Summary: Extensive Reading can be a wonderful source of comprehensible input for students, particularly in Japan where such input is often lacking. Many students find ER empowering, interesting, and effective. ER can also form the base of a 4-skills English class, providing the content for students to speak, listen, and write about.
Summary: This workshop focuses on learning strategies for listening and communication from three different perspectives, as a teacher, as a learner, and as a researcher.
Summary: Content-focused language teaching approaches such as Content-Based Instruction (CBI) and Content and Language Integrated Learning (CLIL) continue to gain both recognition and credibility. In this workshop, participants will be introduced to both the theory and practice of such approaches, with special emphasis on the affective learning domain.
Summary: In a classroom TedTalks have the power to educate, influence, and inspire. This presentation/workshop will show how TedTalks serve as a catalyst for instruction, discussion and cognitive stimulation.
Many Japanese students learning English do not develop language skills naturally. This includes reading. Students often focus on too many reading tasks at the same time so they do not comprehend what they read. As a result, it's important that they reach automaticity in order to read at full comprehension.
Recent research in the field of learner autonomy has shifted from the psychological view, which treats the learner in isolation from their environment, to the sociocultural view, in which the learner is an integral part of the sociocultural context.
This presentation will be in two parts: a talk and then a workshop. The first part will highlight the challenges of running a one-teacher school which caters to all ages and types of student: from young children to high school students to intensive courses for adults to company classes for local businessmen/women.
Summary: In 2011 English and Foreign language became a mandatory subject in Elementary school education. Many schools are already teaching English from 1st year to 6th year. How can we help Home Room Teachers and ALTs bring about enriching English and Foreign language programs for all grade levels? How can these schools go beyond textbooks?
Summary: This presentation will examine elementary-school teachers' reactions to team-teaching with native English-speaking ALTs. Hiring native English speakers as ALTs caused affective and pedagogical changes among classroom teachers.
This presentation reports on an innovative faculty-led study abroad program. The program was designed to support the curricula of the Faculty of Bioresource Sciences at Akita Prefectural University and took place in Oregon, USA during the summer of 2012.