Tokyo JALT and Teaching Younger Learners Event

SHARE YOUR BEST IDEAS: Junior High & Senior High level

Date: Sunday, November 26th, 2pm to 5pm
Location:Tokiwamatsu Gakuen, Himonya 4-17-16 (8 mins from Toritsu Daigaku Station)
Access: Daigaku Station
What has worked well in your classroom recently? What new approaches have you explored?Or, are there any topics you'd like to discuss with other teachers in a relaxed atmosphere. TJ/YL events are a great place to share your successes and find answers to your questions. We're open to discussing anything related to Junior and/or Senior High English classes and hope to have another great bunch of teachers, ALTs and JETs together for the 4th Tokyo YL event. If you have any requests, let us know what you'd like to hear about and we'll do our best to organize something. This will be just one week after the big JALT Conference in Tsukuba so there may be some new inspirations to share from that event.


Tokyo JALT & CUE Featured Speaker: Dr. Christine Casanave

Date: November 2017 (Saturday 11/18 10:55-11:55am & Sunday 11/19 6:15-7:15pm)
Location: Tsukuba International Conference Center (room TBA) 〒305-032 Ibaraki-ken Tsukuba-shi, Takezono 2-20-3
Access: Tsukuba station
Fee: JALT Conference fees apply.Presentation 1: Writing for Publication: Challenges and Strategies (Saturday 11/18, 10:55-11:55am)In this workshop, the presenter blends lecture, discussion, and tasks to review purposes, challenges, and strategies in writing for publication for language teachers. She highlights different types of publications from research articles to textbook writing, and discusses what manuscript reviewers do and what strategies authors can use to write and revise. Tasks include topic selection; selecting journals and publishers according to author submissions guidelines; identifying features of different possible writing styles; and time management ideas.Presentation 2: Issues for Teachers in Writing and Publishing (Sunday 11/19, 6:15-7:15 PM)In this talk the speaker discusses why language teachers benefit from writing for publication. Points include why writing for publication is important whether personally or institutionally motivated, and why "publishing" on social media is insufficient. She also describes different types of publications and different venues (local, international, print, online, article, book, conference proceedings, chapters, predatory journals), presents some strategies for busy teachers, and discusses several caveats, including the difficulties of topic selection and time management.Christine Pearson Casanave taught for 12 years at Keio University (SFC), and also in the MATESOL program at Teachers College Columbia University in Tokyo, and then later in the MA and doctoral programs at Temple University in Japan. Now, from her home base in California, she advises Temple doctoral students on their qualitative dissertation projects. She also publishes and presents on topics in second language writing, thesis and dissertation writing, and writing for publication.

2017 Member Presentations & Featured Speaker

Dr. Jim McKinley

(What English medium instruction means for English language teachers in Japanese higher education)

Date: October 29th, 2017 13:00 -16:00
Location: Rikkyo University Ikebukuro Campus - Building 1, Room 1104
〒171-8501 Tokyo, Toshima, Nishiikebukuro, 3 Chome−34−1
Fee: Free for members & Rikkyo Faculty, 1000 yen for non-members; Tokyo JALT membership is available for 3000 yen per year (1500 yen for ALTs/JETs/full-time students)
Tokyo JALT aims to foster the growth of both Tokyo JALT as a professional organization and our members, and this event is our annual effort to do just that. Featuring both presentations by local members and our special guest Jim McKinley (previously a Tokyo JALT president, this is an event not to be missed.
Featured SpeakerWith the growth of English medium instructed (EMI) programs in higher education, we see increased blurring of lines between what, how, and why course content is delivered in English. We understand that the term EMI is new, and definitions vary. It is used in some countries and not others. Some use it synonymously with CLIL (Content and Language Integrated Learning). But CLIL’s dual educational objective (developing both content and language) is understood in its title. EMI does not have the same objective. “Taken at ‘face value’ EMI simply describes the practice of teaching an academic subject through English which is not the first language of the majority population” (Dearden, 2014, p.7). This presentation will address these blurred lines in addressing EMI, CLIL, content based instruction, and traditional English language teaching. The development of a shift from English as a foreign language (EFL) to English as a lingua franca (ELF) within EMI programs will also be discussed (McKinley, 2017). A focus will be maintained on what all this means for English language instructors and content instructors in EMI higher education.
Abbreviated references:Dearden, J. (2014). English as a Medium of Instruction- a growing global phenomenon. British Council.McKinley, J. (2017). Making the EFL to ELF transition at a Global Traction University. In Bradford & Howard (eds.) English-Medium Instruction at Universities in Japan: policy, challenges and outcomes.
Dr. Jim McKinley is the Director of Studies for the PhD in Education at the University of Bath, UK, where he teaches and supervises PhD, EdD, and MA students in the Department of Education undertaking research in TESOL and applied linguistics, as well as international and comparative education. Jim’s work has appeared in several high-impact journals such as Applied Linguistics and Higher Education. He is a co-editor of Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions (2017, Routledge), co-author of Data Collection Methods in Applied Linguistics (Bloomsbury, forthcoming), and co-editor of The Routledge Handbook of Research Methods in Applied Linguistics (Routledge, forthcoming).

Getting published with JALT publications

Date: October 20, 2017 18:30 - 20:00
Location: Rikkyo University Ikebukuro Campus Building and Room (TBA) 〒171-8501 Tokyo, Toshima, Nishiikebukuro, 3 Chome-24-1
Access: Fee: Free for members & Rikkyo Faculty, 1000 yen for non-memberRSVP: In this panel presentation, editors from the three journals comprising JALT Publications (JALT Journal, The Language Teacher, and the Postconference Publication) will talk about what it takes for you to get published. Submission guidelines as well as various dos and don’ts for increasing your chances of acceptance will be covered. Presenters:Jerry Talandis Jr., who is based at the University of Toyama, was a TLT Co-editor from 2008 to 2010. He is currently serving as the JALT Publications Board Chair. Aleda Krause has been the Production Editor of JALT Journal since 2010 and Co-editor of the Postconference Publication since 2013. She teaches how to teach English to children at Seigakuin University. Eric Hauser is currently the Associate Editor of JALT Journal and can be found teaching English at the University of Electro-Communications in Tokyo.

Critical Thinking & Brain SIG conference

Date: September 24th, 2017 10:00 - 17:30
Location: Rikkyo University Ikebukuro Campus Building and Room (TBA) 〒171-8501 Tokyo, Toshima, Nishiikebukuro, 3 Chome-34-1
Access: Come and join the Critical Thinking SIG and the Mind, Brain, and Education SIG (cosponsored by Tokyo JALT) for a day of learning on September 24th at Rikkyo University. The Critical thinking SIG will be accepting presentation submissions until August 14th. Send your submissions to:

Digital Pedagogy & Flipped Learning with G Suite for Education workshop

Kaori Hakone (with Rab Paterson)Toyo University, Hakusan Campus, Building 3, 2F, Room 3201, June 23, 1800-2000
This session will provide an overview of selected MOOC’s focussed on professional development and related skills for teachers, together with a short overview of each. Next the session will cover the ways Google Apps (Blogger, Docs, Forms, Google+ Communities, Google Groups, and YouTube) together with an RSS Reader (Feedly) can be used to set up a Flipped Learning / Just In Time Teaching system to replicate and improve what is commonly done with classroom ‘clickers’ for pre class / in class comprehension checking. After an overview of this theory the session will become more hands on and instructors will go on to work with attendees on setting up and using all these apps in this way. The session will end with a more formal Q and A session although attendees are free to ask questions throughout the session.
このセッションでは教員研修や教員のスキル向上に焦点を当てたMOOCsをご紹介します。さらに、反転授業や、学習者の理解を確認するためにクリッカーを使う代わりに、G Suite (Blogger, Docs, Forms, Google+ Communities, Google Groups, YouTube など)や RSS Reader (Feedly) がどのように効果的であるか、その可能性をお伝えします。理論を紹介した後、このセッションで取り上げたものの中からお好きなものを参加者に実際に使ってもらいます。質問はいつでもできますが、最後に質問コーナーの時間もとってありますので、よろしければそちらでもお聞きください。
The majority of this session will be in Japanese by Kaori and she will translate Rab's English sections into Japanese. But Rab will be on hand to assist English speaking attendees separately.

Nakasendo English Conference (July 2nd, 2017 in Urawa)

中山道英語教育大会(7月2日、於浦和) 発表者募集

There are three reasons for Nakasendo to exist:• Helping teachers gain awareness of what is happening at all levels of English education, not just their own• Supporting young teachers’ organizations that have proven dynamic and innovative in our field• Improving relations and exchange opportunities between Japanese and foreign teachers of English

If you feel that these goals support the educational community you wish to be a part of, we ask for your participation.
First-time presenters and students are welcomed and supported. このような目的に賛同される先生方、ぜひともご応募ください。初めて発表される方は大歓迎、こちらから支援も致します。The perennial theme is "Change." If your research, reports, classroom methods or materials reflect how you have responded to change, such as English competency goals set for the 2020 Olympics, or have affected change, such as in your students relation to language learning, please consider your proposal now.今年のテーマは「変革」ですもしあなたの研究、報告、教材が2020年オリンピックに向けた教育の「変革」を反映してものであるなら、あるいは、生徒の学習の取り組ませ方などに「変革」をもたらしたものであるなら、発表をお勧めします。
The Nakasendo Conference is made possible with support from中山道大会は以下の団体の協賛により運営されています。
The Association for Japan Exchange and Teaching (AJET)English Teachers in Japan (Tokyo)Gunma JALTSaitama JALTJALT Tokyo Chapter
Access: Citizen Hall Urawa (市民会館うらわ)Homepage:

2017 State of the Chapter

This year has been full of great successes and we are looking forward to an even bigger 2018. At our State of the Chapter events we discuss the past year's achievements and the coming year's goals. We will make some big announcements. The State of the Chapter will also feature two exciting guest speakers, Caroline Handley and Michael Ellis!
Designing Project-Based Learning (PBL): International Exchange Through Google SitesMichael EllisAbstract: This presentation will introduce an exchange project in which Japanese and American high school students collaboratively constructed a website. Students from both schools worked in small groups to design and publish posts introducing one feature of life in their country. Each step of the project will be explained with descriptions of the students’ learning outcomes. Based on student feedback, practical advice will be offered for teachers interested in setting up similar exchange projects.Bio: Michael Ellis is the EFL program coordinator at International Christian University High School. He is interested in teachers’ reflective practice (among many other topics), and is currently program chair of the JALT Teacher Development SIG. <>
Getting published in JALT PublicationsCaroline HandleyAbstract: This workshop will provide guidance on submitting a paper to any of the JALT Publications: The Language Teacher, JALT Journal, or the Postconference Publication. Submission guidelines will be covered. Various tips and advice for improving your chances of acceptance will also be mentioned. There will be a short question and answer session to end the workshop.Bio: Caroline Handley is a visiting faculty member at Asia University and the Assistant Editor of The Language Teacher. She is also a content editor for the Post-conference Publication.--------------------------------------------------------------------------------------------------------------

Tokyo JALT and the Teaching Younger Learners Present: A workshop for teachers of Pre-school to High School

Date: July 2nd, 2017 14:00-17:00 Location: Tokiwamatsu Gakuen, Himonya 4-17-16Access: Toritsudaigaku Stn (Toyoko/Hibiya/Fukutoshin Lines)Fee: Free for JALT and Tokyo JALT members, 1,000 yen for non-membersRSVP: Event: in hearing about other teachers' recent successes? Interested in sharing your own? Just want to have a fun time with other teachers? TYL SIG and Tokyo JALT believe that we can all learn from each other and have fun doing it. These events are for just that.If you are interested in presenting: information forthcoming, so stay tuned!

High Frequency Vocabulary Lists & the Free Online Tools to Exploit Them

Dr. Charles BrowneMay 26th, 2017 18:30-20:30Rikkyo University in Ikebukuro, Building 10 Room 208Access: for JALT and Tokyo JALT members, 1,000 yen for non-members
Abstract: This presentation will introduce four free corpus-derived word lists that the presenter helped to create as well as demonstrate a large number of free online tools and resources for helping to use these lists for teaching, learning, materials creation as well as research and analysis.The New General Service List (NGSL) is a list of core vocabulary words for EFL learners and is a major update of West's (1953) GSL. Based on a carefully selected 273 million word sample from the Cambridge English corpus, the 2800+ words of the NGSL offer between 90-92% coverage of most texts of general English. The New Academic Word List (NAWL) is derived from a 288 million word corpus of academic textbooks, lectures and texts from a wide range of sources. When combined with the NGSL, the NAWL's 960+ core academic words provide approximately 92% coverage for most academic texts. The TOEIC Service List (TSL) is a brand new corpus-derived list of words which occur frequently on TOEIC exams. When combined with the NGSL, the TSL’s 1000 word provide an astonishing 99% coverage of words that occur on TOEIC exams and TOEIC test-preparation materials. The Business English List (BSL) is based on a corpus of 64 million words of business texts, newspapers, journals and websites and when combined with the NGSL, the BSL’s 1700 words provides approximately 97% coverage of most general business texts.This interactive workshop will give a brief background on how the four lists were developed and then move on to introduce and demonstrate the large and growing number of free online tools we’ve developed (or helped to develop) for these lists such as interactive flashcards, diagnostic tests, games, vocabulary profiling, text creation tools, and more.
Bio: Dr. Browne is Professor of Applied Linguistics & TESOL and Head of the EFL Teacher-Training Program at Meiji Gakuin University. He is a specialist in Second Language Vocabulary Acquisition and Extensive Reading, especially as they apply to online learning environments, and has written dozens of research articles, books, and textbooks over his 30 years in Japan. In addition to his recent work in creating several important new corpus-based word lists for second language learners known as the New General Service List (NGSL), the New Academic Word List (NAWL), TOEIC Service List (TSL) and Business Service List (BSL) and a wide range of free online tools to teach, learn and create texts based on these lists, he has also developed several research-based language learning and analysis tools including ER and EL-focused websites such as the OGTE (Online Graded Text Editor), ER-Central, EnglishCentral, etc, and works hard to share this knowledge with teachers, authors, students and researchers through countless presentations, seminars and hand-on workshops around the world.

Tokyo JALT and Young Learners Event

Featuring presentations, activities, and light refreshmentsDate: March 5th, 2017
Attention teachers! Do you teach Pre-school, Kindergarten, Elementary School, Junior High School, or High School?We are planning a fun day of teacher sharing and training and we want YOU to get involved and to share your ideas. Presentations can be from 5-30 minutes long, so no need to be nervous. Also, you do not need fluent English or Japanese to be present or to present. Come and share your ideas!Event will be 1000 yen for non-JALT members and free for members. JALT national membership a bit expensive? Consider joining Tokyo JALT only--local memberships are cheap and a great way to get started. Please RSVP online for future young learner events at

Specialised vocabulary in context: Challenges for learners, teachers and research

Dr. Averil Coxhead Date: Tuesday, February 14th, 6:30 pm – 8 pmLocation: New York University, School of Professional Studies ( Fee: Free for JALT and Tokyo JALT members; 1000 yen for non-membersFacebook: special collaboration with the Temple University Japan Distinguished Lecturer SeriesSummary:This talk focuses on vocabulary for specific purposes as a core aspect of learning in a range of educational contexts. Recent estimates suggest that specialised or technical vocabulary makes up more than one third of specialised texts. Specialised vocabulary is very closely tied to the content knowledge of a subject. In this talk, I will look at a number of challenges of this vocabulary for learners, teachers and researchers, using examples from research and pedagogy in EFL/ESL secondary school, university, and trades contexts. These challenges include planning for this vocabulary, deciding on the items which are worth spending precious classroom time on, thinking about single words and multi-word units, and taking assessment into account. The talk will conclude with some suggestions for meeting these challenges and time for questions. Bio:Averil Coxhead, Victoria University of Wellington, New Zealand, is the Director of the MA programme in the School of Linguistics and Applied Language Studies. Recent publications include New Ways in Teaching Vocabulary (TESOL, 2014) and Academic Vocabulary for Middle School Students: Research-Based Lists and Strategies for Key Content Areas with Jennifer Greene (Brookes, 2015). Averil is currently researching vocabulary in international schools, trades education, and university studies.

2016 Member Presentations

Date: Friday, February 3rd, 6:30 pm – 8 pm Location: New York University, School of Professional Studies ( Facebook: JALT presents our 2016 Member Presentations for your education and enjoyment. Tokyo JALT believes in supporting the development of local members, both by bringing the best presenters from abroad and by fostering local talent as well. This evening will feature several short presentations, each 15 minutes long, followed by time to meet each presentor afterwards. Light refreshments will be served. If you are interested in presenting at the next Tokyo JALT Member Presentations in 2017, please submit your information at

Dr. Gabriele Kasper: Emotion in Second Language Self-Report Research

Date: Tuesday, January 24th 6:30 pm – 8 pmLocation: New York University, School of Professional Studies( Facebook: special collaboration with the Temple University Japan Distinguished Lecturer SeriesSummary:Emotion is present anywhere in social life and therefore readily observable in the activities that people normally participate in. Yet in research on second language learning, emotion has predominantly been studied through various forms of self-report, including interviews, surveys, and diaries. This talk will examine the theoretical perspectives that inform this research, show how each of the three discursive formats generates particular kinds of data, and review the main strategies that are used to analyze the data produced with each method. Finally we will consider alternative approaches to generating and analyzing data on emotion in second language use and learning and discuss how language education may benefit from such alternative perspectives.Bio:Gabriele Kasper is Professor of Second Language Studies at the University of Hawai‘i at Mānoa. Her teaching and research focus on language and social interaction, in particular on applying conversation analysis to multilingual interaction, second language learning and assessment, and standard research methods in applied linguistics. Recent co-edited volumes are Assessing Second Language Pragmatics (Palgrave Macmillan, 2013) and Emotion in Multilingual Interaction (Benjamins, 2016).In special collaboration with the Temple University Japan Distinguished Lecturer Series


Tokyo JALT, BizCom SIG, and Discourse Strategies SIG Event

Date: October 14th, 2016 18:30-20:30 Location: NYU Shinagawa ( Featured Speakers include Hiromasa Tanaka, Meisei University
Title: Acquisition of discourse strategies in lingua franca English business project based learning.This study discusses the relevance of project-based learning (PBL) in the learner’s acquisition of discourse strategies. Video-recorded data of real-world-co-project interactions between Japanese and Romanian Business communication students were analyzed. The presenter documents the effect of project-based learning with explicit preparation on the learners’ discourse strategy acquisition.

Focus on Vocabulary

Date: September 9th, 2016 18:00-21:00 (doors open at 18:00, begins 18:15)Place: New York University, School of Professional Studies, American Language Institute at Shinagawa Intercity Tower A 22F, 2-15-1 Konan, Minato-ku (
Join Tokyo JALT for an evening of 3 speakers (Professor Tess Fitzpatrick, Mr. Steve Morris, Dr. Dawn Knight) with a focus on vocabulary!
Speaker 1: Dr. Tess FitzpatrickMaking sense of vocabulary test scoresVocabulary tests are popular with teachers and learners, and this is possibly because they seem to offer a quantitative way of measuring the inherently messy phenomenon of language knowledge. However, the apparent simplicity of vocabulary tests is deceptive; the constructs they measure are complex and challenging to identify, and interpreting scores in a meaningful way represents a significant challenge to teachers and researchers. This paper scrutinises learner performance on four tests of productive vocabulary knowledge and use: Lex30 (Meara and Fitzpatrick, 2000), the Lexical Frequency Profile (LFP, Laufer and Nation, 1995), and two new tests designed to investigate specific elements of knowledge targeted in those two widely-cited tests. Findings indicate that the tests do not capture and measure knowledge in equivalent ways, and this is investigated with reference to the tasks used to elicit vocabulary, and to the sampling processes employed by each test. This analysis informs a proposed model of vocabulary test ‘capture’, which can be used to support teachers and researchers in selecting fit-for-purpose vocabulary tests, and in interpreting the scores they yield. BIO:Tess Fitzpatrick is Professor of Applied Linguistics in the Centre for Language and Communication Research at Cardiff University. She teaches undergraduate and postgraduate courses, and directs the distance-learning PhD programme in Applied Linguistics (Lexical Studies), supervising PhD dissertations in topics relating to vocabulary acquisition and use. Her published work includes papers and chapters on lexical processing in language learners, innovative teaching methods, vocabulary measurement tools, and word association applications. She is particularly interested in applying methods developed for second language acquisition research to the investigation of language attrition and communication disorder in other contexts. She is currently Chair of the British Association for Applied Linguistics.
Speaker 2: Mr. Steve MorrisCreating pedagogical wordlists without a corpusThe existence of major corpora for English and other dominant languages has a considerable influence on curriculum planning and development at all levels of teaching. An example of this is the use of corpus-based word frequency lists to determine target vocabulary for teaching and testing. In the context of a minoritised language such as Welsh which has no comprehensive corpus resource, must vocabulary lists be constructed using translations of frequency-based lists in the dominant language, or is it possible to formulate a more language-appropriate approach?This paper will firstly discuss how a dominant language methodology has been replicated to create pedagogical wordlists for adult learners of Welsh at A1 and A2 levels on the Common European Framework of Reference. The resulting wordlists are already being used to inform Welsh language curriculum development and language testing at these levels. Secondly, I will present a new methodology, based on principled use of word association data, that is being developed to expand coverage of the word lists to B1 level and beyond.The methodologies presented here ensure not only that the wordlists include vocabulary that adult learners are likely to encounter when engaging with the wider speech community, but also that they reflect the specific sociocultural situation of Welsh.
BIO:Steve Morris is Associate Professor of Welsh in the Department of Welsh at Swansea University. His teaching at undergraduate level is in the areas of language, the sociolinguistics of Welsh, translation and linguistics. Previously, he worked in the field of Welsh for Adults for over thirty years and many of his research interests are informed by this area including motivational studies and a recent Wales Government financed research project looking at the social networks of adult L2 Welsh speakers and models to increase their contact with the language. He has also worked closely with other applied linguists (in particular Professors Paul Meara and Tess Fitzpatrick) on creating A1/A2 and B1 level core vocabularies for adult learners of Welsh. He was recently appointed chair of the Welsh for Adults Scrutiny committee by the Welsh Government and is the current treasurer of the British Association for Applied Linguistics.
Speaker 3: Dr. Dawn Knight ​Innovations in corpus-based researchThis presentation provides a discussion of recent innovations in corpus construction and enquiry, and outlines potential developments for the future of corpus-based language study.
The paper draws directly on a range case studies from research I have carried out in the past decade including the use of corpus linguistics with discourse analysis (DA) for the study of ‘big data’ online; CL with conversation analysis (CA) in the examination of spoken interaction in small group teaching. Bio:Dr. Dawn Knight is a Reader at the Centre for Language and Communication Research (CLCR), Cardiff University. Her research interests lie predominantly in the areas of corpus linguistics, discourse analysis, e-language, multimodality and the socio-linguistic contexts of communication. Dawn is currently leading a major multi-institutional team of academics, programmers and Welsh language experts planning to construct the large-scale, open-source National Corpus of Contemporary Welsh (CorCenCC). The creation of CorCenCC is community-driven with impact being generated through a user-informed design, harnessing opportunities afforded by mobile technologies, specifically crowdsourcing and community collaboration.

Communication in workplaces in Asia: Questioning neoliberal ideology of English

Date: Fri, December 9, 6:30 pm – 8 pmPlace: New York University, School of Professional Studies, American Language Institute at Shinagawa Intercity Tower A 22F, 2-15-1 Konan, Minato-ku ( In globalized society, English language teaching has been promoted as a vehicle to enhance individual and national competitiveness, reflecting neoliberal language ideology. To scrutinize the actual role of English in international workplaces especially in non-English-dominant countries, qualitative interviews were conducted on Japanese transnational corporate workers’ communicative experiences in Asia. The results revealed multilingual practices, value placed on the ability communicate rather than perfect linguistic competence, and the importance of communicative dispositions. Implications for language teaching will be discussed.
Bio: Ryuko Kubota is Professor in the Department of Language and Literacy Education in the Faculty of Education at University of British Columbia, Canada. She has previously taught in the United States and Japan. Her research focuses on critical approaches to applied linguistics. She is a co-editor of Race, culture, and identities in second language education: Exploring critically engaged practice (Routledge 2009) and Demystifying career paths after graduate school: A guide for second language professionals in higher education (Information Age Publishing 2012). Two volumes of her work in Japanese translation were published by Kuroshio Shuppan in 2015. --------------------------------------------------------------------------------------------------------------

Get Going with Google Apps for Educators (Japanese Language Series)

Date: August 12th (Fri.)Place: NYU School of Professional Studies American Language Institute Tokyo Center ( Going with Google Apps for Educators (Japanese Language Series)
Calendar / Tasks & Gmail Integration Presenters: Kaori Hakone & Makiko Ogasawara
Google Calendar を使うと、プライベートの手帳もまた仕事のスケジュールも管理がしやすくなります。カレンダーをどのように見せるかを決めたら、カレンダー上に予定を保存したり、予定を繰り返したり、ゲストを招待したりする方法を習います。イベントに招待されたらどのように答えるべきなのか、メールや通知の設定方法なども便利です。課外活動などのために別のカレンダーを作成したり、学生が質問に来られるオフィスアワーを知らせることもできます。実践を通して、Google Calendar を使いやすくカスタマイズしてみましょう。--------------------------------------------------------------------------------------------------------------

Lesson Study as a Japanese Model of Professional Development and Professional Learning Community

Kanako Kusanagi, University of Tokyo

Date: April 1st (Fri.)Time: 6:30 - 8pmPlace: NYU School of Professional Studies American Language Institute Tokyo Center (
PRESENTATION ABSTRACTLesson study, a Japanese model for professional development, has been attracting international attention for the past two decades as an alternative approach to professional development from the western individualized model. In lesson study, "teachers collaboratively plan, observe, and analyze actual classroom lessons, drawing implications both for the design of specific lessons and for teaching and learning more broadly" (Lewis, Perry, Hurd, & O’Connell, 2006, p. 273).
In this presentation, Kusanagi will explain lesson study within the contexts of Japanese schooling, especially focusing on how teachers work with one another and with students.
PRESENTER BIO Project Researcher at Center for Excellence in School Education, Graduate School of Education, University of Tokyo, as well as a PhD candidate at UCL Institute of Education (IOE), Kusanagi has worked as an educational consultant for the community-based school management projects funded by JICA. Her research focuses on professional development of teachers in Japan and abroad especially in developing countries and she is interested in building a sustainable system of professional development based on collegiality with the focus on student learning. Currently, Kusanagi is working on a PhD thesis: “Recontextualization of lesson study in a Javanese school, Indonesia.”

Effective Use of Written Feedback

Jim McKinley, University of BathDate: March 29th (Tues.)Time: 6:30-8pmPlace: NYU School of Professional Studies American Language Institute Tokyo Center (
A common form of assessment in the humanities and social sciences in higher education sees students given a task statement to which to respond in the form of an essay. Instructors may find themselves giving the same or similar marks and comments to a number of students, obvious signals to make improvements to the task statement(s), and possibly even changes to course content regarding the assignment. However, based on evidence from systematic feedback and evaluation in Japan’s longest running writing centre, the analysis involved in motivating such changes has been found to be generally flawed, and instructors and students continue to be frustrated. Instructors in particular are frustrated further by seeing the same problems repeated by students who have been given written feedback, but seem to ignore it. This talk will provide background information on these common problems and an explanation of the analytical processes involved in the attempts to solve them. Attendees will have opportunities to discuss their concerns, and to consider solutions offered by the speaker.About the presenter:Jim McKinley is a lecturer in applied linguistics at the University of Bath, previously having taught for 11 years at Sophia University in Tokyo. He has been teaching in various higher education programs for more than 15 years in Australia and Japan, and was a visiting academic in Ireland and Uganda. His interests include L2 writing instruction, L2 writer identity, English Medium Instruction, and Global Englishes language teaching. He is a co-editor of ‘Doing Research in Applied Linguistics’ (2017, Routledge), and has published in journals such as RELC, The Journal of Asia TEFL, Critical Inquiry in Language Teaching, and Language Learning in Higher Education.

Google Educator Series Session 9: YouTube For Teaching and Learning

Nate Gildart, Seisen International SchoolMarch 11th (Friday)Time/Location: 6:00 - 7:30pmNYU School of Professional Studies American Language Institute Tokyo CenterYouTube is a powerful tool for teaching and learning. This session will teach you how to create a YouTube channel and create video playlists for your classes. You will learn how to upload and “list” videos, how to determine effective tags, and other elements of setting up your channel. We will also overview the features of YouTube editor. An overview of tools to use when making tutorials will be covered, including Quicktime, Screen Cast-o-Matic, and Chrome extensions for screen casting will be presented. Finally, we will discuss things to consider when making tutorials for your students and branding your page. (Yes, you can brand and possibly make money from your YouTube channel!)


Dan Ferreira, International Christian UniversityDate: February 5th (Fri.)Time: 6-7:30pmPlace: NYU School of Professional Studies American Language Institute Tokyo Center ( the use of Chromebooks (CB) in Japanese education has yet to reach the same level of popularity it has in the U.S. teaching industry, this relatively affordable device is starting to turn a few heads. If you are one of those who have a Chromebook or are just curious about it, then this session is for you. In this workshop, I will first talk about the pros and cons of the hardware itself. We will also talk about the different models and specs to think about before your buy. You will also learn what this device can do and what it is not designed to do both online and offline. Then I will follow up with a demonstration of must-have apps and extensions that can get you started either for both personal and professional use. More importantly we look at the pedagogical benefits and learning potential this device has to offer to our students. If you have your ownCB, by all means bring it along! We welcome any feedback and suggestions you have about using the hardware.
Dan Ferreira is a contract lecturer at International Christian University, Tokyo and has been teaching in the Greater Tokyo region for 14 years. As a Google Certified Educator, Dan incorporates many Google apps for Education to facilitate the learning process. Formerly a librarian at the McGill University Library Systems in Montreal, Canada, Dan is a both a data hound and a strong advocate of a paperless approach to teaching. His presentation both in Japan and internationally have focused on the use of data for academic writing (corpus based learning) and the use of elearning tools. A graduate of University of Technology, Sydney, he is now looking to take his professionalunderstanding of the sound use of the technology in classroom to the next level by enrolling in a Ph. D. program in eLearning Leadership at Northcentral University, Arizona in the fall of 2015. @dan_ferreira_jp +dan_ferreira_edtech

SESSION 7 - Docs andDrive (Part 2) - Docs, Slides, Drawings, My

Maps, Linking Drive to Photos (January Jan 22)
Presenters: Glenda Baker & Brendan Madden
This workshop will focus on keeping your Google docs in order, creating graphic organizers using Drawings, presentations using slides, how to create and save your own maps, and finally using Google Photos to link the photos you take on your device directly to your Google Account. If there is time we will dive into the new Google Photos App and maybe try out Google Cardboard.


DIGITAL WRITING WITH GOOGLE (Google Educator Tech Series Session 6)

New York University - School of Professional Studies, American Language Institute, Tokyo Center, December 18, 2015,
This session will cover Google's digital research tools like Google Scholar, Google Books, and Google Docs and a few non Google tools that interface with Google Apps like Zotero. Participants will learn how to use these tools for research in the digital age. Then the session will cover digital writing with Google Docs and a range of third party browser based apps that work with Google Apps to refine academic writing. Taken collectively this session will equip participants with a full digital age research and writing eco system that can easily be passed on to colleagues and students.


Mick Short, Waseda UniversityDecember 11th
Waseda University commissioned a book that specialized in the vocabulary most useful for the department of Political Science and Economics, called “Word-Scape”, it’s basically there to improve academic reading/TOEFL and has quite a large overlap with TOEIC vocabulary also. The first part of the talk was about the app, how it’s used and some of the results of a study I’m halfway through. The second part of the talk was about getting under the bonnet: what do you need to do to make an iPhone app? What steps do you take for personal app building and what steps for delivering through iTunes/AppStore. We also went through a brief demo, to make a small “Hello World” app and load it onto an iPhone. Participants saw a thin slice of the whole process.


Dr. Alice Chik, Macquarie University (JALT INTERNATIONAL CONFERENCE PLENARY SPEAKER 2015)November 19th (Thursday)Language learning histories have brought to the fore the diversity in affordances, trajectories and contexts of learning, but most language learning histories take the form of written texts. In this talk, I presented an alternate way of knowing our learners: draw and tell. I used visual narratives created by young, teenage and adult learners to demonstrate the advantages and versatility of visual narratives for understanding our learners and their learning in formal and informal learning contexts.
Dr Chik's main research areas are language learning histories, English in popular music and popular culture in second language education. She is interested in the life-long experience of learning a second/foreign language, particularly in the areas of identity construction and out-of-class learning. She is collaborating with colleagues from Japan and Europe on the cross-cultural comparison of language learning histories and experiences. Other than narrative-based research, Dr. Chik is also engaged in research on popular culture. She is currently co-authoring a book which reports on a 3-year project exploring the historical and linguistic development of the Hong Kong pop music scene. Her passion for popular culture has also led her to explore the role of popular culture in second language learning and education. She was recently awarded a funded research project on video gaming and foreign language learning. This project looks at out-of-class English and foreign language learning through the eyes of Hong Kong video gamers. Dr. Chik's current teaching includes multiliteracies studies, popular culture, and creative communication at undergraduate and graduate levels.

Google Search - Advanced Tools to Make Your Search Great! (Google Educator Tech Series Session 5)

Presenter: Nate GildartNovember 5th
This session looked at advanced search tools and a wide variety of Search 'operators' that will help you find information more efficiently. You will be able to find specific kinds of documents, such as PPT slideshows, Doc or Docx, PDF. This session helped us find specific phrases and search terms to narrow down your search. We also looked at some great tricks to help find things like flights, time zone conversions, definitions, pronunciations, and more! The following slideshow was prepared for the workshop.


Dr. Lesley Gourlay, UCL Institute of EducationOctober 29th (Thu.)
The concept of 'open education¹ has entered the mainstream of higher education policy and practice in recent years in the UK and beyond, with the advent of MOOCs (Massive Open Online Courses) and the prevalence of open access publishing. This lecture took a critical look at the origins, tensions and complexities inherent in the notion of 'open education', with reference to recent research and critique. It concluded with a discussion focused on the implications for educational policy and practice.


Asako Yamaguchi & Kentaro Sawa, Temple University JapanOctober 16th and 23rd (Fri.)
Temple University, Japan Campus, founded in 1982, is the oldest and largest American university in Japan. We have been offering not only professional career support by the Career Development Office, but also a special course for foreign students who want to find employment in Japan after graduation. In this seminar, first, Kentaro Sawa (Manager of the TUJ Career Development Office) will explained how Japanese “shuukatsu” (job-hunting) is carried out, and next, Asako Yamaguchi (Assistant Professor of Japanese) discussed how language teachers can help foreign students finding jobs in the framework of a language course. For the past 3 years, Temple University, Japan Campus has been offering the “Advanced Oral Japanese Course,” in which we support students acquiring basic business Japanese language by preparing them for resume writing as well as job interviews, and having them experience business communication through SWOT analyses and presentations.

GOOGLE CALENDAR (Google Educator Tech Series Session 4)

Kaori Hakone & Makiko OgasawaraOctober 9th (Fri.)
Your personal and professional schedules can be managed better with Google Calendar. The presentation began by showing how to change the way the calendar looks and acts to make it better to suit your needs, and later demonstrated how to create a single or repeating events and learned how to invite guests for events. The presentation also covered how to respond to invitations and get acquainted with the ins and outs of pop-up reminders and email notifications. And finally, we also learned how to create an additional calendar and share calendars with others.

Intersectionality and class, ethnicity, race and gender in sociolinguistics research

Dr. David Block, ICREA/Universitat de Lleida (Spain)September 25th (Fri.)
In this in-depth presentation, David Block explained the significance of focusing on social class as the central construct before moving to intersectionality as an epistemological framework in sociolinguistics research. Drawing on Victor Corona’s (2012) research on Latino youth in Barcelona, he considered how social class interacts with race and gender in society at large and with regard to language practices. ​To focus on the particular arrangements that race or class or gender take in our time and place without seeing these structures as sometimes parallel and sometime interlocking dimensions of the more fundamental relationship of domination and subordination may temporarily ease our consciences. But while such thing may lead to short term social reforms, it is simply inadequate for the task of bringing about long-term social transformation. (Hill-Collins, 1993: 674)
Writing over twenty years ago, Patricia Hill-Collins decried the political toothlessness of research which takes a divide-and-analyse approach to dimensions of domination and subordination such as race, gender and social class. Hill-Collins’s reference to long term social transformation is an idea going back to Marxism and it is in Marxism where we find class as a key way of understanding the human condition in contemporary societies. Over the past century and a half, understandings of class have evolved from a Marxist, economics-based interpretation to the idea that class is constructed and shaped by both economics (the base of society, in Marxist terms) and social and cultural forces (the superstructure) (Savage et al , 2013). At the same time, as a construct central to the activity of researchers in the social sciences and humanities, social class has had its ups and downs. In sociolinguistics, William Labov’s foundational work, carried out in urban America in the 1960s, was heavily class-oriented (e.g. Labov, 1966), as was work in the UK by Basil Bernstein (1971) and Peter Trudgill (1972). However, beyond these and handful of other researchers, social class fell out of favour as we entered the 1980s and it is only recently that it has made a comeback of sorts, albeit a modest one (see Block, 2014, Rampton, 2006). In current work, one big challenge facing scholars is how to combine an interest in social class with more commonly researched identity inscriptions such as race and gender, and in addition, how to relate combined interests along these lines with language practices of all kinds (Block & Corona, 2014, 2016).

GOOGLE SITES - (Google Educator Tech Series Session 3)

Rab Paterson, Lakeland College JapanSeptember 4th (Fri.)This session explored how Google Sites can be used as a personal or professional homepage, and how it can be taught to students for hosting students' group multimedia project work. Participants created a Google Site of their own and learned all the basic tools for adding multimedia content (including how to find and reference appropriately licensed images), types of pages, and also how to design the site. Then when the sites had a number of pages and content they learned how to share the site with others in teams and then worked on each others sites collaboratively. At the end they learned about restricting access to certain pages and how to enable different types of access to it. The final sites had a variety of content types on it and designed to match the site's content theme. Participants ended up with a usable site by the end of the session.


Professor Sandra Lee McKay, Professor Emeritus, San Francisco State University/ Visiting Professor, Hawaii Pacific UniversityAugust 30 (Sun.)
This presentation explored what it means to know a word by examining how English words are related to one another. Specifically, we examined homonyms, polysemes, synonyms, antonyms, registers, dialects, collocation patterns and idioms, illustrating that to know a word, learners need to be aware of both the way words are related to one another and how they are used in various contexts. Next, we explored various ways of making the meaning of unknown words clear without relying on translation, though it is argued that there are occasions where translation is the most effective strategy for making meaning clear. In closing, we examined how language classrooms can encourage learners to fully explore the depth of words. Various strategies are offered for selecting, presenting and practicing new vocabulary items.
Ultimately, the purpose of the lecture was to convince second language educators that, given the complexity of word knowledge, it is imperative that more explicit time be devoted to vocabulary development so that learners can use lexical items in ways that reflect the use of fluent speakers of the language. Sandra McKay received her M.A. in American Studies and Ph.D. in English education from the University of Minnesota.At SFSU, Dr. McKay taught sociolinguistics, theory and methods courses for teaching reading/writing and listening/speaking, student teacher supervision, and writing courses. She also offered elective courses in teaching English as an international language and in language, literature, and culture.Dr. McKay has been involved in teacher education programs in a variety of countries as a Fulbright scholar and as an academic specialist for the U.S. Dept. of State. Through these programs she has worked in numerous countries, including Chile, Japan, Hong Kong, Hungary, Laos, Latvia, Morocco, the Philippines, Russia, Singapore, South Africa, Thailand, and Uruguay. From 1994 to 1999, Dr. McKay was Editor of the TESOL Quarterly. Her journal publications include articles in the Annual Review of Applied Linguistics, the Harvard Educational Review, the Journal of Second Language Writing, the Modern Language Journal, TESOL Quarterly, and TESOL Journal. She has written and edited numerous books. Her books, Teaching English Overseas: An Introduction, Teaching English as an International Language: Rethinking Goals and Approaches, and International English is Its Sociolinguistic Contexts: Towards a Socially Sensitive EIL Pedagogy (co-authored with Wendy Bokhorst-Heng), reflect her interest in the teaching of English in a global context. Other recent books include Researching Second Language Classrooms.
Dr. McKay is currently Visiting Professor of Applied Linguistics at Hawaii Pacific University and Project Manager for the U. S. Department of State: .

DOCS & DRIVE (part 1) - Forms, Sheets, Drive (Google Educator Tech Series Session 2)

Dan FerreiraAugust 21st (Fri.)
In this insightful presentation, Google Certified Educator Dan Ferreira introduced the basics of using Google Forms in teaching practices for generating quizzes, questionnaires and other ideas for blended learning. Since the results of any Google Form generates results in Google Sheets, he also introduced some filters, functions and formulas. Going beyond the basics, Dan also introduced a Google Sheets add-on that allows those who partake in Google Form surveys to receive an email with follow-up results.


Rab PatersonJuly 24th (Fri.)
Personal Learning Networks & Academic Community Building with SNS such as Google+ / Twitter / LInkedIn are activities most modern professionals should take an interest in. These enable continuous professional development and the building of an academic support network. Initially these started with the emergence of the Internet via linked blogs, online groups, and Nings. They then evolved with the arrival of RSS and Twitter feeds, and professional focused services such as LinkedIn and the almost ubiquitous Facebook. Now Google+ Communities is also an SNS option in terms of power and convenience. This workshop session shows the power and range of Google Accounts and Google+ Communities for creating virtual PLNs for teachers and students. Google+ Circles and Communities offer many benefits over other SNSs in terms of PLN creation and usage, and this workshop will show how to leverage their many benefits by showing existing Google+ Communities and
how well they integrate with Google Apps and beyond. Attendees should have a Gmail account and have signed up for Google+ before the workshop as we will create and use a PLN using Google+ Communities and use Google Apps extensively during the session. Also time permitting the session will briefly go over Twitter and LinkedIn as well.


The Way Forward: Translating the Pedagogical Principles of English as an International Language (EIL) into Classroom Practice

Dr. Gregory Paul Glasgow, Meikai University, General Center for EducationDecember 12th (Fri)
The notion of how to effectively teach English to speakers of other languages is being increasingly reconceptualized in an increasingly multilingual and globalized twenty-first century. Findings in English sociolinguistics and World Englishes (Kachru, 1985) have also led researchers to question traditional assumptions in English Language Teaching (ELT) privileging target models of the native speaker, monolingual language practices, and teaching methodologies and materials incompatible with local contexts (McKay, 2003). These assumptions also include the ideology of native speakerism (Holliday, 2006; Houghton & Rivers, 2013), viewed as a potential threat to ensuring that ELT is taught in a locally sensitive, egalitarian and contextually relevant manner. In this presentation, traditional ELT is contrasted with the pedagogy of English as an International Language (EIL) a viable alternative to teach English in today’s increasingly globalized society. These advances notwithstanding, there is still wide uncertainty among educational stakeholders as to how to translate principles of EIL pedagogy (Matsuda, 2012; McKay & Bokhorst-Heng, 2008; Renandya, 2012) into everyday classroom practices (Marlina, 2014).
This presentation clarified any misconceptions about the pedagogy of EIL and to demonstrate how EIL principles can be gradually incorporated into pedagogical practice through curriculum planning, classroom medium of instruction, and materials development. The presenter drew from his experiences as a curriculum coordinator, lecturer and instructor in upper secondary and tertiary education. The presentation combined opportunities for participants to engage in reflection and discussion. The overall goal of the presentation was to provide participants with a sounder conceptualization of the pedagogical principles of EIL and incorporate them in ways that are effective and compatible with their local teaching contexts.
Dr Gregory Paul Glasgow has completed his PhD research in Applied Linguistics at the University of Queensland, Australia’s School of Languages and Comparative Cultural Studies.

The Role of Extensive Reading (ER) in Developing Global Awareness

Professor Alan MaleyNovember 26th (Wed)
This presentation began by rehearsing what ER is according my understanding. We discussed some of its undoubted benefits. Professor Maley suggests that, alongside its purely language learning benefits, ER can also be a valuable resource for developing ‘Life Skills and Critical Thinking’.
Increasing awareness is growing that as language teachers we need to be more than passive technicians for delivering a package. In Kumaravadivelu’s terminology, we need to become ‘transformative intellectuals’. That is to say, as educators, we have a responsibility for raising our students’ awareness of the world they live in. Material was drawn from currently available graded readers. Participants engaged in discussion of these issues.
Professor Alan Maley has been involved in English Language Teaching (ELT) for over 50 years. He worked for the British Council in Yugoslavia, Ghana, Italy, France, China and India. For 5 years he was Director of the Bell Educational Trust in Cambridge. He worked in universities in Singapore, Thailand and Malaysia as well as in his native country, UK. For 25 years Alan was Series Editor for the OUP Resource Books for Teachers series. He has published over 40 books and numerous articles.

The Future of English Language Teaching: International Perspectives

Dr John Hope, Associate Dean International, University of Auckland, New ZealandNovember 19th (Wed)
The English language teaching world is changing in ways never previously envisaged. As English rapidly becomes ubiquitous across Europe and increasingly, across Asia, more countries offer programmes taught in English and more countries adopt English as a mode of instruction in schools. English instruction begins earlier and earlier in school systems, reducing demand for introductory English courses at secondary and tertiary level. A number of other driving forces are combining in unique ways to change the demand for English language instruction. The Generation Y students entering higher education are different to previous generations and no longer want traditional senior secondary and higher education programmes. The increasingly widespread offerings of Massive Open Online Courses (MOOCS) are beginning to address the demand for English language tuition. What does all this mean for Japan? This forum began with a resume of international trends, followed by interactive discussion of the implications for Japan.

"Song and Story" (lecture/concert)

Bill Harley, JALT2014 International Conference Plenary SpeakerNovember 1st (Sat)
The Teaching Power of StoriesA teacher is someone who gives stories to others so they can make their own. Regardless of the subject taught, story is central to how people make sense of the world and build a community with others. In this workshop, participants will look at how stories work in people's lives, what stories define their own lives, and how to use story in an educational setting. Teachers will leave with new ideas for using story in the classroom and a deeper understanding of their work as teachers.
Storytelling From the BeginningIn the beginning, is the story - we can add movement, voices, props, puppets, or fireworks but none are as important as the telling of the story. This workshop offers basic advice and practice in the telling of stories, with an emphasis on telling stories in your own way, appropriate to your own setting. In a whirlwind tour of the many aspects of storytelling, Bill will give insights on using personal stories, the effect and functions of storytelling in the classroom, storytelling games you can use in your class, and will offer lots of encouragement. And of course, there will be a few good stories to pass on.
Song and Story - A Natural CombinationSong and story go hand in hand - one starts where the other stops. Yet many of us are afraid to use our voices or the music that's in us in our storytelling. In this workshop you will explore the connection between song and story, do some simple exercises, and gain practical suggestions on how to use music in your storytelling.
About the speaker:Bill Harley is the JALT2014 International Conference Plenary Speaker. He is a two-time Grammy-award winning musician, storyteller, and author. Please see for more information.

Pragmatics for Language Teachers

Jerry Talandis Jr., University of Toyama; Kimiko Koseki, Futaba Junior Senior High School & Donna Fujimoto, Osaka Jogakuin UniversitySept 14 (Sun)
This was a three-part workshop covering both practice and research in the area of Pragmatics.
Part 1. This general introduction to Pragmatics began with a useful and usable lay person's definition of pragmatics. This was followed by activities that have been successfully used with university students enabling them to understand the concepts. In order for teachers to focus on what type of pragmatics to teach, “Three Golden Rules” of conversational strategies for students were explained. After the introduction of the concepts of pragmatics, it is important to provide constant review and practice. Ideas for embedding pragmatic principles into an EFL curriculum were shared. The presenter also spoke about how pragmatics is treated in conversation textbooks and recommended useful resources.
Part 2. Teaching pragmatics is also important at the high school level. The tendency in many schools is to focus on grammatical accuracy, yet pragmatic failures may be much more problematic. Teachers and students should be made aware of the importance of pragmatics in communication because it is, in fact, possible to offend others without even knowing it! In this session the presenter shared lessons and materials based on speech acts, such as compliments, refusals, apologies and requests. Actual student performances and pragmatic problems were shared. There was also a focus on pragmatic challenges for Japanese students and a treatment of some sensitive areas in the teaching of pragmatics.
Part 3. There are many ways to do research on Pragmatics, but perhaps the most effective methodological framework is Converastion Analysis (CA). This is a rigorous and highly detailed analysis of people's interaction, both in and out of the classroom. This session began with a general introduction to CA and then explained the difference between CA, discourse analysis, and other methodologies. Converation Analysis has uncovered many interactional practices that are important for both students and teachers to be aware of. Many examples of interactional exchanges which lead to pragmatic failure (or success) were given.

Global Englishes

Dr. Nicola Galloway, University of EdinburghSept 1 (Mon)
Dr. Galloway talked about the growing importance of Global Englishes (GE) as a research paradigm that has important ramifications for English Language Teaching (ELT). Recent years have seen an increased interest in the pedagogic implications of the spread of English. There is a growing literature on the topic and several proposals have also been put forward for a change in ELT (cf. Galloway and Rose, 2015). However, as Saraceni (2009, p. 177) notes, “the volume of such academic attention does not seem to have had a tangible impact on actual classroom reality”. Despite the increasing emphasis being placed on the pedagogical implications at the theoretical level, ELT remains largely unchanged, proposals for change have also met severe criticism, and there is a lack of research at the practical level.
This presentation examined Global Englishes Language Teaching (GELT), which represents a move away from a focus on native English speaking norms, and a move to a more ELF-oriented view, in-depth. In this new approach the Native English Speaker (NES) and the Non-native English Speaker (NNES) are placed on equal footing and the aim is to emancipate the NNES from the norms of a minority group of English users. ELF research shows that successful communication is not achieved through adherence to outdated native speaker norms and a discourse favourable to GE needs to replace the NES episteme. However, a number of barriers to implementing change exist, including an attachment to ‘standard’ English, the prevalence of standardised language tests and the continued recruitment of NESTs. This presentation introduced examples from the Japanese context that showcase how GE can be incorporated into the curriculum in different ways (Galloway, 2011; Galloway and Rose, 2013; Galloway and Rose, 2015), although it is recognized that breaking away from the epistemic dependency of NE and the NES, may not be such an easy task.

Reading and Responding to Student Writing

Paul Kei Matsuda, Arizona State UniversityJuly 10 (Thu)
This workshop explored the principles and practices of reading and responding to student writing by responding to an actual student writing. After an overview of different types of responses that teachers might provide, participants practiced providing feedback, shared theirresponses, and reflected not only on how to respond but why.

Blended Benefits - From Computer to Classroom to Cannelloni

Don Maybin, Shonan Institute of TechnologyJune 19 (Thur)

Don described his ongoing research into development of communication skills with absolute beginners using an accelerated experimental curriculum which combines integrated online and classroom components. After approximately 15-20 hours of study, participants are flown overseas for pair and solo testing to confirm how well they can communicate and complete a range of tasks. This presentation was of particular relevance to instructors interested in integrating CALL and classroom training, developing listening and speaking skills with low level learners, preparing task-based materials and authentic testing.

Expatriate ELT Faculty Members’ Experiences with Entrance Examination Construction: Beliefs, Assumptions, and Recommendations for Change

Dr. Melodie Cook, University of Niigata PerfectureJune 4th (Wed)
Melodie highlighted results of a Japan-wide research project on expatriate ELT faculty member involvement in the entrance examination construction process. She focused particularly on three questions: 1) What do expatriate ELT faculty believe about entrance examinations and university entrance? 2) Why do they hold those beliefs? 3) How can entrance examinations be changed for the better?

Learning and Teaching Language from a Sociocognitive Viewpoint

Dwight Atkinson, Purdue University (Indiana, USA)May 19th (Mon)
In this riveting presentation, Dr. Atkinson presented an alternative view of cognition and second language learning--as designed for and intimately tuned to social action. He guided attendees through a clear explanation, that like all nervous systems, the human nervous system is designed to enable us to adapt to our complex and ever-changing environments. For humans more than many other animals, this notably includes adapting to our conspecific--i.e., human--environments. That is, our existence-ensuring action-in-the-world is largely social action. This inter + action is thus what language is for, from a sociocognitive viewpoint, and therefore why--and how--we acquire it. This theoretical viewpoint was illustrated brilliantly with video data, and possible implications for pedagogy were explored as well.

Exploring Critical Thinking Through Students' Reflective Papers on a CLIL Cultural Studies Course

Chantal Hemmi, EdD TEFL, Sophia University May 5th (Mon)
CLIL pedagogies are becoming increasingly popular, and Dr. Hemmi's talk provided brilliant insight on how CLIL can be used effectively in language teaching. Dr. Hemmi talked about an on-going interpretive study examining students’ critical thinking skills developed during a Cultural Studies course which used a CLIL approach at the English Literature Department of Sophia University in Tokyo.

The Likely Rise of Japanese Transnational English Language Teaching Programmes

John Hope, Auckland University April 21st (Mon)
In this highly informative presentation, Dr. Hope talked with attendees about the globalization movement associated with economic affairs having a major influence on education. Usually termed the internationalization of education, schools and universities around the world are developing policies to encourage international student movement. Recent developments in Japan mirror those happening elsewhere in the world.

2nd annual Reacting to the Past workshop at Sophia University

Mathew Thompson & Jim McKinley, Sophia UniversityMarch 15th (Sat)
“Reacting to the Past” (RTTP) was an exciting educational workshop featuring an approach that uses content to get students to engage in debates, research and prepare papers and speeches, in a way that allows students to develop invaluable critical thinking, problem solving, and teamwork skills. These integrative games are currently in use at universities in Japan. The two games run in this one-day workshop were "Legacy of the 47 Ronin" and "The Threshold of Democracy, Athens in 403 B.C." Participants were assigned a role in which to engage in one of the games. Role sheets and readings were sent to participants before the workshop in order to prepare. Overall it was a great success and brilliant learning experience.

The Future of Extensive Reading

Rob Waring, Notre Dame Seishin UniversityFebruary 24th (Mon)
In this well-attended and compelling talk, Dr. Waring reviewed whatExtensive Reading (ER) is and why it's an essential part of any language program. He discussed how ER is currently being implemented and its effectiveness. Finally, the future for ER was discussed to see how the online revolution is helping shape the future of Extensive Reading and Listening. Some sites for teachers to assess were also previewed. To get the slides from this presentation visit Rob Waring's website:

Comparison between JSL and EFL classroom discourse

Sayoko Yamashita, Meikai UniversityJanuary 27th
In this special JSL SIG-Tokyo chapter co-sponsored lecture, Prof. Yamashita compared discourse of each classrooms in terms of teacher student interaction, particularly in the light of Brown and Levinson's politeness theory (1987). After a general review of the literature on classroom discourse and the notion of “face” in the theory, similarities and differences in the two classroom types were discussed. Participants had the opportunity to discuss implications and contributions of the study.January 23rd: Working with word lists for language learning and teaching: Challenges and opportunitiesAveril Coxhead, Victoria University of WellingtonThis well-attended, high-energy talk focused on word lists for language learning and teaching, using the Academic Word List (AWL) (Coxhead, 2000) as a springboard for discussion. Dr. Coxhead looked at the purpose of word lists such as the AWL and some of the challenges teachers and learners might face when using word lists for language learning. She also considered ways to evaluate word lists for language learning and teaching, and investigated on-line tools and other resources that are available for working with word lists and discuss principles, such as Nation’s (2007) Four Strands, to think about when using word lists for curriculum and materials design, testing, and vocabulary exercises for language classrooms.


A data-driven

Nicholas Medley, Sophia University/Meiji Gakuin University/Kanda Institute of Foreign LanguagesDecember 14thIn this extremely insightful, informative, and professional workshop, participants were led by Nicholas Medley through a practical explanation of data-driven learning (DDL) and corpus-informed language teaching. Although DDL has been around for a long time, many teachers are still hesitant to apply these methods in their own classes. Participants were introduced to the concept of a data-driven classroom where students take vocabulary learning into their own hands, and were shown how to create vocabulary activities using freely available websites and software.

Globalization, Culture, and Language Teaching

Sandra McKay, San Francisco State UniversityNovember 29th
We were honored to welcome renowned sociolinguist Sandra McKay to JALT Tokyo chapter. As a specialist in second language pedagogy and second language teacher education, her research in English as an International Language (EIL) provided invaluable perspective on the term globalization. Prof. McKay discussed various definitions of globalization and examined what these suggest for current language use and language teaching. She argued that while English often serves as a lingua franca in the present-day globalized world, this is not always the case. However, when it is used as a lingua franca, it is typically used in cross-cultural exchanges in which cultural frameworks are complex and negotiable. Given globalization and the complex linguistic landscape it generates, Prof. McKay explored what this means for English teaching today, specifically in terms of the following questions: What should be the cultural basis of English teaching? What grammatical, pragmatic, and discourse norms should apply? What should be the cultural basis of classroom materials and methodology? Participants actively discussed these questions during the presentation, and Prof. McKay explained the implications for curriculum development. --------------------------------------------------------------------------------------------------------------

Reconsidering Japan’s English Education Based on the Principles of Plurilingualism

Kensaku Yoshida, Sophia UniversityNovember 14th
Long term Ministry of Education (MEXT) committee member, and member of the Board of Trustees of the The International Research Foundation (TIRF) for English Language Education, Prof. Yoshida addressed an eager audience on the current issues facing Japan's English education. He convincingly argued that the negative effects seen among the Japanese when compared by means of so-called international English proficiency tests, such as the iBT TOEFL, IELTS, etc., will not go away so long as the Japanese are always compared with people from other parts of the world in term of native-based English proficiency. He explained that the role of English education in Japan is not to create 'bilinguals' in English and Japanese, but to produce 'plurilinguals' who are capable of using multiple languages, not necessarily on the basis of native-like criteria, but on the more practical criteria of how well the user is able to use the foreign language for the specific purpose for which he is learning the language. The claim he made is that confidence in using English should come not from comparing ourselves with native speakers, but by comparing ourselves with the more specific objectives we have set in order to accomplish practical goals that the user has set for him/herself. It is assumed that the goals can be achieved by changing the criteria for measuring English proficiency from the 'knowledge-based' criteria used in most English tests conducted Japan, to the more performance-based Can-do criteria. The lecture closed with proposed changes in the college entrance exams to meet these new objectives. Click here to download the PDF of the presentation. --------------------------------------------------------------------------------------------------------------

Why are we still teaching the wrong grammar the wrong way?

Scott Thornbury, The New School (New York)November 1st
Language teachers spend a lot of time teaching "tenses", and textbooks suggest that the tense system in English is both intricate and opaque. Accordingly, it is typically described and taught in terms (that Dr. Thornbury argued) are remote from linguistic or psychological reality. In this workshop, Dr. Thornbury critiqued the standard pedagogical model, and then simplified it, by first distinguishing between tense and aspect, and then suggesting ways that a simpler, more elegant system might be applied in practice. Alternative approaches might require viewing grammar, not as a discrete, sentence-level, system but as both “big lexis” and “small text”. Likewise, teachers might be better off aiming to inculcate, not rules, but a “feel”, for the way that the systems interrelate.

Teaching Large, Heterogeneous Classes

Penny Ur, OBEOctober 23rd
In this highly informative and interactive lecture, Professor Ur defined what is meant by ‘large’ and ‘heterogeneous’, and then went on to list some of the main problems – but also the advantages! – that we encounter when trying to teach them. Professor Ur pointed out that as with many educational problems, there are no easy solutions. She discussed possibilities: preparing different tasks to suit different groups within the class; or by preparing several texts at varying levels of difficulty, as suggested by some methodologists. But most of us have neither the time nor the money to invest in such elaborate preparation, let alone the time to check the results later. Professor Ur proposed and discussed a series of practical teaching principles, illustrated by practical procedures, that involve very little (or no) extra preparation, that can make our job teaching large heterogeneous classes easier, and that go some way towards bringing about more effective learning. Click here to download the power point slides used in the lecture. -------------------------------------------------------------------------------------------------------------

Keynote in the Classroom

Steve Paton, Apple 2013 Distinguished Educator August 23rd
Held at the Apple Store in Shibuya, this hands on workshop took participants through the basics of Keynote. The presented explained to teachers how using Keynote in your lessons can help to make them more engaging and interesting for your students, and more fun, productive, and efficient for you. In the workshop, participants learned about getting started with built-in templates, simple builds and animations using text and images, cool transitions, and a few very special effects that you just can’t get from chalk on a blackboard! July 3rd: Japan's Revised Labor Contract LawYumiko Nakajima, general secretary of the National Union of General Workers, Tokyo NambuJapan’s revised labor contract law went into effect as of April 1, which may not affect you immediately but in a few years time will affect many of you. This is an opportunity to learn the three important points of the new law from a labor expert and to prepare for any potential troubles concerning your employment. Even if you have permanent employment contract, there is always a chance that your companies may change your status. Materials in English explaining the new law, which is not made available yet by the Labor Ministry, were provided - translation by Chie Matsumoto.Photo: Yumiko Nakajima, with Chie Matsumoto (interpreter) Check the home page for the video for this event, or click here.20130703laborcontractlaw.pdfDownload File

Teaching Materials in EIL (English as an International Language)

Aya Matsuda, Arizona State UniversityJune 28th
World Englishes specialist Dr. Aya Matsuda gave a stimulating presentation examining teaching materials in English as an International Language to a enticed audiee that led to a very fruitful discussion. Dr. Matsuda explained that the global spread of English has resulted in varied forms and functions of the language as well as the diverse profile of English users. In her presentation she explored what kind of teaching materials would help teachers bring the sociolinguistic complexity of English in today’s world into their classroom. After a brief discussion of what it means to teach EIL, Dr. Matsuda suggested 5 criteria for evaluating materials, and presented a 3-step process for supplementing materials along with some ideas for possible sources of supplemental materials. --------------------------------------------------------------------------------------------------------------

Teaching Writing in Context

Paul Kei Matsuda, Arizona State UniversityJune 8th
Tokyo JALT was honored to host Dr. Paul Kei Matsuda for a 2nd time (we hope to make this an annual event!). In this very well-attended event, Dr. Matsuda's insightful and practical presentation was very well received, providing valuable advice for English writing education in Japan and generating a lively discussion. Dr. Matsuda explained that context is one of the most important concepts in the teaching of writing; at the same time, it is the most difficult concept to implement in the classroom. Drawing on socioculturally-oriented theories of learning and writing, he emphasized the importance of teaching writing in realistic contexts of written communication. He examined typical writing prompts and their shortcomings, and then discussed how they can be revised to create more effective opportunities for literacy development.

Moving Beyond Moodle - Next generation LMS

John Martyn, Language Cloud Inc.May 24th
In this fourth and final installment in the 2013 Language and Technology Series, CEO John Martyn of Language Cloud, Inc. led a very lively discussion on the future direction of online language teaching management. He first explained that for almost a decade the difficulties of using Moodle has frustrated teachers and students. The lack of better options forced many teachers to continue to bang their heads or quit altogether. With the advent of newer web 2.0 technologies in recent years, increasingly teachers are moving away from Moodle to newer web 2.0 solutions that are not only more user friendly but more powerful in functionality. One such web 2.0 solution is Language Cloud, an LMS develop for language teacher and students. Participants had much to say about the issues and solutions, with some important considerations to keep in mind and some great ideas for taking advantage of what the new technologies have to offer.
Congratulations to our members who attended all four events in the series! They were awarded a Certificate of Completion as part of Tokyo JALT's initiative in promoting professional development. All attendees to the final event were given a USB flash drive containing the JALT Journal archives.

Reacting to the Past workshop

Dr. Nick Proctor (Simpson College, Iowa), Dr. Stephanie Jass (Adrian College, Michigan), Dr. John Moser (Ashland University, Ohio), Drs. Bettina Gramlich-Oka and Mathew Thompson (Sophia University, Japan)May 11th-12th
Reacting to the Past” (RTTP) is an exciting educational approach that uses content to get students to engage in debates, research and prepare papers and speeches, in a way that allows students to develop invaluable critical thinking, problem solving, and teamwork skills. It was developed by academics looking to improve these skills at Barnard College (Columbia University) in New York, and quickly spread to more than 300 colleges and universities. In this workshop, three RTTP experts came from different colleges in the US to lead participants through one of three RTTP “games”. Attendees participated in roles with detailed character descriptions based on real historical figures. Through the game format, they gave speeches and participated in debates based on actual historical events. It was an excellent opportunity to learn an innovative way to put students at the center of the action, having fun, and potentially rewriting history! The participants were given links to the RTTP Teachers Forum on Facebook as well as a Certificate of Participation. We hope this is the start of an annual event!The games at the workshop included:· Greenwich Village 1913: Suffrage, Labor, and the New Woman - run by Dr. Stephanie Jass, Adrian College (Michigan) – RTTP pioneer (More information:
· Japan, the West, and the Road to World War, 1940-41 – run by Dr. John Moser, Ashland University (Ohio) – RTTP pioneer and creator of the game (More information:
Legacy of the 47 Ronin – run by Dr. Bettina Gramlich-Oka, Sophia University, and Dr. Nicolas Proctor, Simpson College, Chair of the RTTP Board (More information:

Integrating technology in the classroom: Lessons from a University Writing Center

Gene Thompson, Rikkyo UniversityApril 19th
In this well-attended and highly interactive third event in this year's Technology in Language Teaching series, presenter Gene Thompson focused on how the freely available LMS ‘Language Cloud’ is being used in his program to mediate classes and integrate the department's writing center into the learning environment. He began by briefly explaining the rationale for the adoption of Language Cloud, by considering Puentedura’s SAMR model for technology integration before outlining the different ways in which the LMS is being used to enhance the learning environment for students and teachers. A lively discussion on problems and solutions followed, with participants taking away fresh ideas related to online writing feedback and assessment, as well as managing writing centers.

Organizing Intensive English Camps: Plans, Ideas, & Activities

Jerry Halvorsen, Sapporo International UniversityMay 31st
In this high-energy event, very enthusiastic presenter Jerry Halvorsen demonstrated through audience participation in a number of activities how intensive English camps can not only be a lot of fun, but educational, too. He explained, from the perspective of an intensive English camp organizer, that the purpose is to communicate in only or mostly English from one day to one week can lead to increased motivation on the part of the participants and a life-long interest in learning English. Topics covered included the following: Why intensive English camps, Activities, Staff, Follow up, Selecting a venue, Planning a menu, Plan B, and Budget. The presentation finished with a detailed explanation of how to organize English camps. One lucky participant took home Jerry's book Home Run! Team History MLB, 2011, Perceptia Press.

Practical Applications for Google Apps

Rab Paterson, International Christian UniversityFebruary 8th
This dynamic, insightful presentation provided attendees with valuable free resources via Google Apps. Rab Paterson of ICU (one of the Japan winners of the Apple Distinguished Educators awards for the Asia Pacific region) explained and showed how these many apps can be of use to teachers. Apps covered included Gmail, Tasks, Calendar, Translate, Groups, for class management. Blogger, Reader, Books, Scholar, Trends, Maps, Search, Images, Videos, Youtube, for student research purposes. And Docs, Drive, Sites, for student project work. All these tools are free and platform neutral (i.e. they will work on all computers) and will work properly on most popular browsers' most recent versions. --------------------------------------------------------------------------------------------------------------

An Introduction to Online Learning Management Systems for Language Teachers

John Martyn & Billy Martyn, Language Cloud, Inc. January 18th
In this well-attended first session in the 2nd annual "Tech Series", Co-founders and brothers John and Billy Martyn of Language Cloud, Inc. covered a broad introduction to different Learning Management Systems (LMS)s, their history, their motivations, successes and failures, and what has brought us to a clearer understanding of the benefits of an integrated LMS such as Language Cloud. A good LMS not only helps teachers reduce the time and effort they spend on manual tasks such as creating and grading assignments, and organizing and sharing course materials, but also allows for more learning to happen through increased communication and faster turnaround of assignments. There was an active discussion between participants and the presenters and their team. Participants enjoyed a lively happy hour as part of the event. --------------------------------------------------------------------------------------------------------------

Teaching Content in EFL Classrooms

Prof. Heath Rose, Trinity College, The University of DublinJanuary 9th
This dynamic workshop explored issues surrounding the teaching of content through the English language in EFL classrooms. The speaker, Dr. Heath Rose, from the School of Linguistic, Speech and Communication Sciences at Trinity College, The University of Dublin, touched on a number of issues connected to pedagogy in higher education today, including teaching content with language sensitivity (CLIL), curriculum design and assessment in the multilingual classrooms, and recent paradigm shifts away from using native speaker norms as a yardstick for non-native English speaker performance in higher education. Dr. Rose provided a detailed description of the program he developed at the College of Business, Rikkyo University, from 2007-2011. Participants had the opportunity to discuss practical issues of unifying and streamlining curriculum content to move students toward a common goal.
Presentation slides and classroom materials covered in the workshop can be downloaded from


Learning a Language: No Single Best Method

Prof. Shinichi Izumi, Sophia University & Prof. Andy Curtis, Anaheim University, USADecember 9th
In this well-attended joint Tokyo JALT Conference held at Temple University, plenary speaker Prof. Shinichi Izumi (Department of English Language and Studies, Sophia University, Tokyo) presented on "Beliefs about Language Learning, Learning Strategies, and Confidence of EFL Learners", and Prof. Andy Curtis (Graduate School of Education, Anaheim University, California, USA; the Department of Languages and Cultures at Sabana University, Bogota, Colombia) presented on "The Origins of the 'Best Method Movement': Past, Present and Future".October 21st: "Projects International" Project-Based LearningJohn Eyles, Auckland University of TechnologyProjects International (PI) was explained in a dynamic presentation given by John Eyles (plenary speaker at JALT2012) to a receptive audience of junior high, high school, and university teachers. PI is a not for profit network of educators working to develop student's communicative / action competence to participate positively as citizens in a global society. The presentation looked at the PI philosophy and method of project based learning, reviewed past projects and led a discussion on how similar initiatives can be developed in classrooms throughout Japan. Website:

Writing Center in India: Offering tutoring services to students with diverse backgrounds

Ranjit Rodrigues, Ashok Dange, Chowgule College, Goa, IndiaOctober 11th
This was the 2nd year to host faculty from Chowgule College in Goa to present issues related to running their highly successful writing center. Speakers Ranjit Rodrigues (director of the Writing Center) and Ashok Dange explained the results of an important study conducted through the writing center, and explained how the results of this study affects the facilitation of the center. The focus of this year's presentation was on dealing with students with diverse backgrounds. Questions such as "Should sessions be conducted in the native or target language?' were discussed among others. Issues related to running an English-language writing center in Japan were discussed as well. It was a very insightful and practical event for dealing with English education for non-native English speaking students.

The Future of Language Learning: A New Learning Management System (special event in conjunction with Language Cloud and the US Embassy)

September 21st
Language Cloud, an education technology startup and the U.S. Embassy hosted a conference on "The Future of Language Learning". There was an enlightening and lively panel discussion (with representatives from Language Cloud, the US Embassy, the JET Program, and JALT) on the challenges and successes using technology as part of language education, and some significant predictions of how the learning experience will change with new cloud-based technologies entering the market. It was a well attended event with technologists, publishers, and educators interested in learning about these new technologies, and educators were given some great ideas on how to integrate them into their courses.

Assessment without Evaluation: A Way Out of the Grammar-Feedback Dilemma

Professor Paul Kei Matsuda, Arizona State UniversityJune 12th

Prof. Matsuda's extremely well-attended seminar provided insightful and important perspective on assessing students' written work without focusing on grammar, and in fact, not marking for grammar at all. He referred to Truscott's (1996) controversial article about the efficacy of grammar feedback. Prof. Matsuda--an experienced writing teacher, researcher and teacher educator--pointed out that teachers who do assess for grammar end up penalizing students for what they cannot teach reliably. He emphasized the importance of aligning teaching and assessment and proposed assessment that focuses on formative rather than summative feedback. The session ended with a lively discussion of how this proposed solution might work in practice. Five lucky participants received a door prize: The "tech series" USB with valuable classroom software! See photo below.

Writing Center in India: Offering tutoring services to students with diverse backgrounds

Ranjit Rodrigues, Ashok Dange, Chowgule College, Goa, IndiaOctober 11th
This was the 2nd year to host faculty from Chowgule College in Goa to present issues related to running their highly successful writing center. Speakers Ranjit Rodrigues (director of the Writing Center) and Ashok Dange explained the results of an important study conducted through the writing center, and explained how the results of this study affects the facilitation of the center. The focus of this year's presentation was on dealing with students with diverse backgrounds. Questions such as "Should sessions be conducted in the native or target language?' were discussed among others. Issues related to running an English-language writing center in Japan were discussed as well. It was a very insightful and practical event for dealing with English education for non-native English speaking students.

The Future of Language Learning: A New Learning Management System (special event in conjunction with Language Cloud and the US Embassy)

September 21st
Language Cloud, an education technology startup and the U.S. Embassy hosted a conference on "The Future of Language Learning". There was an enlightening and lively panel discussion (with representatives from Language Cloud, the US Embassy, the JET Program, and JALT) on the challenges and successes using technology as part of language education, and some significant predictions of how the learning experience will change with new cloud-based technologies entering the market. It was a well attended event with technologists, publishers, and educators interested in learning about these new technologies, and educators were given some great ideas on how to integrate them into their courses.

Assessment without Evaluation: A Way Out of the Grammar-Feedback Dilemma

Professor Paul Kei Matsuda, Arizona State UniversityJune 12th
Prof. Matsuda's extremely well-attended seminar provided insightful and important perspective on assessing students' written work without focusing on grammar, and in fact, not marking for grammar at all. He referred to Truscott's (1996) controversial article about the efficacy of grammar feedback. Prof. Matsuda--an experienced writing teacher, researcher and teacher educator--pointed out that teachers who do assess for grammar end up penalizing students for what they cannot teach reliably. He emphasized the importance of aligning teaching and assessment and proposed assessment that focuses on formative rather than summative feedback. The session ended with a lively discussion of how this proposed solution might work in practice. Five lucky participants received a door prize: The "tech series" USB with valuable classroom software! See photo below.

Language and Technology: Rationale for Inclusion in the Japanese University EFL Classroom

Eucharia DonneryApril 17th
Starting off the new academic year with this very well attended third event in the tech series, Eucharia Donnery shared her research findings involving Skype and CALL. She explained that by the inclusion of technology into the language curriculum, it can be a veritable wellspring for maximizing English usage in the classroom. In the workshop, participants discussed their own experiences with technology, discussing ways of overcoming the limitations of institutional facilities, and how to balance their use of technology in language teaching with more traditional methods.

Cooperative Learning Structures to Promote Language Acquisition

Dr. Spencer KaganMarch 23rd
Dr. Kagan shared his cooperative learning strategies/structures and explained how they dramatically improve comprehensible input, frequency of language production, and a safe social environment. In this well attended event, participants experienced a number of structures. Using RallyRobin students take turns speaking to a partner. Using Timed Pair Share in pairs each student speaks for an allotted time. Structures dramatically increase language output: In contrast to calling on students one at a time, using the structures language output is increased dramatically, accelerating language acquisition.

Mobile Audio Recording and the Web for Language Teachers

Scott LockmanFebruary 9th
The success of the "tech series" continued with this second event. Scott Lockman introduced free web-based tools and a process for using cell phone technology. Attendees were provided with a summary and evaluation of several of the various free web-based tools and free mobile applications for recording and distributing audio, and shown how to set up and maintain the necessary accounts, and produce an actual transmission. Scott also introduced his current self-reflection project, Slices of Life (, which he hopes to publish as a free eBook for teachers interested in using audio for self-reflection.

Building Skills and Confidence with Blogs

Christopher ShoreJanuary 16th
The first workshop was a great success! The 20 participants who attended were taken through a careful explanation of how to use a class blog to encourage learner autonomy and promote language skills development focusing on subjects the students enjoy. The example in the workshop was the use of a blog on photography in Tokyo, where students wrote reviews of exhibits at various lesser-known galleries around the city. This led to an enthusiastic brainstorming and Q&A session in which participants took home a list of potential ideas for starting their own class blogs.Technology Series (Jan - May 2012)Congratulations to our four-time attendeesMay 21st: Teaching 140 Characters at a Time: Twitter and the Language ClassroomTom Edwards
In this very informative seminar, Tom Edwards described how Twitter can be an efficient means of providing students with English language material when they are outside the classroom. Attendees were given an overview of potential problems, including privacy and security, and ways to address them. This was followed by best practices for using Twitter in the language classroom. Specific examples of activities that can be used to build vocabulary and guide classroom discussions were discussed.


India's First Writing Center

Ashok Dange, Srikrishana S. Adsul, Hanumant C. Chopdenkar, Chowgule College of Arts & Science, IndiaNovember 16th
This two-part presentation shared the experiences of starting up India’s first writing center in Chowgule College in Goa. In just three years, the center has grown to cater to approximately one-third of the total student population and continues to look toward increasing attendance to the Writing Center through offering a wider variety of activities as well as a business certification program. Other language departments are getting involved in order to establish connections with the center. The score of presentation attendees included writing center directors and tutors from Waseda, Sophia, Columbia Teachers College, GRIPS and Tokyo University. A lively discussion took place in which attendees received helpful insight from the presenters and also shared their own experiences in their writing centers.

October 20th: Processing Instruction and Teaching Grammar

Dr. Alessandro Benati, University of Greenwich, UKOctober 20th
Dr. Alessandro Benati, Professor of Applied Linguistics and Second Language Studies, presented on the impact that processing instruction has made since its conception. He explained processing instruction, both its main theoretical underpinnings as well as the guidelines for developing structured input practices. He provided an overview of the empirical research conducted to date, on processing instruction and it will reflect on the new research trends on measuring the relative effects of this instructional approach to grammar instruction.

English Rakugo and its Effectiveness in English Education

Tatsuya Sudo, Kanda University of International StudiesJuly 11th
This seminar introduced English Rakugo and its use in English education. Rakugo is a traditional verbal entertainment. The lone storyteller sits on the stage, and without standing up from the Japanese seiza position, the performer depicts a long complicated comical story using only a paper fan and a small towel. Sudo claims the effectiveness of Rakugo in English class, since learners can practice conversational English without partners and they can learn Japanese traditional culture, humor and cross-cultural elements. He explained the history of Rakugo and English Rakugo, and how it can be taught in English class. The highlight of the seminar was Sudo's own English Rakugo performance.May 10th: "Words, Words, Words: Issues in Teaching Vocabulary" Prof. Steven Gershon, J.F. Oberlin UniversityProf. Steven Gershon has been teaching in Japan for nearly 25 years. In this seminar, participants were given the opportunity to consider some relevant issues related to vocabulary learning and teaching in general, and English vocabulary specifically. This was followed by a discussion on some principles that can guide us in presenting vocabulary and designing vocabulary activities for the classroom.

Designing eLearning Language Courses

Tomasz Chudak, University of Vincent Pol, PolandJanuary 17th
Mr. Chudak is the owner of two educational companies in Poland: Dialogo School of Romance Languages where he lectures in Spanish, and Oxigo CreativEducation where he serves as an instructional designer, e-tutor, and e-learning project consultant. In this well-attended talk for JALT he provided a detailed explanation of the necessary skills for educational technologists in designing eLearning language courses based on his experiences in building his Oxigo company. Of particular interest to the participants was the long list of free online eLearning possibilities ranging from YouTube to Facebook to many more.


Women's issues as a language learning focus - "Ask Caroline" Series

Caroline Pover, Caroline Pover, Inc.September 21st
Teacher-turned-entrepreneur Caroline Pover has recently released the first in a series of books for Japanese women, with companion editions for women language teachers to use with their female classes. "Ask Caroline 1" has been released with versions for iPad, iPhone and book with CD, taking advantage of new media for language learning.
Caroline shared with a group of about 15 teachers and a publisher the concept behind the Ask Caroline series, and showed the participants how the Ask Caroline "app" works on the iPad, suggesting autonomous or group work using it as a language learning tool. The active discussion focused on how any teacher - Japanese or non-Japanese, male or female - could use such materials on issues related to gender with English-language students in Japan.

Indian Human Rights Activism

Ravi Kumar, Association of Relief VolunteersJuly 26th
Founder of Indian grassroots agency Association of Relief Volunteers (ARV), Ravi Kumar spoke to JALT members, Sophia University faculty and guests about the ARV mission in Dalit villages in India on his short visit to Japan. The visit was coordinated by NPO Longitude members and Kyushu ALTs Jonathan Slakey and Kristin Namimoto.Issues regarding education and health in the villages were raised and participants were able to ask questions about the improvements the ARV mission has brought as well as considerations for the future regarding the villagers' outlook on human rights.