“Virtual reality” tools, available for free on smartphones, are now accessible to most students in Japan.
1.Writing for Fluency or Accuracy—A Catch 22? Often in an EFL writing class, we face a catch-22 situation. If students focus on accuracy, they may write very little. If they focus on fluency, they may write a lot, but with many mistakes.
This presentation will demonstrate how to introduce an entrepreneurship in EMI classes for Economics and Business majors, helping students to better understand how an entrepreneurial mindset can help them imagine their future careers.
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.