• Upcoming events

• Past events: Resources

For resources of events before the end of 2022 please consult this page:

https://drive.google.com/drive/folders/1jolchX5llGWSApqKIzVDmeQropmXg3Rj?usp=drive_link

For resources of events before the end of 2023 please consult this page:

https://drive.google.com/drive/folders/1v7nxZP5hVOXmI8WW0yBieMOp_GHUvrKL?usp=sharing_eil_se_dm&ts=67ab4e37

If you have any questions or requests, contact Matsuyama JALT at matsuyama@jalt.org

Upcoming events in the not-so-long future

Information on JALT Matsuyama's events December 2025 to March 2026

JALT Matsuyama January 2026  Prof. Lopez 

Date of Presentation:  Saturday, January 24, 2026, 14:00-16:00 

Venue: Ehime Prefecture International Center (EPIC) 愛媛県国際交流センター 〒790-0844 愛媛県松山市道後一万１−１ https://www.epic.or.jp/access/index.html 

Matsuyama JALT would like to invite you to an afternoon with

Emmanuel Mariano LOPEZ エマニュエル マリアノ ロぺズ  Ehime University (Lecturer) 愛媛大学（講師）

"The Use of AI in a Language Class"  「言語授業における AI の活用」

and 

"The Immediate Method in Action"「即時法の実践」

Date and Time: Saturday, January 24, 2025; 14:00-16:00

Venue: Ehime Prefecture International Center (EPIC)

愛媛県国際交流センター 〒790-0844 愛媛県松山市道後一万１−１

https://www.epic.or.jp/access/index.html

Abstracts:

AI Storyboarding for Communication Classes – A Practical Approach

Some teachers are reluctant to use AI in their classrooms, either because they don't see the

benefits or because they are apprehensive about unfamiliar technology. This presentation will

address these legitimate concerns, particularly among the most "analog" of us, and those accustomed to traditional teaching

methods. The author will share, step by step, his experience with a simple and free image

generation tool that allowed him to create his own customized storyboards and addressed the

limitations found in standard communication textbook illustrations.

Enlivening Communication Courses Using the "Méthode Immédiate"

Communication classes—at least in the French context—tend to be more delicate than standard language courses. They often bring together students whose main common ground is a shared desire for a “language class without grammar.” This challenge becomes even more pronounced in intermediate-level communication courses, where a higher level of engagement is expected. In this presentation, the author would like to share a few activities—field-tested over the past year—that proved particularly effective and helped foster a positive classroom atmosphere. Although these activities were used in a French communication class, they can easily be adapted to communication courses in any other language.

アブストラクト：(Deepl による）

コミュニケーション授業における AI ストーリーボード作成 – 実践的アプローチ

一部の教師は、AI の利点を認識していないか、あるいは不慣れな技術への懸念から、教室での AI

活用に消極的です。本発表では、特に伝統的な教授法に慣れた方々から寄せられるこうした正当な

懸念に対処します。著者は、標準的なコミュニケーション教材の図版に見られる限界を克服し、独

自のカスタマイズされたストーリーボードを作成可能にした、シンプルで無料の画像生成ツールの

使用経験を段階的に共有します。

「メトード・イミディエート」を用いたコミュニケーション授業の活性化

コミュニケーション授業——少なくともフランス語教育の文脈においては——標準的な言語授業よりも扱いが難しい傾向にある。こうした授業には、共通の基盤が「文法のない言語授業」への願望だけという学生が集まることが多い。この課題は、より高いレベルの参加が求められる中級レベルのコミュニケーション授業ではさらに顕著になる。本発表では、過去1年間に実践検証を重ね、特に効果的であり、良好な教室環境づくりに貢献したいくつかの活動を紹介したい。これらの活動はフランス語コミュニケーション授業で用いられたものだが、他の言語のコミュニケーション授業にも容易に適応可能である。

Zoom link: To be provided later, please check around Jan. 20th.

Cost: Free to JALT Members and students. *One-day members: 1000 yen.

Payment method: If you are planning to join as a one-day member, please pay the fee to the treasurer at

the meeting. Note: If you are planning to join online as a one-day member, please pay the fee to the

following bank account: Shinsei bank: Account number: 400 1656054 (柳在熙 Jaehee Ryu) Branch:本

店(Head office)、 Account type : 普通(Saving account) .

For more information: 問い 合 わ せ 先 ： matsuyamajalt1984@gmail.com, matsuyama@jalt.org or

Facebook：https://www.facebook.com/profile.php?id=100057777875047

JALT Matsuyama February 2026

presentation slot available for February 21 (or 22) 

JALT Matsuyama March 2026

Matsuyama JALT would like to invite you to an afternoon with

Toby Curtis & Nathan Crocker

Toby Curtis

Designing English for Veterinary Students: ESP in Action

Nathan Crocker

Sparking Motivation: Practical Activities for Extensive Reading

Date: Saturday, March 21, 2026 Time: 14:00-16:00  Location: 

Ehime Prefecture International Center (EPIC) 愛媛県国際交流センター

 〒790-0844 愛媛県松山市道後一万１−１

https://www.epic.or.jp/access/index.html

Abstracts:

Toby Curtis

  Designing English for Veterinary Students: ESP in Action

This presentation explores the design and teaching of English for veterinary students, highlighting how English for Specific Purposes (ESP) can be effectively integrated into a professional curriculum. I will share insights from developing a veterinary English syllabus, including needs analysis, lesson design, and practical classroom activities that build reading, listening, and communication skills. Attendees will gain ideas for applying ESP principles to their own specialized language teaching contexts.

トビー・カーティス

獣医学部生のための英語設計：実践的専門英語教育

本発表では、獣医学部生向け英語教育の設計と指導法を探求し、専門目的英語（ESP）を専門カリキュラムに効果的に統合する手法を提示します。獣医学英語シラバスの開発から得た知見——ニーズ分析、授業設計、読解・聴解・コミュニケーション能力を育成する実践的教室活動——を共有します。参加者は、自身の専門言語教育現場にESPの原則を応用するアイデアを得られます。

Nathan Crocker

Sparking Motivation: Practical Activities for Extensive Reading

In-class activities to sustain student motivation and engagement through an extensive reading course.

ネイサン・クロッカー

意欲喚起：多読授業のための実践的活動

多読コースを通じて学生の意欲と関与を持続させるための授業内活動。

Zoom link: To be provided later

Cost: Free to JALT Members and students. *One-day members: 1000 yen.

Payment method: If you are planning to join as a one-day member, please pay the fee to the treasurer at the meeting. Note: If you are planning to join online as a one-day member, please pay the fee to the following bank account: Shinsei bank: Account number: 400 1656054 (柳在熙 Jaehee Ryu) Branch:本店(Head office)、 Account type : 普通(Saving account) .

For more information: 問い合わせ先：matsuyamajalt1984@gmail.com, matsuyama@jalt.org or Facebook：https://www.facebook.com/profile.php?id=100057777875047

JALT Matsuyama April 2026

presentation slot available for April 18 or 19 

JALT Matsuyama May 2026

presentation slot available for May 16 or 17

JALT Matsuyama June 2026

presentation slot available for June 20 or 21 

JALT Matsuyama July 2026

presentation slot available for July 18 or 19 

JALT Matsuyama August 2026

No event due to summer vacation

JALT Matsuyama September 2026

presentation slot available for September 19 or 20 (if requested) 

Previous events in 2024 and 2025

Immediate past event

JALT Matsuyama December 2025 event with Eric Kane

Date of presentation: Sunday, December 14, 2025  

PLEASE NOTICE: THE DAY IS SUNDAY!

Time: 14:00-16:00  

Location: Online, see the Zoom link below

Presenter: Eric Kane  (エリックケイン) Title: YouTube... You, too?   

YouTube…やってみない？

Curious about making videos but not sure where to start? YouTube…You, Too? offers a friendly overview of what goes into creating multimedia content—from finding your motivation to exploring tools that can help. We'll touch on video editing software, simple audio recording tips, where to find stock images, and how AI might fit into the process. This isn’t a deep dive, but a shared look at the basics for anyone considering trying YouTube for the first time—or just wanting to understand what goes into it.

動画制作に興味はあるけれど、どこから始めればよいか分からない方へ。「YouTube…You, Too?」は、モチベーションの見つけ方から役立つツールの紹介まで、マルチメディアコンテンツ制作の基本を分かりやすくご案内します。動画編集ソフトや簡単な音声録音のコツ、フリー素材の探し方、そしてAIの活用方法にも触れます。専門的な内容の深掘りではなく、YouTubeに初めて挑戦してみたい方や、制作の流れを知りたい方のための入門的な内容です。

Endorsements: Matsuyama City; Matsuyama City Board of Education（後援: 松山市、松山市教育委員会）

 Eric Kane is an English teacher, school owner, publisher, and educational YouTuber based in Shiga Prefecture. Eric is also a founding member of InTogether, a collaborative network of teachers, school owners, and independent content creators dedicated to improving English in Japan.

エリックケインは滋賀県を拠点とする英語教師、学校経営者、出版社経営者、教育系YouTuberです。また、日本の英語教育向上に尽力する教師、学校経営者、独立系コンテンツクリエイターによる共同ネットワーク「InTogether」の創設メンバーでもあります。

Zoom link: 

トピック: JALT Matsuyama December 14, 2025 Eric Kane YouTube You too

時刻: 2025年12月14日 01:45 PM 大阪、札幌、東京

Zoom ミーティングに参加する

https://us06web.zoom.us/j/4293956287?omn=85978660565

ミーティング ID: 429 395 6287

For questions, please contact matsuyama@jalt.org

Cost: Free to JALT Members and students. *One-day members: 1000 yen.

Payment method: If you are planning to join as a one-day member, please pay the fee to the treasurer at the meeting. Note: If you are planning to join online as a one-day member, please pay the fee to the following bank account: Shinsei bank: Account number: 400 1656054 (柳在熙 Jaehee Ryu) Branch:本店(Head office)、 Account type : 普通(Saving account) .

For more information: 問い合わせ先：matsuyamajalt1984@gmail.com, matsuyama@jalt.org or Facebook：https://www.facebook.com/profile.php?id=100057777875047

Videos from Eric's presentation are available for viewing:  

Zoom Video with speaker and gallery:

https://drive.google.com/file/d/1yhKH48E82N-muVy7UpvL_2h4dWxnjtcb/view?usp=sharing

Screen Video from audience:

https://drive.google.com/file/d/1Q3y5nh8rDymP_nDTm4xzxdtkRqEEZAaN/view?usp=sharing

If you want to download one or both, please contact Rudolf Reinelt at matsuyamajalt@gmail.com.

https://jalt.org/

https://jalt.org/jalt-international-conference/

JALT 2025 National Conference, October 31 to November 2, Tokyo Olympics Center  

https://jalt.org/conference/jalt2025

https://events.jalt.org/event/37/

JALT2025 LanguageS: Learning, Teaching, Assessing – JALT 50 Years – Challenges and Perspectives

https://jalt.org/event/jalt2025-51st-annual-international-conference-on-language-teaching-and-learning-educational-materials-exhibition/

FRIDAY, OCTOBER 31 - SUNDAY, NOVEMBER 2, 2025

“What a title!”, many may think. “Does it indeed need three parts?" Please take your time to read it carefully and digest. JALT is in the middle. Without this volunteer group and the dedication of the many, many, many teachers involved, this wonderful anniversary would not happening: JALT in its Golden 50th, the 51st conference, TLT (The Language Teacher), the Post-Conference Proceedings, Chapters, SIGs, events, meetings, sharing, discussing and so forth. JALT is fostering and mediating processes and interactions between teachers, learners, topics, research, groups, and organizations. There have always been challenging times where differing perspectives are stated, but eventually we develop, evolve, adapt, even change. Similar is the role of teachers. They are mediating in the classroom, between learning and assessing, between textbooks and the classroom, between curriculum and the students. JALT creates a space where all this can be shared in a collaborative and friendly atmosphere so as to foster excellency for novice and mature teachers as educators and/or researchers thus reaching the theme of JALT2025.

Reading the acronym of JALT carefully, we see a “J” for being based in Japan; for language teachers in Japan. Yet, the “L” is often read as English, which Claire Kramsch pointed out in 2014. But which English? Well, American English, Canadian English, British English, Australian English, Singapore English, Global Englishes, World Englishes, International English, English as a Lingua Franca, the list can go on. English is without any question the most taught language on this planet. Before it there was Greek and then Latin. And in JALT, we have Spanish, French, German, Korean, Chinese, and Japanese. The line up of the words is important and has an inherent message - the perspectives of language learning, language teaching, language assessing, for languageS, for JALT, for collaboration.

Looking forward to the next many years, I see JALT prospering and growing older with a vibrant young teaching community in Japan reaching out to Asia. Many of the young teachers have a polyglot background, their heritage language being different from the language they teach, i.e. English being different from the language of the country they live and work in. Bilingualism, Multilingualism, Plurilingualism, Translanguaging, LOTE, culture, interculture, there are many aspects to be considered.

This is not new at all. It was envisioned in the very beginning of JALT and can be found in the JALT Newsletter (what later became The Language Teacher) in Volume 4, Issue 1 (1980, January 1st, https://jalt-publications.org/tlt/issues/1980-01_4.1). On page 3 of Volume 4, you can read in an interview with the at-the-time President of JALT, Thomas N. Robb:

Question: Inside JALT there are actually many different kinds of members. What do you see the organization doing to cater to their individual needs?

Answer: […] Also in our general programming, we try to keep as good a balance as possible between the various aspects of language teaching, so that there are a number of programs each year directly relevant to each member’s needs. Additionally, Doug Tomlinson, our new Vice-President, is attempting to set up SIGs for the members teaching languages other than English--in particular, French, German, Spanish and Chinese, I believe.

In 2025 we will complete the first quarter of the 21st century, the target for the SDGs has 5 more years left to go, among the skills the 4 Cs (Communication, Collaboration, Critical Thinking, Creative Thinking), and various approaches are being challenged by the digital and artificial impacts in all fields of Learning, Teaching and Assessing. The 51st international conference of JALT to be held in Tokyo at the Yoyogi National Olympic Youth Center, offers a splendid occasion to share, discuss and look forward together.

JALT Matsuyama October 2025 event with Bruno Vannieu  

Date of Presentation:  October 18, 2025, 14:00-16:00 

Venue: Ehime Prefecture International Center (EPIC) 愛媛県国際交流センター 〒790-0844 愛媛県松山市道後一万１−１

https://www.epic.or.jp/access/index.html 

Presenter:  Bruno Vannieu 

Title: 9 Practical Tips for Teaching Oral Communication Classes in Japan

日本のコミュニケーション授業における実践的指導法

Getting Japanese students to speak in class can be challenging. One reason is that certain aspects of Japanese culture are magnified in the language classroom, where they can hinder communication and learning. In this workshop, I will share nine practical, classroom-tested strategies that acknowledge and work with those cultural realities, based on 25 years of teaching experience in Japan.

I will show how simple, down-to-earth procedures can help build momentum and foster a positive classroom dynamic—regardless of class size, academic level, or students’ initial motivation. While our focus will be on oral communication, many of the techniques can be adapted to other types of language classes as well.

My goal is to offer clarity and encouragement to teachers just beginning their careers in Japanese high schools or universities, and to offer fresh perspectives for more experienced educators. I hope to save you some of the trial and error I faced—and help you create more active, talkative, and engaged classrooms.

日本の学生に授業中「話す」ことを促すのは、決して容易ではありません。教室という場では、日本文化の特性がより顕著に現れ、それがコミュニケーションや学びの妨げになることもあります。今回のワークショップでは、日本での25年間の教育経験をもとに、こうした文化的背景を踏まえ、実際に効果のあった9つの実践的な指導法をご紹介します。

クラスの規模、学生のレベル、モチベーションの高さにかかわらず、ちょっとした工夫で授業に流れを生み出し、前向きな雰囲気を育てることは十分可能です。本ワークショップでは、そうしたシンプルかつ実用的な手法をご紹介します。口頭でのコミュニケーションに焦点を当てつつ、多くのテクニックは他の言語授業にも応用できます。

私の目標は、日本の高校や大学で教職を始めたばかりの先生方に、少しでも参考になるヒントや励ましを届けること、そして経験豊かな先生方には新たな視点をご提供することです。私自身の試行錯誤の経験が、皆さんの遠回りを減らす一助となり、学生がより多く話し、主体的に学ぶ、活気ある教室づくりに役立てば幸いです。

Endorsements: Matsuyama City; Matsuyama City Board of Education（後援: 松山市、松山市教育委員会）

Important notice:

The presenter has made his presentation materials available to the Matsuyama Jalt members and all others interested at

https://drive.google.com/file/d/1ppw6N2pJh5gG0BGM4UZmIKCmam7p4E2x/view?usp=sharing

If you have problems downloading them, please contact reineltrudolfmy@gmail.com

The presentation videos are also available for Matsuyama JALT members at 

https://drive.google.com/file/d/1vyRTwGpAE_PNDc2voqFwhSQqMsp82m6s/view?usp=sharing. Please contact reineltrudolfmy@gmail.com until November 30th if you have problems downloading them.

JALT Matsuyama July 2025 event with Samantha Kawakami 

Date of Presentation:  July 19, 2025, 14:00-16:00 

Venue: Ehime Prefecture International Center (EPIC) 愛媛県国際交流センター 〒790-0844 愛媛県松山市道後一万１−１

https://www.epic.or.jp/access/index.html 

Presenter: Samantha Kawakami

Title: Introducing Plagiarism and IT Literacy to SHS students

Presenter’s full name: Samantha Kawakami 川上サマンサ

Affiliation: National Institute of Technology, Matsue College　松江工業高等専門学校

Presentation title

Title: Introducing Plagiarism and IT Literacy to SHS students 高校生に盗作と IT リテラシーを紹介

Abstract:

As teachers we are concerned with how students use AI on written English assignments. Before we can have a meaningful discussion about proper usage of AI, students need to have a basic understanding of what plagiarism is. Then they need opportunities to consider how to use AI without committing plagiarism, deepening their understanding of plagiarism. This workshop will introduce and demonstrate activities, which have been used with 1st year SHS students and 1st year university students, related to doing online searches, understanding plagiarism, using machine translation, and using Chat GPT.

教師として、私たちは学生が英語の課題で AI をどのように使用するかについて懸念しています。AI の適切な使用について有意義な議論をする前に、学生は盗作とは何かについて基本的な理解を持っている必要があります。次に、盗作を犯さずに AI を使用する方法を検討し、盗作についての理解を深める機会が必要です。このワークショップでは、インターネット検索、盗作の理解、機械翻訳の使用、Chat GPT の使用に関連する、高校 1 年生と大学 1 年生で使用されているアクティビティを紹介し、実演します。

Endorsements: Matsuyama City; Matsuyama City Board of Education（後援: 松山市、松山市教育委員会）

Cost: JALT Members and students: free *One-day members: 1000 yen

Payment method

Note: If you are planning to join as a one-day member, please pay the fee to the treasurer at the meeting.   

Shinsei bank: Account number: 400 1656054 (柳在熙 Jaehee Ryu)

Branch:本店(Head office)、Account type : 普通(Saving account)  

Location: EPIC Ehime Prefecture International Center (EPIC)Room #2

愛媛県国際交流センター 〒790-0844 愛媛県松山市道後一万１−１

https://www.epic.or.jp/access/index.html

トピック: MatsuyamaJALT July 19 2025 Kawakami Epic 2 時刻: 2025年7月19日 01:30 PM 大阪、札幌、東京 Zoom ミーティングに参加する

https://us06web.zoom.us/j/4293956287?pwd=R2VDeFpaTUs5MEZLY2UwclBoa29Qdz09&omn=85181746907 ミーティング ID: 429 395 6287 パスコード: 859531 

Cost: JALT Members and students: free *One-day members: 1000 yen

Payment method

Note: If you are planning to join as a one-day member, please pay the fee to the treasurer at the meeting.   

Shinsei bank: Account number: 400 1656054 (柳在熙 Jaehee Ryu)

Branch:本店(Head office)、Account type : 普通(Saving account)  

Important notice:

The presenter has made her presentation materials available to the Matsuyama Jalt members and all others interested at

https://drive.google.com/file/d/1oItxTKh8ooSSIODUy_7BObBwWvwg06SE/view?usp=sharing

If you have problems downloading them, please contact reineltrudolfmy@gmail.com

The presentation videos are also available for Matsuyama JALT members. Please contact reineltrudolfmy@gmail.com until August 29th for the link access.

Other previous events

Matsuyama JALT 

would like to invite you to

an afternoon with

 David Paul

Title: Empowering Learners: Strategies to Enhance Speaking and Discussion Skills

Date and Time of Presentation:  (Saturday!) May 24, 2025, 14:00-16:00 

Location: Ehime Prefecture International Center (EPIC) 愛媛県国際交流センター 〒790-0844 愛媛県松山市道後一万１−１

https://www.epic.or.jp/access/index.html 

Abstract: This workshop and presentation aims to equip educators with practical strategies to enhance learners' speaking and discussion abilities. In the first part of the workshop, participants will explore effective techniques to support and motivate lower-level students, helping them find their voice in the classroom. The second part will be a presentation on fostering students' of all levels to engage in meaningful discussions on a wide range of topics.Provisional title/Abstract: Enhancing learners’ speak / speaking out and discussion abilities.

概要：このワークショップとプレゼンテーションの目的は、教育者が学習者のスピーキングとディスカッションの能力を高めるための実践的な戦略を身につけることである。ワークショップの第一部では、低レベルの生徒をサポートし、やる気を起こさせる効果的なテクニックを探求し、教室で自分の声を見つける手助けをする。第2部では、幅広いトピックについて有意義なディスカッションができるよう、あらゆるレベルの生徒を育てるためのプレゼンテーションを行います。

Endorsements: Matsuyama City; Matsuyama City Board of Education（後援: 松山市、松山市教育委員会）

Link:

トピック: MatsuyamaJALT May 24 2025 D Paul Empowering Learners Epic 2 時刻: 2025年5月24日 01:30 PM 大阪、札幌、東京  Zoom ミーティングに参加する

https://us06web.zoom.us/j/4293956287?pwd=R2VDeFpaTUs5MEZLY2UwclBoa29Qdz09&omn=86847318308  ミーティング ID: 429 395 6287  パスコード: 859531

Cost: JALT Members and students: free *One-day members: 1000 yen

Payment method

Note: If you are planning to join as a one-day member, please pay the fee to the treasurer at the meeting:   

Shinsei bank: Account number: 400 1656054 (柳在熙 Jaehee Ryu)

Branch:本店(Head office)、Account type : 普通(Saving account) 

Important notice:

The presenter has made his presentation materials available to the Matsuyama Jalt members and all others interested at https://docs.google.com/presentation/d/1BdBPwnVugAQnO31z9ypVRVoGbOKzb058/edit?usp=sharing&ouid=114751579731959376131&rtpof=true&sd=true

 and an introduction to the textbook at  https://docs.google.com/presentation/d/1A9T2_6yg9m3KR_jE6U76t9t7SddXf_Yp/edit?usp=sharing&ouid=114751579731959376131&rtpof=true&sd=true . If you have problems downloading either of them, please contact reineltrudolfmy@gmail.com

The presentation videos are also available for Matsuyama JALT members. Please contact reineltrudolfmy@gmail.com until June 2nd for the link access.

Important notice:

The presenter has made videos of his presentation materials available to the Matsuyama Jalt members until April 30th.

Please contact reineltrudolfmy@gmail.com for the links. 

The presentation itself is also available for Matsuyama JALT members. Please contact reineltrudolfmy@gmail.com for the link access.

Matsuyama JALT March 2025 

Title: Ten Tips for Teaching Neurodiverse Students  神経障害の生徒を教えるための10のヒント

Presenters: Melodie Cook, Alex Burke & Davey Young 

Date of Presentation (Note the date change!):  Saturday! March 15, 2025, 14:00-16:00 

Location: Ehime Prefecture International Center (EPIC)Room #2 愛媛県国際交流センター 〒790-0844 愛媛県松山市道後一万１−１

https://www.epic.or.jp/access/index.html

On Zoom: https://us06web.zoom.us/j/88445118225?pwd=RDsFhWbbbeB1uW8BvUsFUXPKwQiO6K.1

Meeting ID: 884 4511 8225  Passcode: 730541 

Matsuyama JALT 

would like to invite you to

an afternoon with

Melodie Cook

Alex Burke & Davey Young

Ten Tips for Teaching Neurodiverse Students

神経障害の生徒を教えるための10のヒント

This presentation will be hybrid with Dr. Cook attending in person at Ehime Prefecture International Center (EPIC)Room #2 and Ms. Burke and Dr.

Young joining via zoom.

Date: Saturday March 15, 2025 

Time: 14:00 – 16:30

Location: Ehime Prefecture International Center (EPIC)Room #2

愛媛県国際交流センター 〒790-0844 愛媛県松山市道後一万１−１

https://www.epic.or.jp/access/index.html

On Zoom

https://us06web.zoom.us/j/88445118225?pwd=RDsFhWbbbeB1uW8BvUsFUXPKwQiO6K.1
Meeting ID: 884 4511 8225  Passcode: 730541

Cost: Free to JALT Members / Students & *One-day members: 1000 yen

In this presentation, Dr. Melodie Cook, Dr. Davey Young, and Ms Alexandra Burke will offer teachers of all levels ten simple ways to engage their neurodiverse students. In this presentation, they will introduce practical hints for teachers, such as how to organize their classes, which fonts they should use for materials, how students should be grouped, how to offer assignment choices, and much more. The suggestions are based on a summary of research done for the book Barrier-Free Instruction in Japan: Recommendations for Teachers at all Levels of Schooling, published by Candlin & Mynard. The presenters’ hope is that teachers will come away with ideas that will help make their classes more accessible to all students.

このプレゼンテーションでは、メロディ・クック博士、デイビー・ヤング博士、アレクサンドラ・バーク女史が、あらゆるレベルの教師に対して、神経障害のある生徒を惹きつける10の簡単な方法を提案します。このプレゼンテーションでは、どのように授業を構成するか、どのフォントを教材に使うべきか、どのように生徒をグループ分けするか、どのように課題を選択させるかなど、教師にとっての実践的なヒントを紹介します。これらの提案は、『日本のバリアフリー指導』のために行われた調査のまとめに基づいている： Candlin & Mynard社から出版された『Barrier-Free Instruction in Japan: Recommendations for Teachers at all Levels of Schooling』（日本におけるバリアフリー指導：あらゆるレベルの学校教育における教師のための提言）のために行われた調査の要約に基づいている。発表者たちの願いは、教師たちが自分の授業をすべての生徒にとってより利用しやすいものにするためのアイディアを持って帰ってくれることである。

Dr. Melodie Cook is a professor at the University of Niigata Prefecture. She recently published a co-edited a book on barrier-free education in Japan with Alexandra Burke and Dr. Davey Young entitled Barrier-Free Instruction in Japan: Rec

ommendations for Teachers at all Levels of Schooling, published by Candlin & Mynard. Her research interests include large-scale testing, gender in education, teacher education, multicultural family experiences in Japan, and most recently, helping teachers understand how to better engage their neurodiverse students.

メロディ・クック博士は新潟県立大学教授。最近、アレックス・バーク、デイビー・ヤング両博士と日本のバリアフリー教育に関する本を共同編集： Candlin & Mynardより出版。主な研究テーマは、大規模テスト、教育におけるジェンダー、教師教育、日本における多文化家族の経験、そして最近では、神経障害のある生徒によりよく関わる方法を教師が理解できるようにすることである。

Ms. 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 and 

equity. Alex has been working with teachers on how to help neurodiverse students in the mainstream classroom context. She is a JALT2024 Mid-Career Scholar Award recipient and has presented within Japan and overseas.

アレクサンドラ・バーク氏は2005年以来、幼稚園から大学まで、日本の公教育システムのあらゆるレベルで教えている。専門は公共政策と公平性。アレクサンドラ・バーク氏は、主流派の教室で神経障害のある生徒を支援する方法について、教師たちと協力してきた。JALT2024ミッドキャリアスカラー賞受賞者。

Dr. Davey Young is Associate Professor in the Institute of Liberal Arts at the Institute of Science Tokyo. He began his career in education working with at-risk student populations in Seattle public schools, including providing language support for immigrant and refugee students. This experience led to his commitment to furthering education as a human right for all people. He holds an MA TESOL from Seattle Pacific University and a PhD in International Studies (Comparative Education) from Waseda University’s Graduate School of Asia Pacific Studies. His research is focused on ELTs’ preparedness to teach students with disabilities.

デイビー・ヤング博士は東京理科大学教養学部准教授。シアトルの公立学校で、移民や難民の生徒の言語サポートなど、リスクのある生徒集団の教育に携わる。この経験から、すべての人々の人権である教育の向上に尽力するようになる。シアトル・パシフィック大学でTESOL修士号、早稲田大学大学院アジア太平洋研究科で国際学（比較教育学）の博士号を取得。障害のある生徒を教えるELTの

心構えについて研究している。

Date and Time: March 15 (Saturday)14:00 – 16:00

Location: Ehime Prefecture International Center (EPIC)Room #2

愛媛県国際交流センター 〒790-0844 愛媛県松山市道後一万１−１

https://www.epic.or.jp/access/index.html

Cost: JALT Members and students: free *One-day members: 1000 yen

Payment method

Note: If you are planning to join online as a one-day member, please pay the fee to the following bank account:   

Shinsei bank: Account number: 400 1656054 (柳在熙 Jaehee Ryu)

Branch:本店(Head office)、Account type : 普通(Saving account) 

Endorsements: Matsuyama City; Matsuyama City Board of Education（後援: 松山市、松山市教育委員会）

MYJ15MarchBarFreeMelodieCookPresenting:

https://drive.google.com/file/d/1v2K7dNXFMt9_0eJda_ifD0ew8Tn_wSTn/view?usp=sharing

The presenters have made their presentation materials available to the Matsuyama Jalt members:

https://docs.google.com/presentation/d/1rTuMURD67Q21_GCQIL6kRmM3mNTakF_K/edit?usp=drivesdk&ouid=114751579731959376131&rtpof=true&sd=true

The accessibility poster:

https://drive.google.com/file/d/1nQQ-nzXHgOy5fRO7orVeYAcaZrHlY-5g/view?usp=sharing

MYJ15March2025ExitQuestionnaire:

https://drive.google.com/file/d/1Mpt9m_K2xQR0ZPBPBduepX2wdxw0WRPW/view?usp=sharing

questionnaireResults:

https://drive.google.com/file/d/1qrJhrNzUkiVMHygC6OBi1_C66yip83vL/view?usp=sharing

Accessibility poster:

JALT Matsuyama February 2025 event 

Date of Presentation:  February 16, 2025, 13:00-15:00 

Online https://us06web.zoom.us/j/88335632413?pwd=ATBzrPuVabqOkIjcbOp0QiKJHTkVwH.1

ミーティング ID: 883 3563 2413    パスコード: 016353

Presenter: Curtis Kelly

Title: How the Brain Does Language and Why It Loves Stories

Words are not stored at specific places on the brain in some kind of database.  Instead, they are connected to complex, but flexible, models built on first-hand experiences in the world.  In other words, language, like cognition is “embodied.” It is stored in the sensory-motor routines that fire in encounters. To make meaning from language, the brain simulates those past experiences.  That is one of the reasons why stories are so effective as a teaching tool. They are multisensory and experience oriented.  It is no wonder that (according to one study) information in stories is learned twice and quickly and retained twice as long as information in lectures. But there are other reasons why stories fit the brain as well, reasons that are truly amazing and will probably change your view of the brain forever.  Be prepared to be surprised, moved, and changed, and bring your own story related to teaching as well.

脳が言語をどう扱うか、そしてなぜ脳は物語を好むのか言葉は、脳の特定の場所の何らかのデータベースに保存されるわけではありません。その代わりに、言葉は、世界での直接的な経験に基づいて構築された複雑だが柔軟なモデルと結びついています。言い換えれば、言語は認知と同様に「具体化」されています。言語は、遭遇時に発動する感覚運動ルーチンに保存されます。言語から意味を引き出すために、脳はそれらの過去の経験をシミュレートします。これが、物語が教育ツールとして非常に効果的である理由の 1 つです。物語は多感覚的で、経験志向です。（ある研究によると）物語の情報は講義の情報の 2 倍速く学習され、2 倍長く保持されるのは不思議ではありません。しかし、物語が脳に適している理由は他にもあります。それは本当に驚くべきもので、おそらくあなたの脳に対する見方を永遠に変えるでしょう。驚き、感動し、変化する準備をしてください。そして、教育に関連するあなた自身の物語も持ってきてください。 

松山ＪALT支部及びOLE-SIGのメンバーへの重要な提供：

発表者は発表のスライドを提供しています：

Important service for Matsuyama JALT and OLE-SIG members:

Prof Takahashi as made her slides available for the Matsuyama JALT and OLE-SIG members at:

https://drive.google.com/file/d/1dIIzYPMYGqzjRZrNYQcwxpUSNyiNgO1e/view?usp=sharing 

Presentation 2: The Challenges of Teaching French as a Second foreign language

「第二外国語としてのフランス語教育の課題」

Is It Worth Studying a Second Foreign Language?  One of the most sensitive aspects of teaching French is the disparity in motivations, much broader than in English classes, between students who are genuinely eager to learn and those who are compelled to attend courses. 

With verb conjugation, noun gender, and adjective agreement, French is a slightly more precise language than English, but it is also more difficult to teach. Moreover, the pronunciation of letters and syllables, which is different from English, disorientates some students unable to understand that the same alphabet can have a dual reading system. Last but not least, can the laziest students be held back? When the decline of his department is at stake, the teacher has no choice but to engage in a popularity contest…

「第二外国語を学ぶことは必要か。」 

フランス語教育における問題の一つに、学生間の学習意欲の差がある。これは英語の 

授業で見られる個人差よりも顕著で、学ぶ意欲がある学生と、単位取得のためにだけに受講している学生とではモチベーションに大きな違いが現れる。 動詞の活用、名詞の性、形容詞の一致など、フランス語は英語よりも文法体系が複雑 な分、教える上での難しさもある。その上、英語とは異なる文字や音節の発音があるため、同じアルファベットに別の読み方があることを理解できず、最初につまずく学生もいる。 また、成績が悪くやる気のない学生を留年させるべきかという問題もある。学科や学 

部の存続が懸念される状況下では、教員は十分な学生数を確保する必要があり、残念ながら、 人気取りを意識しなければならない。

松山ＪALT支部及びOLE-SIGのメンバーへの重要な提供：

発表者は発表のスライドを提供しています：

Important service for Matsuyama JALT and OLE-SIG members:

Prof Lopez has made his slides available for the Matsuyama JALT and OLE-SIG members at

https://docs.google.com/presentation/d/1bcxINMaLx_gGYb716rRxLJkBvUXNkRVT/edit?usp=sharing&ouid=114751579731959376131&rtpof=true&sd=true

JALT Matsuyama 2025 Annual General Meeting

Please also come to the JALT Matsuyama 2025 Annual General Meeting on January 26, 2025, 16:15 – 16:45 Ehime University M31 全国語学教育学会松山支部2025年年次総会

JALT Matsuyama holds its Annual General Meeting for all Matsuyama JALT members on the same occasion. The preliminary agenda for this year's meeting on Sunday, January 26, 2025, 4:15 pm to 4:45 pm is here 

https://docs.google.com/document/d/1rrWP3c6Z2cO4QqIwIoQHHoGc2Xd8DouekNVi9dkZsM8/edit?usp=sharing

If you have any comments, questions, issues etc. , please contact us at matsuyama@jalt.org. 

To be revised and summarized!!

Ｍatsuyama  JALT July 2024 event

June16:  Zoom or F2F
JULIA KIMURA - 木村じゅりあ

1. Productivity for foreign language teaching professionals

2. What can JALT do for you? What can you do for JALT?

Julia has made her presentation available to all: 

https://drive.google.com/file/d/10PR6DYWViV0cC0vAKDEbBCF5J8nExs4c/view?usp=sharing

Pics from  the meeting

JALT Network: Okayama, Matsuyama, and Tottori 

Professional Development Needs of Elementary School Teachers of English

May 12, Sunday, 15:00 TO 17:00, 2024 

Presentation available to Matsuyama JALT members! See below 

The slides of the first part of the presentation and a write-up of the second part by RR are available to the Matsuyama JALT members and on request from Rudolf Reinelt at matsuyama@jalt.org. 

Matsuyama JALT April 21, 2024 Presentation

Adam Beck(Hiroshima)

 Maximize the Success and Joy of Your Family's Bilingual Journey 

Maximize the Success and Joy of Your Family's Bilingual Journey

What are the "best practices" for parents seeking to raise bilingual or multilingual children? How can you generate as much rewarding progress as possible over the childhood years while avoiding common pitfalls along the way? Join Adam Beck, a longtime leader in the field of child bilingualism, for an informative and encouraging talk about maximizing the success and joy of your family's bilingual journey.

Adam Beck is the author of the widely-read books Maximize Your Child's Bilingual Ability and Bilingual Success Stories Around the World. He is also the founder of the influential blog Bilingual Monkeys (https://bilingualmonkeys.com), the long-running forum The Bilingual Zoo (https://bilingualzoo.com), and the private coaching program Bilingual SuperKids (https://bilingualsuperkids.com). A longtime resident of Hiroshima, he and his wife have two bilingual children, raised in Japanese and English, who are now 19 and 17.

Sunday, April 21, 2024 14:00-16:00

M215, Aidai Muse Building, Ehime University Johoku Campus

<https://www.ehime-u.ac.jp/overview/access/johoku/> 

JALT Members: free

One-day members: 1000 yen 

Endorsements: Matsuyama City; Matsuyama City Board of Education（後援:　松山市、松山市教育委員会） 

Important service for Matsuyama JALT members:

Adam has made his presentation slides available to all Matsuyama JALT members at this link: 

https://drive.google.com/file/d/1SPtpdJbL7dDPtMrdYRXkjgHsEt-CJmT4/view?usp=drive_link

If you have difficulties opening or viewing this pptx, please contact Rudolf Reinelt at reineltrudolfmy@gmail.com

Matsuyama JALT March 17, 2024 Meeting : Glenn Magee

Online: Zoom 

R6年3月17日March 2024, 14:00~16:00

JALT March Meeting--online　

Hidden Connections: Relationships, Neuroscience and Language Teaching 

by Glenn Magee, Aichi Prefectural University

Focusing solely on academic achievement in teaching can lead to missing out on important emotional and relational factors that significantly impact learning. These factors are always present in the classroom and are crucial to students' progress. How educators engage with students can affect the neurological and human connections that influence teaching, which can either facilitate or impede language learning. This presentation aims to highlight these hidden factors so that we can address them in ways that foster effective teaching and learning.  

タイトル：隠されたつながり： 人間関係、神経科学、言語教育

概要：学習指導において学力のみに焦点を当てると、学習に大きな影響を与える重要な感情的要因や人間関係的要因を見逃してしまうことがある。これらの要素は教室に常に存在し、生徒の進歩にとって極めて重要である。教育者がどのように生徒と関わるかによって、指導に影響を及ぼす神経学的、人間的なつながりが影響を受け、それにより言語学習が促進されることも、あるいは妨げられることもありえる。このプレゼンテーションの目的は、これらの隠れた要因に焦点を当て、効果的な指導と学習を促進する方法で対処できるようにすることである。

Glenn Magee is one of the founding members of JALT BRAIN SIG. His expertise lies in Mind, Brain, and Education, where he explores the intersection between biological processes and educational practice. Specifically, his research centers on student and teacher well-being in English as a Foreign Language classrooms to promote healthy relationships that create optimal learning conditions. To achieve this, he draws upon the latest findings from positive psychology, educational psychology, and the neuroscience of learning and motivation.

グレン・マギーはJALT BRAIN SIGの創設メンバーの一人。専門は「心・脳・教育」で、生物学的プロセスと教育実践の接点を探ることに重点を置いている。具体的には、外国語としての英語の教室における生徒のウェルビーイングを中心に研究しており、最適な学習条件を生み出す健全な人間関係を促進することを目的としている。そのために、ポジティブ心理学、教育心理学、学習と動機づけの神経科学の最新の知見を活用している。(deepl tl)

Sunday, March 17, 2024 14:00-16:00

Zoom link:

https: https://us06web.zoom.us/j/81238218253?pwd=2DFNvFaGnilJIhewaAz7u97ZN2CDDi.1

Meeting ID:　812 3821 8253 

Passcode: 814179

JALT Members and students: free *One-day members: 1000 yen 

Endorsements: Matsuyama City; Matsuyama City Board of Education（後援:　松山市、松山市教育委員会） 

Important service for Matsuyama JALT members:

Glenn has made his presentation slides available to all Matsuyama JALT members at this link: 

https://docs.google.com/presentation/d/1Vg1Fy72Gn7lYcjySEJzCmDoluhBjjHM6/edit?usp=drive_link&ouid=114751579731959376131&rtpof=true&sd=true

If you have difficulties opening or viewing this pptx, please contact Rudolf Reinelt at reineltrudolfmy@gmail.com

The presentation itself is also visible here for a very short time: 

 https://us06web.zoom.us/rec/share/aKFnmokaGaa5JmgkqBdl--yarvSSo9a1PW9buprc12IyiYYkU7k3Ws9aeJ1a6tOW.dLI9fS4j26nmOVTa

pwd: ^5&GreR1

Matsuyama JALT February 18, 2024 Meeting : Jim Ronald and Carol Rinnert (Hiroshima) 

[F2F] R6年2月18日February 2024, 14:00~16:00

[JALT February Meeting—two sessions]

<Session A>

Conflict Resolution in the English Classroom

By Jim Ronald, Professor, Hiroshima Shudo University

We live in a society in which we encounter various kinds of conflict, whether these are expressed and addressed or just felt as unfairness, conflicts of interest, etc. Despite this, neither teachers nor many university students may be good at dealing with these conflicts. This presentation will report an English classroom project which gave students an opportunity to reflect, share, and learn about conflict resolution. This presentation will tell both about this project, and how it grew from a group reading of Barrie J. Robert’s Conflict Resolution for the ESL Classroom: What every ESL teacher needs to know.

Following a Ph.D. in Vocabulary Acquisition, Jim Ronald’s main language teaching interest has been focused on the bringing of pragmatics to the general English language class. He has co-edited two collections of pragmatics activities for the language classroom with JALT Pragmatics SIG.

The presenter's video can be watched here: https://www.youtube.com/watch?v=tkmNVltfwGw

<Session B>

Developing Writer Identity in Argumentation Essays

議論文におけるL2 学習者の“Writer Identity”

By Carol Rinnert, Hiroshima City University

A strong writer identity or “voice” can make argumentation essays more persuasive. Even though there is increasing interest in writer voice (e.g., Canagarajah, 2015; Hyland, 2015; Matsuda, 2015), the concept is still not well understood. This presentation identifies rhetorical features such as discourse structure and metadiscourse markers that Hiroe Kobayashi and I found are involved in constructing writer identity (personal, emergent, mature voice) and how they may help L2 student writers develop their own sense of voice. After introducing the analytic approach we have developed, the presentation will provide hands-on practice analyzing how writers at various proficiency levels project their identity in argumentation essays. 

書き手が自分のidentityまたはvoiceを強く表現すれば、議論文をより説得力のあるものにすることができます。最近このような考えに関心が高まっていますが（例：Canagarjah、2015年、Hyland、2015年、松田、2015年）、この概念はまだ十分に理解されているとは言えません。このプレゼンテーションでは、共同研究（小林／リナート2023）を通して特定した書き手のidentity (personal, emergent, mature voice)の構築に関係する修辞的特徴を紹介し、その特徴が 書き手のvoiceの向上にどのように関わっているかを明らかにします。更に、この分析方法をライティング能力の異なる学習者の議論文に応用し、それぞれの学習者のwriter identityを分析する実践も行います。

Carol Rinnert, Professor Emeritus, Hiroshima City University, earned her Ph.D. in Linguistics at SUNY/Buffalo and taught English writing for more than 40 years. She has been working with Professor Hiroe Kobayashi for more than 30 years comparing English and Japanese writing and pragmatics. They have co-authored numerous research articles and recently published a book, Developing Multilingual Writing: Agency, Audience, Identity.

リナート・キャロル（広島市立大学名誉教授）は ニューヨーク州立大学バッファロー校で言語学の博士号を取得し、４０ 年間大学生に英語ライテイングを教えてきました。 また研究は３０年以上にわたり、日英語による文章比較と語用論を小林ひろ江（広島大学）と取り組み、数多くの研究論文を発表しました。最近では共著としてDeveloping Multilingual Writing: Agency, Audience, Identity (Springer, 2023)を出版しました。

Presenter's summary:

Summary of Matsuyama JALT Presentation, February 18, 2024

Presenter: Carol Rinnert, Hiroshima City University

Title: Developing Writer Identity in Argumentation Essays

This presentation showed how writers of English argumentation essays at various proficiency levels can project a strong writer identity or “voice” through selected text features. Novice writers should be encouraged to include reflective voice aspects (clear opinion statements, personal examples to support their position) as well as logical ones (clear organization, paragraph connectors); intermediate level writers need to add more objective voice aspects (factual evidence to support their points, third-person and impersonal examples) along with assertive ones (boosters); and advanced writers can incorporate all six voice aspects, adding interactive features to draw in the reader (inclusive “we”, questions) and balanced use of cautious (hedges) and assertive (boosters).

People can buy her book if they really want more information. Ample information on the book can be found here:

Developing Multilingual Writing: Agency, Audience, Identity | SpringerLink

https://link.springer.com/book/10.1007/978-3-031-12045-9

----

Sunday, February 18, 2024 14:00-16:00

M215, Aidai Muse Building, Ehime University Johoku Campus

<https://www.ehime-u.ac.jp/overview/access/johoku/> 

JALT Members: free One-day members: 1000 yen 

Endorsements: Matsuyama City; Matsuyama City Board of Education（後援:　松山市、松山市教育委員会）

Study scenes from the event

Other past events in 2024

Matsuyama JALT January 28, 2024 Meeting : Mark Stafford & Travis Blackburn (both Ehime University)

[F2F]R6年1月28日January 2024, 14:00~16:00 

Previous events in 2023

November 2023: No event due to National Conference

Matsuyama JALT December 10, 2023 Meeting : Ian Downer & Nathan Crocker

[F2F]12月10日December, 14:00~16:00

 Presenter’s summary:

“Having a good laugh: the merits of using cartoons as teaching material in university English” classes,　「よく笑う：大学の英語教育で風刺画を教材にするメリット」:
Frances Causer’s report following her presentation to JALT Matsuyama chapter全国語学教育学会松山支部, 愛媛大学Ehime University, 15 October 2023

 全国語学教育学会松山支部における講演　概要報告

講師　フランセス・コーザー（成城大学文芸学部）

講演題目 “Having a good laugh: the merits of using cartoons as teaching material in university English classes”「よく笑う：大学の英語教育で風刺画を教材にするメリット」

日時　2023年10月15日

開催場所　愛媛大学

主催者　全国語学教育学会松山支部

講演概要

　この講演においては、パワーポイントで風刺画とミーム（画像）をいくつも会場参加者に見せながら、大学生に英語を教えるうえで学生の興味を引く話題を提供し、学生の批判的思考を涵養し、異文化（主として英語圏であるがそれに限らない）でのユーモアの大切さを理解させる手段として、風刺画を授業で利用する方法を説明した。

　風刺画は、計画的に使用する方法があり、私の場合、成城大学において、教職課程の指定授業であるコミュニケーションⅢの授業を受講する上級生向けのシラバスに風刺画を取り入れている。加えて、風刺画を即興的に使用する方法もあり、私の場合、担当する授業のいずれにおいても、授業での議論の内容に関係するときは、蓄積した風刺画群から関係する風刺画を取り出して見せるといった使い方もしている。

　このように、計画的にであれ即興的にであれ風刺画を最大限に有効に活用する教育方法について実践的な助言を示した後、ユーモアとコメディを学問的に分析する方法にも言及した。

 　最後に、教育目的で風刺画を自分も集めたいと考える会場参加者に対して、風刺画の良い情報源を見つけるための助言をして講演を終えた。

　会場参加者からは、講演に対して、最後の質疑応答時だけでなく随所でコメントや質問が寄せられ、活気に満ちた会場となった。こうした熱心な聴衆に接することができ、講師として大変光栄に感じている。 

　末筆ながら、全国言語教育学会松山支部講演にご招待くださった、リンダ・K・ヴァンダーメール門田さん、そしてルドルフ・ライネルトさんに感謝いたします。また、講演をご後援くださった松山市及び松山市教育委員会にも感謝申し上げます。

“Having a good laugh: the merits of using cartoons as teaching material in university English” classes,　「よく笑う：大学の英語教育で風刺画を教材にするメリット」:
Frances Causer’s report following her presentation to JALT Matsuyama chapter, at Ehime University, 15 October 2023

I showed a power point collection of cartoons and memes to the audience, to demonstrate to them how I am using cartoons in the classroom as an interesting and topical way to teach university students English and critical thinking, and to give them an insight into the importance of humour in other cultures (predominantly but not exclusively English-speaking cultures). I use cartoons in a planned way, including them on my syllabus for advanced students taking Communication III class, a designated kyoshoku katei class in Seijo University. In addition I use cartoons in an impromptu way, showing students in any of my classes a cartoon from my stock of cartoons when such a cartoon is relevant to what comes up in discussion in the classroom. After suggesting practical teaching tips on how to best utilise cartoons in both a planned and impromptu way, I mentioned academic approaches to analysing humour and comedy. I finished my presentation by giving advice on finding good sources for cartoons, should members of the audience wish to assemble their own file of cartoons for teaching purposes. Members of the audience responded to my presentation with comments and questions throughout as well as at the end. It was a pleasure to meet such a lively and engaged audience. I would like to thank Linda K. Vandermeer Kadota and Rudolf Reinelt for their invitation to present to JALT Matsuyama, and their warm welcome to Matsuyama. I would also like to express my appreciation to Matsuyama City and Matsuyama Board of Education for their endorsement of my presentation. 

Matsuyama JALT's members can see the slideshow here: 

https://docs.google.com/presentation/d/1p19RgNuXhs9qDFCKCVpt_ujdmDDpiyOy/edit?usp=sharing&ouid=114751579731959376131&rtpof=true&sd=true

9月17日 (Zoom)

Date: Sunday, September 17, 2023

Time: 14:00 – 16:00 (Osaka, Sapporo, Tokyo)

Using Google Apps and ChatGPT for Language Learning

語学学習にGoogle AppsとChatGPTを活用

An afternoon Zoom presentation with

Steve McGuire

Steve McGuire, Nagoya University of the Arts

In this presentation, we will explore less-common Google Apps, including Google Lens, Google Keep, and Jamboard, along with the more mainstream Google Sheets, Google Docs, and Google Slides. The presentation will focus on real-world applications that encourage collaboration, particularly in educational settings. We will also discuss how teachers at my university, Nagoya University of the Arts, have used Google Spaces, Forms, Classroom, and Drive to share activities for our communal textbook, Teaching English Gym. Additionally, we will present the results of our new project, which incorporates ChatGPT into the mix, allowing us to create more individualized student activities and feedback.

このプレゼンテーションでは、Google Lens、Google Keep、Jamboardなど、あまり知られてないGoogle Appsについて説明します。また、より主流なGoogle Sheets、Google Docs、Google Slidesについても見ていきます。このプレゼンテーションでは、特に教育現場でのコラボレーションを促進する実際のアプリケーションに焦点を当てます。また、私の大学である名古屋芸術大学の教師が、共同教科書「Teaching English Gym」の活動を共有するために、Google Spaces、Forms、Classroom、Driveをどのように使用したかについても説明します。さらに、ChatGPTを取り入れた新しいプロジェクトの結果を紹介し、より個別か、された生徒の活動や、フィールドバックを可能にする、ChatGPTを取り入れた新しいプロジェクトの結果を紹介します。

Steve McGuire is a professor at Nagoya University of the Arts

マクガイア・スティーブ: 名古屋芸術大学

Cost: Free to JALT Members / Students
¥1000 for One-day Members.

Endorsements:Matsuyama City; Matsuyama City Board of Education （後援:　松山市、松山市教育委員会）

1) 発表の録画はこちらです(松山支部メンバー限り)

 https://drive.google.com/file/d/117nT11R-UAFpZs4jA-l9ZdfvzQGOXD7g/view?usp=sharing

2) The presentation is here: プレゼンテーションはこちらです：

https://tinyurl.com/23McGMatsuyama1

又はこちら

https://docs.google.com/presentation/d/1HZ4y3O6G0xZ1hm6siGRPRsnEmE-yOcUC/edit?usp=sharing&ouid=114751579731959376131&rtpof=true&sd=true

3) 総まとめとキーワード

Summary:

From Steve McGuire’s presentation and about Google Lens on your computer

The presentation is available at

https://tinyurl.com/23McGMatsuyama1

or

https://docs.google.com/presentation/d/1wXXfEPTxrWWFptE6-cw3-chUdv3GAsrVqHY7LxMyD0A/edit#slide=id.g1d421ac2bc5_0_0

Thank you very much, Steve.

A list of the apps and softwares mentioned in the presentation

(for many of these, detailed you tube-videos are available. Just enter the keywords given here)

ChatGTP

DALL-E image generator

BING AI (automatically)

Google BARD (with any gmail account)

A Comparison of the three

Prompt: Question put to ChatGTP

Tome for creating slide decks (tome.app, maybe need account)

(Google Classroom)

App Launcher Icon (“Waffle“)

Google Keep

App for organizing things (folder/ labels lists) > brief introduction > OCR (Lens much better!)

TextFixer.Com to remove line breaks

Google Sites

Google Lens > Translate, Search

No re-writing anymore! Just take a picture (of the text, or in fact anything) and Google Lens will find it in the internet, or call it up.

Jamboard

Google Slides

Google Sheets

VTS (Virtual Thinking Strategies)

TEG (=The English Gym)

Flippity

Chatbot GPT Sample Conversation

Google Earth

Google Lens on your computer: No re-writing anymore!

If you see a text (or something that looks like one) you do not have to re-write anymore (but please take care of legal issues yourself!)

Cell phone, tablet, etc.: Make a screenshot. Google lens can analyze this and tear out any text

Laptop and desktop: Here is how (https://techwiser.com/how-to-access-and-use-google-lens-on-desktop/)

In short, Google Lens is incorporated in Chrome already, but it has to be started once.

Type

chrome://flags

Then search for

enable-lens-standalone

and enable that flag, then relaunch your chrome browser.

You can now analyze any image you call up in your Chrome browser, even files you have in your own computer. For this, type the following in your chrome browser search line/url line:

Windows: file:///D: where D is the drive where your file is located.

Unix and Mac: file:///

(This will take you to the very heart of your computer, so do not change anything there!!)

Then navigate to the folder with your file where the image is and that you want to open, and click on it and open it in Chrome. Right click on the image and one item will be “grab text from image” or so. Click this and have it analyzed in the same way as by Google Lens on your cell phone. Voila!

And for privacy: Be advised that anything that goes through the US, such as Google, Mac, etc. does NOT comply with EU (European Union) privacy safety standards. But then, are the guys at FBI or CIA really watching? 

Okayama, Matsuyama, and Tottori JALT Chapters

Professional Development Needs of Elementary School Teachers of English

Sunday 10th September 2023  

Replacement Event: Forum on English in Elementary Schools (ES)  

プレゼンテーションの延期　（２０２４）
誠に申し訳ございませんが、今週末のイベントは延期させていただきます。 スケジュールの変更は、個人的な性質の突然の予期せぬ出来事によるものです。 ご理解のほどよろしくお願いいたします。 ただし、これらの問題について引き続き議論することに興味がある人のために、代替イベントを計画しました。

小学校英語教員の専門能力開発ニーズ

 代替行事：小学校英語フォーラム（ES）
保護者、教師、カリキュラム開発者として、ES レベルでの英語教育の変化は私たちにとって重要です。 したがって、これらの問題については引き続き議論していきたいと思います。 私たちは、来年再スケジュールされたイベントを計画するために、プレゼンターに送信する質問リストを作成しました：

https://docs.google.com/document/d/1Z9P5ncXnKJCeqa7HsTVQhAwNb4BLRjCY6A5atxlwYw0/edit?usp=sharing

PRESENTATION RESCHEDULED (Date TBD)
We are very sorry to inform you the event this weekend has to be rescheduled.  The rescheduling is due to sudden and unforeseeable events of a personal nature.  We appreciate your understanding in this matter.  However, we have planned a replacement event for those still interested in discussing these issues.

Professional Development Needs of Elementary School Teachers of English

Sunday 10th September 2023  Replacement Event: Forum on English in Elementary Schools (ES) 
As parents, teachers and curriculum developers changes in English education at ES level are important to us. So, we would still like to discuss these issues.  We have created a list of questions and send them to the presenters to help them plan the rescheduled event next year.

https://docs.google.com/document/d/1Z9P5ncXnKJCeqa7HsTVQhAwNb4BLRjCY6A5atxlwYw0/edit?usp=sharing

Forum on English in Elementary Schools (ES) 

Abbreviations: JTE= Japanese Teacher of English, ALT= Assistant Language Teacher

This document is a record of the discussions held during the Forum on English Education in Elementary Schools held by Okayama, Matsuyama, and Tottori JALT Chapters on September 10, 2023.  The document contains comments and questions raised by the participants and a set of online resources that may be useful when exploring this topic further.  Please use the table of contents to navigate this document.

Table of Contents

1.  Teaching materials and JTE and ALT Interaction

2.  Goals and Testing

3.  Middle school/high school/uni

4.  Helpful Online Resources

Teaching Materials & JTE-ALT Interaction

Problems with textbooks and materials:

●   In textbooks, basic stuff is not even covered, including raising awareness of other countries and cultures.

●   Include more experts for this age group in the creation of the textbooks.

●   Little flow in textbooks (progression? somewhat jumpy?).

Teacher issues

●   Middle school teachers will need Eiken pre-1 soon.

●   Teachers are sticking to guidelines,  even against textbooks (please check)

●   Teachers need more training in how to use textbooks

●   A regional approach to teacher training on how to use textbooks necessary.

●   Training for teacher proficiency

Team-teaching Training

Team-teaching training needs to be done together

About ALTs (and JTEs)

●   ALTs are moving , how can there be continuity in classrooms?

●   Are ALTs “being made use of” to the best of their abilities???

●   Contention: There seem to be differences between the ALTs and the teachers' understandings:

●   JTEs feel pressure to stick to the textbook and other materials as presented, even if those materials are not optimal. ALTs might have instinctive knowledge and ideas to progress in a different way, whereas JTEs are hesitant to deviate from official guides/guidelines.

●   ALTs are being used to help out.

●   ALTs should understand the “school culture”.

Students

●   Middle school (MS) students not ready for Center of Community (CoC)

Goals and Testing

Government and Institutional Goals

These change periodically without much connection between the strategies.  This can create problems in implementing the goals:

For example, the Super Global Programs at University and the aim to provide courses in English. This was tried at Ehime University.  Although the teachers could teach the courses, the students could not follow them and found they were treated badly (multiple students’ testimonies) 

Trickle-down effect of university entrance exam paper-based testing

●   This results in a focus on knowledge at lower levels

●   What would happen if there was an English interview in order to enter universities/ as part of the university entrance exam?

●   Paper-based tests are too narrow and don’t take account of other aspects of communicative ability such as foreign language strategic competence, body language etc.

●   How would Jukus change if university entrance exams contained an oral examination?

●   What kind of changes would have to take place in teachers?

CEFR - Japanese Version (CEFR-J)

●   British Council expert on language testing said CEFR goals are designed to be adapted to regional requirements.

●   The Japanese goals are a little bit different at the lower levels

●   This is due to low expectations about what students are capable of

●   Can tests function as goals:(resulting in) "teaching to the test" / more recently teaching to the CEFR "can do" lists?

Middle schools, High schools & Universities

The ‘Elementary and Middle School Gap’

● Step from elementary to middle school seems to be too high in some cases. Some students complain of the difficulty.

● Too big a jump in MS textbooks, so students have to work hard to understand it/them?.

●   Focus of tests in middle school is reading and writing. Students do not have this focus in Elementary School, which focuses on speaking.

Reading and Writing Skills

●   Suggestion for improving reading from elementary level: Teaching reading on the phonic level and also implementing extensive reading

●   From enjoying reading and writing to having these as an academic subject: Are students (teachers, parents, jukus, schools??)  ready for that change (between years four and five)?

●   Phonics (letter - sound matching): Used to improve reading

●   Effectiveness of extensive reading (can be begun in primary school)

●   Online library for elementary schools students and middle school students

Motivation

●   Maintaining motivation in motivated students, and motivating students in large groups (with uninterested students).

●   AI and Technology

○   Necessity of JTE (and ALTs)  going forward

○   Students’ reliance on technology and their views of learning English

○   How to make the students’ connectedness to devices useful for foreign language learning?

○   Chat GTP (hint: Matsuyama September 17th: Steve McGuire about the use of Google and Chat GTP)

Helpful Online Resources

MEXT Documents New Course of Study For Compulsory English Education

Japanese

● Goals Strategies for Elementary, Middle and High School English (Japanese)

English

● Courses of Study Overview

● English version of the Foreign Languages Goals in Courses of Study

● Online Resources for ALTs

CEFR-J GUIDELINES

● MEXT Description (Japanese)

● CEFR-J Journal

VIDEO RESOURCES

● Professor Sakai: New Courses of Study

● Mark Fennelly: Language Activities and the New Course of Study

● Linfeng Wang: Cultivating a Community of Practice for ALTs, HRTs and JTEs // ALTと日本人教員による実践し省察するコミュニティーの構築

GROUPS AND EVENTS

● ALT AGORA

Finally, here is a whole website dedicated to ALTs. There are many JALT members who either present or participate in these sessions every month.

Matsuyama JALT July 16, 2023 Meeting F2F

Cynthia Smith
Title:  Promoting gender-neutral language in the classroom

Abstract: In this presentation, I will discuss how English has changed over recent decades to become more gender-neutral, and I will share my research on a common gender-neutral term: the singular use of the pronoun “they.” One example of this use is the following sentence that I received from my daughter’s university in the U.S.: “It’s time to prepare your student for their introduction session,” with “their” referring to “your student.” Such use of “they” (or any of its forms such as them and their) to refer to a singular, gender-free noun is called “singular they” (ST); it is used in place of generic he or combinations such as “he or she.”

In my research on the use of ST among Japanese university students, I first looked at students’ attitudes and acceptance of ST. I found that although students felt ST was confusing and strange, they also wanted to try using it more. In a second project, I examined what pronouns students actually chose to refer to antecedents of unknown gender. I found that many students chose “he or she” or even generic “he,” potentially causing problems for these students both socially and professionally.

During the presentation, we will explore some effective ways to help all students learn how and why to use ST and other gender-neutral language, so they can avoid miscommunication and gender bias. Gender-neutral language is often expected in business, academic, government, and social contexts, and teachers have a duty to teach it.

Bio: Cynthia Smith teaches English at Niigata University of International and Information Studies. She has taught English in Japan for over 20 years to all ages and levels. Her current research interests include gender-neutral language and identity. 

Endorsements:

Matsuyama City; Matsuyama City Board of Education

（後援:　松山市、松山市教育委員会）

Location: Ehime University Johoku Campus Muse Room M215

 <https://www.ehime-u.ac.jp/overview/access/johoku/>

English page <https://www.ehime-u.ac.jp/en_page/access/johoku-campus/> 

Presentation slides: 

The slides from Prof. Smith's presentation are also available for members of Matsuyama JALT. 

You may use them for yourself, but for any other use, the presenter's permission is required. For this permission, or if you are not a member of Matsuyama JALT and want to see the slides, please contact the Matsuyama JALT coordinator at reineltrudolfmy@gmail.com with the subject: MY16JulySlides. Thank you very much for your interest and your understanding.

https://docs.google.com/presentation/d/1V9DzEMRQoYdsNxgAqykmkZLinqHZjnWz/edit?usp=drive_link&ouid=114751579731959376131&rtpof=true&sd=true

Summary:

The presenter's summary is here:

In this presentation I discussed the history and current use of the pronoun “singular they,” and I explained some of the contexts in whigtt is frequently used. I also shared my two research projects focused on Japanese university students’ attitudes toward and use of singular they. My results show that although students see the value of singular they in promoting gender equality, most have not studied it in class before and feel confused by it. When asked to complete a sentence with a pronoun after an antecedent of unknown gender, students chose singular they about half the time, compared to about 95% for native speaker university students. In the presentation, participants also discussed other types of gender-neutral language, as well as specific ways and reasons to promote its use in class.

Period Poverty Project @ The University of Kitakyushu

An afternoon Zoom presentation with

Fiona Creaser

brought to you by

Matsuyama JALT and the GALE SIG

(Gender and Language Education Special Interest Group)

Date: Sunday, March 19, 2023

Time: 14:00 – 16:00 (Osaka, Sapporo, Tokyo)

Cost: Free to JALT Members / Students

¥1000 for One-day Members.

Speaker: Fiona Creaser フィオナ・クリーサー

Title: Period Poverty Project @

The University of Kitakyushu

Title: 北九州市立大学における生理の貧困プロジェクト

Click for Zoom Link

This presentation will focus on a research project designed to bring awareness of menstrual equity and period poverty at the University of Kitakyushu. The project was started in October 2021 with a group of faculty, staff, and students at the University of Kitakyushu. The results of a survey conducted by the group showed that 30 percent of students had problems buying period products every month and nearly 60% of students had menstrual related problems every month. Since April 2022, the period poverty project team has been working together with students to 1) give students access to free period products in the university, 2) hold workshops for students who wish to use sustainable period products such as menstrual cups and cloth sanitary pads 3) work with students on outreach programmes such as creating a period poverty bank (akin to a food bank) for women’s shelters, and group homes in the local area, 4) give student led presentations about menstrual equity and period poverty to local schools in the area.

本発表では、月経の公平性と生理の貧困について認識を深めることを目的とした研究プロジェクト「生理の貧困＠UKK」について紹介する。本研究プロジェクトは、2021年度10月より教職員・学生協働のプロジェクトとして開始した。本学での支援をするにあたり実施した学生アンケート調査の結果、回答者389人中約3割の学生が経済的な理由で生理用品の購入をためらうことがあり、6割近くの学生が月経痛やPMS、生理不順など生理に関する悩みを抱えていることが明らかになった。

この調査結果をもとに、2022年4月からは、（1）学内における生理用品の無償提供、（2）月経カップや布ナプキンなどサステナブルな生理用品を使いたい学生のためのワークショップの開催、（3）地域の女性保護施設やグループホーム向け生理用品バンクの設置、（4）地域の学校で月経の公平性と生理の貧困に関する学生によるプレゼンテーションなどの活動を実施することをやた。

Fiona Creaser is a full professor in the Department of English at the University of Kitakyushu. Her area of research is gender, mainly focusing on women’s empowerment. She is a licensed trainer of the Springboard in Japan, Women’s Work and Personal Empowerment Programme. She is currently working with students and other members of the university to bring about awareness of menstrual equity and period poverty at the University of Kitakyushu.

フィオナ・クリーサーは北九州市立大学外国語学部英米学科の教授である。専門はジェンダー研究で、特に女性のエンパワメントを研究している。また、「スプリングボード：女性のためのエンパワメントプログラム」の公認トレーナーとして、日本に当該プログラムを広める活動を行っている。 現在、北九州市立大学で月経の公平性や生理の貧困に関する学生・教職員協働の活動に取り組んでいる。

(Members of the Period Poverty Project: Fiona Creaser, Naomi Yukimaru, Rosemary Reader, Miwako Eto, Kazuhiro Kawamura.)

（「生理の貧困＠UKK」プロジェクトメンバー：フィオナ・クリーサー、雪丸尚美、ローズマリ・リーダー、衛藤美和子、川村和弘）

Endorsements:

Matsuyama City; Matsuyama City Board of Education

（後援:　松山市、松山市教育委員会）

Matsuyama JALT and the GALE SIG are inviting you to a scheduled Zoom meeting.

Join Zoom Meeting

https://us02web.zoom.us/j/81690109961?pwd=b2ZZNTVDcHhSOGFoQ3VORTlVcDZudz09

Meeting ID: 816 9010 9961

Passcode: Cd6HT8

Note: If you are planning to join online as a one-day member, please pay the fee to the following bank account:

Shinsei bank 

Account number : 400 1656054 (柳在熙 Jaehhee Ryu) 

Branch:本店(Head office)、

Account type : 普通(Saving account)

Presenter’s full name: Carol Rinnert 

 Affiliation: Hiroshima JALT

 Title: Writers Interacting Effectively with Readers in Academic Writing

Date of Presentation:  February 19, 2023, Time: 14:00-16:00 

 アカデミックライティングにおけるライターと読者の効果的な相互作用

 Abstract: Taking the perspective of writing as a social act (Hyland, 2015), researchers have found that professional writers are able to interact with their readers in effective ways that many L2 writers find challenging. Based on findings from analysis of English and Japanese essays written by multilingual writers with different backgrounds, I will share suggestions for intermediate and advanced writers to improve their use of interactional metadiscourse, including hedges, boosters, and reader-engagement devices, such as inclusive “we” and questions. The presentation will include guided analysis of student texts and audience discussion on how to teach such metadiscourse.  (96 words)

 社会的行為としてのライティング（Hyland, 2015）という視点に立ち、研究者は、プロのライターは、多くのL2ライターが困難と感じる読者との対話を効果的に行うことができることを発見しています。本講演では、異なる背景を持つ多言語話者による英語と日本語のエッセイを分析した結果に基づいて、中上級者向けに、ヘッジ、ブースター、読者参加型デバイスである包括的「我々」、質問などの相互作用メタディスコースの使い方を改善するための提案を行う。発表では、生徒のテキストをガイド付きで分析し、そのようなメタディスコースをどのように教えるかについて、聴衆と議論します。

 Presenter: Carol Rinnert, Professor Emeritus, Hiroshima City University, taught L1 and L2 English writing in the U.S. and Japan. She has co-authored many articles on multilingual writing and intercultural pragmatics with Professor Hiroe Kobayashi, and they have recently completed a book entitled Developing Multilingual Writing: Agency, Audience, Identity” (Springer, in press). (50 words)

キャロル・リナート 広島市立大学名誉教授 日米でL1、L2英語ライティングを教える。小林ひろ江教授との共著で、多言語ライティングや異文化間語用論に関する論文を多数発表しています。彼らは最近、「Developing Multilingual Writing: Agency, Audience, and Identity」と題する本を完成させました。

Endorsements:

Matsuyama City; Matsuyama City Board of Education

（後援:　松山市、松山市教育委員会）

Venue

M215, Aidai Muse Building, Ehime University, Johoku Campus

〒790-8577 松山市文京町3番　Tel: 089 927-9000

https://www.ehime-u.ac.jp/overview/access/johoku/

Matsuyama Jalt members can see the presentation slides here:

https://docs.google.com/presentation/d/1dzMDaaHmSQGJNlx-bxA897rLVQNT7mtD/edit?usp=sharing&ouid=114751579731959376131&rtpof=true&sd=true

Fotos from the event:

Events in 2022

Overview (for viewing only, details and resources follow below)

Events in 2022

Additional resources

Charles Kelada  ケラダ・チャールズ・ポール   Affiliation: JALT Gifu Chapter JALT岐阜チャプター

Bio-statement: Charles has taught English in Japan for 8 years and has worked in international trade. His focus is on bilingualism in young children, and he hopes to research bilingualism in deaf individuals, especially young children.

チャールズは日本で8年間英語を教えた経験があり、国際貿易に携わった経験もある。彼の関心は、幼児のバイリンガリズムにあり、聴覚障害者、特に幼児のバイリンガリズムを研究したいと考えている。

Improving Minority Language Competence in a Toddler Using the “One Parent, One Language” Method.

Abstract: After struggling to get my first child to use his minority language, I realized that I made many mistakes early on with my own behavior. Authors such as Yamamoto (2001) suggest that it is unlikely for children to use their minority language in the Japanese context unless both parents speak the minority language with their child. However, in this case study, I use the “One Parent, One Language” method to improve my child’s minority language competence, eventually allowing him to produce the minority language on his own.

     This presentation focuses on my hearing child and his struggles with learning a second language. If time allows, I will share some observations I’ve made on my younger deaf son’s language development.

最初の子どもがマイノリティ言語を使うようになるのに苦労した後、私自身の行動で早くから多くの間違いを犯していたことに気づいた。山本（2001）などの著者は、両親が子供と一緒にマイノリティ言語を話さない限り、子供が日本の文脈でマイノリティ言語を使用する可能性は低いと指摘している。しかし、この事例では、「一親一言語」方式で、子供のマイノリティ言語能力を向上させ、最終的には自分自身でマイノリティ言語を提示できるようにすることを目指している。 このプレゼンテーションでは、私の健聴者の子供と、彼の第二言語の習得の苦労に焦点を当てる。また、時間が許せば、私の下のろう児の言語発達についての観察も紹介する。 

For more information on young bilinguals, please read Byers-Heinlein and Lew-Williams (2013): https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6168212/

A pdf of this presentation is available here:

https://drive.google.com/file/d/1pAVpSpuhtYtAFh5HWDILExL37_HaWOQ6/view?usp=share_link 

Please contact Matsuyama JALT at matsuyamajalt1984@gmail.com if you need access.

Other past events

JALT October Meeting: face-to-face, and on Zoom]

Event Speakers:   Adam Jenkins and José Domingo Cruz

Sunday, October 16, 2022 - 14:00am to 16:00pm

Matsuyama

On and offline again: getting the best of all worlds

By Adam Jenkins and José Domingo Cruz

When COVID19 struck, it threw most educators into what has been referred to as Emergency Response Teaching (ERT). This carried with it the implication that the emergency, and with it, ERT would someday end. An alternate perspective was that the inability to meet students face-to-face (F2F) in a classroom constituted Reduced/Altered Toolset Teaching (RATT). This perspective focused more on what tools remained available to the teacher and prompted teachers to enhance their toolsets to overcome the challenges posed by not being able to meet F2F. As with ERT, this was largely manifested in the adoption of various new tools, chiefly in educational technology. Two years later, the environment has changed with many educators and institutions resuming F2F classes albeit often with restrictions remaining in place for groupwork/pairwork. In this more relaxed new normal, what of the new tools that were adopted for RATT? Even with the old tools becoming available once again, there remains a place for the new tools, though to get the best from them we need to consider what pedagogical needs are best served by what is at our disposal. In this presentation, we will examine several of these tools, from the textbook to the class website and even the classroom itself, and consider the pedagogical niches where each shines. We will then consider the implications for education in terms of how to use all the tools, the old and the new, to get the best of all worlds. 

「オンラインから再びオフラインへ：あらゆる長所を生かすために」

新型コロナウィルス感染症が発生したとき、ほとんどの教育者はいわゆる緊急対応教育（ERT）に対処せざるを得なくなった。これには、この緊急事態、そしてERT教育もいつかは終わるという含みがあった。しかし、視点を変えれば、教室で生徒と対面することができないため、RATT（Reduced/Altered Toolset Teaching、減少した・代替のツールによる教育)を構築することになった。この視点は、教師に残されたどのようなツールセットが利用可能かに重点を置き、対面で会えないことで生じる課題を克服するべく教師が自分のツールセットを強化することを促した。ERTと同様、これは大半が、主に教育技術のさまざまな新ツールの採用という形で現れた。それから２年、環境は変わり、多くの教育者や教育機関は、グループワークやペアワークの制限が残りながらも、対面授業を再開している。この緩和されたニューノーマルの中で、RATTに採用された新ツールはどうなっているのだろうか。旧来のツールが再び利用可能になった現在でも、新ツールの活躍の場はある。ただし、それらから最善を得るためには、どのような教育的ニーズに、教師の裁量下にあるどのツールが最も役立てられるかを、考慮せねばならない。本発表では、教科書から授業用ウェブサイト、さらには教室そのものに至るまで、これらのツールのいくつかを検証し、それぞれが輝く教育的ニッチについて考察する。そして、あらゆるツール（新・旧）のいいとこ取りをするためそれらツールをどのように使えばいいかという点から、教育への活用について考える。

Bio: Adam Jenkins is an educator at the Shizuoka Institute of Science and Technology where he is also the system administrator for the iLearn@SIST e-learning platform. In his role as system administrator, Adam oversees nearly 450 online courses taught by more than 80 professors and delivered to over 1,600 students university-wide. 

José Domingo Cruz is a leading member of Online Teaching Japan, and the author of, “Teaching with ZOOM 2”. He is from Canada, and is a veteran university instructor, author, and public speaker, specializing in fluency instruction, authentic materials creation, and online education.

アダム・ジェンキンス

静岡理工科大学の教育者。iLearn@SISTのeラーニングプラットフォームのシステム管理者でもある。システム管理者として、80人以上の教授が教える約450のオンラインコースを監督し、全学で1,600人以上の学生に配信している。

ホセ・ドミンゴ・クルス

Online Teaching Japanの主要メンバーであり、「Teaching with ZOOM 2」の著者。カナダ出身で、ベテラン大学講師、作家、講演者として活躍し、流暢性指導、本格的な教材作成、オンライン教育が専門。

Sunday, October 16, 2022

14:00-16:00

M215, Aidai Muse Building, Ehime University Johoku Campus

<https://www.ehime-u.ac.jp/overview/access/johoku/>

JALT Members: free

One-day members: 1000 yen 

--Payable at the door, or, if you are joining online, please pay the fee to the following bank account:

Shinsei bank 

Account number : 400 1656054 (柳在熙 Jaehhee Ryu) 

Branch:本店(Head office)、

Account type : 普通(Saving account)

 〒790-8577 松山市文京町3番　Tel: 089 927-9000

José Domingo Cruz (He/him) is inviting you to a scheduled Zoom meeting.

Topic: Matsuyama JALT: Jenkins & Cruz - Best of All Worlds

Time: Oct 16, 2022 14:00 Osaka, Sapporo, Tokyo

Join Zoom Meeting

https://kyutech-ac-jp.zoom.us/j/86080865161?pwd=WVRkOStFNWtYd2xBVEZxOEtEbU1zZz09

Meeting ID: 860 8086 5161

Passcode: 198127

Endorsements:

Matsuyama City; Matsuyama City Board of Education

（後援:　松山市、松山市教育委員会）

A video recording of this event is available here:

https://drive.google.com/file/d/1jF5nNbwH6kqGyD9OEwHLfpzFzA0a3NHR/view?usp=sharing

Please contact Matsuyama JALT if you need access.

How to Teach English Pronunciation to Japanese Speakers

Submitted by Rudolf Reinelt on September 20, 2022 - 17:20am

Event Speaker(s):  Joshua Popenoe, Popenoe Method

Presenter's report

JALT WORKSHOP REPORT

This presentation was an experiential workshop about teaching English pronunciation to native Japanese speakers, based on 20 years of research and experience.

It started with a discussion of the physical mouth movements required to pronounce any language, and the developmental process by which we learn to speak our first language.

This was followed by a recommendation of how best to present the many details of pronunciation in a framework consisting of 4 Elements: vowels, consonants, rhythm and connection.

Starting with rhythm, and an explanation of how important syllabic contrast is for English pronunciation, I led the participants in practicing rhythm in two, three, four and five syllable words.

Next, we practiced 3 Open vowels. I explained why I always start teaching these particular vowels, and showed some of the techniques I’ve found to be particularly effective with Japanese students.

Following this,    I introduced two important consonant techniques, T-tap and T-stop, that are essential for connecting words in fluent English.

Next, I showed how we often pronounce 2 or more consonants with one tongue position, which allows us to pronounce small fast unstressed words at natural speed.

Then we practiced two techniques using Y and W to smoothly connect words that end with a vowel to words that begin with a vowel, in places where Japanese speakers often break their voice, creating a “choppy” effect.

Finally, we practiced a few sentences using all the techniques presented in the workshop.

How to Teach English Pronunciation to Japanese Speakers

Submitted by Junko Yamamoto on July 18, 2022 - 11:03am

Event Speaker(s):  Joshua Popenoe, Popenoe Method

Sunday, September 18, 2022 - 10:00am to 12:00pm

Matsuyama

[Please note that the starting time is moved to 10:00 a.m. for this meeting only as the speaker is presenting from New York.]

Co-sponsored by East Shikoku JALT and Matsuyama JALT.

During my life in Japan, I was well aware of the difficulties Japanese speakers have learning English pronunciation. On returning to the States, I wondered if I could bring a fresh perspective to this challenge. Over 20 years of study and practical experience teaching Japanese group classes and private clients in New York City, I created a complete methodology for teaching English pronunciation which has proven to be very successful.

Speech is a physical skill. Our first language is spoken unconsciously thanks to muscle memory, which allows us to focus on what we’re saying it, not on how we’re moving our mouth to form the words. The pronunciation of other languages however often requires consciously learning new physical mechanics, sounds and rhythm patterns, etc. This is especially true for Japanese speakers learning English.

In this workshop I will present an overview of my methodology and specific examples of how I teach, including various techniques that are essential for Japanese speakers to learn. I will be delighted to answer any and all questions about my work and experience in this field.

This workshop will be of value to anyone who is interested in teaching English pronunciation to Japanese or other foreign speakers.

Bio: Born in Washington D.C. Lived in Malaysia as a child for 2 years. As a teenager attended the well-known “free school” Summerhill in England. At age 16, wrote a book with photos about my experience there titled “Inside Summerhill.” After publication, gave lectures at colleges about my experience with “free” education. Went to Goddard and Bennington College, studying music. Moved to Japan for 16 years, working as a voice talent/singer, and creative artist. Moved to New York City in 1998 and focused primarily on English pronunciation training for Japanese speakers. Developed the Popenoe Method, a complete and comprehensive pronunciation training program, and finally produced the Popenoe Method Online Video Pronunciation Master Course, currently available as a subscription membership course.

https://popenoe-method.mykajabi.com/japanese-landing-page

https://popenoe-method.mykajabi.com/english-landing-page

Registration:

To participate, please register by answering the following Google Forms:

https://forms.gle/Ephh1MzQ9mumR5CN6

Zoom meeting link will be sent later to those who have successfully completed the registration.

Endorsements: 

Matsuyama City; Matsuyama City Board of Education

（後援:　松山市、松山市教育委員会）

 Event in Planning: Scheduled

Online Meeting: Yes

Cost for JALT Members: Free

Cost for non-JALT Members: 1000 yen

Online resources and strategies for language learning

by Louise Ohashi, Gakushuin University

Sunday, June 26, 2022 - 2:00pm to 4:00pm

This event is jointly sponsored by Matsuyama JALT and Hiroshima JALT. Hiroshima JALT is the primary host for this meeting. Matsuyama members, please note that it’s taking place on the 4th Sunday of June, not the regular 3rd Sunday. 

Digital technology and learning management support can play central roles in language development. During the tech-drenched pandemic, educators need to consider how to effectively integrate digital resources without causing tech-overload. This workshop is recommended for teachers who want to a) learn about online resources and activities that can build language skills inside and outside of class and b) integrate them in ways that give learners opportunities for development without becoming overwhelming. The main focus is on English, but the workshop includes some multilingual tools and examines how machine translation (tools like DeepL and add-ons for YouTube, Netflix) can be used for a wide range of languages. デジタル技術（テクノロジー）と自己管理的学習の支援は、言語発達の中心的な役割を果たすことができる。テクノロジーに溢れたパンデミックの中で、教育者はテクノロジー洪水を引き起こすことなく、デジタルリソースを効果的に統合する方法を検討する必要がある。このワークショップはa）授業内外で言語能力を高めることができるオンラインリソースやアクティビティについて知りたい方や ｂ）学習者に成長の機会を与えるように、過剰になることなくそれらを統合したい方にお勧めする。主に英語に焦点を当てるが、多言語ツールについても触れ、機械翻訳（DeepLやYouTube、Netflixのadd-onなど）を幅広い言語に使用する方法についても検討する。

Further Reading: Ohashi, L. (2018). Self-directed learning and the teacher’s role: Insights from two different teaching contexts. In P. Taalas, J. Jalkanen, L. Bradley & S. Thouësny (Eds), Future-proof CALL: Language learning as exploration and encounters – short papers from EUROCALL 2018 (pp. 236-242). Research-publishing.net. https://doi.org/10.14705/rpnet.2018.26.843

Louise Ohashi is an associate professor at Gakushuin University who specializes in second language acquisition and language education. Her main research interests are learner autonomy, motivation, and the use of digital technologies for language learning and teaching. She is an avid language learner who speaks Japanese, Italian, French, and a little German. Twitter @OhashiLou 学習院大学准教授。専門は第二言語習得と言語教育。主な研究テーマは、学習者の自律性、モチベーション、言語学習・教育のためのデジタル技術の利用。日本語、イタリア語、フランス語、加えて多少のドイツ語を話す熱心な言語学習者でもある。

Endorsements: Matsuyama City; Matsuyama City Board of Education （後援:　松山市、松山市教育委員会）

Here's the Zoom link for:

Title: Joint Zoom Event by Hiroshima and Matsuyama JALT Chapters. Online Resources and Strategies for Language Learning 言語学習のためのオンライン

https://us06web.zoom.us/j/82409524042

Meeting ID: 824 0952 4042

Passcode: tech

You can also access via the Hiroshima JALT website.

Email: Send Email

Cost for Jalt Members: Free

Cost for non-Jalt Members: Free

[JALT May Meeting]　JALT = Japan Association for Language Teaching

Text-World Activation: Teaching Japanese Literature in the ESL Classroom

テキスト-ワールドの活性化。ESL教室での日本文学の教え方

by Luke Draper, Kwansei Gakuin University

Literature is used in ESL classrooms not only as a rich resource for language, but also as a means of allowing students to explore the culture and sociohistory of the textual setting. Literature is often used to expose learners to other cultures, most often through Western and World prose and poetry. This talk examines the benefits of teaching with literature that responds to the learners’ culture. First, the speaker will introduce Text-World Theory as a suitable framework (Giovanelli & Mason, 2018) to argue that translated Japanese literature offers a valuable and engaging source of language material and facilitates meaningful discourse and learner agency. Next, specific examples of translated Japanese prose taught in a university setting will be discussed in relation to contemporary social issues that impact Japan. Authentic activities and assessment that foster engagement with the texts and subject matter (Walker, 1997) will also be explored. This talk will be of interest to educators and curriculum developers who are inquisitive about the role of ungraded literature in the ESL classroom and associated teaching and assessment methods.

文学はESL教室において、言語のための豊富なリソースとしてだけでなく、生徒がテキスト設定の文化や社会史を探求するための手段としても使用されています。文学は、学習者が他の文化に触れるために使われることが多く、西洋や世界の散文や詩がその代表的な例です。この講演では、学習者の文化に対応する文学を使って教えることの利点を検証します。まず、講演者は適切な枠組みとしてText-World Theoryを紹介し（Giovanelli & Mason, 2018）、翻訳された日本文学が貴重で魅力的な言語教材の源となり、意味のある談話と学習者の主体性を促進することを主張します。次に、大学の環境で教えられる翻訳された日本語散文の具体例を、日本に影響を与える現代の社会問題と関連付けて議論する。また、テキストや題材への関心を高めるための本格的な活動や評価（Walker, 1997）についても検討します。この講演は、ESL教室における無学年制文学の役割と、それに関連する教授法や評価法について興味を持っている教育者やカリキュラム開発者にとって興味深いものであろう。

Giovanelli, M. & Mason, J. (2018) ‘Well I don’t feel that’: Schemas, worlds and authentic reading in the classroom. English in Education. 49 (1). 41-55

Walker, M. (1997) Authentic Assessment in the Literature Classroom. The English Journal. 86 (1). 69-73.

Bio: Luke Draper is an Associate Lecturer at Kwansei Gakuin University. He has an MA in Creative Writing from Chichester University, UK and uses creative writing and literature to augment English language teaching in his classes. He is the publicity chair for the JALT Literature in Language Teaching (LiLT) SIG. His research interests also include writing workshops and literary linguistics.

ルーク・ドレイパー 関西学院大学准講師。英国チチェスター大学でクリエイティブ・ライティングの修士号を取得し、授業ではクリエイティブ・ライティングと文学を活用して英語教育を補強している。JALT Literature in Language Teaching (LiLT) SIGの広報委員長を務める。研究テーマは、ライティング・ワークショップと文学言語学。

Connecting Contemporary Issues and Poetry

現代社会の問題と詩をつなぐ

by Mary Hillis, Ritsumeikan University

This presentation will describe the development of a university level English course on social issues and poetry. The course objectives included reading and analyzing texts, as well as developing discussion skills in English. Thematic units covered current topics such as mental health, technological change, and the environment. In each unit, academic or journalistic articles were paired with poems, namely those by contemporary poets who write specifically for social media or digital spaces, and canonical writers whose work has been remixed or shared for new audiences. Specific examples of poems and classroom activities will be given. In addition to fostering rhetorical and genre knowledge, teacher and student reflections suggest that engaging with different forms of expression can provide learners with multiple entry points to complex social issues.

 　本発表では、社会問題と詩に関する大学レベルの英語コースの開発について説明する。このコースでは、テキストの読解と分析、および英語でのディスカッションスキルの育成を目標とした。テーマ別のユニットでは、精神衛生、技術革新、環境といった最新のトピックを取り上げた。各ユニットでは、学術論文やジャーナリスティックな記事と、ソーシャルメディアやデジタル空間向けに特別に書かれた現代詩人や、新しい読者のためにリミックスやシェアされた作品を持つ著名な作家の詩が対になるように構成されています。具体的な詩の例や教室での活動も紹介します。修辞学やジャンルの知識を養うだけでなく、教師や生徒の振り返りから、さまざまな表現形式を取り入れることで、複雑な社会問題への複数の入り口を学習者に提供できることが示唆された。

Bio: Mary Hillis teaches English at Ritsumeikan University in Kyoto. She is an Educational Arm Assistant at Asymptote, a member of TESOL’s Membership Professional Council, and a LiLT SIG Member at Large. Mary was awarded a 2019 Michele Steele Best of JALT Award. Her interests are literature, writing centers, and professional development. 

メアリー・ヒリスは京都の立命館大学で英語を教えている。アシンプトートの教育アームアシスタント、TESOLのメンバーシッププロフェッショナルカウンシルのメンバー、LiLT SIG Member at Largeを務める。2019年Michele Steele Best of JALT Awardを受賞。興味は文学、ライティングセンター、専門家育成。

Sunday, May 15, 2022

14:00-16:00 (the same time frame that we've been using with our online meetings)

M215, Aidai Muse Building, Ehime University Johoku Campus

<https://www.ehime-u.ac.jp/overview/access/johoku/>

JALT Members: free

One-day members: 1,000 yen 

Endorsements:

Matsuyama City; Matsuyama City Board of Education

（後援:　松山市、松山市教育委員会）