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.
Pidgin and creole languages are the linguistic results of the globalised economy that since the Medieval Ages has brought together people speaking many different languages in circumstances that have often been catastrophic.
Cook reported on research she had conducted into expatriate perceptions of entrance exams in Japan. The research was not taking a validity or reliability approach, but a sociocultural one. Cook’s presentation addressed four key questions. Firstly, why do entrance exams exist?
Teachers at Aichi Gakuin University have been providing an elective courses connected to “The UN Millennium Development Goals” and “The Sustainable Development Goals” since 2014.
Loseva began her workshop by reading a Russian folk tale about a fresh-baked bun called Kolobok. Participants were told to just sit back and listen – there was no pressure to remember details or answer comprehension questions. This absence of demand on students to perform or produce is central to Loseva’s approach to reading, which focuses on reading for enjoyment.
Expatriate perceptions of entrance examinations in Japan
In this presentation, Melodie gives highlights from her research on expatriate university ELT faculty member perceptions of the entrance examination creation process. Themes to be discussed include test purpose, test characteristics, test creators, and ways in which change to these tests can be made.
Smith’s presentation focused on the different understandings of creativity as held by those in the West and those in the East. The past decade has seen governments worldwide pushing policies that are geared towards promoting creativity in education, and Japan is no exception. However, many of these policies have failed to operationalize the concept of creativity in any meaningful way.
Probably few teenagers and even fewer grown-ups return to reading folk tales past their childhood age, yet folklore in many cultures offers a simple way of learning about the world. Reading such a story may surprise or disappoint you, but it will never leave you indifferent.
Everyone knows that creativity is a Good Thing: Governments want more of it in schools, and teachers want more of it in classrooms. Yet the educational champions of creativity frequently leave its meaning undefined, often deliberately so.
Spencer Robinson began by observing that growing interest in applying the findings of neuroscience to English language teaching (NeuroELT) is welcome, but fraught with misconceptions and misapplications. He then gave a good introduction to what we know about the brain and the physiology of learning, and highlighted the importance of a supportive environment that encourages and rewards curiosity.