A look at emerging technologies using augmented reality and its use in learning. Popular tools
for the creation of supplementary materials using augmented reality will be introduced and
compared, participants will then have a chance to use a couple of these tools first hand using
their own mobile devices. The presenter will introduce and compare supplementary materials using
augmented reality; starting with the creation of such materials, leaning curves and production
costs. As these technologies are introduced examples will be provided created by the presenter to
give context and insight to their practical use in language learning.
Appropriate prosody is critical to effective interaction. Subtle choices can efficiently convey turn-taking intentions, information status, confidence and attitude, among other functions. Native speakers effortlessly use prosody to convey such information, but language learners generally lack these skills. Typically they are taught only a few classic intonation contours, with everything else --- including important uses of volume, speaking rate, and timing --- left for them to somehow assimilate in conversation classes or from study abroad. Most do not.
Recent linguistic research has identified several dozen "prosodic constructions" common in dialog. Crucially, meanings in these models are not tied to single prosodic parameters, features or events; rather they are expressed with patterns of activity over time. For example, a 400-millisecond region of narrow pitch range, bookmarked by preceding and following regions of normal pitch variation, is used to express contrasts and complaints. Most of these constructions are inherently interactive, involving synchronized contributions by both parties, for example, as in backchanneling. Prosodic constructions can, conveniently, be explained by giving students exemplars, but they are still challenging to master, because they involve coupled perception and production, and because they involve tight time constraints.
The workshop will provide participants with the knowledge needed to teach a dozen prosodic constructions of English. Participants will experience diverse teaching methods, including explanations at multiple levels, examples, visualizations, ear-training exercises, rapid-response exercises, games, role-play, and music. Participants will also be briefly presented with theory and methods for characterizing minor and special-purpose prosodic constructions and developing ways to teach them.
日本人はなぜフランス語を学ぶか−歴史に見る学習動機と目的 (日本語で) Why do Japanese learn French - Learning motivation and goals from a historical perspective (in Japanese)
この講演では,日本人にとってのフランス語学習の動機と目的を歴史的に検証する。それにあたり,江戸時代末 期の洋学者で,日本においてほぼ初めてフランス語の学習に取り組んだ,フランス語の父である村上英俊をとりあ げ,どのような動機と目的にもとづき,フランス語学習を進めたのかを確認する。次に,戦前の旧制高等学校にお けるフランス語学習の動向を検討し,フランス語が高等教育の道具だった時代を振りかえる。近代日本においてフ ランス語はまず西洋文明を移入する道具であり,大学教育においても重要な役割を果たしていた。最後に,戦後の フランス語教育を国際交流の観点から振り返り,1965 年以降,フランスへの私費留学が認められ,フランスとの 交流が現実のものとなった。それ以降のグローバル時代における日本のフランス語教育を展望する。
An alternative approach to FL teaching - Students begin and continue speaking a first (or second?) foreign language (in English)外国語教育への新しいアプローチ・学習者は目的言語を話し始める・続ける (英語で）
At a time when, despite the declared globalization and/or internationalization in Japan, students are in effect discouraged or at times even prevented from taking languages other than English, the presenter was asked, on request from students graduating from his first year German as 2Fl courses, to start continuous second, third and fourth year general education courses at Ehime University. This presentation demonstrates how this situation came about and the courses, all still under development, are conducted in order to fulfill the student's wishes. Consequences for any FL teaching may be drawn. The presenter invites and encourages discussion of hints for and criticism of his approach. In order to demonstrate his approach and why it proved successful so far, the beginner’s courses and feedback to them will be introduced. The presenter will then explain the conditions and goals of the continuing courses, and give examples of how the presenter and the students conducted the courses. This presentation will close with a summary of the findings so far and hints at further developments, while briefly mentioning the relevance of this presentation for foreign language teaching in general.
English as a Springboard for Other Languages 他の言語のためのスプリングボードとしての英語 (英語で) (Language of Presentation: English)
Learning languages is a very time-consuming activity regardless of the language one tries to master. Many factors may help or hinder the learning process. Motivation is probably one of the most important ones. However, many students lose their motivation for various reasons by the time they reach university. Once they stop learning and using English, sooner or later, they are going to lose what they have acquired over the years. Starting a new foreign language can make wonders as far as motivation is concerned, but the time allocated for such courses is usually very short, especially compared to the previous six years spent on learning English. The aim of this presentation is to show ways in which students’ knowledge of English can be utilized to speed up the learning process of a new language. Achieving tangible results by the end of such relatively short courses will help students regard themselves as successful learners. In addition, contrasting and comparing languages will be beneficial not only for the learning of the new language, but it will also have positive effects on both the students’ knowledge of English and their motivation to continue their English studies.
Humans – through the biological determinants of evolutionary selection – have developed a uniquely social brain. In the human social brain, learning is the principal mechanism that shapes all behavior, and language is the medium through which learning takes place and cognition is acquired. Cognition is the understanding of ourselves, others and the world around us. But the processes of cognitive development – that is, how we learn, what we learn, how we understand the world around us, and, consequently, how we are molded to behave – can be blocked or can become distorted. We explore how this blockage or distortion can occur, how it can be prevented or repaired, and how the English language can be an especially powerful facilitator, not only for learning, but equally as a medium for the remediation of, and even full recovery from, cognitive and behavioral disorders. We explore the processes in the human social brain by which learning is realized and cognition and behavior are shaped, and the techniques and power of English that can be used, both in the classroom and in a remedial setting, to affirmatively stimulate these processes in fostering learning realization and positive, socially adaptive behavior.
Spencer has worked with the Department of Neuropsychiatry and with the Child Development Research Centre, University of Fukui Hospital and Faculty of Medical Sciences, Fukui, Japan. Spencer has also held the position of Associate Professor of social psychology in the urban studies programme at the University of Fukui. Currently Spencer has consolidated resources through the vehicle of Reconstitutive Psychocognitive Training for the purpose of pioneering the field of applied social neuroscience focusing on developing a model of the mind by an understanding of the evolution of the social brain of the anatomically modern human and the socialisation process through which the antecedents of behaviour are constructed. From this framework Spencer has derived a model of non-invasive, non-pharmaceutical intervention addressing a broad spectrum of cognitive and behavioural problems.
This workshop will show how the features of text types such as recipes, instructions, memos, can be recognised, mixed and subverted in order to generate inventive new texts. Participants will be able to experiment with these activities for themselves, to experience the ways in which the activities can develop both language awareness and creative writing skills. The workshop will also include examples of student writing, and explore how the activities can be adapted to meet a variety of student needs and levels. There will be a dinner with the author following the presentation. Details and registration for the dinner will be provided before the start of the presentation.
Dr. Jane Spiro has been an active member of the ELT community for 35 years, directing language, literature and teacher development programs in England, Switzerland, Poland and Hungary. She has taught English to asylum-seekers newly arrived in the UK; retrained Russian teachers in Hungary supporting the replacement of Russian with English in the Hungarian school curriculum; and run programs on teacher development, literature and language, creative writing, academic literacies, and materials writing worldwide, including in the Netherlands, Mexico, Japan, Kenya, China and India. Her publications include two books on creative writing pedagogy with Oxford University Press Creative Poetry Writing (2004) and Storybuilding (2007) adopted by language teachers in Malaysia, Ireland, Finland, Sweden, Croatia and Japan. Creative Poetry Writing is considered an essential text for teachers using the medium of poetry and poetry writing in a second language classroom.
Over 25 years ago, Dinsmore (1985) documented the phenomenon of silence in the Japanese EFL classroom. It can be argued that this problem still persists today. This presentation will explore instances of silence in the Japanese classroom, provide an overview of the Dinsmore paper, and introduce the audience to a number of strategies that can help break the silence and get students engaging in meaningful communication. Audience members will be asked to try out a number of tried and tested speaking games and also be encouraged to share their ideas for getting students talking to one another in the L2.
You walk into the classroom. The students are at the back chatting with friends, sitting in silence, checking their phones, or resting their heads on the desks. Then, suddenly, the bell sounds. It is the start of the class. How do we as teachers change the classroom dynamic to one where learning can take place for all concerned? How do we create an environment and experience that will spark our students' natural curiosity and eagerness to develop? Once in action, how can we help nurture and sustain their interest throughout the lesson when learner motivation is constantly at threat. This presentation will provide an overview of Dörnyei's motivational teaching practice model (2001), describe its practical application in the L2 classroom, and explore strategies for generating, maintaining and protecting student motivation. The audience will be invited to share their own experiences of and suggestions for stimulating teen spirit.
Andy Boon is an Associate Professor at Toyo Gakuen University, Tokyo and has been teaching in Japan for around 18 years. He holds a PhD from Aston University. His research interests include teacher development, action research, motivation and more. He has published and presented on his work extensively both in and outside of Japan. He is also author / co-author of a number of textbooks and graded readers.
This exciting conference is packed with speakers from around Asia talking about themes such as:
Web 2.0 technologies in the language classroom
E-learning and collaborative learning
Social networking applications and tools
Teacher professional development and digital technologies
Digital game-based language learning
Mobile-assisted language learning
Social media and language learning
Remember: JALT members get in FREE, and everyone else is just ¥1000, so be sure to bring your friends.
The call for abstracts is now closed.
For more information, please email Kyoto JALT (email@example.com), or visit the conference website.
This event will feature a variety of workshops on different aspects of the theory and practice of qualitative research, both within and beyond language classrooms.
The research project I will outline began when I wanted to find out why Extensive Reading (ER) is fun and effective for some university students, while others find it a burden with little reward. To do this I needed to talk to students who were not in my class, and in a private and non-threatening situation. These early interviews revealed aspects of the students’ ER experience that I had not been fully aware of as a teacher. The most important finding was that the struggling students were spending a lot of time mentally translating from English to Japanese as they read. I wanted to find out why they needed to do this when they were reading English at their level in the ER program. Not having training in the use of brain-scanning equipment, I chose to ask students to indicate where and why they had switched into Japanese while reading graded reader material. In my introduction, I will explain how I gathered this data from 93 students from 7–20 years old and later analyzed it. In the round-robin session, I will explain in more detail how I set up the interviews (applying for permission, getting consent, mistakes made/lessons learned in interviewing Japanese participants, dealing with data.) My aim is to address practical concerns, but also to demonstrate how a qualitative approach like this can uncover factors that may be overlooked by researchers using a purely quantitative approach.
Biodata: Amanda Gillis-Furutaka is a Professor in the Faculty of Foreign Studies at Kyoto Sangyo University. She taught English in a variety of settings in France, Portugal, China, and Brazil before settling in Japan. She has been a tutor and dissertation supervisor/marker for the University of Birmingham MA in TESOL (distance program) since it began and is currently researching Japanese audience consumption of English-language music video as well as Extensive Reading. She has been active in JALT over the years, serving as an officer in the Kyoto chapter, in the Bilingualism SIG, and is currently Program Officer of the newly-founded Brain SIG.
Developing a research project can be complicated by cultural relativism and its imbrication in interpretivist research. How can we develop a research question in the critical theory vein that is broad enough and focused sufficiently yet does not cross the line of disrespecting cultural practices? How can we interpret our empirical data without imposing our own cultural views, whether as Japanese or as non-Japanese? How do we negotiate our standpoint whether as members of, or on the margins of, the dominant culture within the multiple cultural contexts? How can we undertake research that can explicate praxis beyond prevailing norms? Since all research is value-laden, how can we make decisions about analyzing and presenting our research and not become paralyzed by our concerns that we will sound culturally insensitive? This presentation will explore these issues and provide answers to some dilemmas that occur when undertaking qualitative research.
Biodata: Blake Hayes is an associate professor in the College of International Relations at Ritsumeikan University. Her research focus has been on gender regimes and employment practices, recently focusing on academia. With a critical theory lens, she does institutional analyses using a relational approach to explore justice and the marginalization of minorities in employment. She has recently been undertaking a multi-country analysis that includes an exploration of Japanese universities.
Qualitative data, collected through in-depth life history interviews and extensive ethnography, document the social, cultural and political surroundings of the focused informants. Qualitative methodology as a way to conduct research within the fields of humanities and social sciences gives an inner view of the micro-dynamics of the workings of identity and narratives that create a particular personhood. Complementing the conventional “scientific” inquiries of accumulating information and statistical data, subjective or interpretative social-science methodology provides an equally effective tool to reveal a further powerful dimension by allowing often subaltern respondents to speak for themselves, demonstrating individual agency. The interaction between the researcher and the informants through ethnography elucidates the detailed, in-depth description of everyday life as well as the cultural and social practices of the specific actors of a community. Thus, formulating reliable and trusting relationships with informants provides a combination of emic and etic perspectives, incorporating an insider’s point of view with a distant, analytical positioning as both “participant” and “observer”. The interpretation and analysis of the interviews — collected through extensive “structure-free”, unrestricted open-ended conversations — as well as detailed descriptions of the field, accompanied by informed knowledge of the specific socio-historical reality — the context, impact and consequences — coalesce crucial aspects of thorough and comprehensive qualitative research. This presentation incorporates the basic tools, techniques and processes of conducting ethnography and field-work with experiential-based knowledge and information gained through interaction with a specific minority community, namely the Zainichi Korean women in Japan.
Biodata: Jackie J. Kim-Wachutka graduated from the University of Hawaii at Manoa. Thereafter, she travelled to Niigata with the Japan Exchange Teaching Program (JET). Interested in the social issues of the Zainichi Koreans in Japan, she began her graduate studies at Sophia University in Tokyo. Her M. A. thesis, further developed as research fellow at the University of Tokyo, was published under the title Hidden Treasures: Lives of First-Generation Korean Women in Japan. Kim-Wachutka completed her Ph. D. at the University of Tuebingen in Germany and presently teaches at Ritsumeikan University in Kyoto.
This presentation asks two questions: “Is there a better way to think of research methodology than the ‘Quantitative/Qualitative’ dichotomy.” And “How can we evaluate the usefulness of ‘Mixed Methods’?” The U.S. scholar Patrick Jackson of American University speaks of alternative classifications such as “Dualist/Monist” and “Descriptive/Causal” to better approximate the hidden assumptions of all research projects. I will try to explain what these assumptions are and how they affect our choice of interview type for research. I also offer reflections on experiences with in-depth interviews for a doctoral research project.
Biodata: Robert Ó’Móchain has served as co-editor of the GALE Journal in the past. He teaches full-time at Ritsumeikan’s department of International Relations in Kyoto.
If language-teaching researchers want to understand about how classroom language learning takes place, one research approach to consider should be systemic, audio-video recorded classroom observations. However, many may be wary of conducting this sort of investigation. For some, it may concern potential ethical problems with obtaining permission for observation studies from supervisors, peers, or students, or it may be regarding potential observer effects, or the ethical treatment of the research materials once collected. Other concerns may be more technical, such as deciding what equipment to use, or how to arrange it in the classroom, so as to get adequate materials for research. Lastly, some may simply wonder how to handle the potentially overwhelming amount of audiovisual material that observation studies collect in a systematic and principled manner. In this workshop, the speaker will discuss how he is handling these three questions in his ongoing qualitative classroom observation-based dissertation research, with the aim of assisting others in crafting and refining their own research projects.
Biodata: Thomas Amundrud is a Lecturer in English Education at Nara University of Education, and a doctoral candidate in Linguistics at Macquarie University. His main research interest is multimodal discourse analysis through the lens of systemic-functional linguistics.
The poor command of English among new graduates is a constant lament among employers in Malaysia. It ranks among the top three reasons for graduate unemployability, and is a worrying trend from an economic and social point of view. This trend also impacts directly on public universities who have graduate employability as one of the key performing indicators set by the Malaysian Ministry of Education. Universities have had to address this issue in a number of ways. The key question is whether what is being done at universities can work miracles as students enter universities after having learnt English for at least 11 years in schools,. How much more proficient can a graduate become, and is this level good enough for industry? Apart from proficiency, what does industry expect graduates to be able to do in English? To address these questions, this talk will discuss the measures being carried out at the University of Malaya in Kuala Lumpur, Malaysia to enhance the proficiency and communicative skills of its undergraduates. It will also discuss feedback obtained from industry about their needs and expectations where the English of potential hires and employees are concerned. Although the two facets being discussed are from the Malaysian context, they are also relevant to any country and institution that is concerned with providing English language education and skills for its students.
Dr. Stefanie Pillai is an Associate Professor at the Department of English Language, Faculty of Languages and Linguistics, University of Malaya (UM). Her main areas of interest are the segmental and prosodic features of spoken Malaysian English, and the use of Malacca Portuguese Creole. She also works on issues related to English and graduate employability, and is currently heading a project on English and work-based learning.
She is currently the Deputy Dean of Postgraduate Studies at the Faculty of Languages and Linguistics. Prior to this, she headed the University's Centre for Community and Industry Relations.
She has been involved in the evaluation and review of English language upskilling programmes for Malaysian school teachers for the Malaysian English Language Teaching Centre. She is also a member of the evaluation and monitoring committee of national research centres for the Malaysian Ministry of Education. Her own publications have appeared in, for example, English Today, World Englishes, Studies in Second Language Acquisition, Language and Communication, Higher Education and Language and Linguistics. In 2011, she was awarded a Split-Site PhD Commonwealth Scholarship, and she was the 2013 Ian Gordon Fellow at Victoria University Wellington, New Zealand. She received UM's Best Lecturer' award in 2013, and has received the university’s Excellent Service Award and Certificate several times.
The Secret Mission of Memory and How it Helps Us make Meaning from Language
If you are a normal person, you have memory problems. There is no physiological reason we should mix up so many things, but we do. However, faulty memory reveals reveals what Daniel Schacter calls the sole purpose of memory. Even more surprising, by understanding why memory is so variable, we also gain insights on how the brain processes and remembers language. According to Bergen, rather than rote retrieval, we process language through embodied simulation.
Learning 101: Applying the concepts
Let's look briefly at about 16 key factors of learning discovered by neuroscience. The presenter will explain the most important, such as spaced repetition, deep processing, brain compatible modes of delivery, emotion as cognition, and personal relevance. Then let's discuss them and make individual action plans to incorporate them into our teaching.
Popular speaker and writer, Curtis Kelly (EdD), is a Professor of English at Kansai University in Japan. Since his life mission is the “relieve the suffering of the classroom,” has spent most of his life developing learner-centered approaches for “3L” English students, students with low ability, low confidence, and low motivation. He has written over 30 books, including Significant Scribbles (Longman), Active Skills for Communication (Cengage), and Writing from Within (Cambridge). He has also made over 350 presentations on neuroscience, adult education, motivation, and teaching writing.
This workshop aims to provide language teachers with the statistical tools they need to conduct classroom-based research. The first half of the workshop will consist of an overview of commonly-used statistical analyses, the concepts of normal distribution and measurement error, and issues of reliability and validity. The second half of the workshop will give participants the opportunity to practice statistical analysis using ersatz data files of vocabulary quiz scores and questionnaire results. Statistical analysis methods covered will include descriptive statistics, t-tests, correlations, and ANOVA (analysis of variance).
Participants will need a laptop computer with a spreadsheet program. Participants will need to download data files for use during this workshop. The address for download will be posted closer to the date.
Presenter bio: Matthew Apple, MFA (University of Notre Dame), M.Ed., Ed. D. (Temple University), is Associate Professor in the Department of Communication, Ritsumeikan University, Kyoto, Japan. For the past fifteen years in Japan, he has taught at various levels of education, including secondary, tertiary, and graduate. A frequent presenter at JALT and JACET-sponsored events, his recent publications include Language Learning Motivation in Japan (Lead Editor) and articles in JALT Journal and the Journal of Applied Measurement.
This presentation will begin with an overview of the job market for language professionals in Japan, and the current trends for the job market. Results from surveys and questionnaires that the presenter has obtained through his role as the Job Information Centre (JIC) editor will be given. A brief overview of what an academic CV is will be given, then the presentation will then go into areas that educators may want to focus on to improve their CV. This includes what the presenter refers to as “the balanced scorecard” and how audience participants can look for weaknesses in their own career marketability. At the presentation, copies of past published articles will be distributed as well as other worksheets.
Richard Miller was the Job Information Centre (JIC) editor for the JALT Language Teacher. He has published numerous articles on employment issues, getting employment and improving resumes for teaching professionals. He is an associate professor at Kobe Gakuin University in the Business Administration Department in Kobe.
Michael Parrish is the current editor of TLT's Career Development Corner
column. He has been slowly crawling up the language teaching career
ladder in Japan and the US since 1990. Currently, he is the Coordinator
of the Intensive English Program at Kwansei Gakuin University.
Join us for an afternoon of learning and discussion as six scholars from a variety of fields and interests present on a host of language teaching topics. There is quite literally something for everyone today, so whether you’re a regular attendee or a first-timer, please feel free to come, listen, and learn.
1. Training lower secondary school learners in use of word cards for vocabulary learning
Gretchen Clark, University of Birmingham, UK; TEFL/TESOL, MA
For the Japanese secondary EFL learner, high achievement on tests is key to advancement. A traditional preparatory method is the deliberate study of vocabulary and grammar. While most learners appear to tackle this type of study with ease, several struggle. This presentation describes a small scale study of a vocabulary study strategy training program implemented at a junior high school in Japan. After introductory lessons on current strategy usage, a strategy chain utilizing word cards was taught and monitored over the course of a six-week period. Learners were encouraged to develop self-reflection techniques throughout the data collection period in learner logs. Short vocabulary tests were used to track progress and provide an impetus for study. Cumulative pre- and post-tests were used to measure any improvement in vocabulary knowledge. Analysis of these scores showed marginal improvement, but closer examination of the logs showed extremely low uptake. Additional findings include: all learners, regardless of proficiency are aware and utilize several vocabulary learning strategies; more-successful learners report higher levels of concentration during study; Time devoted to study does not correlate with proficiency; All learners recognize weaknesses in preparatory method, but more-successful learners more often propose specific ways to improve, unlike their less-successful counterparts.
2. Bridging Related Fields: English Literature and Language Pedagogy
Megumi Ohsumi, University of Neuchatel (Switzerland), Classical Philology, Ph.D.
For Japanese students studying the English language, learning how Japan is – and was – viewed by the English-speaking world can be a novel experience, from Marco Polo’s Zipangu and geishas to cosplay and anime. Alexander Pope, the principal subject of my doctoral dissertation, once wrote: “On shining Altars of Japan” (Rape of the Lock, III, 107). Through the use of excerpts from the original eighteenth-century poem and with the aid of pictorial slides of Japanese artwork exported to Europe, students learn about the history of their own country by reading English literature. As a language teacher, raising students’ motivation levels is key in maintaining an actively engaged class, and I introduce in this presentation ways to incorporate literature in language classrooms. A researcher when outside of the classroom, I also share my current revision process for my dissertation in view of eventual publication and introduce such handbooks as Germano (2013) and Luey (2010) that may serve as useful guides across all fields in the humanities, including applied linguistics.
3. Effects of explicit instruction on oral proficiency development
Shzh-chen Nancy Lee, Temple University, Applied linguistics, PhD candidate
The present study aims to longitudinally examine the development of learners’ speaking proficiency from the effects of explicit instruction. A total of 80 first-year Japanese university students participated in this study. Classes taught by the presenter were randomly assigned and participants were divided into one control group and two treatment groups: 1) explicit teaching and 2) self-review. Once a week for ten weeks, participants were exposed to different inputs and then narrated four-picture comics in English. Pre, post and delay-post tests were conducted over the period of seven months. Recordings of the narrations were transcribed and proficiency development was measured by examining changes in speaking fluency, accuracy and complexity. Results of the study indicate that speaking proficiency has developed over time in fluency, accuracy and complexity. However, the effect of explicit instruction was insignificant compared to self-review and control group in most CAF measures. The speaking development of first-year Japanese university students will be reported and the potential effects of explicit instruction in the speaking classroom will be discussed.
4. Engaging EFL students in academic English writing classes through community contribution
Jennifer Louise Teeter, University of Sheffield, Advanced Japanese Studies, M.A.
EFL education in Japan is often framed as a passage to “international society,” detached from the students’ local realities despite the numerous of potential local applications of English. Nevertheless, scholars and academics argue that in order to engender “active global citizens,” educators need to harness students’ ability to draw connections between local and international communities (Battistoni, Longo, & Jayanandhan, 2009; Hosack, 2011; Kameyama, 2009). With METI (2006) and MEXT (2006) emphasizing the importance of global citizenship education, not taking advantage of the EFL classroom to facilitate student awareness of their potential to contribute to local and global society would be a wasted opportunity. After describing the current situation of citizenship education in Japan and work in the EFL classroom connected to citizenship education, this presentation will explore pedagogical tools which the presenter has trialed in her EFL classes for science majors through which the EFL classroom can form such a bridge, specifically focusing on activities tailored to academic writing. Furthermore, it will detail how these methods increase student motivation and sense of active global citizenship.
5. The differential effects on learning of different types of corrective feedback
Brad Perks, Newcastle University, Master of Applied Linguistics
My research investigated the differential effects on learning of different types of Corrective Feedback (CF), and the durability of the learning achieved as a result of CF over a 4 week period. The aim of the research was to provide empirical evidence about the most effective form of CF for learners of English as a Foreign Language (EFL) in Japan.
The talk will briefly explain the difference between implicit knowledge and explicit knowledge and implicit and explicit CF explaining why their distinctions are important.
Explicit CF is claimed to promote explicit conscious metalinguistic knowledge, while implicit feedback is claimed to promote spontaneous implicit knowledge (Sheen & Ellis, 2006). A key issue in the SLA process is can explicit knowledge transfer into implicit knowledge. Krashen (cited in Ellis, Loewen & Erlam, 2006) is a key critic against the transfer of explicit knowledge into implicit knowledge and claims that explicit instruction only contributes to explicit knowledge, and not into implicit knowledge. This is referred to as the ‘Non-interface Hypothesis’, whereas a key advocate in the possibility of this transfer process is DeKeyser (cited in Ellis, 2012) who claims that explicit instruction acquired as declarative knowledge can be converted in procedural knowledge through practice in communication.
I will explain that my research challenged the ‘Non-interface Hypothesis’ by examining the acquisition of inflectional morphemes among subjects receiving both explicit and implicit forms of corrective feedback
The talk will discuss my results which indicated a strong effect for metalinguistic explanation and how certain CF types are more suited to learning easier or more difficult linguistic targets.
6. Collaborative gender talk: A case study of Australian men’s and women's talk
Yoshihiko Yamamoto, University of Canberra, Discourse Analysis, Ph.D
Many studies of gender interactions have discussed differences in masculine and feminine conversational styles (Lakoff, 1975 , Wardhaugh, 1992, Tannen 1993, Hay, 2000). Collaborative talk has been regarded as a feminine conversational style (Holmes, 2000 & 2006). Recent research shows that collaborative talk occurs in male and female conversations (Tannen, 2007 and Coates, 2007). Thus, this present study investigates collaborative talk between men and women to see: 1, whether collaborative talk is a characteristic of women’s talk or it is found in male conversations only; 2, if men show collaborative features in their conversation, whether men use collaborative features in their talk similarly or differently to women.
In order to identify trends of collaborative features, the quantitative approach was adopted. Discourse Analysis (DA) and Conversational Analysis (CA) were adopted. The data for this present study was collected in Australia and included including young male and female participants. The results of this study show that both male and female participants employed collaborative features. Both men and women showed both similar and different ways of incorporating these collaborative constructions. This result suggests that collaborative talk is not only women’s feature in talk but also it can be a men’s feature in talk.
9:30 Doors open/Registration
All times include 20 minutes for presentation, 10 minutes for Q&A/Discussion, and roughly 10 minutes break between speakers
10:00 Opening comments
10:05 Michael Furmanovsky (Ryukoku University)
Getting to Know You: A First Day of the Year Activity that Keeps on Giving
A positive first impression that acts to humanize the instructor can create a good impression and sense of trust from day one. This activity gives students interesting and humanizing information about the teacher through a first day collaborative activity in groups of three. The teacher places around 10 items that reflect his or her interests and background in a bag. These can include books, magazines, CDs, favorite snacks, photos etc. The class is divided into groups of three, A,B and C. A goes outside the room with the teacher who then talks for 5 minutes about her/his background and interests. Students B and C stay in the classroom and look at different items from the bag that are placed in different parts of the room. The three then reunite and discuss what they learned about the instructor. This is followed by a simple True/False quiz about the instructor in which all three students must collaborate to get the answer.
10:45 Atsuko Kosaka (Aichi University)
Finding and Developing Students Writers' Voice by Utilizing Unexpected Questions
Voice is often recognized as one of the traits of good writing (Anderson 2005, 56-57). Yet it is not easy for L2 students to give voice to their writing. This presentation focuses on the interactive activity of exploring and developing one's own voice in the prewriting stage. First, the presenter briefly discusses the finding of topics to write about and offers possible lists and questions. Then, she assists the participants in creating unusual questions for others that may help to uncover and extract interesting information.. Next, the participants choose unexpected questions and brainstorm ideas in a small group. The presentation will end with examples of questions that students created (such as "What is the most expensive item you have ever bought?") and with a brief analysis of how interactive topic finding helps L2 students to develop their voice.
11:20 James Rogers (Kansai Gaidai University)
Formulaic Focused Vocabulary Instruction: Moving Beyond Isolated Vocabulary Teaching
Traditionally, vocabulary instruction has focused on singular lexi. “Word lists” have been at the heart of ESL curriculums for nearly a century, and still play a central role in materials creation and assessment.. However, research has shown this to be an inefficient way to learn. Many researchers are also beginning to rethink the concept of what is a “word.” Despite much research being conducted on the topic of formulaic language, and a multitude of recommendations of its inclusion in second language instruction methodologies, ESL students throughout the word still struggle to develop formulaic fluency. This presentation will discuss why formulaic language is so important for students in obtaining fluency in a second language. Reasons behind this lack of this essential aspect to obtaining fluency, and suggestions of ways in which teachers and researchers can approach the inclusion of such instruction in their research/courses will also be presented.
12:00 Gordon Leversidge (Otsuma Women's University, Waseda University)
The Tiered Wedding Cake Merry Go Round: Vocabulary and Out of Date C20 Stereotypes
The presentation will begin with an information gap exercise from the 2013 British Class Survey and the Japanese Newsweek Edition’s visualization of it. This helps conceptualise some of the changes from C20 to C21 society and can be used to create activities, particularly for new and re-emerging vocabulary. The Japanese Newsweek’s very visual manga-like Tiered Wedding Cake Merry Go Round captures and instantly presents the results of a survey of the changes in British class and society. However, these changes are not limited to the UK; they are present to some degree in all industrialized societies, including Japan. The visualization offers a framework for the creation and analysis of many vocabulary groupings and a starting point for discussion on various topics. The personal danger is that students are more aware of and sensitive about which tier they are and others are on.
Ritsumeikan Junior and Senior High School
ER – An Untapped Resource in Primary and Secondary Education in Japan
Extensive Reading (ER) Programs are becoming more widespread across Japan in tertiary education. Momentum however, has not reached down to the secondary and primary levels of education. An ER program combined with current Ministry of Education approved textbooks (MEXT) and other course books can offer more support across the four skill areas for language learners. Moreover, student's vocabulary acquisition typically increases as well as markedly improving reading speed, too. Challenges implementing a program include funding, book selection, lack of awareness and allocated time in the curriculum often stymie ER programs from even gaining traction or continuing for more than a year. This presentation will show you how a six-year ER program has been developed and sustained in a junior and senior high school in Japan. Included in the presentation will be research data from a quantitative analysis of surveys given to the entire student body, following on students’ experience with ER. A short discussion will follow giving participants the opportunity to brainstorm ways of expanding ER in primary and secondary education.
Ann Flanagan has been teaching at Ritsumeikan Junior and Senior High School for the past 15 years. She has a MA in TESOL from the School for International Training. Her research interests include extensive reading, teacher training and curriculum development.
Kyoto Sangyo University
Why do Japanese Students Use Their L1 Extensively When Reading English?
Language learners have been shown to benefit greatly from reading large amounts of the target language, especially when it is graded so that the syntax and lexis are at a level that is easy for them to comprehend. The presenter’s research has shown, however, that undergraduates and high school students enrolled in required Extensive Reading (ER) programs are not reading directly in English much of the time, but are translating into their L1 occasionally, or even sentence by sentence. The research data include quantitative analyses of surveys of over 2,500 Japanese undergraduate and high school students. This is combined with qualitative data based on interviews and analyses of ER texts with 30 Japanese university students and 40 junior and senior high school students. The presenter will outline the reasons why students often analyze or translate into their L1. The presenter will then invite discussion based on the experiences of the participants as both learners and teachers of foreign languages.
Amanda Gillis-Furutaka is an Associate Professor in the English Department at Kyoto Sangyo University. She has an MA in TEFL from the University of Birmingham and is a tutor and dissertation supervisor for the distance MA TEFL programme. Her research interests include the role of reading in language acquisition, content-based learning, music and media studies.
Speed reading practice in EFL classes
Speed reading has been demonstrated to be an important element in an L2 Reading course for improving reading fluency. By its very nature, speed reading aims to increase students’ reading rate and has been proven to improve the average reading speed by 52% or 73 wpm (Chung & Nation 2006). This increase does also transfer to authentic texts (Macalister 2010) and students benefit by having increased concentration and feeling more motivated (Chang 2010). Speed reading can also be added in a very simple manner to a variety of EFL/ESL classes, yet, it often is not. This presentation will both show how to conduct a speed reading course, discuss the results that have been achieved in the presenter’s classes, as well as in published research. In addition, the presenter will discuss with what frequency speed reading practice had better been done, drawing on data from eight Japanese EFL university classes collected over a two year period (Dalton & Fuisting 2011).
Bjorn Fuisting is from Sweden and works as a full-time lecturer at Ritsumeikan University. His research interests include Extensive Reading, Speed Reading, and Peer Review in writing classes. He is committed to professional development and teacher collaboration, and currently is an Officer in the JALT ER SIG. He can be contacted at: firstname.lastname@example.org
This year's all-Kansai JALT year-end party is taking place at the Blarney Stone Irish pub in Umeda, and will include a Pub Quiz from 7-8pm, and followed by the ever-popular Tardy Boys live band playing classic rock music covers.
It'll be a friendly match-up amongst Kobe, Kyoto, Nara, and Osaka JALT chapter members, with questions about both JALT and the Kansai area in general. Come with your own teams of 3-4 people, or come solo and join with others to make a team upon arrival.
Food and drink will be pay-as-you-go, and the area will be non-smoking. It's sure to be a great time.
Our last event of 2013 sees us welcome two special invited speakers to discuss issues of research in TESOL. First, Robert Croker will lead a workshop looking at making effective questionnaires. Next, Dawn Booth will discuss how qualitative data can be strengthened. We hope to see you there for what is sure to be extremely valuable to all who are interested in practitioner research.
Seven steps to writing effective classroom questionnaires
Creating a classroom questionnaire might seem daunting, but think of it as a series of seven steps: deciding what information to collect; creating, editing and ordering your questions; writing the title, introduction, instructions and conclusion; laying out your questions; and piloting and checking your questionnaire. This workshop will walk you through these seven steps to help you to create a simple, effective questionnaire to investigate your classroom.
Robert Croker is a professor in the Faculty of Policy Studies, Nanzan University. He is interested in classroom research, particularly action research, qualitative research, and mixed methods. He teaches a number of research methods classes at the undergraduate and graduate level. With Juanita Heigham, he co-edited Qualitative Research in Applied Linguistics: A Practical Introduction (2009, Palgrave Macmillan).
Strengthening the validity of qualitative research
This presentation offers both theoretical and practical guidance for those who are interested in the process of strengthening the validity of their qualitative data analysis. It begins with a basic outline of the type of quality criteria expected in qualitative research and provides practical examples of how the process of peer debriefing may help to achieve part of this criteria.
Dawn Booth is an Assistant Professor at Kansai Gaidai with multiple publications and research awards in the field of language testing and qualitative research. Having completed both a Master’s and PhD thesis using predominantly qualitative methods of data collection, it is hoped that this presentation serves to support others thinking about or in the process of conducting qualitative research.
Kyoto JALT is pleased to present an event that focuses on elementary school, junior high school, and high school teaching. We have three very experienced teaching professionals who will offer help and advice for new teachers, and provide fresh ideas for seasoned veterans. Come along and learn something new. Some light refreshments will be supplied courtesy of OUP.
How to Collaborate with JTEs through Materials Development
Based on an English curriculum reform project in a public senior high school in Gifu, Sato & Takahashi (2008) concludes that teacher collaboration results in better student outcomes. Then, how can ALTs collaborate with JTEs in English classes so that students can learn better? The presenter will talk about two action research projects for which teacher collaboration between an ALT and a JTE went successful. He will conclude his presentation with four keys to success.
Kazuyoshi Sato teaches at Nagoya University of Foreign Studies. He holds a MA and a PhD in Applied Linguistics from the University of Queensland, Australia. He has written several papers on communicative language teaching and teacher education. His research interests include language teaching and learning, teacher development, and curriculum development.
Phonics - Before, During and After
Ask 10 educators the question, “How do you teach phonics?” More than likely you’ll get 10 different answers! This presentation will discuss when and where phonics fits into a balanced reading program. We will look at the development of phonemic awareness and direct phonics instruction within the context of whole language goals and briefly touch on the, “hows” of each.
Eric Kane is a teacher, teacher trainer and author with 20 years of experience. He is the founder and president of ELF Learning, an education company based in Japan which creates music, video and materials for young learners.
Effective Teaching Approaches using Four Skills
How can you integrate all four skills into your classes effectively? Participants are invited to take part in this workshop-style presentation which will explore effective teaching approaches and methods that integrate four skills. During the session, the presenter will illustrate pedagogical principles that promote student language learning and improve proficiency and confidence. A range of highly practical ideas and materials appropriate and effective for secondary classes will be introduced for the participants to employ in their own classrooms.
As part of this active and engaging workshop, participants will also be asked to reflect on their own teaching situation. Among other questions, they will be asked to consider the students they work with, and the ways that they (as teachers) assess the English abilities of those same students. During the presentation, reference will be made to the CEFR (Common European Framework of Reference for Languages) “Can Do” statements.
Finally, the presenter will provide materials for the audience to take away and which they can use later with their students.
During his time in Japan, Rob Peacock has taught all ages and abilities of students. A full-time Teacher Trainer in the Learning and Assessment team at Oxford University Press, he brings both a classroom-based and ELT management perspective to each his presentations.
The talk discusses a study investigating the effects of new technologies on pedagogy, and how reflecting with a colleague acts upon and changes teachers. Journal entries identified the convergence characteristics and 'affordances' of the iPad as keys to foregrounding certain behaviour and usage, with important ramifications for teacher identity and technology.
Roger Palmer is Associate Professor at the Hirao School of Management in Konan University, where he serves as Deputy Director of the Language Programs. He has appeared as a plenary and featured speaker at international conferences around Asia, and has authored and co-authored a number of textbooks including iZone, Pearson Asia's print-digital series. Roger is also active in JALT, being the Membership Chair for the Teachers Helping Teachers SIG and the Site Chair for JALTCALL 2012.
Dr. Dongkwang Shin
In this presentation, two topics will be introduced to the audience. The first topic is collocations. In particular, the speech will include what collocations are, how collocations can be extracted from a corpus, and how collocations can be taught. The second topic is about making one's own graded word lists. The speech will introduce a method for making word lists, and how to add them to the RANGE program in order to better analyze students' writing drafts.
Dongkwang Shin received his PhD under the tutelage of Paul Nation in Applied Linguistics in 2007 from Victoria University of Wellington, New Zealand. His expertise is in vocabulary learning and teaching, corpus linguistics, and language testing. He is currently working for the Korean Institute for Curriculum and Evaluation.
Teaching ideas for the new semester
Kyoto JALT is happy to announce that the popular MyShare event will return at the end of this month. MyShare is an opportunity for teachers to present on a wide range of classroom activities to an audience looking for fresh ideas for the new academic year. MyShare is a flexible style of presentation where teachers can present on anything from single activity to a successful concept.
1:45-2:15 p.m.James Rogers
Kansai Gaidai University
Many consider extensive reading to be a viable method to increase student's language abilities, but what of extensive listening? This presentation will discuss various methods which help keep students on task during television/film viewing, thus increasing the potential for learning to occur.
1:25~3:05 p.m.Kevin Stein
Clark Memorial International High School, Osaka Campus
Students are often fixated on a word-by-word reading when interacting with a text in reading class. This presentation takes participants through a step-by-step process designed to help students build a full, "mental representation of a story," (Masuhara. H, 2003) in order to engage with it on a deeper level.
3:25~3:55 p.m.Daniel J. Mills
Teachers in Japan need to focus on the use of visual images and shorter presentation formats to gain learners' attention and hold it. The following presentation will demonstrate how video can be used as prompts to develop communication skills based on Bloom's Taxonomy.
4:05-4:45 p.m.Michael Sullivan
Nippon Steel & Sumikin-Intercom, Inc.
This presentation will outline a versatile instructional technique called Cubing. This technique, which is linked to Bloom's Taxonomy and the theory of Multiple Intelligences, allows instructors to both plan different kinds of activities for different types of learners and cover key cognitive skills on a particular topic.
Printable flyer for this event avaliable on our Facebook page.
First Kyoto JALT Event of the New Year
Dr. Iida will give two talks -- a workshop looking at university writing classes, and a presentation discussing the challenges for non-native speakers of English to publish in English language scholarly journals. The second presentation will be of particular interest to the Japanese members of our teaching community.
Writing for communicative purposes: Application of genre-based approaches to ESP courses
In this workshop, the presenter will describe some issues and challenges of second language (L2) writing at the tertiary level in Japan and discuss how writing teachers can use genre-based approaches in the English classroom. Specifically, he will focus on one particular genre - descriptive writing- and demonstrate a lesson for freshman (and sophomore) engineering students.
Writing for academic publication: Challenges for multilingual scholars
This presentation aims to discuss global issues of scholarly writing and to provide a practical guideline for academic publication. The presenter - a teacher and researcher of second language writing - will share his personal experience of publishing in peer-reviewed English journals. He will also describe a case study which investigates issues faced by an NNES researcher in the process of publishing articles in four journals: two international journals based in Asia, and two based in the United States. By examining the editors' written feedback, the presenter will provide suggestions for how multilingual scholars can overcome potential obstacles to bring their manuscripts to publication.
近年、教育者や研究者の間で、英語で学術論文を出版することが富みに求められている。大学をはじめとする多くの研究機関では、「英語で論文を出版するこ と」が専任職の獲得および昇進の１つの重要な基準となっている,しかしながら、英語を母国語としない研究者にとって、査読審査のある国際学術誌に応募し, 論文が出版に至ることは極めて困難であるのが現状である。出版までの過程の中で、英語を母国語としない研究者はどのような問題に直面しているのであろう か。
本発表の目的は、学術論文を出版するために配慮すべき点を提示し、それらの論文が出版に至る可能性を模索することである。講演者は、自身が学術論文を出版 する際に経験した数々の問題点を紹介し、英語を母国語としない研究者が論文を出版にするにあたり、直面しうる問題にどのように対処していけばよいかを提案 する。Biodata
Atsushi Iida is Assistant Professor in the University Education Center at Gunma University where he has taught first-year and second-year English courses. He was awarded his Ph.D. in English (Composition and TESOL) at Indiana University of Pennsylvania, PA, USA. His research interests include poetry writing in a second language, literature in second language education, scholarly publication in a second language, and English for Specific Purposes (ESP).
A JALT Kyoto, Osaka, Kobe Chapter Co-sponsored Event
This year the baton for hosting the Kansai JALT end-of-year event has been passed on to Kyoto Chapter and it is to be held in the informal surroundings of Tadg's restaurant and bar in downtown Kyoto.
With a wide selection of food and drink available, as well as wonderful views of Gion and the eastern mountains, we're looking forward to a great chance to watch an eclectic mix of informative and entertaining presentations, and meet up with old colleagues and new people from around the Kansai JALT community.
Kyoto JALT is looking forward to welcoming you on December 15th!
Call for Presentations
Following previous events in Nishinomiya, we welcome proposals for Pecha Kucha style presentations -- 20 slides, 20 seconds per slide, giving a total of 6 minutes and 40 seconds per presentation.
We hope to provide a wide variety of topics that include, but not limited to, the following themes:
Teaching & learning, personal & professional development, classroom successes of 2012, and arts, culture & travel.
Please send proposals to KyotoJALT by November 25th with the following information:
Tadg's is a short walk from Keihan Sanjo station, and about 10 minutes from Hankyu Kawaramachi station, so it is easily accessible from Kobe, Nara, and Osaka. From Keihan Sanjo/Kyoto Subway Sanjo Station: Take Exit #7, walk across the bridge, take the the first right onto Kiyamachi Dori. Walk for about 100 metres, Tadg's is on your right on the 8th floor of the Empire building.
Map to venue
JALT Four Corners Tour is coming to Kyoto!
JALT 2012 Four Corners Tour
Since 1988, JALT has sponsored teachers and researchers from a wide variety of Asian countries to visit Japan and speak at the annual international conference. During their visit the Asian Scholar is invited to speak at different locations around Japan as part of the Four Corners Tour
This year's speaker is Inggy Yuliani Pribady from Indonesia. The title of her presentation is Genre pedagogy to lead students to a high stake of learning: Students' voice and critical thinking about environment issues through news item writing.Abstract
Genre pedagogies have drawn on Systemic Functional Linguistic theory, which views language as a social semiotic system, i.e. a resource for making meaning in social context (Eggins & Martin 2002). It is the idea that the grammar of the English Language is a system to facilitate certain kinds of social and interpersonal interaction, represent ideas about the world and connect these ideas and interaction into meaningful text and make them relevant to their context (Halliday, 1978:12).
This paper aims to describe ways in which appropriate scaffolding teaching and learning activities in genre pedagogy can be provided to guide students to shape their ideas critically to the issues of the environment in their writing.The scaffolding takes the form of a particular sequence of activities known as teaching and learning cycle which are building knowledge of the field, modeling of the text, join construction and independent construction.
Inggy Yuliani Pribady holds a Master of English Education degree from Indonesia University of Education. She is an English teacher at 2 Junior High Schools in Bandung, Indonesia. Her research interests include language learning strategies and sociocultural factors in foreign language acquisition.
As the summer sets in take the opportunity to escape the heat and join our air conditioned event looking at the hot topic of how corpora can be used in the classroom. We are very pleased to announce that Laurence Anthony, the developer of the widely used concordancing tool AntConc, will be will be giving a workshop titled Applications of Corpus Linguistics in Language Teaching and Research.
Laurence Anthony is a Professor in the Faculty of Science and Engineering at Waseda University, where he serves as coordinator of the Center for English Language Education (CELESE) technical English program. His research interests include corpus linguistics, educational technology, and natural language processing (NLP).
Collocational knowledge is vital to language fluency. It helps learners sound more native-like and process language efficiency. But are we truly aiding students in obtaining collocational fluency? A presentation by James Rogers will answer these questions and demonstrate a methodology utilizing corpora to help identify useful collocations.
James Rogers is an assistant professor at Kansai Gaidai University. He is currently pursuing a PhD in applied linguistics examining the high frequency collocations of English.
Please note the change of location. It is not the usual venue Kyoto JALT uses for its meetings
In April, to kick off the new academic year, Kyoto JALT will be collaborating with the Learner Development SIG to bring you a day of stimulating workshops and discussions for language teachers of learners from elementary school age to adults. Presenters will explore aspects of learner development and autonomy in a variety of contexts. There will also be the chance to win copies of the LD SIG book More Autonomy You Ask.
Following the presentations, weather permitting, everyone is invited to take a short walk to the banks of the Kamo River to enjoy the cherry blossoms and reflect on the day. Bring your own beverages and snacks to better help with the reflections.
This presentation will look at some of the spontaneous learner strategies employed by children and the role they play in supporting communication in the language classroom. In the quest for maintaining a willingness to communicate, an argument will be made for maintaining and nurturing these communicative behaviors not only in preschool and elementary school English programs but through to young adult language learning environments as well.Biodata
Ann Mayeda lectures at Konan Women's University. She is involved in pre- and in-service teacher-training programs for young learners and currently conducts workshops for several public elementary schools in the Osaka and Nara area. She also has a keen interest in learner development and issues in autonomy as it applies to children and young adult learners.
How do we learn and remember new words? What vocabulary learning strategies do we use? This workshop encourages participants to reflect on their own vocabulary learning and teaching experiences. Then together, we will explore these questions and further consider the value of vocabulary learning strategies instruction in teaching and learning English as a foreign/second language.
Following Rubin, Chamot, Harris & Anderson (2007), a systematic four-stage approach for strategies based instruction (i.e. learner training) will be illustrated, and four fundamental vocabulary learning strategies highlighted: word cards, dictionary usage, word parts, and record-keeping (Nation, 2008). Drawing predominantly upon experiences in university contexts, this workshop will demonstrate how vocabulary learning strategies instruction can be made more effective in practice and not only promote learners' understanding and experimentation with strategies, but also lead to their active uptake.
Last but not least, participants will also be invited to explore and discuss the use or potential for vocabulary learning strategies instruction in their own contexts.Biodata
Phil has been teaching in a range of contexts in Japan since 2001 and is currently a Lecturer and Learning Advisor at Konan Women's University, an MA TEFL/SL tutor for the University of Birmingham, and a founding member of MASH Collaboration. Phil's main interests are vocabulary, learner and teacher autonomy and development, content-based instruction and global issues.
The importance and effectiveness of reflection in professional development is widely recognized in the field of teacher education. According to Hacker and Barkhuizen (2008), teachers modify and develop their personal theories by constantly reflecting on their own practice. However, some teachers may wonder how they can engage in constant reflection in their busy lives. This workshop explores what we reflect on, how we reflect, and why we reflect. The participants will be given opportunities to engage in reflection on their own practice and to share their reflections with others.Biodata
Akiko Takagi is an Associate Professor at Aoyama Gakuin University. She completed her EdD in TESOL at the University of Exeter. She is involved in pre-service teacher training programs. Her research interests include professional development and learner and teacher autonomy.
All are invited to take a short walk to the banks of the Kamo River to enjoy the cherry blossoms! Bring your own beverages and snacks to better help your reflections on the days presentations.
Many teachers consider continuing education in part-time Master's, doctoral, or graduate certificate programs essential to personal and professional advancement. However, these courses require significant time and financial commitments, and the balance of benefits to costs may be questionable.
This event will bring together current and former continuing education students from both distance and traditional programs to share and compare their experiences in a moderated panel discussion. The audience will also be welcome to ask questions and share their own concerns. Materials covering a range of different programs will also be available.
Kyoto JALT will be teaming up with the Kobe, Nara, and Osaka chapters for a exciting year-end event -- Pecha Kucha Night Volume #11. There will be 12 presentations which follow this year's theme of Teaching and Learning as a Social Process, and it promises to be both an informative and entertaining evening.
Kyoto JALT members are welcome to the Annual General Meeting! Find out more about what has been happening with the Kyoto chapter and what's in store for 2012. The AGM is followed by a joint event between Gender Awareness in Language Education (GALE) SIG and Kyoto JALT.
View revised 2011 Kyoto Chapter constitution here.
The Masculine Structure of Desire: Power and English acquisition in a pre-departure EAP program
10:20 – 11:00
Within mainstream L2 motivation research the relationship between gender and the reasons why individuals decide to learn an L2 and how they maintain the motivation to continue has yet to be adequately addressed. This is particularly troubling since in the past five years interest in identity has been the most highly written about topics in the field, and gender is seldom mentioned as being part of the L2 self.
This paper represents part of the author's project intended to remedy this shortcoming by introducing an alternative approach to gender and the desire to acquire an L2 that is based in psychoanalysis and Marxist theory. In particular, this paper will consider how within the praxis of a discussion task a masculine motivation is negotiated and co-constructed.
Data from a discussion between three men is introduced and discussed to highlight the ways in which they construct their masculinity in regard to the acquisition of English and how they form a nucleus of solidarity based upon an orthodox masculinity where the acquisition of English is figured a means of empowerment.
How can movies be used in the EFL and/or Gender Studies classroom most effectively to enhance critical thinking and language skills?
11:10 – 11:40
How can movies be used in the EFL and/or Gender Studies classroom most effectively to enhance critical thinking and language skills?
In this presentation, I will introduce the basic principles involved in my approach to materials development and course design, based on my experience teaching four types of classes: undergraduate EFL, two undergraduate seminars (Introduction to Gender Studies and Introduction to Peace Studies), and a graduate seminar (Language, Culture and Gender). Specific pedagogical issues will include effective combination of audio, video and captured stills; employment of mass media reviews as well as online user reviews; instruction in the textual analysis of scripts; listening exercises; and role playing, debate and composition activities.Visit the GALE SIG website to learn more about this JALT Special Interest Group.
All Kyoto JALT members are eligible to vote for the five elected chapter officers: President, Program Chair, Treasurer, Membership Chair and Publicity Chair.
Details on candidates sitting for the 2011-2012 election can be found here. Nominations for any position are still being accepted.
Electronic voting will close at 22:00 on October 29, 2011. You also have the option to vote in person at the Annual General Meeting.
Want to help out with the chapter events? There are a number of appointed positions available. Please contact Catherine Kinoshita for more information.
Kyoto JALT is pleased to announce the schedule for our July event. Project based teaching has the potential for bringing the best out of students, both higher- and lower levels. It is an excellent way to get students motivated and work with their English in a productive and fun way.
This day will bring together several teachers who practice project based teaching.Go here to view the schedule, full abstracts and bio data for each presenter.
Combining two current trends in language education, project based teaching and content based teaching, allows teachers to take the focus away from learning English as a subject, and shift it to learning "in" English. This presentation will show how a classroom project can do exactly this.
Kyoto Sangyo University / Kyoto University of Foreign Languages / Konan University
By reinventing the traditional class notebook, the digital portfolio is an online platform where students can widen the scope and depth of their understanding of class content, present their ideas in unique and dynamic ways, and collaborate and interact with peers.
This presentation demonstrates three different online platforms for hosting digital portfolios, outlines the advantages of this form of project-based learning, and shows concrete examples of first and second year university student's digital portfolios from three distinctly different ESL courses.
This presentation introduces the Project-based English Program in the College of Sports and Health Science of Ritsumeikan University and to report how it has worked, by showing several videos of the students' presentations and their writings, with comments based on experience of teaching in the course year and a half.
This presentation will introduce the 3 week process of how to teach the Position! Place! Shape! Story Project. This project has been a part of a curriculum at Seika University for the past 10 years in which students learn English while visualizing and combining drawing and English expression. The presentation will also introduce student works in order to demonstrate the results of the teaching process.
The Tohoku Earthquake fundraiser will take place following the above presentation. All funds raised at this event will be donated via NPO JALT National to be distributed on a proportional basis to approved Japan-based relief groups.
Time to get ready for the new academic year! Why not get some tips and ideas from fellow teachers?
This was an event open to all teachers, from experienced to newbie! It was an excellent opportunity for instructors to get some advice or offer suggestions on language teaching and learning.
Three excellent teachers shared some of their experiences (see details below). Members came, joined, listened, and learned!
Asking questions to one's interlocutor is a key part of any kind of naturalistic conversation. For many Japanese students of English, this area causes a multitude of problems. The grammar of question formation, lack of vocabulary and concerns about politeness and appropriateness often inhibit students in developing adequate questioning skills. Many students stick to well-rehearsed, generic questions that are basically transactional in nature, and the overall result is that many so-called 'conversations' more closely resemble interviews or interrogations.
This presentation will detail ways in which students have been lead to a more naturalistic style of questioning through repeated practice of certain strategic and discourse patterns, such as strategizing around linguistic shortcomings by exemplification, signaling the phatic nature of the questions by personalizing and use of discourse markers.
The presenter will detail classroom implementation of this approach, and provide handouts and worksheets as used in actual classes.Download:
Students find L2 reading materials difficult. Examples of the reasons are that they are unfamiliar with the topic and that the texts include too many words they do not know / understand. In the latter case, students spend a lot of time using their dictionary, word for word to check the meaning. This makes it difficult for them to grasp the ideas of the content.
Covering the reading text in four stages and incorporating some pair work and group work, explained in this activity, enable students, especially in a class with both relatively weak and relatively strong students, to grasp and to understand the content.
The four stages include: context setting, pre-teaching vocabulary, skimming and reading for details. Students' comprehensions of the reading are checked by comprehension questions within the activity.
Reflecting on what has been learned is an important and integral part of the learning process for several reasons. It allows the learner to reflect and to deepen the understanding of the skills and knowledge that they have acquired. In addition, the portfolio can become a record for the student to keep of what they have taken away from the class.
For the instructor it can be a measure for the progress of the class and as a feedback tool to have the instructor understand what the learner thought was important. It can also be utilized as a testing device to test students speaking ability as well as a peer to peer reviewing exercise where students are able to compare and contrast with classmates.
This presentation will explain how I successfully integrated this learning device in a communications course with students at Kansai University.Download:
The power of visual images to convey messages, send affective signals and to stimulate the imagination is undeniable. We now have available infinite resources for accessing, storing and retrieving digitally generated images.
In EFL teaching images can be used to illustrate or present language points, to offer systematic practice or to stimulate creative and imaginative spin-offs.
The presenter, Ms. Healy, (Penny S. was away) introduced simple yet effective ways of enriching the visual landscape of the classroom through the use of images. Ms. Healy demonstrated how images can be used to engage, stir up curiosity, provide inspiration and motivation for writing and speaking and generally enhance learners' classroom experience.
The importance of involving learners in resourcing visual materials for themselves was emphasized and examples of student-made visuals were included.
The Kyoto Chapter in association with the Osaka and Kobe Chapters co-sponsored a Pecha Kucha Night (PKN) style event at Konan University, Hirao School of Management (CUBE) in Nishinomiya (just south of Hankyu Nishinomiya Kita-guchi station). A year-end party (bonenkai) was also held at the Busy Bee Cafe from 6:30 p.m. Good food and good times were had by everyone. Admission was free.
This was the second attempt at moving our annual potpourri meeting to a Pecha Kucha Night format (20 slides x 20 seconds each). Last year's (2009) event was a big success and it was even more this year. More information about PKN is available here.
This presentation looked at a set of questions that teachers can use to check if the vocabulary component of their language course is adequate or not. The questions included what vocabulary is focused on, how it is focused on, how it is sequenced, and how it is taught and learned. These questions covered the important parts of the curriculum design process. The presentation also described how these important aspects of teaching and learning vocabulary can be included in a course.
Paul Nation is Professor in Applied Linguistics at the School of Linguistics and Applied Language Studies (LALS) at Victoria University of Wellington, New Zealand. He supervises MA and PhD research on vocabulary. He has taught in Indonesia, Thailand, the United States, Finland and Japan. Paul has published extensively and his books include Teaching and Learning Vocabulary (Heinle and Heinle, 1990), New Ways in Teaching Vocabulary (TESOL, 1994), Learning Vocabulary in Another Language (Cambridge University Press, 2001) and Focus on Vocabulary (with Peter Gu) (Macmillan Australia, 2007).
His publications include articles and books on teaching and learning vocabulary, language teaching methodology, and curriculum design. Paul Nation's most recent book on vocabulary is called Teaching Vocabulary: Strategies and Techniques (2008) Heinle Cengage Learning, Boston.
There are three highly recommended books from Routledge Teaching ESL/EFL Listening and Speaking (with Jonathan Newton), and Teaching ESL/EFL Reading and Writing, and Language Curriculum Design (with John Macalister)
In recent years, research in the field of Computer Assisted Language Learning (CALL) has shown that technology can be used to increase students' willingness to communicate and decrease foreign language anxiety. Yet, few studies have examined whether these positive effects will "carry-over" when students return to a face-to-face communication environment.
The proposed case study, which will attempt to examine the long term effects of CMC in relation to affective factors, will be conducted over a 15-week period with an intact class of Japanese University students. Students will alternate between task-based conversation activities in both f2f and CMC environments. Data collection pertaining to foreign language anxiety and willingness to communicate will be collected using the Foreign Language Classroom Anxiety Scale and length of utterance and turns taken during conversation activities respectively. CMC activities will be conducted using the Language Education Chat System developed by Kanto Gakuin University.
The presenter focused on methods of analyzing gendered language through the process of a university English seminar. Participants learned ways in which the text Womansword, a collection of Japanese expressions relating to women, can be used as a springboard to engage university students in analysis of attitudes and assumptions about gender in Japan, and shed light on the ways these change over time.
The use of films within language classrooms has steadily increased as they have been shown to be motivational for learners; for example, students mention they want to understand Hollywood films without subtitles. Thus, teachers are creating entire classes centered around feature-length films and a multitude of activities have been created by teachers hoping to utilize this motivational tool while students learn a variety of skills and content: listening comprehension, grammar, pronunciation and intonation, culture, etc.
While whole films can be a good source of course material, this presentation shares insights gained from using a variety of short film excerpts within a semester to demonstrate a variety of language features as well as conversational situations. Two communication courses were taught intermittently with the use of short, unit appropriate film clips under a variety of circumstances, i.e. with or without English or Japanese subtitles, with the intent of discovering an effective method to increase student listening comprehension as well as understanding of situational discourse.
The students were given quizzes following the clip to check for comprehension and surveyed at the end of the course to assess the value of the clips within the course, the film clips' affect on student motivation and the effectiveness of video clips as a teaching tool.
Garr Reynolds, is the author of award-winning and international best-selling books Presentation Zen and Presentation Zen Design. In this presentation, Garr introduced a few fundamental design principles and spoke in depth with examples and before/after samples. The lessons in this talk were not about dressing up presentations or decorating slides, they were about understanding and embracing concrete design principles that will help make your presentations clear, powerful, and memorable.
Garr Reynolds is currently Associate Professor of Management at Kansai Gaidai University where he teaches Marketing, Global Marketing and Multimedia Presentation Design. Garr is active in the Japanese community and can often be found presenting on subjects concerning design, branding, and effective corporate communications.
Co-sponsored by JALT Gender Awareness in Language Education SIG
The two presenters provided a much-needed focus on gender-related issues in the EFL classroom.
Ms. Abass addressed gender stereotypes and exploring ways to encourage students to develop the critical intelligence necessary to move beyond culturally inherited stereotypes. Mr. Ó’Móchain discussed representations of masculinities on Japanese television and how his observations can be reported in EFL classrooms as part of a gender-awareness syllabus. Discussion circles followed for opinion and idea exchange.
Folake Abass is an English lecturer at Kyoto Sangyo University. Her research interests language and advertising especially as it applies to gender.
Robert Ó’Móchain has completed both M. Ed and Ed. D. programs at Temple University Japan. Research interests include linguistic creativity in humorous communication and gender and sexuality in educational contexts.
In this presentation, veteran English instructor and author of seven books and several newspaper columns for Japanese learners of English, David Barker, argued for a renewed focus on 'old-fashioned' approaches that have served language teachers and learners well for centuries.
"The history of English Language Teaching has been characterized by a stream of ever-changing fashions and trends. Proponents of new methodologies have urged teachers and learners to abandon all their old tools and techniques and embrace the new dogma, and all too often teachers have been willing to follow unquestioningly. Barker argued that an obsession with 'communicative' activities and educational materials can be detrimental to both teachers and learners."
Barker outlined what he considers to be the most important 'basic principles' of language learning, and presented 'basic principles' of language learning and discuss how these can be applied to classroom methodology.
In the second half of his presentation, Barker introduced some of his books and explained how it relates to his principles of teaching.
Note: This presentation, a semi-commercial event, was awarded Best of JALT 2009, Best Presentation of 2008 by Toyohashi JALT, and also well-received by Hokkaido JALT at their annual conference.
This was an event open to all teachers, from experienced to newbie! The event was an excellent opportunity for instructors to get some advice or offer suggestions on language teaching and learning.
Abstract: In this presentation, Pigott suggested techniques for teaching large classes in high school and university. He focused on social aspects of learning and teaching such as teacher-student rapport, group-cohesion, classroom management, and the Japanese context. Finally, he presented examples of lessons he feels that work particularly well.
Abstract: All students have cell phones, and use them with great enthusiasm, every day, all day. Evans outlined the work he has done on cell phone use in the EFL classroom. He shared his vision for where and how he thinks it can be carried further, and explained his ideas for how other people might join him.
Abstract: Unsatisfied with group work in your classes? Bonnah explained the methods for getting the most from group activities. Based on experience in university and junior and senior high classes, this presentation was for all teachers grappling with large class sizes, demanding syllabi, and evaluation requirements.
Many teachers use textbooks containing written texts. Most classroom manipulation of those texts ends with follow-up exercises outlined in the text itself. In this presentation, Nommensen introduceds two classroom activities in which students enthusiastically engage with a written text in review, developing familiarity and productive competence with the vocabulary, while practicing syntax, writing, speaking, and listening, and having fun.
Digital artist and English teacher, Gary McLeod, presented PRIVILEGE, a photography project that bridges artistic and academic practices. Having photographed and interviewed 97 English teachers around Japan, McLeod presented his collection of photographs and read aloud samples of his participants' words. This was followed by Q&A / discussion.
This event is for veteran techies and newbies alike! Matthew Walsh of Momoyama Gakuin High School and Craig Hagerman of Osaka Jogakuin University will lead a cutting-edge session on using iPods and iPhones in your ELT classroom. Learn the basics, discover ELT related applications, and participate in a hands-on model lesson workshop!
Winners of Kyoto Chapter’s first annual Professional Development Scholarship Fund will present about their experiences at the 35th Annual JALT International Conference on Language Teaching and Learning & Educational Materials Exposition. A sandwich luncheon to follow presentations.
Come and meet the Kyoto Chapter Officers for 2009-2010!
To view list of the newly elected chapter officers, go here!
Kyoto JALT is proud to announce the winners of the 2009 Kyoto Professional Development Scholarships to the 35th Annual JALT International Conference on Language Teaching and Learning & Educational Materials Expo at the Granship, Shizuoka.
Congratulations to Paul Evans & Glen Cochrane! Both winners will be reporting on how the conference helped them with their professional development.
Kyoto JALT Business Meeting and 2009-2010 Chapter Officer Elections
Presenting at the JALT National conference this year? Need an audience to practice in front of? Want valuable feedback and helpful advice from your fellow peers?
The conference is fast approaching, and now is the time to prepare! Try out your presentation or just come out and be a part of the audience! Send your presentation abstract along with your name and contact info to KyotoJALT by September 27th.
Presentations and feedback time will be followed by a brief chapter business meeting with 2009/2010 chapter elections - your vote counts! Interested in joining our team of officers? Contact the Kyoto chapter president for more information.
of Kyoto Sangyo University
As teachers, we are always looking for ways to motivate and engage our learners, particularly at university level in Japan. One way to do this is through the use of drama and drama-related activities.
Amanda Gillis-Furutaka and Sandra Healy discussed practical ways in which to introduce drama into the classroom.
Sandra Healy described approaches using Shakespeare’s “Romeo and Juliet” with lower level students. Amanda Gillis-Furutaka described an elective course, which follows a task-based approach, for 3rd year English majors.
Linda Ohama, a filmmaker and visual artist, showed her international award-winning film, Obaachan's Garden (with Japanese subtitles). This is the story of a remarkable journey of strength, love and determination of one woman`s life of over 100 years.
It was a moving film about the life of Asayo Imamoto Murakami, who was born in Onomichi, Hiroshima, and who was sent to Canada in 1923. She was the last picture bride living in Canada when she passed away just short of her 105th birthday.
Ohama, the granddaughter of the film’s heroine, shared some behind-the-scenes experiences of the making of this film and also spoke of her work on her next film.
Linda Ohama, a third-generation Japanese Canadian, is a filmmaker, an accomplished visual artist, an educator, and an active citizen, strongly committed to preserving cultural heritage and promoting educational and cultural exchange.
Her artwork and films have received numerous international awards. She is currently in Japan working on her next project.
Co-sponsored by: Kyoto JALT, Osaka JALT, Osaka Gakuin University and SIETAR Kansai.
Brain Studies and the Science of Learning
The focus of this keynote presentation was on brain-based teaching and learning-centered activities.
Marcos Benevides, Curtis Kelly, Steven Herder, Fergus O'Dwyer and others.
The aim of this presentation was to give teachers a set of practical activities that can be used to create a positive group dynamic in a language class. The activities were focused on the following objectives:
During the presentation participants actively engaged in these activities and also took time to discuss the ideas underlying them. The audience began with very basic name learning techniques, progressing to more challenging teamwork exercises. Finally, the floor was opened to give participants a chance to share their favorite group building activities with each other.
This presentation involved lots of movement and interaction.Handout for this presentation can be found here.
Warren Decker is an English teacher at Momoyama Gakuin University in Osaka. In the classroom, his interests include group building and encouraging students’ creativity and confidence. Outside of the classroom, he likes to go camping with his family, bake bread, and grow vegetables.
The DREAM Management workshop introduced a thought provoking alternative model of management designed for the ELT context. DREAM, an acronym, suggests policies that will help keep quality teaching and learning as the core value of the institution.
The workshop introduced the DREAM principles while at the same time causing reflection on current coordinating and management practices. Through the sharing of the DREAM principles and each other’s experiences, participants left with ideas on how to improve as managers, to bring the best out of themselves and their staff.
John Honisz-Greens is a Associate Lecturer of English in the School of Policy Studies at Kwansei Gakuin University. He has been living in Japan for 12 years and his academic interests also include Socio-linguistics, EAP Writing, and Vocabulary acquisition.
"On behalf of the organizers of MASH and Kyoto JALT, we would like to express our thanks and gratitude to all of you who spent so much time and effort into making the KYOTO JALT MASH '09 more than just a fantastic event, but a HUGE success!"
All participants commented enthusiastically on the many impressive presentations throughout the day, exchanging exciting ideas and helpful advice. The room was buzzing with conversation right up until the end of the day. Discussion continued at the after-event party held at The Hill of Tara, helped along with good food and drink, good music and great company.View pictures of event!
Thank you for making MASH '09 a success!