Stout began his workshop by going through the history of the reading circle, from its beginning in Chicago as a social book club, to its developing use in L1 education, and then finally crossing over into L2 pedagogy. The fundamental premise of reading circles is that small groups of students (4-6) read a common text. They discuss it afterwards, and during the discussion, each member has a role.
The use of virtual reality in the language classroom is an area that has gone largely unexplored, despite the fact this technology was introduced over two decades ago.
In this workshop, participants will be given an overview of academic reading circles and presented with two examples of how they have been implemented in English language learning classes at universities in Japan. Following this, participants will complete tasks that will help them discover ways in which they can incorporate academic reading circles in their own classes.
Teaching process writing entails taking students through the five main stages of producing written work: brainstorming, organizing, drafting, editing (and peer review) and finally publishing. Zemach’s main thesis was that writing teachers should be focusing primarily on brainstorming, organizing and peer review.
Scaffolding the Writing Process
This talk will focus on the “boys love”—or BL—genre of manga, anime, games, and other media in Japan. Boys love manga, depicting male–male romantic and sexual relationships, were first created by and for adolescent girls and young women in the early 1970s in response to contemporary social norms.
Although not immediately obvious from the presentation title, an exploration into pidgin and creole languages can be very beneficial for language teachers in Japan. The study of these languages raises questions about the definition of the bounds of the English (or French or Spanish) language, which has definite repercussions for how we conceptualize and practice English language teaching.
Teaching 21st century skills is something of a current fad in all areas of education currently, and EFL is no exception. However, as Hoskins Sakamoto argued, it’s possible that we sometimes get so focused on these skills that we lose sight of our primary objective: teaching English. In her highly practice-oriented workshop, the four Cs of 21st century skills (i.e.
In this workshop, teachers will learn teaching techniques to help their learners become strong English users and also critical and creative thinkers. By making every moment of class time count, teachers can help students succeed – on exams and in future jobs.
Brent gave an interesting presentation on Saturday evening (June 18). The presentation outlined the various English Project Courses that are available to students as elective courses at Aichi Gakuin University. These courses include topics on sustainable development goals as outlined by the UN, for example goals to end poverty, protect the planet, and ensure prosperity for all.