This will be an all-star presentation of the Akita-JALT members who presented at the 2010 Nagoya National Conference. We had a good number of people at Nagoya carrying the banner of Akita-JALT. Here is what we will see:
14:00 - 14:05 - Opening Remarks - Wayne Malcolm, President - Akita-JALT
What seems to be one peculiar change in English education that Japan has witnessed is the continuous development of the Japan Exchange and Teaching (JET) Program. The JET Program is believed to be the largest and best-documented team teaching program in the world. However, very few appear to know what actually occurs between Japanese teachers of English (JTEs) and foreign assistant language teachers (ALTs) in the classroom. In order to increase the understandings of the JET program, participants will be familiarized with the relevant literature and be introduced to the joint action research in which my ALT colleague and I are engaged.
I am a Japanese teacher of English at Akita Futatsui high school who has an MA in English Language Teaching from Akita International University. I love reading books; that is, when I am not playing futsal.
Description: This workshop is designed to introduce participants to voice techniques and exercises used to train actors, but that have been adapted to the lifestyle and demands of teachers. They will learn how to improve their projection and articulation; develop a voice that students want to listen to; as well as protect their voices from long-term damage.
Additional details: Please wear comfortable clothes you can be active in. Some of the activities will instruct people to sit on the floor, stretch, and move around. Claudine recommends women wear pants. Skirts and or dresses might prevent women from fully participating. Also, it is recommended each person bring a towel or something to sit on. Again, some of the activities call for sitting on the floor, stretching, being physically active.
Presentation Abstract: English was introduced to high schools in Cambodia as a foreign language component of the high school curriculum in 1992. Despite some significant progress since its inception, the teaching of English has, however, faced considerable challenges in terms of class size, methodology, syllabuses, enthusiasm, students' proficiency level, and learning environment. Many high school teachers seem complacent about the way they teach English, for they believe that as long as they stick to the syllabuses which were adopted by the Ministry of Education, Youth, and Sports for all high schools, they have achieved their course goals. Also, many students take a carefree attitude towards English learning. As a result, they end up having enormous difficulty with English communication despite six years of English study, from grade seven to grade twelve. This paper will identify the challenges that impede the progress of English teaching and learning in Cambodian high schools and look at the chances of its success in an attempt to revitalize the ELT field in high schools in particular and in Cambodia as a whole.
Extended Speaker Bio: Om Soryong is currently the deputy head of the English Department of the Institute of Foreign Languages, Royal University of Phnom Penh, Cambodia. He holds a Master’s Degree of Science in Instructional Design from Southern Illinois University, USA and a Graduate Diploma in TESOL from the University of Canberra, Australia. He has been involved in curriculum/syllabus design and development and teaching English as a foreign language in the Bachelor of Education in TEFL and Bachelor of Arts in English courses at the Institute of Foreign Languages for more than 10 years. His areas of expertise include teaching methodology, translation, curriculum development, and instructional design. He has a special interest in learner motivation and the use of humour in the classroom. He is also a member of the CamTESOL steering committee.
Taking the globalization of society into consideration, being able to read English text efficiently is one of the most eligible skills for university graduates. It is necessary for them to read fast with good comprehension. Some of them must learn tactics in order to be better readers. In this presentation, the presenter, Natsumi Onaka, will discuss how she is trying to develop a user-friendly program which combines graded readers with the pre-reading, post-reading, speed-reading, and extra-supporting activities for poor readers. They would be stored as a database in a server, applying the concept of e-learning. Since this program is in the process of production, positive questions and comments are welcome.
グローバル化する社会に人材を送り出す大学にとって、専攻のいかんを問わず学生に一定の英語力を付けて卒業させることは重要な使命と言えるでしょう。単に課題が読めたかどうかの確認にとどまらず、長い英文の大意を素早く正確に理 解するという技能は自然に身につくのを待つのではなく、積極的な指導が望まれます。本発表では、多読教材と読書前、読書後、速読、そして読むのが苦手な学生のための特別トレーニングの独自教材をE-ラーニングのシステムのフォーマットに取り入れた現在開発中のプログラムについて解説します。現場の先生方からの建 設的な質問やコメントなど歓迎します。
As part of the research study for his master's thesis, Joseph Sykes explored the beliefs of English language learners by getting them to compose original metaphors. This not only articulated the students' conscious and subconscious thoughts, it also gave them a way to reflect on what it means to be a language learner. Mr. Sykes will take us through the main areas of his study, after which he will conduct a short workshop on metaphor and how using metaphor can articulate our beliefs as learners of language, teachers of language, researchers, etc.
Little classroom research exists on the feedback that students give to language teachers from moment to moment during the course of a lesson, and how teachers respond to such feedback in planning the next steps in their lesson in real-time. Participants in this workshop will have the opportunity to develop their skill at detecting and responding to real time student-to-teacher verbal and gestural feedback. Videotaped samples of student feedback will be presented for observation, analysis and discussion.
The speaker will present his personal story as a language learner and demonstrate the impact it has made on his classroom practice as well as on his material writing. He will suggest how all teachers can directly, immediately--and often surprisingly--benefit from a careful autobiographical exploration of their own learning experiences. Benevides is an assistant professor at J. F. Oberlin University in Tokyo, and the co-author of popular ELT titles "Fiction in Action: Whodunit" (ABAX, 2010) and "Widgets: A task-based course in practical English" (Pearson, 2008).
With the growing English education fever in Japan in mind, it is high time to consider what would be the ideal in-classroom-language for teachers to use in daily English lessons. There is a debate about whether native English-speaking teachers (NEST) or non-native English-speaking teachers (NNET) are best for in-class instruction, as well as the use of L1.
This discussion and workshop will talk about this issue, and others, from the perspective of the presenter, who studied Akita high school students and how they reacted to English and Japanese usage in the classroom. It seems that students prefer using L1 and L2 depending on the purpose. What do you think? You thoughts, opinions, stories are welcome with open arms.
TV commercials provide a host of pedagogical possibilities for any language class. One 30-second ad brings authentic linguistic and cultural content that can be integrated into various communicative activities. A commercial is not just a 30-second ad; it’s a story, a scene, a cast of characters, a dialogue, an array of emotions and even a bit of humor—the real dynamics of communication. The technology is basic (a computer, MP4 player and TV monitor) but the content delivered through appropriate commercials will bring English to life for your students. They will naturally react to the situation while empathizing with the characters and experiencing an emotional and often humorous side of English. Students are also motivated to improvise and modify the content while using the specific context as a framework for such co-creating and expanding. This technique borrows much from the methodology of using films in language education where listening and observing serve as foundational skills that naturally lead to discussion, critical thinking, role play, and writing activities. In this workshop I will demonstrate several methods for incorporating TV advertising into your class. I will also share some student examples while discussing the benefits, the technology, and a selection matrix.
Biographical data for each presenter.:
Philip McCasland is an Associate Professor at Fukushima University—Faculty of Economics and Business Administration; has lived and taught English in universities in Japan for more than 12 years; is the National Director of Programs for the Japan Association for Language Teaching (JALT); taught in Korea for one year; has research interests that include business English, extensive reading, and administrative structures.