop, JALT 2021).

[March 20, 2022] 14:00-16:00 F2F---Rescheduled from July 18, 2021

José Domingo Cruz: Teaching Fluency using the Verbal Classrooms method

Abstract: All teachers want their students to achieve higher levels of fluency, but how to teach it, and which classroom methods actually work? The presenter has been teaching fluency-based speaking classes for over 20 years, and will share his methods and theories to get students to speak faster and to say more. In addition to a basic description of the essentials of his teaching techniques, he will demonstrate some classroom activities, from the basic Answer-Question pattern (AQp) to, One Idea, One Breath (OIOB) which is aimed at fluency improvement, and others such as Timed Speeches and, Disagreements. Time permitting, there will also be an introduction to his Authentic Listening / fluency practice website, GOLDFish365 - http:// goldfish365.com/.

Bio: José Domingo Cruz works on several English study projects, including his main venture, “GOLDFish365”. Cruz is author of the soon to be published, “ZOOM for Educators”. He helped create the protocols for and led the team of volunteer Room Hosts that guided the presentations (The Fire Station) during the PANSig and JALT National conferences of 2020. Cruz is a leading member of Online Teaching Japan, where he and David Juteau host the weekly broadcast of “OTJ TV”. Cruz is from Canada, and is a veteran university instructor and Japan resident, specializing in fluency instruction and authentic materials creation.

[April 17, 2022] 14:00-16:00

[January 9, 2022] 14:00-16:00—Rescheduled from April 2021( October 2021 - January 9, 2022) F2F

Kubo Susumu: Rhetoric in Haiku

Abstract: It is a common knowledge that a haiku poem with 5-7-5 syllabic structure makes good use of rhetoric including simile, metaphor, personification, allegory, synecdoche, metonymy, allusion, and the like. This talk demonstrates how haiku poets intentionally or unintentionally use or exploit rhetoric in their haiku to express what they experience in the real world whenever they believe that literal compositions of haiku without rhetoric are inadequate. The mechanism of poetic acts of rhetoric will be explained with foregrounding and backgrounding in the theory of Regulation Augmented Speech Act Theory. This talk will help you understand how Japanese students verbalize the world around them.

Further reading: Daniel Vanderveken and Susumu Kubo (eds.) 2001. Essays in Speech Act Theory. Amsterdam/ Philadelphia: John Benjamins. Susumu Kubo 2003. Direction of regulation in speech act theory, In K.M. Jaszczolt and Ken Turner (eds.) Meaning Through Language Contrast Vol.2. Amsterdam/ Philadelphia: John Benjamins.

Bio: Susumu Kubo, Ph.D. is Professor Emeritus, Matsuyama University and is the former Vice President of the Pragmatics Society of Japan. He is also a former member of the Consulting Committee of Current Research in Semantics/Pragmatics Interface Series, Elsevier Science. He received his MA from Kobe City University of Foreign Studies in 1975 and his Ph.D. from Kansai Gaidai University in 2012.

Contact:

[May 15, 2022] 14:00-16:00 Matsuyama JALT

Luke Draper: Something on Lit TBA

Abstract: _______

Bio: Luke Draper

Contact:

[June 18, 2022, Saturday] 13th Annual Shikoku JALT Conference in conjunction with East Shikoku JALT (ONLINE Zoom)

Cancelled

[July 17, 2022] 14:00-16:00

Fiona Creaser: Title TBA

Contact:

[October 16, 2022] 14:00-16:00—

LILT Forum?? Contact Luke Draper

Contact:

[November 11-14, 2022] JALT2022: Fukuoka

48th Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition

[December 11, 2022] 14:00-16:00 TBA

Speaker: Title

Abstract:

Bio:

[January 8, 2023] 14:00-16:00--

Carol Rinnert (& Hiroe Kobayashi?): On their book

Abstract:

Bio:

Contact:

Are all of your above listed events posted on the JALT events calendar? Please check your chapter page on the JALT national site. https://jalt.org/main/groups and if necessary add events to the JALT events calendar that were not already posted there. *

All of our sponsored and co-sponsored events are listed on jalt.org .

その他:

Yes

How many publications, if any, did your Chapter produce in 2021? (Newsletters can be archived postings on your website, etc. that announce events and other chapter activities.)

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5

8

15x

less than 4 newsletters (0 points)

4+ newsletters (5 points)

2+ officer reviewed (8 points)

1+ Peer reviewed (15 points)

less than 4 newsletters (0 points)

4+ newsletters (5 points)

2+ officer reviewed (8 points)

1+ Peer reviewed (15 points)

For purposes of publicity, _approximately_ how many messages did your chapter send out to your members and the public via email, SNS, or otherwise, disseminated in a timely manner to publicize events and other group activities? The same or similar message sent out at about the same time on various platforms counts as one, but sending repeated reminders at various times (such as a reminder a month before and then two weeks before an event, etc.) count as one each time.

30 ポイント

0

5x

10

15

less than 3 (0 points)

3-5 (5 points)

6-11 (10 points)

12+ (15 points)

less than 3 (0 points)

3-5 (5 points)

6-11 (10 points)

12+ (15 points)

What sort of website or web presence did your chapter have in 2021? (Note that not all JALT members or members of the public use Facebook, Instagram, or Twitter, etc, so a regular website that can be found in a web search is desirable.)

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0

5

10

15x

None

Simple, accurate, but static website (5 points)

Accurate with regular updates and multi-pages (10 points)

Multi-page, frequently updated, professional (15 points)

None

Simple, accurate, but static website (5 points)

Accurate with regular updates and multi-pages (10 points)

Multi-page, frequently updated, professional (15 points)

Are your chapter details on the JALT national website up to date as of completing this rubric? *

Did your chapter complete its annual self-assessment report on time and report it to your members earlier this year?

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0

5

10x

15

Self-assessment not completed by Jan 31 (0 points)

Self-assessment completed by Jan 31 (5 points)

Self-assessment completed by Jan 10 (10 points)

Self-assessment completed by Jan 10 and reported to chapter members by Jan 15 (15 points)

Self-assessment not completed by Jan 31 (0 points)

Self-assessment completed by Jan 31 (5 points)

Self-assessment completed by Jan 10 (10 points)

Self-assessment completed by Jan 10 and reported to chapter members by Jan 15 (15 points)

How many EBMs did your chapter send a representative to in 2021?

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0

5

10

15x

None or only the Conference EBM (0 points)

1 other than the Conference EBM (5 points)

2, possibly including the Conference EBM (10 points)

All 3: Feb, June, and Conference EBMs (15 points)

None or only the Conference EBM (0 points)

1 other than the Conference EBM (5 points)

2, possibly including the Conference EBM (10 points)

All 3: Feb, June, and Conference EBMs (15 points)

Treasury reports:

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5

10

20x

Submitted fewer than 7 MAS reports on time. (0 points)

7-9 MAS reports submitted on time and/or annual financial review delayed (5 points)

10-11 MAS filed on time and annual review passed in a timely manner (10 points)

12 MAS filed on time and annual review passed in a timely manner (20 points)

Submitted fewer than 7 MAS reports on time. (0 points)

7-9 MAS reports submitted on time and/or annual financial review delayed (5 points)

10-11 MAS filed on time and annual review passed in a timely manner (10 points)

12 MAS filed on time and annual review passed in a timely manner (20 points)

By your count and your estimation, how many total points should your Chapter get this year from the above data? (100 or more = voting, 80~99= non-voting, less than 80 = probation) *

In general, how was 2021 for your Chapter? Any specific challenges or successes you'd like to share here with everyone? Do you have any other feedback related to this rubric or anything else you think is relevant to mention here for the historical record for everyone to consider?

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