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Chapter Meeting for Saturday, December 17, 2011

Kansai JALT Event: Pecha Kucha Volume #11

CUBE, Hirao School of Management, Konan University, Nishinomiya

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.

Chapter Meeting for Sunday, October 30, 2011
Kyoto JALT Chapter Annual General Meeting (AGM)

Kyoto JALT and GALE (Gender Awareness in Language Education) SIG Joint Event

Teaching Language and Gender Issues in the EFL Classroom

Todd Squires

Kinki University

The Masculine Structure of Desire: Power and English acquisition in a pre-departure EAP program

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.

Gerry Yokota

How can movies be used in the EFL and/or Gender Studies classroom most effectively to enhance critical thinking and language skills?

Osaka University

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.

Chapter Meeting for Saturday, October 15, 2011

Presentation practice session: Practice makes perfect!


No report available.

Chapter Meeting for Sunday, July 24, 2011

Project-based learning and teaching

Oana Cusen, Oliver Kinghorn, Syuhei Kimura and Heidi Durning
Classroom projects: changing studentsʼ worldview
Oana Cusen

Ritsumeikan University

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.

The 24/7 classroom
Oliver Kinghorn

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.

Introducing the project-based English program in college of sports and health science of Ritsumeikan university
Syuhei Kimura

Ritsumeikan University

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.

Position! Place! Shape! Story Project
Heidi S. Durning

Seika University

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.

Chapter Meeting for May 7, 2011

The Potential of Cognates to Aid Language Learning

Frank Daulton and James Rogers

No report available.

Chapter Meeting for April 16, 2011

My Inspiration Hanami and Tohoku Earthquake Fundraiser

Cancelled due to nasty weather

Oh well! Maybe next year.

Chapter Meeting for March 26, 2011

My Share

John-Campbell-Larsen, Mizuka Tsukamoto, Richard Miller

Reported by: Paul Evans

Two dozen Kansai members gathered on a chilly Saturday morning to hear presentations and share ideas for the new term's classes.

The event started off with John Campbell-Larsen from Momoyama Gakuin University, speaking on the Strategy and Discourse of Questioning. Pointing out how natural conversation is often more about finding common interests than about communicating specific information, John shared three worksheets he uses with students to personalize conversations and teach the use of discourse markers.

John was followed by Mizuka Tsukamoto from Osaka Jogakuin College, who introduced a series of four Cooperative Reading activities, including context setting, pre-teaching vocabulary, skimming, and reading for details. Mizuka uses these in her mixed-level university reading classes to focus attention and discourage over-reliance on dictionaries.

The final presentation was by Richard Miller from Kansai University, introducing the use of Learning Portfolios in classes. Richard spoke about the important role of reflection in helping students understand the skills and knowledge they acquire in class. He also mentioned how he uses these portfolios as one part of his evaluation of student progress.

Chapter Meeting for January 15, 2011

The Power of Visual Images in EFL

Sandra Healy

Reported by: Gretchen Clark

In this session, the presenter commented on the potential of image use in the EFL classroom. She provided compelling evidence from the literature that detailed how images inspire, motivate and help develop creativity, imagination, and critical thinking skills among students. Allowing learners to produce images themselves builds confidence among visually oriented learners. Perhaps most importantly, images encourage meaningful exchanges about content rather then simply an exercise in meaning negotiation.

At the end of the presentation, Healy provided examples of how she has learners use images in her classroom: as visuals for self introductions, as illustrations for original stories in kamishibai format, or in collages inspired by characters from a movie shown in class.

Chapter Meeting for November 28, 2010

Evaluating a Vocabulary Programme

Paul Nation

Reported by: Gretchen Clark

The presentation's central theme was how teachers can help our students learn vocabulary, not how teachers should teach vocabulary. Nation argues for teacher awareness in four areas: planning, training, testing and teaching. Within teacher planning, effective vocabulary programs involve a balance of four distinct strands: an equal treatment of meaning-focused input, meaning-focused output, deliberate study and finally fluency activities.

Nation discussed practical activities and techniques teachers can utilize for practice within these four strands. In addition to a focus on planning, teachers should also help learners become familiar with vocabulary learning strategies. Testing is essential to make light of each individual learner's stage in vocabulary learning and to plan for future learning.

Finally, while it is essential to concentrate on high frequency words, those not within this group should be tackled appropriately. Nation advised teachers to evaluate their language programs in order to make light of areas that may be lacking and to make adjustments to their teaching plan.

Chapter Meeting October 24, 2010

Practice makes perfect! Presentation practice session for JALT National

2010-2011 Kyoto JALT Chapter Officer Elections

Daniel Mills, Jhana Bach, Kelly Butler

Reported by: Gretchen Clark and Michi Saki

Examining the carry-over effect by Daniel Mills. In this presentation, Mills, Kyoto's unvetted representative for JALT2010, outlined his upcoming study on how computer mediated communication, such as instant messaging, may reduce anxiety and encourage more communication among EFL learners even in subsequent face-to-face chat sessions.

(2) From Boxed in Daughters to Carnivore Women by Jhana Bach. The presenter started off with giving the audience a quiz on gender stereotypes by introducing gendered terms such as "onnazaka", "fukeikai", and "make-inu". She also engaged the audience into discussion by showing various images on the screen. Bach then continued by giving an overview of the materials she has been using in her Women's Studies course.

(3) Thinking outside the film by Kelly Butler. The presenter outlined her use of short film clips in her university classrooms and called for a group discussion on how video can enhance the EFL learning experience. Following each presentation, the audience provided feedback on topics such as slide use, presenter demeanor, content and flow. The chapter annual business meeting and officer elections concluded the meeting.

Chapter Meeting of September 25, 2010

Presenting Naked with Slides: How thinking like a designer can help

Garr Reynolds

Reported by: Gretchen Clark

The presenter began with an overview of presentation culture in Japan. The audience brainstormed features of good and bad presentations they had experienced. A whole group discussion about zen, its basic principles, and how these ideas are fundamental to any effective presentation followed.

Lessons to be conscious of when devising our own presentations include: Making a commitment to clear, simple design, establishing clear boundaries to direct the flow of a presentation, in addition to being aware of the audience and their needs. A Q&A session followed where the presenter and the audience discussed how these ideas could be applied in our own presentations as well as how they could be used in the classroom as part of an EFL course or segment on presentation skill.

Chapter Meeting of July 18, 2010

Teaching Gender-Related Issues in the Classroom

Folake Abass and Robert Ó'Móchain

Reported by: Will Baber

Abass addressed gender stereotypes and exploring ways to encourage students to develop the critical intelligence necessary to move beyond culturally inherited stereotypes. In outlining research and the class activity it draws from Abass convincingly showed that students reacted insightfully to issues that were new to them regarding gender stereotyping found in advertising in Japan. Student output in grammar, and perhaps length, seemed above the expected level of the students, suggesting that the activities had motivated them to aim high. Abass' methodology helped avoid teacher influence on student perceptions of stereotypes. We look for Ms. Abass to continue this compelling research.

Ó'Móchain discussed representations of masculinities on Japanese television and how such observations can be reported in EFL classrooms building gender-awareness. Ó'Móchain's results indicated that students became involved in the issues, comparing current representations of masculinities with representations common in previous decades. This conversation, challenging as it is to mature adults, appeared to touch a chord among university level learners as evidenced by their writing. Discussion ranged from 1950s expectations to current masculinities such as grass eating males or soushokudansei.

Chapter Meeting of January 17, 2010
Kyoto JALT's Apple Day: Using iPods /iPhones in the ELT classroom
Matthew Walsh, Craig Hagerman, Takeshi Matsuyama Hoyos, Gretchen Clark, and Justin Harris

Reported by: Wakana Takai-MacLean

The Kyoto JALT began the Year of the Tiger with an "Apple Day," first inviting two presenters to explain Apple technique that can be used in ELT classrooms. Mathew Walsh and Craig Hagerman started with a session on using iPods and iPhones. Some of the techniques were to be applied by newbies, and others meant for veterans. Whilst the world of technology is steadily moving forward, this presentation was a great opportunity to check the basics that you feel it's too embarrassing to ask anyone about anymore, or the advanced that you haven't yet heard of.

Four workshops followed by inviting three more presenters: Takeshi Matsuyama Hoyos, Gretchen Clark and Justin Harris, each featuring how to use "Keynote," "Garageband," and examples of "iMovie/iPhoto/iDVD Projects." Using IT in language teaching is relatively new, yet it is indubitably one of the unyielding trends. This "Apple Day" contributed to build and reinforce the 'tech bridge' for language teachers and the IT world.

Chapter Meeting of December 13, 2009

Presentations by Professional Development Scholarship Recipients and End-of-the-Year Luncheon

2009-2010 Chapter Officer Elections
Paul Evans and Glen Cochrane

Reported by Wakana Takai-MacLean

Synopsis: Kyoto chapter sponsored its first annual Professional Development Scholarship Fund to first-time attendees to the 35th JALT Annual International Conference on Language Teaching and Learning & Educational Materials Exposition in Shizuoka last November.

The winners, Paul Evans and Glen Cochrane, reported about their experience: what opened up their eyes and stimulated their brains. Glen gave a report of presentations he attended on culture and technology with EFL, whilst Paul gave a report on the TLT annual meeting, using cell phones in EFL environment and ESL writing. Both carefully studied the conference brochure in advance to line up the presentations to attend, spent the three intensive days wisely at the venue, returned to the chapter event more confident as professionals, and gave a positive overall impression of the conference which encouraged prospective conference attendees.

Kyoto chapter will continue to offer the scholarship during the next academic school year. A sandwich luncheon was followed to celebrate Christmas and the end of the year.

Chapter Meeting of October 25, 2009
Presentation Practice Session for JALT National Conference/Kyoto JALT Chapter Business Meeting
2009-2010 Chapter Officer Elections

Kim Bradford-Watts, Bjorn Fuisting and Michael Furmanovsky

Reported by Wakana Takai-MacLean

Synopsis: The Kyoto chapter in October provided an opportunity for three speakers to introduce their presentations that are going to be presented at the JALT National Conference in November.

Kim Bradford-Watts prepared her poster session on metaphorical patterns through analysis of randomly picked textbook prefaces written in English. This unique study suggested the significance of the awareness of metaphors for teachers in the EFL environment.

Bjorn Fuisting presented a stimulating analysis on how to start, organize and re-organize extensive reading programs. This overall talk was aimed at various ER organizers and worked as a starter kit for a complete beginner to a managing kit for those facing obstacles along the way, as well as a budget consultation.

Michael Furmanovsky, using two examples of movie versions of classic novels in Graded Readers, pointed out the possibility of bringing out characters’ personalities and using them to introduce vocabulary for personality traits.

These practice sessions were a good chance for presenters to polish up their presentations before their big show, but for those who unfortunately cannot attend the National, it was a tasty bite. The 2009-2010 annual officers’ election were held at the end of the presentations.

Chapter Meeting of September 25, 2009
Using Drama Activities with Diverse Levels of University Students

Sandra Healy and Amanda Gillis-Furutaka

Reported by Wakana Takai-MacLean

The September Kyoto event invited two speakers: Sandra Healy and Amanda Gillis-Furutaka to share their teaching practices of using drama activities in university classes.

Healy’s presentation focused on her class adopting Shakespeare’s Romeo and Juliet. Her discussion was that drama-related activities provide reality in the language learning environment, and bring out not only all four skills of language acquisition but also personal development and improvement in motivation among students.

Gillis-Furutaka covered role-play activities based on TV interviews, ordering at restaurants and conversation at travel agencies. By using role-play, she stated that students can learn how communication also includes non-verbal dimensions. Role-play unexpectedly draws out aspects of student characters that they themselves are unaware of. The handout for Ms. Gillis-Furutaka's presentation can be found here. Presentation slides used in Ms. Healy's talk can be found here.

Both speakers’ discussions included actual video recordings of the students that they used for both teacher and student self-evaluation. Both mentioned the hurdles of using audio-video equipment and how to solve the problems. The hands-on techniques in their organized presentations and video clips were informative, ready to be implemented by the audience in their own classes.

Extensive Reading in Japan Seminar 2009

Thank You!


The JALT Extensive SIG, Kyoto JALT and Osaka JALT would like to thank everyone who made this July 5th event a roaring success! Thank you coordinators, publishers, presenters, and attendees! See you next year in Nagoya!

Want more information on Extensive Reading? Visit the JALT ER web site.

To view pictures of the 2009 ER Seminar click here.

Chapter Meeting of July 5, 2009
Extensive Reading in Japan Seminar 2009
Reported by Wakana Takai-MacLean

This full day seminar began first with paper presentations. The 25-minute presentations varied from using Moodle Reader, describing tips for successful programs, to using movies with graded readers. All sessions concluded with energetic questions and answers.

After a friendly pizza lunch, a 45-minute plenary speech was given by Rob Waring of Notre Dame Seishin University. Rob`s speech contained an introduction to the aims and types of ER courses. For those already into ER teaching, more guides for promoting the programs or solving problems were also provided.

Poster sessions following the plenary speech presented hands-on experiences from teachers using ER in their classrooms. The afternoon paper presentations covered such topics as starting an extensive listening program, goal setting, peer reading circles, and students`motivation in ER.

Also in attendance were publishers displaying interesting reading materials. This ER seminar attracted over 130 participants in a vibrant atmosphere, with stimulating discussions, and many satisfied faces. For more details on the seminar please visit http://sites.google.com/site/jalt2009erconference/Home

Chapter Meeting of June 14, 2009
Brain-based teaching and Learning-Centered Activities

Curtis Kelly

Reported by Michi Saiki

With the overwhelming success of the Kyoto JALT MASH ‘09 meeting back in February of this year, we decided to do the same format again for our June event. This time, the focus was on brain-based teaching and learning centered activities, with the keynote presentation on brain studies by Dr. Curtis Kelly.

He talked about the growing movement called “brain-compatible teaching”, which calls on us to develop teaching practices that focus less on language and more on how it is learned. After Dr. Kelly’s talk, we had poster sessions by five teachers, who shared their approaches on learning-centered methods and activities.

Discussion circles then followed, where attendees talked about related issues of the day and action plans. There was so much positive feedback from participants who complemented on the vibrant speakers of the day and their presentations.