Recent Events
Recent Events in 2024
Recent Event: Applying Lexical Sophistication Indices to Word List Development
Christopher Nicklin
Date: Tuesday, June 18th.
Time: 7:30-8:30pm
Location: Zoom
Facebook: https://www.facebook.com/share/bBUt3G1Z6e4mcMGp/
Abstract: Language teaching stakeholders, such as teachers and textbook writers, generally rely on corpus-derived frequency to create wordlists for pedagogical purposes, which can be problematic. For example, words that are instinctively easier for learners, such as pizza, can occur less frequently in reference corpora than words that can be assumed to be more difficult, such as physics. Additionally, research demonstrates that combining frequency with other lexical sophistication indices, such as age of acquisition (AoA) and concreteness, can produce better predictions of word difficulty than frequency alone. In this presentation, I will introduce research involving lexical sophistication indices as predictors of L2 word difficulty. I will also present a study involving the practical application of lexical sophistication research to wordlist development. By combining frequency with five other empirically-justified lexical sophistication indices, a set of frequencyPLUS difficulty scores for 14,054 of the 20,000 most frequent lemmas in the Corpus of Contemporary American English (COCA) was created. In a series of short studies involving students from across Japan and Korea, frequencyPLUS scores successfully addressed the pizza/physics problem and displayed larger correlations with word difficulty than commonly used wordlists across two linguistic domains; English for Academic Purposes and Business English. Importantly, frequencyPLUS performed comparably to a knowledge-based vocabulary list, but contained almost three times as many lemmas for a small fraction of the time and financial costs. Implications for language researchers and teaching stakeholders will be discussed along with avenues for future work to develop language- and discipline-specific frequencyPLUS wordlists.
Bio: Christopher Nicklin is a project assistant professor in the Center for Global Education at the University of Tokyo, and recently completed his PhD in Applied Linguistics at Temple University, Japan. His research interests focus on vocabulary, particularly in the subdomains of psycholinguistics and research methodology. He has published in several leading applied linguistics journals, including The Modern Language Journal, Studies in Second Language Acquisition, Language Testing, Research Methods in Applied Linguistics, and others. He is currently serving as Associate Editor of Vocabulary Learning and Instruction.
Workshopping with AI for an Academic World
Rab Paterson & Kaori Hakone
Date: Friday, February 23rd, 2024
Time: 6:30pm to 7:30pm
Location: Zoom
Youtube Video: https://www.youtube.com/watch?v=XrZOJxaTIW4
JALT Link: https://jalt.org/event/tokyo/24-02-23
Expand to read more
Abstract:
These EdTech events are for language teachers who want to know more about EdTech and look for different ways to implement new ideas in their teaching.
AI’s arrival into the academic world is having a major impact on education and teaching practices. Without training, this will cause problems for educators until they adapt to using AI apps in their teaching workflow. Therefore, this session will help teachers learn, incorporate, and discuss AI apps and AI friendly teaching practices to help their students ethically navigate the AI educational world. First, Hakone will highlight a set of free AI research/reading apps that can be used by students in furtherance of their homework tasks. She will give a walk-through of the apps and an overview of the pros and cons of each, and give a review of her personal experiences with using them in the classroom and her work. Next Paterson will demonstrate some writing apps and how he uses them. He will also show how teachers can create a classroom workflow of experiential writing homework tasks that are highly AI plagiarism proof, i.e. students can’t ask AIs to specifically complete the task as AI apps will not know about what was done in the classroom nor the students’ classroom experiences. He will demonstrate how these tasks can then provide teachers with a benchmark of initial individual writing samples that can be checked against students’ future research writing work that could be completed by AI apps (instead of the students doing the tasks) to see if AI-driven plagiarism has taken place. Finally, there will be an open discussion / Q and A time at the end.
Bios:
Rab Paterson (BA, MA, CoETail, MS, MEd, FRAS, FRSA)is a Lecturer at Rikkyo University’s Center for Foreign Language Education and Research. He's a Best Of JALT, Apple Distinguished Educator, and a Google Innovator award winner and a Google Certified Trainer. Rab’s publications range from peer-reviewed academic journal papers, conference proceedings, academic book chapters, newsletter articles, and he has presented at many international academic conferences worldwide including Keynote, Plenary, Featured Speaker, and Invited Speaker sessions, two TEDx presentations, an Apple Showcase presentation. His current research focuses on AI and Plagiarism, Presentation Theory and Practice, and Digital Research writing.
Kaori Hakone (BA, MA, CoETaIL, MS) is an Associate Professor at Osaka Jogakuin University where she is the Director of the Japanese Education Center. She has taught Japanese in Japan and internationally and is an Apple Distinguished Educator award winner, a former ADE Asia Pacific Advisory Board member, a Google Innovator award winner, and a Google Certified Trainer. Her publications include a textbook, academic research papers, and newsletter articles. Regarding technology and education, she teaches first-year Digital Network Foundation and ICT in Teacher Education courses. Her current research focuses on EdTech, Community Issues, JSL, and Leadership.
Academic Writing Support Desk 2nd Anniversary Event: Using AI for Writing Development
Dr. Louise Ohashi
RSVP link: https://forms.gle/zdDD3vLck11KfvBFA
Registration to get a Zoom link will close on Tuesday 30th January 2024 at 12pm (JST).
Abstract:
Recent increases in the accuracy and capabilities of artificial intelligence (AI) have led to more widespread use at a societal level. In formal education, AI tools such as machine translation and ChatGPT are sometimes banned due to teachers’ concerns that students will become over-reliant on them or use them to cheat on assignments. However, if used well, these tools can help students to enhance their foreign language skills. This session focuses on how machine translation and other AI tools can be effectively used to work on L2 writing. After introducing several useful tools and tasks, advice will be offered on how to implement student guidelines and encourage responsible use of AI.
Bio:
Dr. Louise Ohashi (Gakushuin University) specializes in second language acquisition and language education. Her main research areas are learner autonomy, motivation, and the use of technology for language teaching and learning. Along with her passion for teaching and research, she is an avid language learner who speaks Japanese, Italian and French in addition to her first language, English. She is also learning Spanish and German. Follow her on Twitter @OhashiLou for updates on her work.
Wed, January 31, 2024 - 3:00pm to 5:00pm
Place: Hybrid! Zoom and Tsukuba University - CA 305
This event is sponsored by Tokyo JALT, Ibaraki JALT, and Tsukuba University
Level Up! Using Artificial Intelligence to Empower Instruction and Transform Language
Shelly Sanchez Terrell
Date: Sunday, January 28th, 2024
Time: 11:00am - 12:00pm
Location: Zoom (The link will be provided to all those who RSVP.)
RSVP: https://forms.gle/cKaXYvqf15hRpuiHA
Facebook: https://fb.me/e/tJ4OyNAVd
Abstract:
Artificial Intelligence (AI) has the potential to revolutionize the way students learn and will continue to impact our learners' future. Additionally, AI is a powerful tool K-12 teachers can use to save time on lesson planning, differentiating lessons, and adapting lessons to meet the needs of their multilingual and diverse learners. In this presentation, Shelly Sanchez Terrell, will introduce powerful, free AI tools that will enhance student the four skills- reading, writing, speaking and listening. Participants will also discover AI tools and prompts that will save them valuable time on lesson planning, grading, and materials design. Teachers will leave feeling empowered to help their language learners use AI more ethically and powerfully throughout their future.
Bio:
Shelly Sanchez Terrell is an award-winning digital innovator, international speaker, teacher, and author. She has trained teachers in over 20 countries as a guest expert, consultant, and ambassador for the U.S. Embassy. She was named Woman of the Year by the National Association of Professional Women and received a Bammy Award as the founder of #Edchat. She has been recognized by several entities as a leader in the movement of teacher driven professional development as the founder and organizer of various online conferences, Twitter chats, and webinars. She is the author of TeacherRebootcamp.com, Hacking Digital Learning with Edtech Missions, The 30 Goals Challenge for Teachers, and Learning to Go: Integrating Mobile Learning in the Classroom.
2023
Speaker Event: Judit Kormos and Shungo Suzuki: Investigating Second Language Fluency
Date: September 29th, 2023
Time: 8:00 pm - 9:00 pm
Location: Zoom
RSVP: https://forms.gle/Kzh7HoK4q3heh5SQ8
Facebook: https://fb.me/e/2SHas1y1K
Investigating second language fluency among Japanese university students: Predictors of performance and task-related variability
Abstract:
In the context of the learning and teaching of second language (L2) speaking skills, oral fluency is commonly regarded as one of the major learning goals, due to its important role in real-world communication. A certain level of fluency is necessary to maintain the interlocuter’s attention in oral communication and to be able to save speakers’ own face (Lennon, 2000), and oral fluency is also a significant factor in the comprehensibility of L2 speech (Suzuki & Kormos, 2020). Fluency constitutes an important aspect of the assessment of speaking skills in a variety of high-stakes oral proficiency tests and is also a robust indicator of L2 proficiency (Tavakoli et al., 2020). Therefore, it is essential to better understand L2 oral fluency as a construct particularly in the Japanese higher education context where learners need to develop spoken language proficiency for use in future workplace contexts.
In this presentation, we report two studies forming part of a larger project that has investigated predictors and variability in L2 oral fluency among 128 Japanese university students. Speech data were elicited using four speaking tasks: argumentative task, picture narrative task, and reading-to-speaking, and reading-while-listening-to-speaking task. We assessed utterance fluency (observable temporal features of speech) using measures of speed, breakdown and repair fluency. We measured cognitive fluency, which is defined as speaker's ability to manipulate L2 knowledge efficiently (see Segalowitz, 2010), by means of vocabulary size and grammaticality tests and lexical retrieval, sentence construction and articulatory speed. In the first study, we examined the relationship between the utterance and cognitive fluency, and in the second study we analysed variations in temporal features of fluency across tasks. Our findings yield insights into what L2 skills and knowledge areas learners need to develop to become fluent L2 speakers and how cognitive demands of different types of task can exert an impact on the fluency of students’ performance. The findings can assist in syllabus and curriculum design for university-level language teaching as well as inform the assessment of Japanese university students’ oral communication skills.
References:
Lennon, P. (2000). The lexical element in spoken second language fluency. In H. Riggenbach (Ed.), Perspectives on fluency (pp. 25–42). University of Michigan Press.
Segalowitz, N. (2010). Cognitive bases of second language fluency. Routledge.
Suzuki, S., & Kormos, J. (2020). Linguistic dimensions of comprehensibility and perceived fluency: An investigation of complexity, accuracy, and fluency in second language argumentative speech. Studies in Second Language Acquisition, 42(1), 143–167. https://doi.org/10.1017/S0272263119000421
Tavakoli, P., Nakatsuhara, F., & Hunter, A.-M. (2020). Aspects of Fluency Across Assessed Levels of Speaking Proficiency. The Modern Language Journal, 104(1), 169–191. https://doi.org/10.1111/modl.12620
Bios:
Judit Kormos works as a Professor in Second Language Acquisition at Lancaster University. Her research interests include the psycholinguistic aspects of second language acquisition, reading comprehension and speech production. She is also the author of several research papers that have investigated the accessibility of language tests for young learners. She was a key partner in the award-winning Dyslexia for Teachers of English as a Foreign Language project sponsored by the European Commission and is a lead educator in the Dyslexia and Foreign Language Teaching massive open online learning course offered by Future Learn. She is the author of the book Speech production and second language acquisition and The second language acquisition processes of students with specific learning difficulties. She has published a large number of research articles in international journals on the role of cognitive factors in second language learning and fluency in second language speech.
Shungo Suzuki is an Assistant Research Professor in the Perceptual Computing Laboratory at Waseda University, Japan, and currently is a Principal Investigator of the project, Development of Online Language Learning Assistant AI System that Grows with Humans, funded by New Energy and Industrial Technology Development Organization (NEDO).
State of the Chapter event + EdTech event - MALL applications and games: Tools that can be used in Japanese EFL classrooms
Date: July 30, 2023
Time: 12:45 pm - 2 pm
Location: Zoom
RSVP: https://forms.gle/pKjKZKWPSDJBnRjM8
Facebook: https://fb.me/e/2JXtlO0ot
As part of our annual State of the Chapter event, we are very happy to welcome Christopher Saarna and Yukiko Yoshihara as our featured speakers. Following a brief chapter meeting, during which we will announce officer election results, there will be an EdTech workshop on MALL applications.
These EdTech practical workshops are for language teachers who want to know more about EdTech and look for different ways to implement new ideas in their teaching. Each presenter will demonstrate an EdTech tool and give the audience some hands-on experience.
Abstract:
Faced with an ever advancing environment of technology in the classroom, research on mobile assisted language learning (MALL) has been lacking, particularly in a Japanese EFL context. The present study surveys 189 Japanese non-English majors in two women’s universities in Japan. The study finds that although most participants had little motivation to study English outside of the classroom, they had generally favourable views on learning language via MALL applications and games. Additionally, more than half of participants reported engaging in autonomous learning via MALL applications outside of the classroom. However, most students did not engage with the applications for a long period of time.
Bios:
Christopher Saarna is a graduate of the Temple University Japan TESOL program. He has been working for 8 years in universities and vocational colleges in Japan. His research interests include CALL, Content and Language Integrated Learning, and vocabulary acquisition.
Yukiko Yoshihara obtained the Master's degree in TESOL from Temple University Japan. She has taught English at several universities. Her areas of interest include Content and Language Integrated Learning, coaching in teaching, extensive reading/listening, shadowing, Communicative Language Teaching, and learner motivation and autonomy.
EdTech: Technology-mediated peer feedback for improving students’ writing skills
Date: May 28, 2023
Time: 6pm-7pm
Location: Zoom
RSVP: https://forms.gle/52P9CAkzchk3vP2v6
Facebook: https://facebook.com/events/s/edtech-technology-mediated-pee/1483747348826133/
EdTech practical workshops are for language teachers who want to know more about EdTech and look for different ways to implement new ideas in their teaching. The presenter will demonstrate an EdTech tool and give the audience some hands-on experience.
Abstract:
Peer feedback can be one of the most useful activities for improving learners’ writing skills, learning autonomy, and critical thinking skills. However, especially in the Asian context, students are struggling to give honest feedback to their peers, mostly for cultural reasons (Nation and Carson, 2016). This issue can be solved using several websites and applications that transform peer feedback into an anonymous and easier-to-handle activity. In this webinar, we will explore technology-mediated peer feedback and propose several approaches and tools to implement it effectively in your courses.
Bio:
Panagiota (Penny) Tzanni is an EAP Lecturer and Course Designer at the University of Nottingham Ningbo, China. After completing her MA in Applied Linguistics at the University of Birmingham in the UK, she worked as an EAP Tutor at various universities around the world, including Coventry University and UCL (University College London. Panagiota (Penny) is now reading her PhD at Lancaster University on Technology-enhanced Learning and e-research.
Back to Moodle: Getting ready for the next school year
Date: Mar 27, 2023
Time: 6pm-8pm
Location: Zoom
RSVP: https://forms.gle/5MuQJebtxnFaZjRY7
Facebook: https://fb.me/e/2HR1yR0ng
EdTech practical workshops are for language teachers who want to know more about EdTech and look for different ways to implement new ideas in their teaching. The presenter will demonstrate an EdTech tool and give the audience some hands-on experience.
Abstract:
Test drive your own Free Moodle: In this hands-on workshop, participants will be guided through setting up a test-drive Moodle and then how to design a Moodle course to enhance classes. Setup is simple: access the URL https://SOMETHING.demo.wisecat.net and replace “SOMETHING” with a word of your choice. Then follow the on-screen instructions to make your user account and give your new Moodle a name. Note: these test-drive Moodles will be open from the day of the workshop and deleted two weeks later.
Participants will then be guided through applying the SDCE model to scaffold Moodle use and augment F2F teaching effectively. Several modules will be covered, followed by some tips on how to reduce teacher labour including grading the easy way. Finally, the floor will be opened for questions.
Bio:
Adam Jenkins is an educator at the Shizuoka Institute of Science and Technology where he created and is the administrator for the iLearn@SIST e-learning platform. In his role, Adam oversees nearly 500 online courses taught by more than 80 professors and delivered to over 1,600 students university-wide.
Adam also has a pair of YouTube channels (WiseCat), in English and Japanese, with videos to help teachers and administrators use educational technology, especially Moodle.
How to get published
Date: Mar 11, 2023
Time: 7pm-8pm
Location: Zoom
RSVP: https://forms.gle/abKEFVV7VjsPhPQq6
Facebook: https://fb.me/e/RvrMhE0t
Abstract:
Join us for a panel discussion of the basics of getting published in the journal format, with a specific emphasis on JALT-related publications. It will be followed by a Q&A session and end with an introduction to the new format of the Tokyo JALT Journal.
Bios:
Paul Lyddon is Co-editor of The Language Teacher (TLT), a position he has held since late 2020. Before that he served for 7 years as a TLT manuscript reviewer. Since 2011, he has also reviewed manuscripts for a number of other academic publications, including The Modern Language Journal, CALICO Journal, and Language Learning & Technology. In addition to several articles in the JALT Proceedings/Post-Conference Publication as well as book reviews in JALT Journal, he has published his own work in venues such as The Modern Language Journal, Foreign Language Annals, and English for Specific Purposes. Paul teaches in the School of International Relations at the University of Shizuoka. He has been a JALT member since 1997.
Dennis Koyama has been the editor of the JALT Journal (JJ) since early 2022 after serving as associate editor of JJ for two years. He has been a manuscript reviewer for JJ and the JALT Post Conference Publication as well as other internationally peer-reviewed research journals, such as Language Testing, Language Assessment Quarterly, The International Journal of Educational Research, Journal of Second Language Writing, CALICO Journal, Language Learning & Technology, and IEEE Transactions on Emerging Topics in Computing. He has experience publishing research in edited volumes in addition to being the editor of a book, and he has published in several of the journals for which he has been a reviewer. Dennis has been a JALT member since 1998 and currently teaches in the Faculty of Liberal Arts at Sophia University.
Jeremie Bouchard is associate editor of the JALT Journal. He has reviewed manuscripts for a number of academic publications, including Asian Englishes, Current Issues in Language Policies and Planning, Journal of Multilingual and Multicultural Development, and Asian Studies Review. He has published two monographs and co-edited three volumes for Springer, Routledge, and Palgrave Macmillan. He has also published four peer-reviewed articles in venues such as JALT Journal, Asian Englishes, and Journal of Critical Realism, and two more articles will be published this year as well. Jeremie is professor in the Faculty of Humanities, Hokkai-Gakuen University, Sapporo, Japan. He has been a JALT member for approximately twenty years.
Student Presentation for the 2022 Tokyo Showcase:
Ryota Okano
Is sleep duration associated with academic performance?: A review of 15 studies that used statistical analyses
The purpose of this research is to investigate whether there is a relationship between sleep duration and academic performance and to enlighten students on the importance of sleep duration if there is such a relationship. A PubMed search retrieved 23 papers comparing sleep duration and academic performance, 18 of which concluded there is a relationship between sleep duration and academic performance and the rest of the papers reported either no relationship or inconclusive results.
Is there really a relationship between sleep duration and academic performance? We compiled the data from the above studies into a table and compared their purposes, methods, numbers of participants, regions, gender, and confounding elements in order to investigate the true nature of the reported relationship between sleep time and academic performance.
TYL event - Teaching English to Young Learners Today: The Singapore Experience
Date: Feb 18, 2023
Time: 2pm-5pm
Location: Zoom
RSVP: https://forms.gle/GH39Z6Fvv3vEBHu57
Facebook: https://fb.me/e/3eEbYqOgq
This event, sponsored by Tokyo JALT and the TYL SIG, is for teachers of kids to young adults, so teachers of preschool, kindergarten, elementary school, junior high school, and senior high school, are all encouraged to come! As always, there will be great presentations and lots of time for discussion and networking.
Abstract:
The presentation will first begin with an overview of some of the widely accepted principles for teaching English to young learners. There is general agreement among ELT experts and practitioners that young learners seem to learn best when they are immersed in highly interesting and accessible language, when they get to practice the language in a fun and engaging way and when they get to use the target language for meaningful interactions. They also believe that while some attention to language forms may be needed, the bulk of classroom instruction should be used to expose young children to rich and meaningful language.
The second part of the presentation will illustrate how these language learning principles play out in a national English language curriculum for young learners in Singapore. Typically starting with receptive skills (e.g., listening to and/or reading highly interesting stories), the learning sequence then extends to productive skills (i.e., speaking and writing), all the while couching the learning in a rich language environment that aims to build greater fluency and enjoyment.
Bios:
Dr Willy A Renandya is a language teacher educator with extensive teaching experience in Asia. He currently teaches applied linguistics courses at the National Institute of Education, Nanyang Technological University, Singapore. He has given numerous presentations at international ELT conferences and has published extensively in the area of second language education. His publications include Language Teaching Methodology: An anthology of current practice (2002, Cambridge University Press) and Student-centred cooperative learning (2019, Springer International). He maintains a large teacher professional development forum called Teacher Voices: https://www.facebook.com/groups/teachervoices/.
Website: Willy’s ELT Corner https://www.willyrenandya.com
Google Scholar: https://scholar.google.com.sg/citations?user=gHW1fVIAAAAJ
Dr Donna Lim is a lecturer with the National Institute of Education, Nanyang Technological University, Singapore. She specialises in primary English Language (EL) methodology courses. Her interest area is in developing literacy with a focus on teaching writing. She has considerable teaching experience with young learners and finds it fulfilling to work with schools to enhance EL teaching and learning.
EdTech Gamification Workshop
Date: Jan 29, 2023
Time: 11am-12nn
Location: Zoom
RSVP: https://forms.gle/esCVMwZ8FMZfKSQd8
Facebook: https://fb.me/e/Hb8W4qP2c
Abstract:
These EdTech practical workshops are for language teachers who want to know more about EdTech and look for different ways to implement new ideas in their teaching. Each presenter will demonstrate an EdTech tool and give the audience some hands-on experience.
Oliver Rose - Three web apps for ‘live’ in-class games
The presenter will introduce the following web apps which he designed, with input from Paul Raine, who also programmed them:
a) LingoMatchLive: In this communication game, players are divided into pairs who have to describe a list of target words to each other without saying the actual word (similar to the well-known ‘taboo’ game). A leaderboard shows the progress of the pairs, adding some fun pressure to communicate more quickly and fluently. It can be accessed free with no registration required here: https://lingomatch.live
b) LingoBingo: This is a bingo game in which the game host describes the target item and can see the progress of players as they respond on their smartphones. Game contents can be customized to use pictures or text. Students can also host a game with their group from their phone. It can be accessed free with no registration required here: https://lingobingo.live
c) LingoLabLive: This game has students competing with each other to create target sentences from given prompts. The prompts can be a combination of text, picture and audio. The answer can be set to one of 3 difficulty modes. It can be accessed free with no registration required here: https://lingolab.live
In this session the games will be demonstrated and their design and use will be discussed.
Adam Kardos - Digital Gamification for Young Learners
In recent years we have seen a proliferation of digital learning resources. Many of these make use of gamification in order to keep learners motivated. But are simple digital games and points enough to keep young learners fully engaged and putting in the extra work they need to learn a language? How exactly do digital gamified learning resources motivate young learners? This presentation will use Self Determination Theory to examine the effects of fun, points trophies and other features of gamification on the motivation of young language learners.
Bio:
Originally from Australia, Oliver Rose has taught EFL in Japan for 18 years and currently teaches at Kwansei Gakuin University in Hyogo, Japan. His special interests are in TELL (Technology Enhanced Language Learning) and materials design, especially for providing intensive productive language practice.
Adam Kardos, founder of AAS Press, is a teacher trainer and curriculum writer based in Hyogo. He has published textbooks and readers for young learners including Spring Country and Here Come the Unicorns, winners of the Language Learner Literature award. He has also produced the Gamerize Dictionary, a gamified learner dictionary app.
2022
EdTech 201: Language Labs & ZenGengo
Date: December 9, 2022
Time: 7-8 pm
Location: Zoom
RSVP: https://forms.gle/m5YMMY8ze5PHMJ5e6
Facebook:
Abstract:
EdTech 201 is a practical workshop for language teachers who want to know more about EdTech and look for different ways to implement new ideas in their teaching. In EdTech 201, each presenter will demonstrate an EdTech tool and give the audience some hands-on experience.
Erin Noxon: Make your own free LL using Google Docs, Classroom, Forms, and Videos
Monitored read-aloud practice, listening to different speakers, answering questions... All things you would love for your students to be able to do in the language lab. But, do you have the time, the budget, and can you find the right software? And how do you even begin to get feedback on how they are learning? What if you could do it all for free, with equipment that you already have lying around, and, after the initial set up time, the class took care of itself? Over the past years I've created my own curriculum out of spare parts, using G Suite tools for voice recognition, Forms-based grading and more. I'll teach you how to do it.
Paul Raine: Nation’s Four Strands and Digital Language Pedagogy with ZenGengo
In recent years, the move toward blended and hybrid forms of language learning has led many teachers to re-evaluate their digital toolsets. Language teachers in particular need not only a reliable set of tools but also a solid pedagogical framework within which these tools can be put to use. Renowned linguist Paul Nation argues that a well-balanced language course should consist of “Four Strands”: meaning-focused input, meaning-focused output, language- focused learning, and fluency development. In this presentation, the speaker will demonstrate the effectiveness of ZenGengo (www.zengengo.com), a web-based language teaching and learning platform, in creating activities that correspond to Nation's Four Strands.
Bio:
Dr. Erin Noxon teaches at Sagano High School in Kyoto, Japan. She has taught EFL English, science, and Tech & Media skills during her 20+ years of teaching in public schools in the US and Japan. She is a Google Certified Innovator and is currently researching global learning with EdTech, ALT training, and public school blended learning environments.
Paul Raine (MA TEFL/TESL, University of Birmingham 2012) is an award-winning teacher, presenter, author, and developer. His books include the best-selling 50 Ways to Teach with Technology and the innovative multi-path graded reader Journey to Mars. He has helped design and develop several websites for teachers and learners of EFL, including abaxlms.com and zengengo.com. He has published numerous research articles on the teaching and learning of English as a second language, and is particularly interested in Computer Assisted Language Learning (CALL). He currently teaches at universities in the Tokyo area.
Spelling the foreign: A few observations on katakana and beyond
Date: October 15, 2022
Time: 7-8 pm
Location: Zoom
RSVP: https://forms.gle/WRZZAkuxgo67YXiD9
Facebook: https://fb.me/e/75QJYNUP0
Abstract:
In this talk I will deal with the (ortho)graphic representation of Western loan words in Japanese. I start with a brief overview of katakana spelling rules and the phonemic principles behind them. Next I will discuss other available script options for writing loan words, which include not only hiragana and, where available, kanji, but also the roman alphabet. In a third step, I will speculate about how these unaltered roman spellings of loan words are starting to leave their mark on the romanization of domestic Japanese vocabulary, as witnessed by many innovative spellings based on English orthography rather than Hepburn or kunrei rules. These are particularly common in the commercial domain, with examples such as Cocolo for kokoro, Benry for benri, and, most impressively perhaps, alc for aruku.
Bio:
I am a linguist with special interest in sociolinguistics, pragmatics, and stylistics. I have done research on multilingual signage in central Tokyo, communication in Japanese eldercare, the language of dating spam mails, and, most recently, address terms in American literature. I am also a regular contributor to the Japan Times’ “Bilingual” column. I teach English language and linguistics at Waseda University.
Multi-word expressions in second language learning and processing
Date: September 25, 2022
Time: 5-6 pm
Location: Zoom
RSVP: https://forms.gle/yBp3mW7Fbvs7Zi5i6
Facebook: https://fb.me/e/20ErTQUyx
Abstract:
Recent years have seen growing interest in multi-word expressions (MWEs) and their role in second language learning and teaching. MWEs encompass a large set of sequences above the word level, such as collocations (strong tea), binomials (fish and chips), multi-word verbs (put up with), idioms (tie the knot), and so on. These sequences differ in a number of ways; however, what they have in common is that proficient language speakers recognise them as highly familiar and use them extensively.
MWEs are important because they constitute a large proportion of authentic spoken and written discourse, and are considered an essential component of mature linguistic performance. The abundance of MWEs puts them at the forefront of vocabulary teaching and learning. In addition, research suggests that using MWEs can be a quick way of developing fluency, particularly, in the early stages of language learning.
In the present talk, I will introduce MWEs and review some empirical evidence attesting to an important role they play in second language learning and processing.
Bio:
Anna Siyanova-Chanturia is Senior Lecturer in Applied Linguistics at Victoria University of Wellington, New Zealand. Anna’s research aims to answer important theoretical, practical and methodological questions pertaining to how humans learn and use a second language. In particular, her interests include bilingualism, psychological aspects of second language acquisition, usage-based approaches to language acquisition, vocabulary teaching and learning, multi-word expressions, and quantitative research methods.
Becoming Ideal Classmates (BIC) Research: 10 years of Becomings
Date: July 31, 2022
Time: 10.30-11.30 am
Location: Zoom
RSVP: https://forms.gle/ErXys4idC3FhiF3i6
Facebook: https://fb.me/e/2zhdA2O3V
Abstract:
We (Yoshifumi Fukada, Tim Murphey, Joseph Falout, and Tetsuya Fukuda) as a research team have conducted studies on group dynamics (GD) and group-framing of motivation since 2008 (almost 15 years). Through conducting various studies on these topics, we have explored how we as EFL instructors can facilitate our students’ positive group dynamics and strengthening their English-learning motivation as well as their engagement in English-mediated socializing.
As outcomes of those studies, we were able to introduce some new GD-related concepts or pedagogies, one of which is Becoming Ideal Classmates (BIC). We introduced Ideal Classmates as a way to provide cognitive and emotional scaffolding that fosters students’ interactive learning and well-becoming. The pedagogy involves first asking students to describe the kinds of helpful behaviors for language learning that they would like to see in their classmates. Then by sharing these ideas, students start to co-construct images of their ideal classmates, and these images can become meta-cognitively understood, potentially creating a turn toward group-caring and altruism through self-transformation; an effect called reciprocal idealizing (i.e. the more I want others to do x for me, the more I myself seem to do x for others.)
We started working on the Ideal Classmates research in 2012 and kept working with it for approximately 10 years. In this presentation at Tokyo JALT, we would like to share some research work on Ideal Classmates, its outcomes, well-becomings, and its recommended continuation through PACE ACTS (a condensed form of many of their ideals).
Bio:
Yoshifumi Fukada (Ed.D., University of San Francisco; Ph.D. candidate, University of Tokyo) is a Professor at Toyo University in Tokyo, Japan. His research interests involve L2 learners’ situated learning, dynamic identities, and agency and motivation in language learning and TL-mediated socializing (both in and out of class). His recent publications include ‘An ethnographic case study of one Korean international student’s TL-mediated socializing in affinity space of the host country,’ (Internationalisation and Transnationalisation in Higher Education, Peter Lang, 2018), ‘Whole language approach.’ (The TESOL Encyclopedia of English Language Teaching, Wiley-Blackwell, 2018), and L2 learning during study abroad: The creation of affinity spaces (Springer, 2019).
Tim Murphey (PhD Université de Neuchâtel, Switzerland,) TESOL’s Professional Development in Language Education series editor, co-author with Dörnyei of Group Dynamics in the Language Classroom (CUP/2003), author of Music and Song (OUP/1991), Teaching One to One (Longman/1992), Language Hungry!(Helbling/2006), a novel about Japan’s entrance exam system The Tale that Wags (Perceptia/2010), Teaching in Pursuit of Wow! (Abax/2012), co-editor with Arnold of Meaningful Action: Earl Stevick’s Influence on Language Teaching (CUP/2013), and author of Voicing Learning (2021 Candlin& Mynard). He is presently a semi-retired visiting professor at the Research Institute for Learner Autonomy Education (RILAE), Kanda University of International Studies.
Joseph Falout is associate professor at College of Science and Technology, Nihon University. Awarded five times by Japan Association for Language Teaching for publications and presentations, he edits for OnCUE Journal and EFL International Journal. Falout authored or co-authored 60-plus works on psychology in language learning and teaching. Notable contributions: (1) Past self-images with learning, particularly demotivation, affect remotivation, future self-images, and long-term motivation. (2) Classroom-based motivational interventions such as ideal classmates priming affect group dynamics and individual-level motivations, improving past and future self-images and prosocial engagement. (3) Critical participatory looping integrates teaching and researching, involving students themselves as collaborators.
Tetsuya Fukuda (Ph.D. from Temple University Japan) is currently Lecturer at English for Liberal Arts Program of International Christian University in Tokyo, Japan. He teaches reading and writing courses at the undergraduate level as well as academic writing courses at the graduate level. Tetsuya’s research interests are in psychological issues in language learning including L2 motivation, school belonging, school engagement, and group dynamics. Tetsuya is also actively involved in research about test scores and learning strategies. He has co-authored ten book chapters mainly on educational psychology, published four workbooks, and translated an OECD report into Japanese.
Tokyo State of the Chapter event with featured speaker Averil Coxhead (Vocabulary in instructional materials: Taking a good hard look)
Date: July 03, 2022
Time: 10.20-11.30 am
Location: Zoom
RSVP: https://forms.gle/ZPmiykXEyQKfZ1vE6
Facebook: https://fb.me/e/1ElWk0fAo
As part of our annual State of the Chapter event, we are very happy to welcome Averil Coxhead as our featured speaker. Following a brief chapter meeting, during which we will announce officer election results, Dr. Coxhead will speak about Vocabulary in Instructional Materials. We hope you can join us!
Abstract:
Instructional materials (e.g. textbooks, teachers’ handouts and even teacher talk) are important sources of input for learners in any context. This talk reports on three studies on the vocabulary of each of these kinds of input and provides practical suggestions for carrying out similar studies of such materials. Finally, we will consider two approaches to evaluating popular textbook exercises for vocabulary.
Bio:
Professor Averil Coxhead teaches undergraduate and postgraduate courses in vocabulary, EAP, TESOL and Applied Linguistics in the School of Linguistics and Applied Language Studies, Victoria University of Wellington, Aotearoa/New Zealand. Her research interests include general and specialised vocabulary for English for Academic Purposes and English for Specific Purposes. Her recent books include Connecting corpora and language teaching (in press; Foreign Language Teaching and Research); a volume on language in trades education (Coxhead, Parkinson, Mackay & McLaughlin (2019, Routledge); Vocabulary and English for Specific Purposes research (2018; Routledge), and a series of textbooks called Reading for the academic world with Professor Paul Nation (2018, Seed Learning). Averil is currently researching specialised vocabulary, including multiword units, in spoken and written English in the trades and higher education.
Mind, Brain, and Education Series Part 4: Stories in the Brain . . . and in the Classroom
Date: June 03, 2022
Time: 7-8 pm
Location: Zoom
RSVP: https://forms.gle/ZCr1LT2roG949ygr7
Facebook: https://fb.me/e/3fd0osTIA
The Tokyo chapter of JALT and the Mind, Brain, and Education SIG are happy to be co-sponsoring this 4-part series. We hope to expand your knowledge of the interaction of psychology (the 'mind' part) and neuroscience (the 'brain' part), and their application to teaching (the 'education' part).
Abstract:
Storytelling and education have a long and flourishing partnership. From antiquity to the present day, the power of stories has been recognised. It is the power to deliver a lesson and make sure it is not only remembered but learnt.
This presentation examines stories in the classroom from a Brain Science perspective and explores what lies behind their power to educate: they engage the emotions; they facilitate the sharing of meaning; they engage the mechanisms of social learning (learning from and for others); they provide patterned slices of experience; and this in turn support predictions based on past experience. In other words, stories play to many of the learning strengths of the human brain.
After a theoretical examination of the factors that lend stories their power, we will then exchange ideas for harnessing that power in all levels of foreign language learning. Bring your story-based learning ideas and I will bring mine.
After all, who doesn’t like a good story? And that, my friends, is the point.
Bio:
Stephen M. Ryan teaches at Sanyo Gakuen University, in Okayama, and is active in JALT’s Mind, Brain, and Education SIG. His growing understanding of the power of stories has seen him incorporate storytelling into practically every lesson he teaches.
EdTech 301: Mark Pegrum - What have Digital Literacies got to do with Digital Wellness?
Date: May 20, 2022
Time: 7-8 pm
Location: Zoom
RSVP: https://forms.gle/JgF3bLsvNCdH2GtTA
Facebook: https://www.facebook.com/events/1408394456299036
Abstract:
The technological, informational and sociopolitical developments of the last decade have led to a changed landscape for language teaching and learning. New educational possibilities have opened up, but new demands are also being made of education. As teachers, we are called on to help our students deal with a social and educational context of digital disarray, characterised by digital distraction (due to competing attentional demands), digital disorder (due to the proliferation of misinformation, disinformation and fake news), and digital disconnection from the self and others (due to superficial and antagonistic interactions with otherness).
This seminar charts the kinds of changes that have taken place, examines the ways in which digital literacies can help to deal with these changes, and suggests that improving digital literacy skills can be a way of beginning to promote digital wellness for both teachers and students.
Drawing on the Framework of Digital Literacies, first proposed by Gavin Dudeney, Nicky Hockly and Mark Pegrum in 2013, now used in a range of language learning initiatives in Europe and elsewhere, and subsequently revised in 2018 and 2022, we will look at a series of key literacies of major relevance to language teaching and learning, including information literacy, intercultural literacy, ethical literacy, attentional literacy and critical literacy.
The time has come for language teachers to promote digital literacies – and digital wellness – alongside the teaching of language itself.
Bio:
Associate Professor Mark Pegrum is a Lecturer in Digital Learning in the Graduate School of Education at The University of Western Australia in Perth, where he is also the Deputy Head of School (International). In his courses, he specialises in digital technologies in education, with a particular focus on mobile learning. He is a Senior Fellow of the Higher Education Academy, and his teaching has been recognised through Faculty and University Excellence in Teaching Awards, as well as a 2010 national Australian Learning & Teaching Council (ALTC) Excellence in Teaching Award. His current research focuses on digital literacies and especially attentional literacy; mobile and emerging technologies, including extended reality (XR); and the forms digital learning takes in diverse contexts across the Global North and South. His books include: Brave New Classrooms: Democratic Education and the Internet (co-edited with Joe Lockard, 2007); From Blogs to Bombs: The Future of Digital Technologies in Education (2009); Digital Literacies (co-authored with Gavin Dudeney & Nicky Hockly, 2013); Mobile Learning: Languages, Literacies and Cultures (2014); Mobile Lenses on Learning: Languages and Literacies on the Move (2019); and Digital Literacies (2nd ed.; co-authored with Gavin Dudeney & Nicky Hockly, 2022). Further details can be found on his website at https://markpegrum.com/about-mark-pegrum/biodata/.
Mind, Brain, and Education Series Part 3: Music in the brain and how it can aid language learning
Date: May 14, 2022
Time: 7-8 pm
Location: Zoom
RSVP: https://forms.gle/eAB7LjnwBy8roMbU9
Facebook: https://www.facebook.com/events/349044180504460
The Tokyo chapter of JALT and the Mind, Brain, and Education SIG are happy to be co-sponsoring this 4-part series. We hope to expand your knowledge of the interaction of psychology (the 'mind' part) and neuroscience (the 'brain' part), and their application to teaching (the 'education' part).
Abstract:
Music is found in all cultures worldwide. It is an international language that communicates emotion across other language barriers. Importantly, listening to music involves the whole brain. We will explore how music is processed not only through our ears and auditory cortex, but also through our senses of touch and sight, and how we can recall music through visual and tactile stimuli as well as an audio stimulus. We will experience how instrumental music activates areas of the brain associated with language. And understand why motor areas of our brain are activated automatically when we hear music, even when we are sitting or lying still. These phenomena explain why using music in a classroom is especially stimulating and conducive to learning. Participants will be invited to share the ways in which they use music in their classrooms and the positive outcomes they have experienced. The presenter will also introduce additional suggestions for using music to stimulate language learning both in the face-to-face classroom and when teaching online.
Bio:
Amanda Gillis-Furutaka is a professor in the Department of English at Kyoto Sangyo University. She has an MA in TESOL from the University of Birmingham and a PhD in music from the University of London Goldsmiths College. She has taught in a variety of countries and researched in a variety of fields but her main interest these days is how to apply the latest findings in brain science to the language classroom. She is an active officer, writer, and presenter for the JALT Mind, Brain and Education SIG.
Mind, Brain, and Education Series Part 2: The Role of Different Types of Memory in the Learning Process
Date: April 16, 2022
Time: 7-8 pm
Location: Zoom
RSVP: https://forms.gle/A15d6C2DS352gqFR8
Facebook: https://fb.me/e/2iD3gUt71
The Tokyo chapter of JALT and the Mind, Brain, and Education SIG are happy to be co-sponsoring this 4-part series. We hope to expand your knowledge of the interaction of psychology (the 'mind' part) and neuroscience (the 'brain' part), and their application to teaching (the 'education' part).
Abstract:
This session will take an introductory look at the three main kinds of memory--sensory, working, and long-term--and look at how they work together during the learning process. In addition, we'll explore how the memory types interact in Cognitive Load Theory, one of the major theories of learning today. With this theory in mind, we'll end by discussing and reflecting on the implications for teachers and practical ways to apply these ideas in our classrooms.
Bio:
Julia Daley currently teaches English writing and conversation at Hiroshima Bunkyo University. Prior to that, she taught writing in the USA at the secondary and tertiary levels. When she isn't diving down neuroscience-related rabbit holes, she's busy being bossed around by her very demanding cats.
Mind, Brain, and Education Series Part 1: The C Factor: The Overlooked Dynamic in Successful Language Classes
Date: March 11, 2022
Time: 7-8 pm
Location: Zoom
RSVP: https://forms.gle/R8RRLPbnnaFBM6VB7
Facebook: https://facebook.com/events/s/bowyer-kelly-mind-brain-and-ed/321515086587965/
The Tokyo chapter of JALT and the Mind, Brain, and Education SIG are happy to be co-sponsoring this 4-part series. We hope to expand your knowledge of the interaction of psychology (the 'mind' part) and neuroscience (the 'brain' part), and their application to teaching (the 'education' part).
The C Factor: The Overlooked Dynamic in Successful Language Classes
Abstract:
Every teacher knows that some classes click and some don't. Those that do are more likely to engage, more likely to stay on task, and more likely to produce a positive energy. They are a pleasure to teach. Those that don't are a labor. In those classes, speaking activities erode into silence, exercises get only minimally completed, absence rates are high, and sometimes there is an ether of negativity. We know some factors that cause these class conditions, such as: whether it is after lunch or not, appropriacy of materials, teacher attitude, but we'd like to explore another cause, the C factor, rarely mentioned in the literature, but extremely important in aiding student learning, achievement, and even mental health.
Neuroscientists like Lieberman have recently identified how this key factor is a part of the Default Mode Network, and psychologists like Cozolino explain that in overlooking it, Western psychology has put forward a wrong definition of “human.” We consider it the most important factor in getting students into the right “brain state” for learning, borrowing an expression from Terry Small.
To find out what the C Factor is, and how you can strengthen it, come to this workshop. (Expect lots of interaction)
Bios:
Scott Bowyer is a lecturer in English conversation at Nagoya Gakuin University. He is also a PhD candidate at Nagoya University of Foreign Studies, where he is exploring links between classroom speaking activities and interactional competence. He has also co-authored two English textbooks and is currently the treasurer for the JALT BRAIN SIG because he loves neuroscience and money. Contact him at: scottybowyer1@gmail.com
Speaker, writer, and professor at Kansai University, Curtis Kelly (EdD.), is a brain nerd. He is one of the founders of the JALT BRAIN and producer of the MindBrainEd Think Tanks. He has written over 30 books including the Cambridge Writing from Within series, and given over 500 presentations. His life mission is “to relieve the suffering of the classroom.”
Gerry Yokota: Teaching Diversity and Equity with the SDGs
Date: March 4, 2022
Time: 7-8 pm
Location: Zoom
RSVP: https://forms.gle/rN3E6zGCqNFTYFhJA
Facebook: https://www.facebook.com/events/446370793890368
Abstract:
Whether we are obliged to use a designated textbook or have freedom of choice in the selection of either commercial textbooks or authentic materials, the perfect text is a holy grail. We must nearly always customize, adapting our materials to suit the needs of our students. In this session, I will first introduce a basic course description that can easily be modified to fit circumstances, and then provide examples of how to adapt various materials to promote awareness of issues such as racism and sexism in an engaging way. Recommended activities include music breaks linked to skills such as writing media reviews, analyzing advertisements to build media literacy skills, and designing public service announcements. Participants will then be invited to share their own ideas in breakout rooms, and finally regroup and share their findings.
Bio:
Gerry Yokota spent her entire full-time teaching career in the School of Language and Culture at Osaka University until semi-retiring in March 2020. She continues to teach part-time in the International College and at Kansai University. Building on her experience as chair of her university’s sexual harassment committee and director of the harassment counseling office, she has also served on the JALT Code of Conduct Committee and is currently a member of the JALT DEI Committee for Diversity, Equity, and Inclusion. She also serves on the executive board of the GALE SIG for Gender Awareness in Language Education.
Website: https://gerryyokota.academia.edu/
Model United Nations Simulations and English as a Lingua Franca: New Perspectives on Best Practices
Date: February 26, 2022
Time: 7-8 pm
Location: Zoom
RSVP: https://forms.gle/NyuSYd6QFgZ1Yfsv9
Facebook: https://www.facebook.com/events/s/donna-tatsuki-model-united-nat/661102898566481/
Abstract:
One of the most important 21st century skills is the ability to negotiate constructive resolutions. Negotiation is a form of communication that requires more than just language ability. It requires being able to listen to, and communicate with, others within a milieu of diverse language abilities, academic, professional and cultural backgrounds in an increasingly global society. Added to this is the reality that the majority of English spoken globally is English as a Lingua Franca (ELF). Model United Nations (MUN) simulations are uniquely positioned to help students develop their language ability and their global competencies, as well as being ideal opportunities for participants to experience ELF in an intensely communicative context. A common goal in MUN simulations is to prepare students to solve complex problems that are associated with living in a technological, competitive, and globally connected world. This presentation will introduce some insights drawn from research on ELF in MUN simulations and will summarize some of the best practices in MUN event and delegate preparation.
Introduction: Contextualizing New Perspectives: ELF in MUN Simulations
Part 1 ELF, GLOBAL EDUCATION, AND LEARNING IN MUN
Part 2 BEST PRACTICES IN MUN EVENT PREPARATION
Part 3 BEST PRACTICES IN MUN DELEGATE PREPARATION
Q&A followed by Informal Discussion
Bio:
Donna Tatsuki was awarded both an M.Ed and Ed.D degrees in Applied Linguistics from Temple University Japan. She has been teaching courses in English Language Teaching Methodologies and other related areas at Kobe City University of Foreign Studies since 2001. For three years (2007–2009) she was the Director of the International Exchange Program at KCUFS. In 2007 she was promoted to Professor and has thrice been visiting professor/visiting researcher in Italy (Sapienza University, Rome). From 2002–2004 Professor Tatsuki edited the JALT Journal. Besides publishing numerous articles in scientific journals, Professor Tatsuki is also the author, editor/co-editor for several Journal Special Issues including: (2019) Language Policy, Innovations and Practices: A Tale of Two Countries, Journal of Research Institute 59; (2018) Global Negotiation: Perspectives on Teaching and Learning, Journal of Research Institute 58. She convened the World Storytelling Conference in 2012, and has hosted the Global Negotiation Symposium every year since 2017.
Berger, Mack, Pattison & Sevigny: Assurance of Learning in a university EFL Program: Mapping a quality culture
Date: February 19, 2022
Time: 6:30-8 pm
Location: Zoom
RSVP: https://forms.gle/7XSj8sBeoZtNEioeA
Facebook: https://www.facebook.com/events/918532772195551
Abstract:
In this event, the panel of four colleagues from Asia Pacific University in Oita will share their experiences aligning their English courses with Assurance of Learning (AOL). This event will start with an overview, defining AOL, followed by a demonstration of how the presenters and their colleagues have mapped the goals and objectives of an English curriculum. Next, an overview of the recent aims of the AOL project will be introduced with reports focusing on three specific areas. One purpose of this will be to show how the AOL framework encourages accountability, systematicity, and rigour. Additionally, this framework is as much for a broader curriculum as it is for an individual course. This event will be of interest to language program coordinators, administrators and teachers who are concerned with a quality culture but perhaps not sure where to begin or how to incorporate AOL in their programs and their classrooms.
Bios:
Maiko Berger has taught English at university over the past 14 years. Her research interests include independent learning, extensive reading, and study abroad.
Lindsay Mack is an Associate Professor of English at Ritsumeikan Asia Pacific University. Her research interests include academic writing, vocabulary acquisition and critical pedagogy.
Steven Pattison is an Associate Professor in the Center for Language Education at Ritsumeikan APU. His research interests include L2 pragmatics, including cross-cultural pragmatics, L2 reading, stylistics, and irony studies.
Paul Sevigny is an Associate Professor at Ritsumeikan APU. His research interests include L2 vocabulary learning, extensive reading, and text-based discussion.
Teaching Younger Learners in Tokyo
Date: February 6, 2022
Time: 2-5 pm
Location: Zoom
RSVP: https://forms.gle/h48ypEUCWj6vBrR87
Facebook: https://www.facebook.com/events/1977568035746390
This event, sponsored by Tokyo JALT and the TYL SIG, is for teachers of kids to young adults, so teachers of preschool, kindergarten, elementary school, junior high school, and senior high school, are all encouraged to come! As always, there will be great, short presentations and lots of time for discussion and networking.
Here is the line-up of presenters:
Session 1
Presenter: Martin Sedaghat
Title: From Phonological Awareness to Phonics: Beginning Literacy Skills in Preschool
Abstract:
Digraphs. Alliteration. Onset-rime. What are they and how can they be taught? This presentation will explore the introduction, instruction, and challenges of beginning literacy skills in a Japanese preschool English program. The differences between phonological awareness, phonemic awareness, and phonics will be discussed, along with the sequencing and progression of these skills. Practical and easily made activities and resources for pre-literacy learners will also be shared.
Bio:
Martin Sedaghat is an English teacher and curriculum designer for the Niigata University of Health and Welfare International Preschool. Originally from California, USA, he has lived in Niigata Prefecture since 2003. Martin is currently studying for his MA in TESOL, and is particularly interested in the use of picture books, board games, and art projects in second language acquisition. He is also serving as the Program Chair for the JALT Teaching Younger Learners Special Interest Group.
Session 2
Presenter: Namiko Tsuruta
Title: Raising Curious and Confident Readers from the Bottom Up
Abstract:
Reading is a skill which most of our EFL learners will hone for the rest of their lives. Rather than worrying about their graded reader homework compliance at the tertiary level, why aren’t we engaging them more in reading many years before that?
Based on my own EFL experience with literacy in the US and my 23 years of EFL teaching experience in Japan, I have found that reading in English is an important but complex process that needs to be encouraged and monitored, and well before our primary school learners pick up a textbook in the 5th grade. Listening to and engaging with picture books as toddlers fosters a love of language that, if nurtured, can develop into independent reading fluency.
Please join me as we review some of the fundamental processes in L2 literacy development. Come ready to discuss what we can do as foreign language teachers to foster our learners’ love of reading. We hope all our learners will succeed in passing the English section of their university’s entrance examination; more importantly, though, we should focus on helping our learners develop more advanced literacy skills, so they can stay current and remain relevant in this ever-evolving global and digital world.
Bio:
Since 1999, Ms. Tsuruta has been teaching English in nursery, primary and secondary schools as well as working in private language schools and teaching business English in the Kanto area. She has also trained ALTs and JTEs in team-teaching and group learning environments in Ibaraki, Nagano and Tokyo for many years. Ms. Tsuruta is currently Program Director of Global Language Institute (GLI) and Creative Director of thetokyolife.jp. Her most recent presentation was at the 2021 international JALT conference where she shared GLI’s one-year virtual exchange project with students in Japan and Nepal. Her research interests include learner identity, autonomy, performance in education, sustainable learning and education, and diversity and inclusion.
Session 3
Presenter: Lawrence Hong
Title: Three Keys to a Successful Phonics Program
Abstract:
It seems like everyone is teaching phonics these days. In a recent unofficial facebook poll between phonics and sight words, roughly 90% of respondents reported using phonics as their main focus when teaching reading. And why not? Phonics gives students the necessary skills to deconstruct and reconstruct words.
While most reading programs in private language schools focus on phonics, you can be sure that no two programs are the same. So how do you design an effective phonics program? By making sure that learning is achievable, motivating, and meaningful. Just like phonics can break down large words into achievable parts, Lawrence will show you how to deconstruct and reconstruct an effective phonics program that will transform your students into motivated readers.
Bio:
Graduating in 2006 from the University of California (LA), Lawrence has been teaching English in Japan since 2007 in a variety of contexts, including large eikaiwa chain schools, small private English schools, private kindergartens, and public elementary schools. For the past eight years, he has been running AES Eikaiwa, a private children’s English school in beautiful Tarui, Gifu. As the sole teacher, he has been able to focus on the many different types of personalities of his students and on creating a successful curriculum to serve them all. While his degree in mathematical economics has allowed him to effectively systematize many aspects of his business, he believes that because each child is different, learning within a rigid system is ineffective.
Lawrence is involved with ETJ, JALT, and numerous unofficial professional development groups. He stands on the shoulders of giants, and wouldn't be where he is today without the help and encouragement from countless amazing teachers and mentors. He enjoys snowboarding and bouldering in his free time, but his recent dad bod will make you question that.
2021
Teaching Younger Learners in Tokyo
Date: February 21st
Time: 2-5 pm
Location: Zoom
Fee: Free for everyone
Contact: tokyojaltyl@gmail.com
Event flyer: https://drive.google.com
Facebook: https://www.facebook.com/events/230039791967592
This event, sponsored by Tokyo JALT and the TYL SIG, is for teachers of kids to young adults, so teachers of preschool, kindergarten, elementary school, junior high school, and senior high school, are all encouraged to come! As always, there will be great, short presentations and lots of time for discussion and networking. Here is the line-up of presenters:
Eric Kane: Boom Chicka Boom Boom - Rhythm and Melody Basics in the Classroom
COVID-19 has affected families, friends and all professions, including teachers. Especially teachers! Our school found ourselves leaning a lot on online resources, and as we primarily teach children, most of those resources were chants and songs. Why is that? Rhythm and melody are core components in a child’s path towards English language acquisition. Understanding and using these concepts frequently can increase the depth and pace in which our students acquire language. The best part? It’s pretty easy. Bonus!
In this online seminar, we will look at how and why the human brain absorbs language easier and better when funky beats are a part of the curriculum. We will look at practical ways of incorporating this into our classrooms and hopefully have a darn good time doing it.
Bio: Eric has spent the past 25 years in Japan as a student, teacher, school owner, YouTuber, and founder of ELF Learning. In his free time he enjoys barbecuing, craft beer, spending time in Nagano, and tickling penguins when the opportunity arises.
Ben Shearon: From Torture to Bliss: How a focus on fluency made JHS English better for teachers and students
Teaching junior high school students in an eikaiwa setting is a challenge for many schools. Often students and parents choose to move to a juku to focus on 'academic English' and even students that remain can feel their studies are not helping them much with their school classes.
In this presentation I will describe the evolution of a medium-sized eikaiwa's English classes for junior high school students, and how they went from the least enjoyable to most enjoyable to teach. Student engagement, achievement, recruitment, and retention went through the roof after implementing these changes. For teachers at public and private junior high schools it should be possible to implement the same principles in regular school English classes.
Bio: Ben Shearon was born in Germany and grew up in Spain but is saddled with a British passport. He's been teaching for 21 years, 20 of them in Japan and has taught in public elementary, junior, and senior high schools as well as universities. He helps his wife run an English school, blogs infrequently at sendaiben.org and writes about personal finance on his other website.
Lesley Ito: Teaching grammar to children: What's the best way?
People often mistakenly think that methods used to teach grammar to adults , such as explicit teaching of grammar rules using meta-language or consciousness-raising, will work well with children.
The presenter will share what current literature says on this matter, as well as the results of her own action research. Methods that are effective for teaching grammar to children will be demonstrated, such as storytelling and extensive reading, as well as grammar triggers, a method developed by the presenter in her own classroom.
Bio: Lesley Ito is a well-known teacher, teacher trainer, school owner, and award-winning materials writer based in Nagoya. She has taught in Japan for over twenty-five years, won “Best of JALT” in 2011, and has presented professionally throughout Japan, and at the ER World Congress in Dubai, UAE. Winner of the 2015 LLL Award in the Young Learner Category for Backstage Pass, her ELT writing credits include teacher’s guides, workbooks, graded readers, and the e-book Fifty Ways to Teach Young Learners: Tips for ESL/EFL Teachers.
EdTech 201 - Workshops - Bringing EdTech Tools to the F2F Classroom
Date: Friday, March 19th, 2021
Time: 19:00 - 20:00
Fee: Free for all
Location: Zoom
Questions: TokyoJALTEdTech@gmail.com
Facebook: https://www.facebook.com/events/176091397639069
EdTech 201 is a practical workshop for language teachers who want to know more about EdTech and look for different ways to implement new ideas in their teaching. The theme of this workshop is ‘Bringing EdTech to Face-to-face Classroom.’ In 2021, we are transitioning out of online class and back to campus. Some of us might be teaching f2f or hybrid classes. We are hoping to help instructors with the change. In EdTech 201, each presenter will demonstrate an EdTech tool that can be used in f2f or hybrid settings and give the audience some hands-on experience.
Presenters & Topics:
Chris Mattson - Google Classroom & G Suite
Jason Pipe - Kahoot!
Teaching Younger Learners in Tokyo
Date: June 20, 2021
Time: 2-5 pm
Location: Zoom
Fee: Free for everyone
Contact: tokyojaltyl@gmail.com
Facebook: https://www.facebook.com/events/215874200323634
This event, sponsored by Tokyo JALT and the TYL SIG, is for teachers of kids to young adults, so teachers of preschool, kindergarten, elementary school, junior high school, and senior high school, are all encouraged to come! As always, there will be great, short presentations and lots of time for discussion and networking. This time, our presenters will address the overarching theme of Collaboration.
Session 1
Presenter: Barbara Hoskins Sakamoto
Title: Adventures in Global Collaboration
Abstract:
Once upon a time in the late 1980s, a publisher thought there might be enough demand to maybe justify the risk in creating a different kind of textbook for children learning English – a book specifically designed to teach English as a foreign language. With authors in different countries and editors in yet another country, and no Internet, collaboration was an adventure! In this session, Barbara will share how collaborative methods have changed since those early days of fax machines, conference calls, and hotel meetings. In addition to some (hopefully) entertaining stories, she will share some of the factors that she believes are essential in creating and sustaining a long-term collaborative team.
Bio:
Barbara Hoskins Sakamoto came to Japan in 1985 with an MATESOL and a plan to teach for two years. While she has left the country since then, she always seems to return. Barbara is a co-author of one of the world’s best-selling textbook series for children learning English, Let’s Go (Oxford University Press), co-author of the online course, English for Teachers (International Teacher Development Institute), and author of the chapter, The role of technology in early years language education, in Early Years Second Language Education (Routledge, 2015). She is an English Language Specialist with the United States State Department and is Course Director for International Teacher Development Institute (iTDi.pro).
Session 2
Presenter: Mari Nakamura
Title: Promoting Young Learners’ Core Skills Through Intercultural Collaboration
Abstract:
In this increasingly complex society, promoting young learners’ core skills such as critical thinking, problem solving, creativity, digital literacy, and collaboration must be considered indispensable. The importance of these skills was emphasized in the MEXT 2017 Course of Study, and as of the 2019 academic year, efforts to integrate these elements into English language instruction in elementary schools have begun. In this practical session, Mari will share her two most recent projects for students of different age groups, showing how developmentally appropriate intercultural exchange projects can help young learners attain these essential skills. By joining this session, participants will be able to explore the applicability of such projects to their own teaching contexts.
Bio:
Mari Nakamura teaches young learners at her language school in Kanazawa while managing MELEP, a professional development community for teachers of young learners, and teaching part time at Kanazawa University. Her main interests are literacy education and intercultural exchange projects. Besides teaching young learners and collaborating with professionals, she loves listening to music and is always on the lookout for new up-and-coming artists.
State of the Chapter with featured guest Zoltán Dörnyei: Long-term motivational persistence in language learning
Date: July 2, 2021
Time: 6:45-8 pm
Fee: Free for everyone
Location: Zoom
Facebook: https://www.facebook.com/events/502529167448703
As part of our annual State of the Chapter event, we are very happy to welcome Zoltán Dörnyei as our featured speaker.
Following a brief chapter meeting, during which we will announce officer election results, Dr. Dörnyei will speak about long-term motivational persistence in language learning. He would also like to engage with as many attendees as possible during the Q&A portion of the event, so please have a think about questions you'd like to ask!
Abstract:
Motivation concerns the choice and direction of a particular action, the effort expended on it and the long-term persistence with it. However, the last motivational dimensions – long-term persistence – has received far less attention in past research than the other components, even though student motivation is known to display continuous ebbs and flows as well as a steady ‘leak’, that is, a tendency to peter out with time. This paper will describe the main components of motivational persistence, and will offer several strategies to promote it in language learners.
Speaker Bio:
Zoltán Dörnyei is Professor of Psycholinguistics at the School of English, University of Nottingham. He has published extensively on second language acquisition and language learning motivation, and he is the author of over 25 books, including Research Methods in Applied Linguistics (2007, Oxford University Press), The Psychology of the Language Learner Revisited (2015, Routledge, with S. Ryan), Innovations and Challenges in Language Learning Motivation (2020, Routledge) and Engaging Language Learners in Contemporary Classrooms (2020, Cambridge University Press, with S. Mercer).
Art and Creativity online social event
Date: July 21, 2021
Time: 7-9 pm
Location: Zoom
Facebook: https://www.facebook.com/events/345757353716204
Drop by for conversation about Art and Creativity, inside and outside of the classroom.
Teaching Entrepreneurship Through Experiential Learning
Date: October 9, 2021
Time: 7-8 pm
Location: Zoom
Facebook: https://www.facebook.com/events/981889565976338
Poster: https://drive.google.com/file/d/1Qagb1C8q9OahRBW5Uq0qbChMpT0KtP_m/view?usp=sharing
At this year's PanSIG, Steven Quasha and Daniel Mills did a poster presentation on Teaching Entrepreneurship Through Experiential Learning. We are happy to welcome them for an extended discussion and workshop on the topic and hope you'll be able to join us.
Abstract:
The rate of women entrepreneurs in Japan is abysmally low compared to other nations. In fact, Japan ranks last among OECD countries, and data indicates that a mere 17% of Japanese women declared to have knowledge about starting or growing their own business. The current situation indicates the need for learning materials that not only introduce the topic of entrepreneurship to all students but also showcase female models of business success. To this end, the presenters have created a series of experiential learning materials centered around a strong female character, Mirai Takahashi, who is in the process of launching a business start-up with the guidance of her mentor, Catherine Sakamoto. Through Takahashi’s successes and failures, students experience the risks and rewards of starting their own company.
This workshop will showcase how to utilize these materials and demonstrate how perceptions of entrepreneurship, gender equality, and digital transformation in business are crucial for students. The presenters will describe their current efforts to gather both quantitative and qualitative data for these studies and share their initial results.
Speaker bios:
Steven E. Quasha is an associate professor in the Faculty of Modern Management at Sugiyama Jogakuen University in Nagoya. He holds an MA in Asian Studies from San Diego State University and an MA in TESOL from Macquarie University. He also has a teacher trainer certificate from the School for International Training (SIT). His research interests include language assessment, business English, and using technology in the classroom.
Daniel J. Mills is an associate professor at Ritsumeikan University in the Faculty of Economics and holds an MS.Ed. in TESOL from Shenandoah University along with an Ed.D. in Instructional Technology from the University of Wyoming. His research interests include Informal Learning with Technology, Mobile Learning, and Technology Adoption.
Teaching Younger Learners in Tokyo
Date: October 24, 2021
Time: 2-5 pm
Location: Zoom
Facebook: https://www.facebook.com/events/1287359025014354
This event, sponsored by Tokyo JALT and the TYL SIG, is for teachers of kids to young adults, so teachers of preschool, kindergarten, elementary school, junior high school, and senior high school, are all encouraged to come! As always, there will be great, short presentations and lots of time for discussion and networking.
Here is the line-up of presenters:
Session 1
Presenter: Kim Takeda
Title: Adapting and Developing Teaching Strategies to Meet the Challenges and Innovations of Teaching English in Japan
Abstract:
Back in 1988, I was one of the 848 participants selected to become an Assistant Language (English) Teacher in the second year of the Japan Exchange and Teaching Programme. Having taught elementary school for 8 years in Los Angeles, I felt well-prepared and ready to teach English to my new students. Well, much to my surprise, English Education in Japan was not exactly what I expected. I had to quickly adjust and revise my teaching strategies to best meet the needs of my students and the Japanese school system. Five prefectures, 50 plus schools, and 33 years later, it’s been interesting watching how English Education in Japan has evolved. I think most of the changes have been extremely positive, but change also brings about new challenges. So, what can teachers of English do to level up their game and prepare themselves for these challenges and innovations? In this presentation, let’s take a look at some of the biggest challenges and innovations in English Education in Japan today. I will be sharing some tips and ideas about how any teacher of English can adapt their current teaching styles and/or develop strategies to meet these challenges.
Bio:
Kim Takeda is from Los Angeles and has taught for over 40 years, 33 of them being in Japan. She is now teaching English for Global Communication at Keio Yokohama Elementary School which is an affiliate school of Keio University. Before coming to Japan, she taught elementary school for 8 years in Los Angeles and earned her Master's degree in Humanistic Education. After teaching high school for 13 years in Tottori prefecture, she returned to teaching elementary school and has taught at various elementary schools, including 2 English immersion schools, in Osaka, Shizuoka, and Gunma prefectures. In her free time, Kim enjoys hanging out with her dog Sinbad, live streaming, and watching her favorite shows and movies. She is probably best known at school as the teacher with the most unusual Halloween costumes.
Session 2
Presenter: Satomi Miura
Title: The importance of incorporating more hands-on activities into our upper level primary school English classes
Abstract:
After a two-year transition period, a foreign language (English) became a formally assessed subject in primary schools in Japan from April 2020 alongside new textbooks for Year 5 and Year 6. Consequently, the amount and content of English to be learned in upper primary school has increased, resulting in some confusion amongst both teachers and children. Some children even seem to have become demotivated at this early stage of learning an additional language. Amidst all this, educators have become keenly aware of the importance of hands-on or experiential activities. These types of activities allow children to become more engaged with the topics and content being studied while helping them retain knowledge by stimulating multiple areas of the brain. In this presentation, I will introduce some of the activities that have been effective in my classes, including “Let’s Fetch Water!” and “Lap Book Project: Food Chain.”
Bio:
Satomi Miura has been involved in foreign language activities as a JTE and ALT at elementary schools in Iwate since 1999. Between 2005 and 2006, Satomi studied at Camosun College in Canada, focusing on ESL, psychology, and counseling. She received her Canadian TESL certification in 2006 and was a recipient of that year’s International Student Award. In 2007, Satomi opened her own English conversation school, IE TreeHouse. She is currently an ALT at Hanamaki Board of Education in Iwate, and teaches at four public primary schools. She is also a J-SHINE Trainer and a part-time lecturer at Iwate University.
Session 3
Presenter: Nicholas J. Wilson
Title: Exploring the World through ICT in Elementary School
Abstract:
The new English textbooks for elementary schools include units and sections dedicated to foreign countries and cultures. However, these are limited in both content and variety. What if we could empower students with the autonomy to explore the world, and give them the opportunities and skills to research, discover and share the tales of their virtual trips with their classmates? In this presentation I will discuss how a digital approach to foreign language education can help teachers switch roles with their students, and let their curiosity become the fuel for creating engaging and entertaining classes.
Bio:
Nicholas J. Wilson teaches English in public elementary schools in Nagano. He is also a Google Certified Educator, focused on fostering student’s 21st-century skills through foreign language education. An active JALT officer, Nicholas organizes independent professional development opportunities for ALTs including Agorà, a monthly interactive live event as part of the ALT Training Online grassroots initiative.
Jill Hadfield: Constraints and Creativity in Online Teaching
Date: Saturday, November 27, 2021
Time: 10-11 am
Location: Zoom
Facebook: https://www.facebook.com/events/899280327415888
Abstract:
How can you overcome the constraints of teaching without a physical classroom or the appropriate materials, in order to teach live online in a way you feel is best ELT practice? This interactive talk will answer that and show how, paradoxically, these constraints can lead to creative and novel activities for language teaching.
Bio:
Jill Hadfield has worked in France, China, Tibet and Madagascar and was until last year Associate Professor in Language Teacher Education, Unitec, New Zealand. She is currently working freelance, writing and editing ELT materials. She has published 40 books for language teachers including the Communication Games series, Classroom Dynamics, Introduction to Language Teaching and Motivating Learning. She has also written two travel books and a novel. She is currently interested in bringing research into practice through the Research and Resources in Language Teaching series, creativity in language teaching and online interaction. Her book Interaction Online, with Lindsay Clandfield (CUP) was shortlisted for the Ben Warren Prize and the ELTons Award for Innovation in Teacher Resources. Her latest book Live Online Teaching co-authored with Lindsay Clandfield was published this year by Pavilion Publishing.
Chiyuki Yanase: Enhancing Language Teacher Well-being
Date: Saturday, December 4, 2021
Time: 6:30-7:30 pm
Location: Zoom
Facebook: https://www.facebook.com/events/1327149631070467
Abstract:
In the language classroom, the teacher’s state of mind can affect the mood, emotions, and motivation of learners (Mercer & Gregersen, 2020). Despite the importance of teacher wellbeing, educators tend to prioritize the wellbeing of their students and neglect to focus on their own physical as well as psychological health. In this workshop, I will explain why teacher wellbeing matters and share activities that can enhance teacher wellbeing during these uncertain and stressful times.
Bio:
Chiyuki Yanase is a lecturer at several universities including Keio and Chuo University. She has been teaching English for over 30 years at various institutions and holds an MSc in TESOL for Young Learners from Aston University in the U.K. Her current research interests focus on developing autonomy, creativity, and self-efficacy of learners as well as teacher wellbeing.
Tokyo JALT Showcase
Date: Friday, December 10, 2021
Time: 7-9 pm
Location: Zoom
Facebook: https://www.facebook.com/events/3014119545507365
Guy Smith & John Peloghitis: The Future of Critical Thinking – Countering Cognitive Bias
Abstract:
Cognitive bias is emerging as one of the key challenges for future critical thinking instructional approaches. One of the key objectives of critical thinking courses and materials is to teach students how to think in a clearer, more rational, and more open-minded manner. Research from psychology, economics, cognitive science and other fields shows that in order to achieve this it is important to mitigate or forestall the effects of distorted and flawed reasoning that can emerge as a result of cognitive bias. Cognitive bias has received significant attention in regards to practical considerations in fields such as medicine, business, leadership, and economics as it has been shown to play a powerful role in negatively impacting clear thinking. As yet, it has received limited attention in most educational critical thinking instruction and most teachers are unaware of how cognitive bias works, its implications for the classroom, and what they can do to mitigate the negative impact of cognitive bias. This presentation first provides an overview of cognitive bias. It looks at some of the more common biases that can appear in classroom tasks and suggests some strategies for teachers to address the negative effects that biases can have on the development of critical thinking skills in language learning contexts and other areas of learning. Debiasing refers to teaching and activating thinking or behavioral habits that prevent, mitigate, and control the negative effects of cognitive biases, leading to an enabled and enhanced ability to practice and develop critical thinking skills. Based on the body of research regarding debiasing, this presentation explains practical ideas for how language teachers of all levels and also those who teach in other areas can introduce debiasing into their critical thinking teaching through close discussion of some actual lesson plans.
Bios:
Guy Smith – My teaching and research interests are understanding cognitive bias in education and critical thinking, self-determination theory, and teacher and student well being.
John Peloghitis - I teach academic reading and writing, debate, and research writing. I am interested in second language writing, metacognitive strategies, syllabus design, and critical thinking.
Deborah Maxfield: Impact of Online Teamwork on Anxiety and Group Cohesion
Abstract:
Research has suggested that forming cohesive ingroups can increase self-esteem (Tajfel & Turner,1978; Dovidio et al., 2009) and reduce anxiety (Lee & Robbins,1998) as well as foster motivation (Dornyei & Murphey, 2003; Deci & Ryan, 2000). However, whether these relationships exist for online contexts remains under-researched.
In 2020, two new courses (Presentation and Debate) were made compulsory for all first-year students at a major university, and were taught entirely online. Based on previous psychological and EFL research, students were assigned to regular groups for 3-4 weeks to encourage peer support and, thereby, (a) decrease anxiety and (b) foster motivation. At the end of the term, over 200 students were surveyed about their experiences with online teamwork using a 6-point Likert scale survey. Their perceptions of online group work, including cohesion and efficacy, impacts on social and state anxiety, effects on motivation, and other concerns were analyzed.
Initial analysis suggests that the overwhelming majority of students found teamwork helpful and enjoyable during the course and reported feeling less language learner anxiety overall due to teamwork, yet some still reported language learner or social anxiety. These results and more will be explored in greater detail in this presentation.
Bio:
As a Lecturer in English Education at Rikkyo University, Tokyo, I am conducting research on how psychology is mediated by L2 learning environments.
Keiko Nakamura: Analysis of Junior HIgh School English Textbooks Focusing on Cross-Cultural Understanding
Abstract:
The Ministry of Education, Culture, Sports, Science and Technology issued the latest Course of Study for junior high schools and its new explanatory guide in 2017. One of the goals the new educational guideline is ‘to develop an understanding of the culture behind a foreign language’. In addition, the explanatory guide aims learners should acquire a spirit of tolerance, acceptance of others, peace, and international contribution through the study of foreign languages, and also requires that learners should be able to think in many different ways. In accordance with the new guideline, new government-approved English textbooks were published by six different publishers. Those newly published textbooks are fully used from April 2021. As learners who learn English in the EFL environment, they rely on textbooks in English classes as well as their teachers. Thus, it is worth examining how newly published textbooks deal with ‘cross-cultural understanding’. This study conducted a quantitative analysis of cross-cultural materials which appeared in the new textbooks, as compared to older versions of the textbooks. Referring to previous studies, the number of times which the materials related to ‘global issues (including race issues)’, ‘foreign cultures (including the way of living and foods)’, ‘Japanese cultures (including furoshiki and how to celebrate events)’ and ‘comparative cultures (including the way learners address teachers, the differences between student life in Japan and the U.S.) appeared in the textbooks are recorded. It was found that there are more appearances of the materials which related to ‘global issues’ and ‘foreign cultures’ in the newly published textbooks than older ones. However, these materials do not provide learners an immediate understanding of different cultures. It is hoped that the effective use of these materials by the instructors in the classroom will enhance the learners' communication skills.
Bio:
Keiko Nakamura has previously worked as a part-time teacher at a Junior High School, and now teaches at several universities in Kanto area.
Sanduni Sarathchandra: How to implement a CLIL lesson in a university academic speaking course to teach critical thinking skills
Abstract:
Coyle, Hood & Marsh (2010) define that the “Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which additional language is used for the learning and teaching of both content and language” (p.1). CLIL is an influential and evolving learning approach. It encourages language learning by understanding the authentic communication and training skills in the course of active participation. Teachers play important roles as trainers, supporters, monitors, assessors and guides. Similarly, learners act as receivers, risk takers and innovators. Through CLIL, learners are able to practice how to make the maximum use of one’s own communicative skills to move from L1 to L2. It provides a chance for students to learn helpfully and also it triggers learners’ apparent aptitudes to use and deal with the target language in a proficient way. Because language learners try to learn the content using a foreign language, they have a good chance to communicate with their peers via listening and speaking. It is this collaboration that is presumed to comfort language acquisition where learners are willing to understand each other and to present their individual thoughts. Language teachers in foreign language context can effectively employ CLIL in order to offer learners with a natural background for language application. At the same time teachers can provide a productive input of L2 for students, upsurge their skills to interact efficiently, and to boost students’ enthusiasm to the lesson.
In this Practice-oriented presentation, I show teachers how to effectively integrate the content and language via a CLIL lesson and implement it in the university sophomore language classroom to teach academic speaking, and thus enabling students to state their opinion in a logically structured way based on their learning from the class. A detailed CLIL lesson plan will be explored in this presentation.
Bio:
Sanduni Sarathchandra is a Lecturer in English Communication at Reitaku University. Her research interests include Material Development for Content and Language Integrated Learning (CLIL), Test Preparation in Language Assessment, Task-Based Language Teaching (TBLT), and Language Learners in Classroom Research.
Yuka Masda & Kana Watanabe: Can aerobic exercise be used as a strategy to reduce Test Anxiety? (short student presentation)
Abstract:
Yoshida and Masda (10, November, 2020, Tokyo JALT) examined literature and concluded aerobic exercise may be an effective method to alleviate test anxiety in college students. Test anxiety is defined as excessive worries about taking tests and is believed to have negative impacts on students’ test performance. In recent years, reports of the cognitive function-enhancing effects of aerobic exercise have attracted attention (Hillman, Erickson & Kramer, 2008 et al.). Aerobic exercise has been associated with academic performance in students in high-school and younger. Acute aerobic exercise is also thought to influence our emotions including anxiety (Ekkekakis & Petruzzello, 1999). Despite such evidence, the amount and frequency of aerobic exercise drastically decreases in college students compared to high school students, while test anxiety tends to increase. This suggests the lack of exercise may be the cause of increased test anxiety in college students. However, while past research demonstrates positive effects of aerobic exercise on general anxiety, only one study has focused on test anxiety.
In this study we investigated the relationship between exercise habits and test anxiety using an online survey with 100 college students. For this we translated the Cognitive Test Anxiety Scale Questionnaire (Cassady & Johnson, 2002) into Japanese and compared the results with their reported exercise habits.
Our main interests were the two questions as below:
Did the degrees of test anxiety vary depending on their exercise habits?
Did the exercise timing - exercise performed before or after the tests - affect test anxiety?
This paper reports the results from the survey above.
Bio:
Kana Watanabe is a 5th year student at Tokyo University of Pharmacy and Life Sciences. She studies the relationship between test anxiety and aerobic exercise.
2020
Teaching Younger Learners in Tokyo!
Share Your Best Ideas and Questions for Discussion
Date: Sunday, February 16th, 2020
Time: 1-5 PM (followed by pizza nearby for those who want to keep on talking)
Location: Tokiwamatsu Gakuen
Cost: 1,000 (Free for JALT members) OR Join Tokyo JALT for 3,000 yen (JETs / ALTs 1,500)
RSVP: http://bit.ly/TJALTrsvp Or apply to share your ideas: http://bit.ly/TJALTandYLevent
Facebook: https://www.facebook.com/events/610579479760399/
Queries: tokyojaltyl@gmail.com
Flyer: http://bit.ly/TYLinTokyoFlyer
Essential Tips on Building Confidence as a High School ALT Justine McCabe
She will cover essential tips for teaching English as a second language for high school students based on what she has learnt while working as an ALT.
Justine is a high school teacher from Australia, but currently works in Tokyo as an ALT on the JET Programme at a private sports-focused senior high school.
Encouraging Mindfulness and Emotional Literacy in Younger Learners Monika Sadkiewicz
In this presentation, Monika will share with us the methods she has used to help her young charges toward greater self-control and empathy for classmates.
Monika is a multi-lingual preschool and kindergarten teacher skilled in using empathy and other emotional intelligence skills to effectively manage classroom behaviors. She is a trained children's fitness instructor promoting a healthy lifestyle and the importance of self-expression through movement.
**TBLT Input-based tasks for EFL Beginners in Japan Daniel George Dusza & Marina Goto (Kanda Institute of Foreign Languages)
Learn how to implement Task Based Language Teaching from elementary school beginner level, with scaffolding to make up for students’ deficiency in both language and communication skills. Participants in this workshop will leave with a clear understanding of how to implement Task-Based Language Teaching for beginners. Input based TBLT for beginners requires scaffolding to make up for the deficit in both language and communication skills. From the research presented in this workshop, we are convinced that TBLT is possible with early beginners and is therefore applicable to elementary school beginners, college, and business English learners.
A Grassroots Initiative Providing On-Line ALT Training - AND - Comparing Monolingual and Bilingual Approaches in Junior High Nathaniel Reed
ALTs' receive little to no training, although they have incredible potential to meet MEXT goals and make a noticeable dent in the quality of education students receive. With no other parties openly intending to support ALTs in supporting the growth of their students, and themselves, I outline a grassroots initiative aiming to do this. I share the ongoing needs analysis that gave rise to this teacher training initiative and how it is being put together.
By 2020 junior high school English teachers are to teach English in English "according to the level of understanding of students" (MEXT, 2015). This presentation reports on a yearlong study in two junior high schools; in one school, I spoke only English (whilst teaching and outside of class), and the other; both English and Japanese. Rich findings from student and co-teacher questionnaires, interviews and observations are put forward. Audience viewpoints are encouraged.
Nathaniel Reed is a British sixth-year ALT for the Niigata City Board of Education and father of two.He received an MA in Applied Linguistics in 2015 and since then worked to develop an open access teacher training site for ALTs (ALT Training Online). Dedicated to improving the quality of education in public schools he has published and presented on this site in addition to conducting classroom based research. In January 2020 he became Regional Professional Development Activities Chair (RPACC), and aims to bring more JALT groups together as well as open awareness of the potential JALT offers to more people.
CANCELED Eli Hinkel: Effective Teaching Techniques for L2 Speaking and Conversations CANCELED
Date: March 16th, 2020
CANCELED Hanami (West Tokyo and Tokyo JALT)
Date: March 22nd, 2020
Zoom Emergency Remote Teaching Webinar: Best Practices
Date: Sunday, May 3, 2020
Time: 02:00 PM Osaka, Sapporo, Tokyo
Speaker: José Domingo Cruz
Flyer: https://bit.ly/TJALTwebinar05032020
Please register in advance for this webinar:
https://zoom.us/webinar/register/WN_VZN-y4hFSAOyIqpHCNIfKw
Special thanks to the Niigata Chapter of JALT for their support in planning this event.
State of the Chapter: Officer Elections and special guest presenter Fiona Mauchline
Date: July 17th, 2020
Time: 6:45-8 pm
Location: Zoom (link will be provided)
Fee: Free for all attendees
Facebook: https://www.facebook.com/events/288456382589473/
At our annual State of the Chapter event, we celebrate all that our members have accomplished and conduct chapter business, such as elections. Each State of the Chapter features a presentation from an esteemed presenter as well, and this year we are happy to have Dr. Fiona Mauchline, a freelance teacher trainer, ELT author and short story writer based in Oxford, England.
Screenplays for ELT: A Language Bootcamp Episode 1: From prompts to pen & paper
This workshop looks at the parts of the film-making process related to ‘finding’ ideas, planning the plot and writing the script. Screenwriting techniques provide excellent opportunities to learn and review vocab, practise scripting dialogues, focus on function, appropriacy and informal language (eg phrasal verbs), work on present tenses and description, and generally increase motivation and speaking in the classroom. It is like a language bootcamp that engages, can be part of a PBL approach, and has a tangible, ‘I’m proud of this’ product. Come along and start writing!
Speaker Bio:
Fiona Mauchline is a freelance teacher trainer, ELT author and short story writer based in Oxford. She has particular interests in neuroscience and language-learning, cognitive development in adolescents, and story and screenplay writing, and her publications include Tales for Adventurous Girls (Penguin Readers), Dive in! (summer course, Delta Publishing) and ETpedia Vocabulary (Pavilion ELT), all published in 2019. She is also the co-founder of EVE: Equal Voices in ELT.
Kimberly Klassen - Vocabulary in the L2 reading classroom: Theory and practice
Date: August 21st, 2020
Time: 18:00 to 19:00
Location: Zoom
This webinar will present one approach for handling vocabulary in the second language (L2) reading classroom. The session will begin with a brief presentation of research which demonstrates the importance of vocabulary knowledge to reading comprehension. Then, teachers will be introduced to various tools that will enable them to: test the vocabulary level of their students; assess the appropriateness of their reading materials in terms of vocabulary load; choose target vocabulary for their learners; and encourage learner revision of vocabulary through regular testing.
Presenter bio:
Kimberly Klassen completed her PhD in Applied Linguistics (Lexical Studies) at Cardiff University, Wales. Her research interests include second language reading and vocabulary acquisition. She has published articles in Reading Psychology and The Curriculum Journal. She is currently an adjunct instructor in the English for Liberal Arts program at the International Christian University, Tokyo.
Jill Hadfield - How to create tasks for online contexts
Date: August 30th, 2020
Time: 14:00 to 15:00
Location: Zoom Webinar
Fee: Free for all
In the current worldwide situation, we are having to teach increasingly online. In this webinar I will give participants a number of instantly useable online activities plus a toolkit for designing their own online tasks . We will discuss principles of task design and explore how the nature of task design for online contexts differs from that of classroom contexts. We will look at five categories of online tasks: Critical, involving an exchange of opinions, Personal, involving an exchange of personal information, Factual, involving sharing information, Fanciful, involving entering into an imaginary scenario and Creative, involving the creation of a ‘product’ and seven types of online interaction: Confetti, Pass the Parcel, Poker, Breakout, Postal Ballot, Writers’ Group and Creative Commons which teachers can use as templates for designing their own materials.
References:
Clandfield,L. and Hadfield, J. ( 2017) Interaction Online: creative activities for blended learning. Cambridge University Press.
Presenter bio:
Jill Hadfield has worked in France, China, Tibet and Madagascar and was until this year Associate Professor in Language Teacher Education, Unitec, New Zealand. She is currently working freelance, writing and editing ELT materials. She has published over 30 books for language teachers including the Communication Games series, Classroom Dynamics, Introduction to Language Teaching and Motivating Learning. She has also written two travel books and a novel. She is currently interested in bringing research into practice through the Research and Resources in Language Teaching series, creativity in language teaching and online interaction. Her latest book Interaction Online, with Lindsay Clandfield (CUP) was shortlisted for the Ben Warren Prize and the ELTons Award for Innovation in Teacher Resources.
Chris Carl Hale - Facilitating Self-Assessment in the Remote-Learning Context
Date: September 13th, 2020
Time: 14:00 to 15:00
Location: Zoom Webinar
Fee: Free for all
This presentation will provide an overview of how student self-assessment can be utilized both for formative assessment (ongoing) as well as for summative assessment (major assignments). There has been much interest in using self-assessment as a means of involving students more in the learning process, which is thought to lead to more responsibility on the part of the learner. While self-assessment is often conflated with “student reflection,” in the research presented here, students’ assessments were given equal weight as their teachers and their ratings were reflected in their formal grades. Using research conducted in university writing courses in Japan, the presenter will illustrate how the procedure can be incorporated into the curriculum of both face-to-face and remote-learning contexts.
Presenter Bio:
Dr. Chris Carl Hale is Associate Professor in the Graduate School of Global Communication and Language at Akita International University (AIU) where he teaches in the English Language Teaching Practices program.
Ed Tech 101 - Show and Tell
Date: September 18th, 2020
Time: 19:00 to 20:00
Location: Zoom
Fee: Free for all
The aim of Ed Tech 101 is to create a casual and fun environment for teachers to take away practical ideas that can be implemented in their own classrooms. Each presentation is less than 10 minutes long and each presenter will show a piece of Ed Tech such as an application or an online platform that they have experienced. It is a great platform for beginner presenters to start with. Both Ed Tech beginners and experts are extremely welcome to take away ideas and to share ideas.
JET / ALT Event: Sharing Experiences and Best Practices
Date: October 11th, 2020
Time: 14:30 to 16:00
Location: Zoom
Fee: Free for all
This will be an open discussion led by a group of seasoned JETs / ALTs designed to share effective strategies and classroom activity ideas as well as effective ways to deal with any concerns or issues you may have. Please come and share your experience and ask any questions you may have.
Teaching Younger Learners
Date: October 25th, 2020
Time: 2-5 pm
Location: Zoom
Fee: Free for all attendees
This event, sponsored by Tokyo JALT and the TYL SIG, is for teachers of kids to young adults, so teachers of preschool, kindergarten, elementary school, junior high school, and senior high school, are all encouraged to come! As always, there will be great, short presentations and lots of time for discussion and networking. More details coming soon but here is the line-up of presenters:
Diane Obara on project-based learning
Abstract: In 2016, Diane moved her mom and child multicultural children's literature reading classes out of her home and established a community school for her own bilingual children and other local residents. A core component of the curriculum centered around project-based learning. This presentation will showcase four of the projects (including videos) from the school that were featured in the March 2020 edition of The Language Teacher (https://jalt-publications.org/tlt/archive).
Bio: Diane Obara is an adjunct lecturer at Rikkyo University, with more than fifteen years of teaching English in higher education. In particular, her experience working with Japanese learners spans the globe, from the USA to Japan to Southeast Asia (teacher training). Some of her recent research interests include Educational Entrepreneurship and Bilingual Curriculum Development for Teaching Young Learners (TYL), mixing methods that include intercultural collaboration using multimedia, PBL (project-based learning) and CLIL (content).
Gaby Benthien on cultural awareness in the primary/secondary classroom
Abstract: Culture and language are closely intertwined, and cross-cultural understanding is one of the aims of L2 education in Japan. As educators, we want to promote cultural awareness, arouse curiosity and develop empathy in our students and to encourage them to see the world through different perspectives, learn to observe and reflect before judging, and to learn about their own culture. While real and virtual exchanges allow children to engage and interact directly with children from other cultures, in-class activities using photos, picture books, folktales, songs, films, documentaries, roleplays and simulations can also be embedded into L2 classes to enhance cross-cultural understanding. This session will give some examples and ideas about how cultural awareness activities can be introduced into the elementary and secondary L2 classroom to complement the units in the textbooks or as additional activities.
Bio: Gaby Benthien (BEd, MEd, EdD) is Associate Professor at Shumei University in Chiba, and Adjunct Lecturer at Chuo University in Tokyo. She has been teaching foreign languages (Japanese, German and English) to a range of age levels and in a variety of teaching contexts in Australia and Japan for nearly 30 years. The majority of her recent classes have been related to intercultural understanding and L2 education classes for students taking elementary education license credits. Her research interests include L2 teacher education and development, L2 motivation, socio-cultural aspects of language education, intercultural communication and understanding and study abroad. In her free time, Gaby enjoys being outdoors, being creative, and exploring Japan and other countries. Gaby is a member of the JALT Teaching Younger Learners SIG, Intercultural Education in Language Learning SIG and Teacher Development SIG and is also involved with the JACET-based Japanese Portfolio for Student Teachers of Languages for Elementary school Teacher Education (JPOSTL elementary).
Eng Hai Tan on Cooperative Storytelling using Magic Flashcards: Ways to Scaffold Learning and Maximise Engagement
***Required materials to actively participate: scissors, 2 A4 pieces of slightly thick (craft) paper (white) and colored pencils or pens. I think most 100 yen shops have craft paper (and pencils). Also, it's best if you have a PC, laptop or any digital device that allows you to open Google Docs. Plus of course a good dose of creativity and imagination! ***
Intro: Engaging young learners requires more than pedagogical skills, the inherent creativity of teachers is often put to test. The types of social setting can also play a part in the quality of learning. Classroom learning environments can be classified generally into three social categories: competitive, individualistic, or cooperative. Cooperative learning is often associated with higher level of reasoning, greater generation of new ideas and transfer of learning as compared to competitive or individualistic learning. In this workshop, participants will experience different types of social learning settings as they learn how to make magic flashcards and cooperate as a group to create a story using the flashcards. Each group of three participants will be given six telltale picture cards and they are required to use them in their stories. Using graphic organizers, they will discuss the setting, characters, problem and resolution. Next, participants will transfer their ideas from the graphic organizers onto storyboards. They also decide on the 6-frame illustrations they wanted for their stories. Finally, they will draw on their magic flashcards with the main scenes of their stories and practice presenting them to the other groups. Bloom’s taxonomy will also be explored as participants engage from lower to higher order thinking tasks, from remembering, understanding, applying, analyzing, evaluating and finally creating their original story as a group. For the benefit of everyone, it is crucial for all participants to get ready two A4 sheets of sturdy-ish paper (or drawing block paper), a pair of scissors and colour pencils. Participants will also use Google documents when creating their story as a group, hence, it’s advisable to work from a device that has a sizable screen.
Abstract: Storytelling is an innate part of human behavior. Learning through storytelling is a natural way to acquire language. Stories give a sense of meaning to students as they learn new words. Through this hands-on workshop, participants will be expected to create stories in groups, learn how to make magic flashcards, and present stories using them. With these flashcards, your students will have fun while presenting their stories in a more creative and engaging way.
Bio: Eng Hai Tan has more than 20 years of teaching experience. He has taught in public primary schools and the National Institute of Education in Singapore prior to working as an administrator in an English immersion school in Japan. He is currently an Associate Professor in the University Center for Liberal Arts Education, Meio University. His research interests include Pedagogy, Language Acquisition, Motivation and Educational Technology.
Social Event: Book Club Party
Date: October 29th, 2020
Time: 8-10 pm
Location: Zoom (link provided to all who RSVP)
Fee: Free for all attendees
Come join us for an evening of online chat about books! We'll have breakout rooms based on genre (science fiction, classic literature, pulp fiction, etc) or specific books. It'll be a very casual gathering, hope to see you there!
Tokyo JALT and LiLT SIG: Creative Writing in Language Teaching Contexts
Date: November 29th, 2020
Time: 12:00-17:00
Location: Online
Five speakers will share their expertise on creative writing in workshops and interactive sessions. The sessions will be interactive and include practical suggestions for classroom activities. We welcome all those who are interested in teaching or learning more about creative writing.
Guest Speakers:
Creative Writing in the EFL Classroom, by Suzanne Kamata
A Bit of a Character: Building Voice in Fiction with L2 students, by Iain Maloney
Reading to Write, Writing to Read, by Cristina Tat
How can Literary Linguistics Facilitate Discussion in the Creative Writing Workshop? by Luke Draper
Creative Writing in the Era of COVID-19 Pandemic by Atsushi Iida
Tokyo JALT Showcase
Date: December 4th, 2020
Time: 18:30-21:00
Location: Online
Each year we invite all members of the Tokyo Chapter to apply for a spot at our annual Tokyo Showcase and this year we selected four outstanding presentations for your viewing pleasure.
Heather Woodward: Creating an AI Chatbot for Academic Discussions
Abstract: Artificially intelligent chatbots can provide an opportunity for students to practice using academic discussion skills (e.g., asking for and giving opinions, reasons, viewpoints) and communication skills (e.g., paraphrasing). Popular chatbots such as Google Assistant and Siri were designed for transactions and not for interactional exchanges of ideas especially ideas relating to academic topics. Teachers who wish to incorporate AI chatbots can use programs such as Teneo to design their own chatbot. In this presentation, I show teachers how to create a chatbot, discuss the advantages and disadvantages of using a bot, and lastly, present some feedback from my students who used the chatbot I created during Spring 2020 semester. The chatbot was quite divisive among students insofar as they either strongly liked it or strongly disliked it. Some students enjoyed its quick responses whereas other students preferred communicating asynchronously with real humans. I recommend incorporating an AI chatbot as optional out-of-class assignment for students who strongly prefer using the bot while giving students who do not enjoy using it opportunities to exchanges ideas asynchronously with their classmates.
Bio: Heather Woodward earned her M.S.Ed in TESOL from Temple University in 2018. Heather taught in China, Vietnam, and Japan before joining Rikkyo University.
Colin Walker: Leading change through design-based research: findings from an ELT debate class
Abstract: Since the 2016 American Presidential Election, there has been much discussion on the shifting landscape of political discourse. In place of meaningful discussion on policy and legislation, the candidates traded verbal jousts that were nationally televised and proliferated through social media. The result has been a divided nation, one that focuses on hyperbole, conjecture, and allegiance to political ideology. To my surprise and curiosity, pedagogy and course materials on how to teach students in skills in perspective and merit-based discussion are scant in ELT literature. Often branded as ‘debate’, course books are not difficult to find, though the pages are often replete with fill-in-the-blank activities, inauthentic dialogues, and sterilized, politically correct topics.
To address this gap, this presentation uses principals of design-based research (Amiel & Reeves, 2008; The Design-Based Research Collective, 2002) to explain the development of a course titled ‘Presentation & Debate’ at a midsize university. As an emancipatory project, the researcher worked in concert with the students to answer key pedagogic decisions including the scheduling and selection of captains, teams, debate topics and positions, and evaluation criteria. Through cycles of iteration, this led to the design of a guide for students to brainstorm ideas, develop their arguments, write a script, and anticipate rebuttals in preparation for a formal debate. Findings synthesized from video-recorded classes, observational notes, and course evaluations revealed that students not only demonstrated an ability to engage in civil debate on (politically-sensitive) topics, but also that they developed skills in critical thinking, perspective, and tolerance. Although students responded favourably to the methods and content, the presentation concludes with a discussion on the study’s limitations and suggests avenues for further research.
Bio: Colin Walker is currently completing his PhD in Educational Leadership at the University of Calgary. His publication topics include foreign language anxiety, motivation, and storytelling.
2017 Tokyo JALT Grant Winner
Natasha Hashimoto: A Bourdieusian multi-case study of eikaiwa teacher mobility and migration
Abstract: This presentation will share findings from a multiple case study of five immigrant NES and NNES eikaiwa teachers’ career trajectories. In this narrative case study, I investigated the reasons for these teachers’ decisions to migrate, come to Japan, and teach in the eikaiwa sector (and then, in some cases, to leave). A Bourdieusian framework was used in the analyses to address the issue of “teachers’ cultural, intercultural, and transnational identities [that] remain undertheorized” in TESOL (Menard-Warwick, 2008, p. 620).
Migration has not been sufficiently addressed and theorized in TESOL research (Menard-Warwick, 2008), even though the field of ELT is full of immigrant teachers. The eikaiwa industry, in particular, has been overlooked by researchers (Duff & Uchida, 1997; Nagatomo, 2013), although it is a large sector in which many foreign teachers in Japan have worked and started their careers. There is also equally little research that addresses native English-speaking teacher diversity (Breckenridge and Erling, 2011) and the lives of nonnative-English-speaking teachers (Braine, 2010). The present multiple case study findings make a contribution that might help fill the aforementioned research gaps. In the study, I investigated six NES and NNES eikaiwa teachers’ trajectories of adapting to the host country and their new ELT jobs.
After experiencing feeling like "a fish out of water" (Bourdieu, 1986, 1992) upon arrival in Japan, each participant strived to adapt to their workplaces and fulfill their students’ needs. Each participant’s habitus transcended from being simply a foreigner and migrant to acquiring appropriate behaviors and adapting to their work environment to deliver what was expected of them. They never forgot their first “failures,” and that seemed to guide them to become more professional as they adopted their new teacher habitus (i.e., their “feel for the game,” Bourdieu, 1998, p. 25).
However, eikaiwa work continues to be the least prestigious type of ELT work in Japan (Appleby, 2014; Nagatomo, 2016). Employment is unstable and involves mainly part-time and contract work. Like in other educational sectors, commodified teaching (Werler, 2016) and deskilled work (Tsang, 2015) has become the norm in eikaiwa. The current study shows how the participants’ habitus goes through changes triggered by migration and commercialized ELT work. Over the years, the participants experienced the effects of deskilling of teachers’ work, and their habitus became misaligned with the field of eikaiwa teaching.
Bio: Natasha has lived in Japan for 18 years. Currently, she teaches at Tokyo Woman’s Christian University. She received her MA (Human Rights, research track) from Arizona State University and a Ph.D. (Education/Applied Linguistics) from Temple University. In 2020, she co-edited a book on the eikaiwa industry. Her research and teaching interests include migration, human rights issues in ELT, language assessment, metacognitive strategies, and collaborative learning.
2019 Tokyo JALT Grant Winner
Hidayat Polim: Pedagogical Skills Development of Pre-Service Teachers in their Teaching Practicum
Abstract: The teaching practicum has been emphasized as the core of teacher education of Pre-Service Teachers (PSTs). During their practicum, PSTs experienced real-classroom teaching and encounter various issues. As a result, they should learn from this experience and develop pedagogical skills to manage the learning environment more effectively. The goal of the research is to identify and investigate the impact of the teaching practicum on PST’s pedagogical skills in Indonesia. Utilizing mixed-method research methodology, the data of this study were collected through open-ended questionnaires, semi-structured interviews and document analysis. The participants were selected based on purposeful sampling, which resulted in two groups of PSTs (Pre- and Post-Practicum) and a group of graduates of the program (In-service teachers). These participants were from the undergraduate level of the English Teacher Education Program at the University of Riau Kepulauan in Batam, Indonesia. In addition, supervisors at the university and homeroom teachers at local high schools were interviewed. The open-ended questionnaires, interviews and document analysis were analyzed through coding to identify topics and trends throughout the data. Given the context of the study, Batam Island, where English has intensively shifted from the paradigm of English as a Foreign Language (EFL) to English as a Lingua Franca in Indonesia, this research attempts to explore prospective teachers’ preparation to be an effective teacher in their current practices. Furthermore, this research could accommodate novel insights and recommendations toward the improvement of the teacher education in Indonesia and other countries where English is spoken as a Lingua Franca.
Bio: Hidayat earned his M.A. in TESOL from Soka University of Japan with his research on teacher education in Indonesia. His research interests in education include areas of teacher development, teaching to young learners, and special needs education. He is currently undertaking a job within a new educational field for him, learning to elaborate his knowledge and vision at a newly established after-school for student with special needs in Kanagawa.
Student Short Presentation
Tomohiro Yoshida & Yuka Masda: The relationship between exercise, test anxiety and academic performance
Abstract: We propose a simple and practical way to reduce test anxiety using aerobic exercise. Test anxiety is a form of extreme anxiety related to test taking, and it not only causes unnecessary levels of stress to students but may negatively influence the test results. In recent years there have been many reports to suggest aerobic exercise improves cognition, as summarised by Hillman, Erickson & Kramer (2008). It is also thought to improve affect―a psycho-physiological construct－including anxiety (Ekkekakis & Petruzzello, 1999). However, few studies have specifically reported of the benefit of aerobic exercise on test anxiety. We point out that students’ exercise habit exacerbates the problem; data suggests university students regularly practise significantly less exercise than younger students. Thus we argue that a 5 minute exercise developed specifically to be used in a classroom may be an effective way to alleviate the situation as a handy on-spot remedy and add that the relationship between the amount of regular exercise and measurements of test anxiety should be investigated.
Bio: Tomohiro Yoshida is a 5th year student at Tokyo University of Pharmacy and Life Sciences. He studies the relationship between test anxiety and aerobic exercise.
2019
Dr. Yuko Goto Butler: Self-assessment as an instructional tool
Date: December 20th, 2019
Time: 18:30 to 19:45
Location: 東京都中央区八重洲2-6-2 ヒューリック八重洲第３ビル 2階
Access: Tokyo Station, Yaesu Central Entrance
Fee: Free for members, 1000 yen for non-members
FB Event Page: https://www.facebook.com/events/2390303461219903/
*Please note that Dr. Butler’s presentation has been moved from the 13th (The Tokyo Chapter Showcase) to the 20th. Thank you for understanding.*
Tokyo Chapter is proud to present a second opportunity to hear Dr. Goto Butler’s research about self-assessment and how to make self-assessment useful for teaching. This workshop will be similar to the one she is giving at that international JALT Conference. There will also be time for questions and time to chat with the presenter and other guests. Anyone interested in the following topics is especially encouraged to attend: young learners’ second or foreign language learning; bilingual language development; task-based language teaching to young learners; assessment for young learners; English language education policies analyses.
Speaker Bio:
Yuko Goto Butler is Professor of Educational Linguistics at the Graduate School of Education at the University of Pennsylvania. She is also the director of the Teaching English to Speakers of Other Languages (TESOL) program at Penn. Her research primarily focuses on the improvement of second/foreign language education among young learners in the U.S. and Asia as well as assessment methods for them in response to the diverse needs of an increasingly globalizing world.
Tokyo JALT 2019 Showcase
Date: December 13th, 2019
Time: 18:30 to 20:30
Location: 東京都豊島区東池袋1-47-2 サニーハイム池袋 Room 505
Access: Ikebukuro Station
Fee: Free for members, 1000 yen for non-members
FB Event Page: https://www.facebook.com/events/403583737088654/
This year we are proud to welcome several exciting Tokyo area presenters covering a variety of research and practice-related topics, sure to interest all of our members.
NOTE: we regret that due to circumstances beyond our control, Dr. Butler will be unable to attend on the 13th, so we are now in talks for a separate event on December 20th (see below for more information). Thank you for understanding.
Oliver Smith: Curiosity (& Interest) in Relationship to Language Learning
Abstract: A key issue identified in high school classrooms in Japan is that for a good proportion of students their English studies often have little meaning or value beyond passing university entrance exams. It seems an intuitive proposition that the more curiosity and interest one feels toward studying a subject, one would have corresponding greater associations with positive affect, attitudes and intended learning effort toward it.
This presentation will show results that support this supposition from exploratory quantitative research using multivariate regression analysis of Likert scale questionnaire data from 269 Japanese high school students. Dimensions of Kashdan et al’s (2018) Five-Dimensional Curiosity Scale (5DC) measuring trait aspects of curiosity were found to relate to second language acquisition constructs at differing levels of explanatory variance: 40% of 'international posture's variance being primarily accounted for by the dimension of 'joyous exploration'; 52% of the variance in a new scale labelled ‘curiosity in English studies’ (CiES), again explained by joyous exploration. International posture and CiES together were then found to subsequently relate to an 'intended learning effort' scale and a scale measuring 'attitudes toward studying English', accounting for a high amount of explanatory variance at 72% of each, with CiES acting as the far more substantial predictor in both cases. Given how curiosity is a universal human emotion and the statistical strength of these results, it suggests that curiosity should be further probed both in terms of its trait, state and dispositional nature in the classroom, and then in particular in its associations and potential causal relations with motivational language acquisition constructs, so that it may be leveraged by teachers in aiding students in Japan and beyond to form their own meaningful connections to their English studies.
Bio: Currently working for the Yokohama BoE and Waseda Gakuin H.S., Oli's research interests are in critical thinking skills applied in language learning classrooms (CT SIG member) and language learning psychology.
Natasha Hashimoto: Cultural, Intercultural and Transnational Identities of NES & NNES Eikaiwa Teachers
Abstract: In this presentation, I will share findings from a case study of five immigrant "native" English Speaker (NES) and "non-native" English Speaker (NNES) eikaiwa teachers’ career trajectories. In this study, I investigated the reasons for these teachers’ decisions to migrate, to come to Japan, and to work in the eikaiwa sector (and then, in some cases, to leave). A Bourdieusian framework was used in the analyses to address the issue of “teachers’ cultural, intercultural, and transnational identities [that] remain undertheorized” in TESOL (Menard-Warwick, 2008, p. 620).
Bio: Natasha Hashimoto is currently a PhD candidate at Temple University. She has lived in Japan for 17 years and has worked in eikaiwa and cram schools (juku) for several years. Currently, she teaches in the English Language Department at Tokyo Women’s Christian University. Natasha received her MA in Human Rights (research track) from Arizona State University in 2010. Her research interests include language assessment, migration, and labor and human rights issues in ELT.
Jason Pratt, Keiko Omura, Kayoko Yamauchi, Manna Aoki: Creating and Adapting Materials Specific to Students’ Needs and Vocabulary Knowledge: Lessons from a Pilot Program
Abstract: How do you design a curriculum for low-intermediate freshmen majoring in business? What kind of scaffolding techniques can you incorporate in class? On average, students in our low-intermediate freshmen English class only had a good command of the 700 most-frequent word families out of the 2800 in the New General Service List. In order to work within these students’ particular vocabulary limits and to focus on faculty and student-selected topics, the teachers in charge of their English classes in 2017 launched a pilot program that includes the creation of new materials. In this presentation, the considerations involved and the web application developed by the team will be shared with attendees in order to facilitate similar student-centered program design and material creation or adaptation.
Lina Gordyshevskaya: Teaching Pronunciation in Japan: Practical Tips that Work
Abstract: Japanese learners of English often have problems with pronunciation due to the significant difference between their L1 and L2. This phenomenon even received special recognition by receiving the name of so-called katakana English. What can we as teachers do about it? I have the luxury of teaching a separate course on pronunciation. The syllabus I developed is centred around common issues shared by most Asian speakers of English. The course I designed focuses on the accuracy of pronunciation and takes into account the major differences between the two primary standards of English, i.e. British and American English. However, not all teachers have time to focus solely on pronunciation. What can we do in this case?
In my presentation, I will share tips for teaching pronunciation on the spot, as well as some guidelines for those interested in focussing on this issue in more detail. To be precise, you will learn about which points to cover, how to use Speech Recognition Technology (SRT) to help learners practise pronunciation, and which activities proved to be especially successful and effective.
Bio: Lina graduated from the University of Edinburgh in 2015. She obtained CELTA in 2016 and passed Delta Module 1 in 2018. She has taught teenagers and adults of various levels in different contexts. Currently, she is teaching Business English at EPAM in Tokyo. She blogs regularly for https://eltbylinablog.wordpress.com/.
Liven up your Young Learners classes!
Date: Sunday, December 1st 2019
Time: 13:00 to 17:00 (followed by pizza nearby for those who want to keep on talking)
Location: Tokiwamatsu Gakuen (Click here for detailed map!)
Cost: 1,000 (Free for JALT members)
Join Tokyo JALT for 3,000 yen (JETs / ALTs 1,500)
FB Event page: https://www.facebook.com/events/470744943526183/
Queries: tokyojaltyl@gmail.com
Aleda Krause: Fun Activities with Let’s Try – Or Anytime!
The best classes are almost always the simplest ones. Teachers are not stressed, students are confident and involved, and everyone knows what's happening and what they're supposed to do. Teachers need a core of tried and true activities that they can adapt to different classes in order to accomplish these simple lessons. Join this presentation and discover some of these activities. The activities will be aligned to the Let’s Try textbooks.
一番よい授業というのは、ほとんどの場合とてもシンプルなものです。教師はあれこれ準備追われることもありません。子どもたちも「何が起こっているのか」、「何をすればよいのか」が分かるからこそ、自信をもって授業に取り組むことができるのです。シンプルな授業を成り立たせる上で教師に必要なのは、クラスの状況に応じて柔軟に適合させら れる、ポイントをおさえたアクティビティと言えるでしょう。このプレゼンテーションで は、そのようなアクティビティをご紹介します。活動はLet’s Tryの教科書に沿ったものになります。
Gaby Benthien: Hands on Craft Activities
Looking ahead to Halloween and Christmas, we’ll explore ways of getting students to listen and speak while they enjoy making autumn and winter themed crafts (supplies will be provided).
ハロウィンとクリスマスに向けて、児童が工作を楽しみながら話したり聞いたりする方法を考えます（必要な材料はこちらで準備します）。
Tsuneo Taniuchi: The Magic of Paper
The prize-winning author of children’s books will help us stimulate our own, and our students’ imaginations and creativity by playing with paper in various fun ways.
子供向け書籍の受賞作家が紙を使った様々な楽しい方法で、子供達や私たちの想像力・創造性を掻き立ててくれます。
Jennifer Yphantides: Helping Students with Autism and ADHD
This presentation is about identifying, teaching, and including neuro-diverse students in the language classroom. The focus will be on students with autism and ADHD. Participants will learn about the biological basis of these disorders, their symptoms, how they affect young learners, and some tips for managing the class.
自閉症・ADHDを持つ生徒を支えるために
語学学習の教室の中でニューロダイバーシティ（神経多様性）を持つ生徒を認め、教え、そして巻き込んでいくことについてのプレゼンテーションです。特に自閉症・ADHDを持つ生徒に焦点を当て、その生物学的基礎や特徴、学習者への影響、そしてクラス運営のヒントを学びます。
Fall Kick Off 2019
Date: Monday, October 7th
Time: 6:30~8:30
Location: Irish Pub An SOLAS, Yoyogi
https://tabelog.com/tokyo/A1304/A130403/13173095/
東京都渋谷区千駄ヶ谷5-22-3 都営千駄ヶ谷アパート1号館 103
Fee: Free with purchase. Dinner will be about 2000 yen depending on how much is ordered. Drinks range from 400 to 550 yen. (Vegetarian options available.) As always, this will be a pay for your own drinks event, but we will share the cost of the food.
Tokyo Chapter would like to invite you to a casual dinner: meet members, share a meal, reflect on the coming term. The location was chosen due to the many suggestions for a pub, see suggestions do make changes! This will be a timely event if you want to meet people going to JALT Nationals. We can talk about the presentations that look interesting and possibly plan to meet up in Aichi.
If you plan to attend, use the RSVP form (https://forms.gle/iU7rHobdPf7QUuiP6) so we know how many to expect.
Interested in the idea but the day or location doesn’t suit you? Fill in the RSVP form and leave a suggestion of a better day or location to help us plan the next event. You can also suggest discussion topics for future events.
In the case of a venue change, we will need your contact information.
If interested or if you have any queries, please contact our Events Chair, Michele Joel at: tokyo.jalt.events@gmail.com
JD Brown: Keys to Actually Doing Successful Mixed Methods Research
Date: October 4th, 2019
Time: 18:30 to 20:00
Location: 東京都中央区八重洲2-6-2 ヒューリック八重洲第３ビル ３階大会議室
Access: https://goo.gl/maps/7aN5heRogXyAgXjL8
Fee: Free for members, 1000 yen for non-members
FB Event Page: https://www.facebook.com/events/915946228758066/
SPECIAL THANKS to everyone for their support in finding a new home for this event. We apologize for the late update and we appreciate your understanding. See you there!
Do you research? Are you interested in doing research? Come learn from an expert in language education related research on how to succeed with mixed methods research. Join us October 4th, 2019 at 6:30 at Rikkyo University's Ikebukuro Campus (Building and Room TBA)! Free for JALT members. 1000 yen for non-members.
Abstract: This speech begins by briefly defining the notion of research in TESOL, then moves on to discuss the various characteristics of qualitative and quantitative research, especially within the framework of a qual/quant continuum, wherein qualitative and quantitative research characteristics interact. The presentation continues by defining mixed methods research, then explaining the difference between mixed methods research (MMR) and multi-method research, as well as discussing the most salient features of MMR. The talk also distinguishes among three main varieties of MMR: qualitative mixed, pure mixed, and quantitative mixed methods research. The speech then addresses three practical questions:
1. How can triangulation be used as a primary tool in MMR for combining the best features of qualitative and quantitative research and thereby overcoming the weaknesses of each research paradigm?
2. How can certain strategies (convergence, divergence, exemplification, clarification, elaboration, and their interactions) be used in MMR to examine qualitative and quantitative data together for connections, patterns, cross-validation, anomalies, etc.?
3. How can research questions be used to keep the researcher on the MMR track?
Examples of these techniques are drawn from MMR that the presenter has conducted in Japan and elsewhere. MMR did indeed provide interesting answers.
Bio: James Dean Brown ("JD") is currently Professor of Second Language Studies at the University of Hawai‘i at Mānoa. He has spoken and taught in many places ranging from Albuquerque to Zagreb. He also has published numerous articles and books on language testing, curriculum design, research methods, and connected speech. His most recent books are: Developing, using, and analyzing rubrics in language assessment with case studies in Asian and Pacific languages (2012 from NFLRC); New ways in teaching connected speech (2012 from TESOL); Practical assessment tools for college Japanese (2013 with K. Kondo-Brown & Tominaga from NFLRC); New ways of classroom assessment, revised (2013 from TESOL); Mixed methods research for TESOL (2014 from Edinburgh University Press); Cambridge guide to research in language teaching and learning (2015 with C. Coombe from Cambridge University Press); Teaching and assessing EIL in local contexts around the world (2015 with S. L. McKay from Routledge); Developing courses in languages for specific purposes (2015 with J. Trace & T. Hudson from NFLRC); Introducing needs analysis and English for specific purposes (2016 from Routledge); and two others that are currently in the works.
Getting Published in JALT
Tokyo, West Tokyo, and the Publications Board
Date: Saturday, September 21st
Time: 17:00 to 19:00
Location: Kyorin University Inokashira Campus, Bldg E, Room E105, 三鷹市下連雀5丁目4-1 〒181-0013
Access: http://www.kyorin-u.ac.jp/English/location.html
Fee: Free for members, 1000 yen for non-members
FB Event: https://www.facebook.com/events/442775419821169/
The Tokyo Chapter of the Japan Association for Language Teaching (JALT) is happy to once again host the JALT Publications Boards "Getting published in JALT." Come out to hear about JALT publications and HOW TO GET INTO THEM.
Abstract: This presentation provides clear and practical information on getting published in the JALT Publications journals: The Language Teacher, JALT Journal, and the Postconference Publication. Editors from each journal will cover their journal's remit and submission guidelines, describe the various peer-reviewed and non-peer-reviewed publication opportunities available, and answer questions. First-time authors and those wishing to publish in Japanese are especially welcome.
Presenters: Eric Hauser and Gregory Glasgow, JALT Journal Editor and Associate Editor; Nicole Gallagher and Theron Muller, The Language Teacher Editors; Peter Clements and Aleda Krause, Postconference Publication Editors; and Caroline Handley, Publications Board Chair.
Nick Ellis: Understanding Language and Learning: Theoretical, Methodological, and Cultural Developments in Applied Linguistics
Date: July 19th, 2019
Time: 18:30 to 20:00
Location: Rikkyo University Ikebukuro Campus Building 1, Rm 1104
3-34-1 Nishi-Ikebukuro, Toshima-ku, Tokyo Japan 171-8501
Access: http://english.rikkyo.ac.jp/map/index.html
Fee: Free for members, 1000 yen for non-members
The Tokyo, West Tokyo, and Yokohama Chapters of the Japan Association for Language Teaching as well as the Teacher Development (TD) SIG are excited to welcome you to this presentation by Nick Ellis. Thank you to all of our cosponsors for making this event such a success.
Abstract: I reflect on the concepts of ‘learning’, ‘language’, and ‘cognition’ and how they have changed over the history of Applied Linguistics, on our ever-expanding deployment of sophisticated methodologies, and on the fast-changing landscape of sharing, appraising, and publishing our science. I consider the implications for the nature of our field and our research practices, for publishing and the changing nature of knowledge dissemination, for the valuing of knowledge and scholarship, and for graduate training and mentoring.
Bio: Nick Ellis is Professor of Psychology and Linguistics at the University of Michigan. His research interests include language acquisition, cognition, emergentism, corpus linguistics, cognitive linguistics, applied linguistics, and psycholinguistics. Recent books include: Usage-based Approaches to Language Acquisition and Processing: Cognitive and Corpus Investigations of Construction Grammar (Wiley-Blackwell, 2016, with Römer and O’Donnell), Language as a Complex Adaptive System (Wiley-Blackwell, 2009, with Larsen-Freeman), and Handbook of Cognitive Linguistics and Second Language Acquisition (Routledge, 2008, with Robinson). He serves as General Editor of Language Learning. Tokyo JALT thanks Temple University Japan's Distinguished Lecturer Series for their support in making this event happen. Please consider attending Nick Ellis's upcoming seminar. For more information, visit https://www.tuj.ac.jp/tesol/seminars/index.html.
Tokyo JALT State of the Chapter 2019 Labor and Jobs in Japan
Date: Friday, July 5th
Time: 18:00 to 21:00
Location: Rikkyo University Ikebukuro Campus Bldg 14 and Room D401
3-34-1 Nishi-Ikebukuro, Toshima-ku, Tokyo Japan 171-8501
Access: http://english.rikkyo.ac.jp/map/index.html
Fee: Free for members, 1000 yen for non-members
At this year's State of the Chapter we are looking at labor and jobs and Tokyo is proud to bring you experts on both. They will discuss how to protect yourself and how to get jobs, so come out for that and to enjoy the free refreshments provided by our sponsor (TBA).
This event will feature announcements from the Tokyo Chapter, two short 10 to 15 minute presentations from the jobs experts and the labor experts, time to mingle and enjoy the food, and two thirty-minute Q&A periods with the experts. We believe this will be useful and enlightening.
Finally, the Tokyo Chapter Chairs will be available for any questions or concerns you may have about us, so come talk to us.
We would like to thank the College and University Educators (CUE) SIG for their support in making this happen. Thanks, CUE!
We would also like to thank Englishbooks.jp for the lovely refreshments. We could not have done this without you.
Speaker Bios:
Speakers on Labor Issues
Yumiko Nakajima
Executive President of National Union of General Workers, Tokyo Nambu
Nakajima has been organizing workers, varying from full-timers to casual contracts in all sectors, since 1993 in demands for “safe workplaces free of discrimination where anyone can maintain their health and fair wage,” which is a fundamental workers’ right.
中島由美子
全国一般労働組合東京南部執行委員長
労働者の権利である「安全で差別のない職場で健康に働ける仕事と適正な賃金の保障」を求めて、1993年から誰でも一人でも加入できる全国一般労働組合東京南部で働いている。
Chie Matsumoto
Journalist /activist; president of Newspaper and wire service workers’ union
Matsumoto reports on various rights issues both in Japanese and English, while she teaches media and social issues at Hosei and Sophia universities as well as acting as a research assistant at Tokyo University.
松元千枝
ジャーナリスト／アクティビスト、新聞通信合同ユニオン執行委員長
日英で社会・人権問題について報道するかたわら、法政大学と上智大学ではメディアと社会問題について講義し、東京大学では学術研究支援をつとめている。
Speakers on Jobs
Suwako Uehara
Suwako Uehara is an Associate Professor at the University of Electro-Communications. She is currently one of the special editors for the OnCUE Special Conference Issue and is a member of the Writers’ Peer Support Group. Her research interests include: creativity, technology, 21st-century education, writing centers, and self-access learning centers.
Michele Joel
Michele Joel is the coordinator of the English program for the Department of Social Sciences at Kyorin University. She spends most of her classroom hours with students enrolled in a program preparing students to work in international settings. To this end, her main research focus is on the best ways to support both students and content professors in EMI, as well as development of EMI curriculum.
Tokyo JALT: Intercultural Communication and Language Education (ICLE)
Date: June 28th, 2019
Time: 18:30 to 20:30
Location: Rikkyo University Ikebukuro Campus Building 1, Room 1104
3-34-1 Nishi-Ikebukuro, Toshima-ku, Tokyo Japan 171-8501
Access: http://english.rikkyo.ac.jp/map/index.html
Fee: Free for members, 1000 yen for non-members
FB Event Page: https://www.facebook.com/events/756062968099190/
The why and how of intercultural language teaching and learning
Abstract: There is no doubt intercultural competencies are a requisite for living and working in today’s globalized world. Even so, intercultural language learning is not usually part of the foreign language curricula in Japan. In this interactive presentation, the audience will participate in a discussion about (1) why introducing intercultural aspects into the foreign language class is important or/and relevant and (2) how introducing intercultural aspects into the foreign language class will help students become more intercultural aware and better intercultural communicators. This presentation also aims at introducing the Intercultural Communication in Language Education (ICLE) SIG, which is JALT’s newest forming SIG. Some of our aims are to explore various ways language teachers could help shape their students’ intercultural minds, raise their students’ intercultural self-awareness, and educate for intercultural understanding.
Bio: Roxana Sandu is currently an assistant professor of English at University of Tsukuba. Her main publications are in the field of pragmatics and discourse analysis, but recently her research interests also include raising intercultural awareness in an EFL setting, as well as teaching 21st century skills, such as critical thinking, communication and collaboration.
Fostering Intercultural Understanding through Comparing and Contrasting Cultural Events
Abstract: Integrating culture into the language classroom can be seen as a means of adding interesting content to a lesson by learning ‘surface’ facts about a target culture such as customs and behaviours (Trompenaars & Hampden-Turner’s (1998) Cultural Onion model as cited in Shaules, 2007). However, this view risks fostering an “us versus them” dichotomy, which can hinder intercultural understanding as it implicitly focuses only on differences between the target culture and one’s own culture. To foster intercultural understanding, it is also important to try to discover similarities with one’s own culture by looking deeper to find the meaning or purpose behind the surface facts of the target culture such as values and beliefs. The presenter will demonstrate how comparing and contrasting cultural events can be used to foster intercultural understanding.
Bio: Valerie Hansford is an associate professor at Soka University. She has been teaching English in Japan for 25+ years. Her research interests include curriculum design, integrating culture into the language classroom, and intercultural communication.
Embodied Assessment: Evaluating Intercultural Communication Skills in the EFL Classroom
Abstract: Bringing intercultural communication (IC) based-content into the EFL classroom is a challenging endeavor, more so if it is being done with the purpose of fostering the development of IC competencies. Furthermore, the assessment of these skills is equally daunting, because it can potentially become mired in questions such as “How can I evaluate if a student has become a good intercultural communicator?”, “How to assess if the course developed the student’s intercultural awareness?”, among others. This presentation intends to introduce an alternative to these conundrums by positing “embodiment” as a key concept for designing both the curriculum and the assessment methods of EFL courses. This will be done by selecting a sample of IC-specific topics and explaining: a) how to practically bring them into the foreign language classroom and b) how to evaluate them by using an embodied assessment strategy.
Bio: Javier Salazar is currently a lecturer at the Kanda Institute of Foreign Languages and University of Tsukuba. His academic background is in social psychology, cultural anthropology and human informatics, and his research interests gravitate towards intercultural communication pedagogy, communicative competencies teaching, and gamification in EFL education.
Teaching Younger Learners in Tokyo: Thinking ahead & making changes
Date: Friday, May 12th
Time: 13:00 - 17:00
Location: Tokiwamatsu Gakuen, Himonya 4-17-16, Meguro 152-0003
Fee: Free for members, 1000 yen for non-members
RSVP and apply to present at future events: http://bit.ly/TJALTandYLevent
Global Warming – a topic for all ages and levels
The afternoon will start with a look at the vital topic of global warming which is sure to impact the lives of our students. Should we, and how can we, handle this topic in English classes - and what approaches will work with students of different ages?
Chris Kozak is a climate crisis education consultant. He has refined a 'mini-seminar’-style of teaching, leading teachers away from ‘chalk and talk’. There is an urgent need to help students of all ages understand the science of global warming while maintaining a positive focus on solutions. During this session we will get hands-on experience with various teaching techniques and learn about some useful climate education resources.
Working with Individuals and Smaller Groups
A short discussion to share ideas on how to develop speaking skills and motivate with students in individual and small group lessons. Bring your ideas to share!
Assessment and Skills Development in Elementary English Classes
Andrew Lankshear, from a private elementary school in Koriyama City, will lead a session on assessment in elementary English classes. From 2020, English becomes a compulsory subject requiring grading. The education ministry has not yet given clear guidelines on testing, so teachers need to think through how to organize their teaching to include grading in a painless way. Andy has led workshops on the topic and recently completed a project for Kanda Gaigo Gakuin, developing online training resources for teachers of young learners. He will share some helpful, time-saving ideas for designing a flow of work that doesn’t overload students or teachers.
Pearson Japan is launching a new skills-based book for young learners titled “English Language Booster”, co-authored by Andy Lankshear and Akiko Seino. It is designed to both complement and supplement existing course books by boosting young learners’ vocabulary learning, phonics, listening and speaking skills. Andy will also introduce this material and explain how to make the best use of it in the classroom and at home. Pearson will bring a range of materials for teachers to browse through and purchase on the day.
Teachers Helping Teachers: Making a difference for teachers and students in the Asia Pacific Region
Tokyo & Teachers Helping Teachers (THT)
Date: Friday, May 10th
Time: 18:30 to 20:30
Location: Rikkyo University Ikebukuro Campus Bldg. 14 Rm. D401
3-34-1 Nishi-Ikebukuro, Toshima-ku, Tokyo Japan 171-8501
Access: http://english.rikkyo.ac.jp/map/index.html
Fee: Free for members, 1000 yen for non-members
RSVP: http://bit.ly/TJALTrsvp
FB Event Listing: https://www.facebook.com/events/528109170997079/
Patrick Dougherty (Akita International University)
Abstract: Teachers Helping Teachers (THT) is a grassroots organization founded by a local chapter of the Japanese Association for Language Teaching in 2004. THT is dedicated to the aid and assistance of fellow educators and students in and around Asia. Over the past fourteen years THT has fulfilled this mission by holding over fifty multi-day teacher training conferences and workshops with volunteer trainers and supported by local organizations and educational institutions in Bangladesh, Laos, Kyrgyzstan, Nepal, the Philippines, and Vietnam. THT’s teacher-training seminars and workshops exhibit practical, student and teacher-friendly approaches to language education that are informed by current research in the field. Our volunteer teacher trainers come from Europe, North America, Australia, South American, and Asia. Our conference and workshop attendees are K – 12 teachers, university educators, and private school operators. This presentation will give attendees background on the history, mission, programs, and publications of THT. Attendees will receive information on how they can participate in upcoming THT programs or contribute to THT’s academic publications.
Bio: Patrick Dougherty is a Professor of International Liberal Arts and the Director of the English for Academic Purposes Program and Foreign Language Education at Akita International University. He holds a Master of Arts in History and a Master of Education from Northern Arizona University and a Master of Arts in Applied Linguistics from the University of Southern Queensland. Additionally, he holds a Doctorate in Education in Educational Administration from Northern Arizona University. He has been an educator for 30 years, with 14 of those years being at the junior high and high school levels and the rest of his career has been spent in university undergraduate or graduate education. He was a founding member of Teachers Helping Teachers (THT) and has served as the Vice President and President of the organization. He is currently THT’s Chair of Publications, Editor of the THT Journal, and the co-coordinator of the THT-Bangladesh program and is the development coordinator for the proposed THT-Sri Lanka program.
For more about the THT SIG, head to http://tht-japan.org/.
Considering CEFR implementation: Curriculum & Teacher Development
Presented by Tokyo JALT and the CEFR and LP SIG
Date: Friday, April 19th
Time: 18:50 to 20:20
Location: Rikkyo University Ikebukuro Campus Bldg. 14 Rm. D401
3-34-1 Nishi-Ikebukuro, Toshima-ku, Tokyo Japan 171-8501
Access: http://english.rikkyo.ac.jp/map/index.html
Fee: Free for members, 1000 yen for non-members
RSVP: http://bit.ly/TJALTrsvp
The Common European Framework of Reference (CEFR) has been making great impacts on language policies and teaching practices in Japan, yet it caused practitioners confusion. This presentation will systematically present various aspects of CEFR implementation hands-on: basic philosophy: CEFR and CEFR/CV, curriculum, learning and teaching (writing) and teacher training. There will be time for discussion.
Speakers
Maria Gabriela Schmidt “The role of CEFR and CEFR/CV (2018)"
Noriko Nagai “CEFR-informed curriculum/course design”
Alexander Imig “Composition with the CEFR (B1 & B2)”
BIO
Maria Gabriela Schmidt (PhD) is a professor for German linguistics at Nihon University, College of Humanities and Sciences in Tokyo. She is a contributing investigator of a kaken research project.
Noriko Nagai (PhD) is a professor of Ibaraki University and received her Ph.D. in Linguistics from the University of Michigan. She teaches English and linguistics. Her research intersts include crosslinguistic influences in cognition and language learning, CEFR-informed curriculum/course design and teacher training. She is a principal investigator of a kaken research project.
Alexander Imig (MA) is associate professor at Chukyo University (Nagoya). He is especially interested in academic writing and English as a Lingua France (ELF). He is a principal investigator of a kaken research project.
Tokyo JALT Finishing Academic Year 2018 Social Event
Date: Friday, March 22nd 2019
Time: 18:00 to 20:00
Location: Soruamigo (Mexican cuisine)
1 Chome-11-12 Nishishinjuku Shinjuku-ku Tokyo
Access: https://tabelog.com/en/tokyo/A1304/A130401/13027132/
Fee: Only your food and drinks, as you like (around ¥1500 - ¥3000)
Wrapping up the academic year: Fellow teachers are invited to this casual dinner. Share a meal and reflect on what went well and what needs improvement in our classrooms for the coming academic year. We hope to see you there! If you have any queries, please contact our Events Chair, Michele Joel at: tokyo.jalt.events@gmail.com
Refining Your Professional Skills: Creating Effective Abstracts, Posters, and Slides
Date: Saturday, March 9th
Time: 11:45 to 6:00
Location: Kyorin University Inokashira Campus E202 (Building E, 2F)
5-4-1 Shimorenjaku, Mitaka, Tokyo
Access: http://www.kyorin-u.ac.jp/univ/access/mitaka.html
Price: Free to JALT members. Non-Members: 1,000 yen
This professional development event hosted by West Tokyo JALT and sponsored by Tokyo JALT, the JALT CUE SIG, and JALT Teacher Development (TD) SIG will help you prepare for the upcoming conference season by helping you learn how to write effective abstracts and design excellent presentations. The event will feature three one-hour workshops followed by a two-hour breakout session where attendees can bring their presentation ideas and get one-on-one advice from the presenters and other experienced educators.
Find full descriptions and presenter bios at http://bit.ly/WestTokyoJALT-March9-EventDescription
12:15-1:15 Jamie Taylor and Dr. Wendy M. Gough
Honing your Abstract Writing Skills
This workshop will help you understand what to include in a well-written abstract and how to present your ideas concisely yet thoroughly enough to impress conference proposal reviewers.
1:30-2:30 Greg Gagnon
Poster Presentations for Conferences: Tips and Strategies
This workshop will discuss the various ways to design an attractive poster that can best showcase the important points of your research, in a clear, visually attractive way.
2:45-3:45 Daniel Beck
Bullet Ban: Putting an end to Death by Powerpoint by Educators
This workshop will demonstrate how academics can improve their presentations by engaging their audiences with story, slide design, and delivery.
4:00-6:00 Tokyo JALT Breakout Session
This two-hour workshopping time will provide an opportunity for attendees to discuss and receive advice about their presentation topics and ideas. Attendees are encouraged to bring their presentation ideas and drafts of abstracts, slides, or posters. Light refreshments provided.
Tokyo Teaching Younger Learners: Sharing our Best Ideas (all levels from Elementary to High school)
Date: Sunday, February 17th
Time: 14:00 - 17:00
Location: Tokiwamatsu Gakuen, Himonya 4-17-16, Meguro Ku
Fee: Free for members, 1000 yen for non-members
Program Details:
2:00 – 2:45 Ruthie Iida - Choosing the Best Songs for Language Acquisition from Preschool to Senior High
2:45 – 3:15 Hisako Ohtsubo - Lego Serious Play Method in English lessons
3:15 – 3:30 Break - Refreshments provided
3:30 – 4:00 Grant Osterman - Controlling & Managing Classrooms
4:00 – 5:00 Gaby Benthien - Teaching non-English Primary Majors the Basics of L2 language teaching and CLIL for Primary School Students
Please RSVP to reserve a place or to share ideas for future events: http://bit.ly/TJALTandYLevent
FB Event Listing: https://www.facebook.com/events/1699275500179169/
Translanguaging and Task Based Language Teaching (Dr. Jonathan Newton)
Date: Friday February 15th, 2019
Time: 18:30 to 20:30
Location: Rikkyo University Ikebukuro Campus Building 6 Room 6206
3-34-1 Nishi-Ikebukuro, Toshima-ku, Tokyo Japan 171-8501
Access: http://english.rikkyo.ac.jp/map/index.html
Fee: Free for members, 1000 yen for non-members
RSVP: http://bit.ly/TJALTrsvp
FB Event Listing: https://www.facebook.com/events/1082521481935724/
Dr. Jonathan Newton will be delivering a talk for Tokyo JALT in February 2019. Dr. Newton is an Associate Professor in the School of Linguistics and Applied Language Studies at Victoria University Wellington. He is the co-author of Teaching English to Second Language Learners in Academic Contexts: Reading, Writing, Listening, and Speaking (Routledge 2018) and Teaching ESL/EFL Listening and Speaking (Routledge 2009). Dr. Newton’s specialisations include the interface of culture and language and task-based language teaching (TBLT).
Have a look at the Tokyo JALT website and Facebook page in early January for additional information about Dr. Newton’s talk. We will update this event listing as soon as is possible. We appreciate your patience and understanding.
Tokyo JALT would like to thank the Distinguished Lecturer Series over at Temple University Japan for their support in making this event happen. For more information, please click here.
Abstract: Translanguaging: A key to unlocking the potential of task-based learning
The issue of first language (L1) use in the language classroom is far from new in the task-based language teaching (TBLT) literature or experience of teachers. Indeed, concern by teachers that a task-based approach will open the floodgates of L1 use in the classroom is a common reason they give for being reluctant to use TBLT.
However, the concept of translanguaging offers an altogether more positive view of the issue of L1 use in the EFL classroom. In this presentation, I address the question of what practical applications and theoretical insights can be gained from viewing teaching with tasks and the use of multiple languages in task performance through a translanguaging lens.
To shed light on this issue, I and my co-researchers Dr. Corinne Seals and Madeline Ash at Victoria University of Wellington investigated translanguaging affordances in a large data set of transcripts of Vietnamese learners of English in both primary school and high school classes as they participated in a range of interactive tasks. This material reveals learners drawing extensively on both English and Vietnamese to transact tasks, as well as teachers making considered decisions about the way they implement tasks in order to manage the different languages in the classroom. In discussing this data, I explore the challenges of adopting a translanguaging perspective in EFL classrooms and conclude by considering what is required of task design and implementation if we are to create learning environments in which fluid production in multiple languages (i.e. translanguaging) is fostered and supports rather than undermines the learning of the target language.
Tokyo JALT Tech Presents: Tech in the Classroom by Daniel Beck (Rikkyo University)
Date: Friday, January 11th
Time: 18:30 to 19:30
Location: Rikkyo University Ikebukuro Campus Building 14 and Room D301
3-34-1 Nishi-Ikebukuro, Toshima-ku, Tokyo Japan 171-8501
Access: http://english.rikkyo.ac.jp/map/index.html
Fee: Free for members, 1000 yen for non-members
RSVP: http://bit.ly/TJALTrsvp
FB Event Listing: https://www.facebook.com/events/1005642376289661/
Abstract: This workshop will focus on practical application of using technology in the classroom. Participants are encouraged to bring their questions and ideas. Novices will be able to discover some uses to apply immediately to their classes. Intermediate and advanced learners can share their ideas and even learn a new trick or two. Computer and mobile device applications will be featured, but not exclusively.
Bio: Daniel Beck teaches at Rikkyo University in Tokyo. He has a M.S. TESOL degree from Temple University and is working on his doctorate at Anaheim University. He has given many tech-related workshops for education.
2018
JALT Business Communication SIG 3rd Annual Conference.
Date: September 8-9, 2018
Location: Toyo University - Hakusan Campus
Access: https://www.toyo.ac.jp/site/english-maps/hakusan.html
RSVP: http://bit.ly/BizComSIG2018Conference
The conference will take place in collaboration with Toyo University and the IATEFL BESIG (Business English Special Interest Group) at Toyo University's Hakusan campus on Saturday September the 8th to Sunday September the 9th. We are expecting about 200 people at this event.
The theme of the conference is "The Spark: Igniting Innovations in Communications for Global Businesses". We will be accepting proposals primarily (but not exclusively) on research and pedagogical approaches towards professional communication, business knowledge, and innovative technologies. Proposals which more closely match the topic of the conference theme will be given priority during the selection process.
There will be a number of different session formats: presentations (25 mins); long workshop (50 mins); short workshop (25 mins); commercial presentation (25 mins); poster presentation. Please select your preferred type of presentation when you submit your proposal using the Google form link shown below.
Attendees will not be added to the event programme until they register and pay the conference fee. The deadline for this is August the 15th, (because we would like to make an online programme to advertise the event.)
We will contact you by email at the end of May to confirm whether or not your proposal has been successful. Notification of acceptance of proposals will take place on Thursday, May 31st. You will not be added to the programme until you register and pay the conference fee. For session speakers, the deadline for this is August the 1st 2018, (because we want to make an online program by August the 15th, to help to advertise the event).
Please submit your presentation proposals using the following format: http://bit.ly/BizComSIG2018Conference
Tokyo JALT Younger Learners joint event with the YL SIG
Date: October 7th 2018, 13:00 - 17:00
Time: 13:00 - 17:00
Location: Tokiwamatsu Gakuen, Himonya 5-17- 16
Access: 10 min from Toritsu Daigaku Station, Toyoko Line (http://www.tokiwamatsu.ac.jp/info/access.html)
Fee: Free for members, 1000 yen for nonmembers
Queries: tokyojaltyl@gmail.com
RSVP: http://bit.ly/TJALTandYLevent
Featured speakers: Mitsue Allen-Tamai (Aoyama University)
Professor Frances Shiobara (Kobe Shoin Women's University)
Summary: We have a great line up this time, starting with a presentation by Professor Mitsue Allen-Tamai of Aoyama University who will talk about her unique storytelling project. A discussion on assessment and testing at the elementary level will follow. Finally, Professor Frances Shiobara of Kobe Shoin Women's University will share her research on team teaching, a topic relevant for Younger Learner teachers at all levels. Please bookmark the date and share the information with colleagues and friends. More details will be posted later. Large numbers are expected so please be sure to RSVP to book your place!
Tokyo JALT presents: Three Pronunciation Presentations
Date: October 12th, 2018
Time: 18:30 to 21:00
Location: Rikkyo University Ikebukuro Campus Building and Room TBA
3-34-1 Nishi-Ikebukuro, Toshima-ku, Tokyo Japan 171-8501
Access: http://english.rikkyo.ac.jp/access/ikebukuro/direction/
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)
RSVP: http://bit.ly/TJALTrsvp
Kenichi Ohyama
Summary: Theoretical accounts for difficulties in L2 perception
Based on the well-known theoretical models (Speech Learning Model and Perceptual Assimilation Model), he explains the influence of L1 transfer by Japanese learners of English.
Bio: He is a full-time lecturer at Edogawa University, teaching phonetics and general English courses. He is interested in phonological acquisition theories and phonetic pedagogy.
Yukie Saito
Summary: Empirical evidence to support the role of L2 pronunciation in oral development
Reviewing existing literature, she explains how L2 learners benefit from different types of prosody-based instruction. She concludes her presentation with some pedagogical implications.
Bio: Her main research interest includes the effects of classroom-based instruction, in particular, on the development of L2 pronunciation. She is currently teaching at Rikkyo University.
Presenter Three Information Forthcoming
Tokyo JALT and TD SIG Professional Development Roundtable and Social
Date: October 13th, 2018
Time: 2:00-4:00, Dinner from 5
Location: Kyorin University, Inokashira Campus
Access: http://www.kyorin-u.ac.jp/English/location.html
Fee: Free, but for the social afterwards food or drink must be purchased
The Teacher Development (TD) Special Interest Group (SIG) and the Tokyo chapter of the Japan Association for Language Teaching (JALT) will host a Professional Development Roundtable Discussion on Saturday, October 13 at Kyorin University's Inokashira Campus in Mitaka. The discussion will be followed by a social event at a restaurant in Kichijoji from 5pm. Location to be announced.
Please register by October 10 to give the organizers a sense of numbers, as we are preparing coffee and tea. We hope to see you there! For more information, please email: tokyojaltevents@gmail.com.
Past Events
2018 Tokyo JALT State of the Chapter featuring Paul Nation
Date: June 29th, 2018
Location: NYU SPS Tokyo
Fee: Free for members, 1000 yen for nonmembers
Tokyo JALT warmly invites you to our 2018 State of the Chapter. This year has been full of great successes and we are looking forward to an even bigger 2019. 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.
This State of the Chapter will feature a presentation by the esteemed Paul Nation! Refreshments will be served.
Abstract:
What are the most effective changes a teacher could make to a language course?
This workshop describes the four most important ways of improving an English as a foreign language program. These four changes in order of importance are (1) set up a substantial extensive reading program, (2) set up a fluency development program across the four skills of listening, speaking, reading and writing, (3) organize genuine spoken communication activities, and (4) train and encourage learners to do deliberate systematic vocabulary learning using flash cards.
Each change is described and justified, showing how it helps learning, what research evidence there is for it, the strength of the effect of this change, and how to implement the change.
These changes are easy enough to make and their positive effects on language learning have been proven to be very large.
Bio: Paul Nation is Emeritus Professor of Applied Linguistics in the School of Linguistics and Applied Language Studies at Victoria University of Wellington, New Zealand. His books on vocabulary include Teaching and Learning Vocabulary (1990) and Researching and Analysing Vocabulary (2011) (with Stuart Webb) both from Heinle Cengage Learning., His latest books on vocabulary are Learning Vocabulary in Another Language (second edition 2013) published by Cambridge University Press, Making and Using Word Lists (2016) from John Benjamins, and How Vocabulary is Learned (2017) (with Stuart Webb).. Two books strongly directed towards teachers appeared in 2013 from Compass Media in Seoul –What should every ESL Teacher Know? (available free from www.compasspub.com/ESLTK) and What should every EFL Teacher Know? He is also co-author of Nation, P. and Malarcher, C. (2017) Timed Reading for Fluency. Books 1-4. Seoul: Seed Publishing.
Teacher Journeys Conference
We are happy to announce that in its seventh year, the Teacher Journeys Conference will journey back to Tokyo Sunday, June 3. The mini-conference, co-sponsored by Tokyo JALT and hosted at Rikkyo University, will provide speakers an opportunity to share personal narratives from their development as teachers. Learn more details at the conference site and consider submitting a presentation proposal before the April 23 deadline.
Dr. Gary Barkhuizen
Language teacher identity: What is it and why should we know, or care?
Date: February 16th, 2018
Time: 18:30 - 20:00
Location: New York University, School of Professional Studies, American Language Institute at Shinagawa Intercity Tower A 22F, 2-15-1 Konan, Minato-ku
Access: Shinagawa Station (http://www.sps.nyu.alitokyo.jp/en/access/)
Fee: Free for JALT members; 1000 yen for non-members;
Flyer: http://bit.ly/BarkhuizenFlyer
Tokyo JALT and Yokohama JALT (with the support of Temple University) are pleased to host Gary Barkhuizen.
Abstract: There has recently been much interest in the interrelationship between teachers’ thinking, their identities, emotions, and their practice. In this presentation I’ll explore these connections by analyzing some interview data from a New Zealand study which investigated language tutors working in one-on-one instructional arrangements in which the tutors and their English learners (adult refugees and migrants) aim together to meet the particular language needs and goals of the learner. What emerges is that an important ingredient of this complex interrelationship is moral stance, such as inclusion and social justice, and that this moral dimension is evident (or should be) in the here-and-now moments of teaching action. In the process I will illustrate ‘short story analysis’ (Barkhuizen, 2016) as an approach to examining the interview data.
Bio: Gary Barkhuizen is Professor of Applied Linguistics and Head of the School of Cultures, Languages and Linguistics at the University of Auckland, New Zealand. His research and teaching interests are in the areas of language teacher education, teacher and learner identity, study abroad, and narrative inquiry, and he has published widely on these topics. His books include Narrative Inquiry in Language Teaching and Learning Research (2014, Routledge, with Phil Benson and Alice Chik), Narrative Research in Applied Linguistics (2013, CUP), and Reflections on Language Teacher Identity Research (2017, Routledge). Professor Barkhuizen has taught ESL at high school (in Mmabatho, South Africa) and at college level (in New York), and has worked in teacher education in South Africa, New Zealand and the United States.
Tokyo JALT and Teaching Younger Learners: GET READY FOR THE NEW SCHOOL YEAR: Pre-school & Elementary
Date: February 4th, 2018
As we get ready to plan for new courses and new students this is a great time to take stock of where we're going and what priorities we want to focus on in the new year. We plan to invite some inspiring teachers/trainers to introduce their materials and activities. Please think of sharing the things that have worked for you this year - or suggest topics you'd like have a presentation on - or work on in small group discussions.
Volunteering for teacher-share sessions is a great way for teachers to develop skills in presenting and running workshops, and is good for CV building. Sessions for both dates can be anything from a 10 minute share to a full 90 minute workshop. Fill in this form and we'll look forward to seeing you in November and/or February. As before, participants are welcome to get together for pizza & more conversation near the station before heading home.
For further information about these younger learner SIG events or if you would like to get involved, please contact Marian Hara at: tokyojaltyl@gmail.com
Tokyo JALT Tech Series: New Google Sites
Google Educator Group Workshop
Kaori Hakone (Shinjuku GEG) & Dave Towse (West Tokyo GEG)
Date: January 19th, 2018
Time: 18:30 - 20:00
Location: Toyo University (Hakusan Campus) Building 3 Room 3304
A map is here https://www.toyo.ac.jp/site/english-maps/hakusan.html
This workshop on the New Google Sites will be given in English (by Dave Towse) and Japanese (by Kaori Hakone). Google Sites: A contemporary and versatile tool for creating, user-friendly, & collaborative professional looking websites, student portfolios, research projects, & much more! Join Kaori and David for an overview and introduction to Google Sites, where building a one-stop destination for all vital information, including videos, images, calendars, presentations, documents, folders, and text just got a whole lot easier and will cover how to make, design and use Google Sites for teaching purposes and beyond.
Bio: Kaori Hakone is a Japanese teacher who has taught at K-12 schools and universities in both Australia and Japan and is currently preparing a new international for its launch in mid 2018. Integrating technology into education is her passion and she has created created several multi-touch books through the iBooks store. In addition she also founded a book trailer contest for students in the international schools community in Japan. This passion led her to become a certified Apple Distinguished Educator (ADE), an ADE Asia Pacific Board member, a Google Innovator, and a Google Trainer. She also earned the Google Educator Exam level 1 and level 2 certificates and the Apple Teacher certificates and has experience in various teacher education programs such as the International Baccalaureate and Advanced Placement, where she has been an Examiner and a Reader for many years.
Bio: David Towse is an Educational Technology Specialist and Integrationist, currently based at Seisen International School in Setagaya-Ku. Having moved from a full-time homeroom teacher, David works with students, staff, and admin to move beyond ‘using tech, for tech's-sake!’ He is involved in collaboratively planning, and co-teaching within an IB-PYP setting. David is a MEd student at Endicott College, a Google Certified Innovator, and Trainer. You can find and connect with David on Twitter @MrTowse.
2017
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: Toritsudaigaku 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
Access: http://english.rikkyo.ac.jp/access/ikebukuro/direction/
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 Speaker
With 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: http://english.rikkyo.ac.jp/access/ikebukuro/direction/ Fee: Free for members & Rikkyo Faculty, 1000 yen for non-member
RSVP: http://bit.ly/TJALTRSVP
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: http://english.rikkyo.ac.jp/access/ikebukuro/direction/
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: program@jaltcriticalthinking.org
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
中山道の目的は以下の３点です。
外部の英語教育現場でどのようなことが起きているのか理解を深めること
活発で前進的若手教師の団体を支援すること
日本人教師と外国人教師の親睦を深めること
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 JALT
Saitama JALT
JALT Tokyo Chapter
Access: Citizen Hall Urawa (市民会館うらわ)
Homepage: http://www.saitamajalt.com/nakasendo.html
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 Sites
Michael Ellis
Abstract: 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. <maikeru.desu@gmail.com>
Getting published in JALT Publications
Caroline Handley
Abstract: 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 4-17-16
Access: Toritsudaigaku Stn (Toyoko/Hibiya/Fukutoshin Lines)
Fee: Free for JALT and Tokyo JALT members, 1,000 yen for non-members
RSVP: http://bit.ly/TJALTandYLevent
Facebook Event: http://bit.ly/TYL0702FB
Interested 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: http://bit.ly/TJALTandYLevent.
More information forthcoming, so stay tuned!
High Frequency Vocabulary Lists & the Free Online Tools to Exploit Them
Dr. Charles Browne
May 26th, 2017 18:30-20:30
Rikkyo University in Ikebukuro, Building 10 Room 208
Access: http://english.rikkyo.ac.jp/access/ikebukuro/direction/
Free 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 refreshments
Date: 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 http://bit.ly/TJALTandYLevent
Dr. Averil Coxhead: Specialised vocabulary in context
Challenges for learners, teachers and research
Dr. Averil Coxhead
Date: Tuesday, February 14th, 6:30 pm – 8 pm
Location: New York University, School of Professional Studies
(http://www.sps.nyu.alitokyo.jp/en/access/)
Fee: Free for JALT and Tokyo JALT members; 1000 yen for non-members
Facebook: bit.ly/TJALTCoxhead
In special collaboration with the Temple University Japan Distinguished Lecturer Series
Summary:
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 (http://www.sps.nyu.alitokyo.jp/en/access/)
Facebook: bit.ly/2016MemberPresentation
Tokyo 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 http://bit.ly/presentatTokyoJALT
Dr. Gabriele Kasper: Emotion in Second Language Self-Report Research
Date: Tuesday, January 24th 6:30 pm – 8 pm
Location: New York University, School of Professional Studies
(http://www.sps.nyu.alitokyo.jp/en/access/)
Facebook: bit.ly/TokyoJALTKasper
In special collaboration with the Temple University Japan Distinguished Lecturer Series
Summary:
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
2016
Tokyo JALT, BizCom SIG, and Discourse Strategies SIG Event
Date: October 14th, 2016 18:30-20:30 Location: NYU Shinagawa (http://www.sps.nyu.alitokyo.jp/en/access/) Featured Speakers include Hiromasa Tanaka, Meisei University Title: Acquisition of discourse strategies in lingua franca English business project based learning.This study discusses the relevance of project-based learning (PBL) in the learner’s acquisition of discourse strategies. Video-recorded data of real-world-co-project interactions between Japanese and Romanian Business communication students were analyzed. The presenter documents the effect of project-based learning with explicit preparation on the learners’ discourse strategy acquisition.
Focus on Vocabulary
Date: September 9th, 2016 18:00-21:00 (doors open at 18:00, begins 18:15)Place: New York University, School of Professional Studies, American Language Institute at Shinagawa Intercity Tower A 22F, 2-15-1 Konan, Minato-ku (http://www.sps.nyu.alitokyo.jp/en/access/) Join Tokyo JALT for an evening of 3 speakers (Professor Tess Fitzpatrick, Mr. Steve Morris, Dr. Dawn Knight) with a focus on vocabulary!
Speaker 1: Dr. Tess 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 (http://www.sps.nyu.alitokyo.jp/en/access/) In globalized society, English language teaching has been promoted as a vehicle to enhance individual and national competitiveness, reflecting neoliberal language ideology. To scrutinize the actual role of English in international workplaces especially in non-English-dominant countries, qualitative interviews were conducted on Japanese transnational corporate workers’ communicative experiences in Asia. The results revealed multilingual practices, value placed on the ability communicate rather than perfect linguistic competence, and the importance of communicative dispositions. Implications for language teaching will be discussed.Bio: Ryuko Kubota is Professor in the Department of Language and Literacy Education in the Faculty of Education at University of British Columbia, Canada. She has previously taught in the United States and Japan. Her research focuses on critical approaches to applied linguistics. She is a co-editor of Race, culture, and identities in second language education: Exploring critically engaged practice (Routledge 2009) and Demystifying career paths after graduate school: A guide for second language professionals in higher education (Information Age Publishing 2012). Two volumes of her work in Japanese translation were published by Kuroshio Shuppan in 2015.
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 (http://www.sps.nyu.alitokyo.jp/en/access/)Get Going with Google Apps for Educators (Japanese Language Series) Calendar / Tasks & Gmail Integration Presenters: Kaori Hakone & Makiko Ogasawara
Google Calendar を使うと、プライベートの手帳もまた仕事のスケジュールも管理がしやすくなります。カレンダーをどのように見せるかを決めたら、カレンダー上に予定を保存したり、予定を繰り返したり、ゲストを招待したりする方法を習います。イベントに招待されたらどのように答えるべきなのか、メールや通知の設定方法なども便利です。課外活動などのために別のカレンダーを作成したり、学生が質問に来られるオフィスアワーを知らせることもできます。実践を通して、Google Calendar を使いやすくカスタマイズしてみましょう。
Lesson Study as a Japanese Model of Professional Development and Professional Learning Community
Kanako Kusanagi, University of Tokyo
Date: April 1st (Fri.)Time: 6:30 - 8pmPlace: NYU School of Professional Studies American Language Institute Tokyo Center (http://www.sps.nyu.alitokyo.jp/en/access/)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 (http://www.sps.nyu.alitokyo.jp/en/access/)A common form of assessment in the humanities and social sciences in higher education sees students given a task statement to which to respond in the form of an essay. Instructors may find themselves giving the same or similar marks and comments to a number of students, obvious signals to make improvements to the task statement(s), and possibly even changes to course content regarding the assignment. However, based on evidence from systematic feedback and evaluation in Japan’s longest running writing centre, the analysis involved in motivating such changes has been found to be generally flawed, and instructors and students continue to be frustrated. Instructors in particular are frustrated further by seeing the same problems repeated by students who have been given written feedback, but seem to ignore it. This talk will provide background information on these common problems and an explanation of the analytical processes involved in the attempts to solve them. Attendees will have opportunities to discuss their concerns, and to consider solutions offered by the speaker.About the presenter:Jim McKinley is a lecturer in applied linguistics at the University of Bath, previously having taught for 11 years at Sophia University in Tokyo. He has been teaching in various higher education programs for more than 15 years in Australia and Japan, and was a visiting academic in Ireland and Uganda. His interests include L2 writing instruction, L2 writer identity, English Medium Instruction, and Global Englishes language teaching. He is a co-editor of ‘Doing Research in Applied Linguistics’ (2017, Routledge), and has published in journals such as RELC, The Journal of Asia TEFL, Critical Inquiry in Language Teaching, and Language Learning in Higher Education.
Google Educator Series Session 9: YouTube For Teaching and Learning
Nate Gildart, Seisen International 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!)GOOGLE EDUCATOR SEMINAR 8: Chromebooks
Dan Ferreira, International Christian UniversityDate: February 5th (Fri.)Time: 6-7:30pmPlace: NYU School of Professional Studies American Language Institute Tokyo Center (http://www.sps.nyu.alitokyo.jp/en/access/)Though the use of Chromebooks (CB) in Japanese education has yet to reach the same level of popularity it has in the U.S. teaching industry, this relatively affordable device is starting to turn a few heads. If you are one of those who have a Chromebook or are just curious about it, then this session is for you. In this workshop, I will first talk about the pros and cons of the hardware itself. We will also talk about the different models and specs to think about before your buy. You will also learn what this device can do and what it is not designed to do both online and offline. Then I will follow up with a demonstration of must-have apps and extensions that can get you started either for both personal and professional use. More importantly we look at the pedagogical benefits and learning potential this device has to offer to our students. If you have your ownCB, by all means bring it along! We welcome any feedback and suggestions you have about using the hardware. Dan Ferreira is a contract lecturer at International Christian University, Tokyo and has been teaching in the Greater Tokyo region for 14 years. As a Google Certified Educator, Dan incorporates many Google apps for Education to facilitate the learning process. Formerly a librarian at the McGill University Library Systems in Montreal, Canada, Dan is a both a data hound and a strong advocate of a paperless approach to teaching. His presentation both in Japan and internationally have focused on the use of data for academic writing (corpus based learning) and the use of elearning tools. A graduate of University of Technology, Sydney, he is now looking to take his professionalunderstanding of the sound use of the technology in classroom to the next level by enrolling in a Ph. D. program in eLearning Leadership at Northcentral University, Arizona in the fall of 2015. @dan_ferreira_jp +dan_ferreira_edtech
SESSION 7 - Docs and Drive (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.
2015
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.
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.
LEARNING TO USE THE APP 'WORD SPACE' -
Mick Short, Waseda University
December 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.
VISUALIZING LANGUAGE LEARNING
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 Gildart
November 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. https://sites.google.com/site/gegwesttokyo/geg-events-workshops/tokyo-jalt-workshop-series#TOC-SESSION-5---Google-Search---Advanced-Tools-to-Make-Your-Search-Great-Nov.-6-
QUESTIONING 'OPEN' EDUCATION
Dr. Lesley Gourlay, UCL Institute of Education
October 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.
SHUKATSU (JOB-HUNTING IN JAPAN): HOW CAN WE HELP FOREIGN STUDENTS TO FIND JOBS IN JAPAN?
Asako Yamaguchi & Kentaro Sawa, Temple University Japan
October 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 Ogasawara
October 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 Japan
September 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.
WHAT IT MEANS TO KNOW A WORD: IMPLICATIONS FOR PEDAGOGY
Professor Sandra Lee McKay, Professor Emeritus, San Francisco State University/ Visiting Professor, Hawaii Pacific University
August 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: http://de.hpu.edu/smckay/ .
DOCS & DRIVE (part 1) - Forms, Sheets, Drive (Google Educator Tech Series Session 2)
Dan Ferreira
August 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.
GOOGLE+ & PERSONAL LEARNING NETWORKS FOR ACADEMIC COMMUNITY BUILDING (Google Educator Tech Series Session 1)
Rab Paterson
July 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.
LEARNING TO USE THE APP 'WORD SPACE' -
Mick Short, Waseda University
December 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.
VISUALIZING LANGUAGE LEARNING
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 Gildart
November 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. https://sites.google.com/site/gegwesttokyo/geg-events-workshops/tokyo-jalt-workshop-series#TOC-SESSION-5---Google-Search---Advanced-Tools-to-Make-Your-Search-Great-Nov.-6-
QUESTIONING 'OPEN' EDUCATION
Dr. Lesley Gourlay, UCL Institute of Education
October 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.
SHUKATSU (JOB-HUNTING IN JAPAN): HOW CAN WE HELP FOREIGN STUDENTS TO FIND JOBS IN JAPAN?
Asako Yamaguchi & Kentaro Sawa, Temple University Japan
October 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 Ogasawara
October 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 Japan
September 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.
WHAT IT MEANS TO KNOW A WORD: IMPLICATIONS FOR PEDAGOGY
Professor Sandra Lee McKay, Professor Emeritus, San Francisco State University/ Visiting Professor, Hawaii Pacific University
August 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: http://de.hpu.edu/smckay/ .
DOCS & DRIVE (part 1) - Forms, Sheets, Drive (Google Educator Tech Series Session 2)
Dan Ferreira
August 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.
GOOGLE+ & PERSONAL LEARNING NETWORKS FOR ACADEMIC COMMUNITY BUILDING (Google Educator Tech Series Session 1)
Rab Paterson
July 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.
2014
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 http://billharley.com/ 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: http://www.robwaring.org/er/
Comparison between JSL and EFL classroom discourse
Sayoko Yamashita, Meikai UniversityJanuary 27thIn 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.
2013
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 29thWe 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 14thLong 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 1stLanguage 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 23rdIn 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 23rdHeld 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 28thWorld 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 8thTokyo 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 24thIn 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: http://reacting.barnard.edu/greenwich-village-1913-suffrage-labor-and-new-woman)
· 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: http://reacting.barnard.edu/japan-1940)
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: http://www.earlymodernjapan.org/rttp-legacy-of-the-47-samurai-working-title)
Integrating technology in the classroom: Lessons from a University Writing Center
Gene Thompson, Rikkyo UniversityApril 19thIn 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 31stIn 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 18thIn 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 9thThis 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 heathrose.net
2012
Learning a Language: No Single Best Method
Prof. Shinichi Izumi, Sophia University & Prof. Andy Curtis, Anaheim University, USADecember 9thIn 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: http://www.projectsinternational.org
Writing Center in India: Offering tutoring services to students with diverse backgrounds
Ranjit Rodrigues, Ashok Dange, Chowgule College, Goa, IndiaOctober 11thThis 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 21stLanguage 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 12thProf. 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 11thThis 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 21stLanguage 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 12thProf. 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 17thStarting 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 23rdDr. 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 9thThe 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 (http://scottlo.com), 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 16thThe 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.
2011
India's First Writing Center
Ashok Dange, Srikrishana S. Adsul, Hanumant C. Chopdenkar, Chowgule College of Arts & Science, India
November 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, UK
October 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 Studies
July 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 University
Prof. 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, Poland
January 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.
2010
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 Volunteers
July 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.
Highlights from previous years
October 23, 2017
English Medium Instruction and Global Englishes Language Teaching in Japanese Higher Education
Full video HERE
November 14, 2013
Kensaku Yoshida, Center for English Language Education & Research, Sophia University
Reconsidering Japan's English Education Based on the Principles of Plurilingualism
July 2013
Japan's Revised Labor Contract Law Tokyo JALT
Yumiko Nakajima, General Secretary of the National Union of General Workers, Tokyo Nambu
Chie Matsumoto, interpreter
To see more Tokyo JALT videos, please visit our YouTube page HERE
Tokyo JALT Special Events
Ed Tech Workshops