[Please also refer to the site of East Shikoku Chapter]
Keynote speaker: John Adamson (University of Niigata Prefecture)
Details to be announced
OUP sponsored presentation: To be announced
To be announced
After the conference, a social is planned.
[Part 1] Communicating in a second language comes with the challenge of understanding the cultural values of others as it is like being another self where we face concerns of identity and cultural self. For example, when we go to study abroad, we first go through culture shock but given some time, we try to cope with it. This presentation will introduce basic concepts of intercultural communication competence and also we will look at some classroom activities.
[Part 2] Unresponsiveness and silence in the English-language classroom is something which all teachers in Japan can relate to and whole-class, teacher-led stages of the lesson seem to be particularly susceptible to lengthy pauses following teacher questions or a small number of more vocal individuals answering questions. This presentation reports on questionnaire data gathered on the views of learners on a pre-master's programme towards related issues such as nominating, dominant students as well as learner self reports on reasons for unresponsiveness. The implications of the findings will be discussed as will possible solutions.
Creative Writing can be a fun and dynamic component of language learning. Suzanne Kamata has an MFA in Creative Writing from the University of British Columbia and has published eight books. In this session, she will share activities in creative writing that she has successfully used in Japanese high school and university EFL classes. This session will be conducted as a writing workshop.
The presentation will initially focus on the mechanics and retelling process of writing a graded reader at a low level as well as look at the socio-cultural benefits of low-level graded reader versions of non-Western classic literature.
This presentation covers recent efforts by MEXT to internationalize Japanese education through the use of English. The current language education policies in Japan mandate over 10 years of English language education. Within this context, the number of international students in Japan is at its highest level ever and projected to continue rising, as universities and other institutions of higher education view foreign enrollment and investment as the answer to falling domestic intake. The policies of MEXT are by no means unique, and these actions are in fact somewhat behind those of their Asian neighbours, but they clearly indicate MEXT’s intention to follow worldwide trends in education and sociolinguistic behaviour.
Set against this backdrop of rapid internationalization of language education and enrollment policies is the globalization of the language being used to facilitate these goals – English has developed far beyond a language controlled by a handful of countries into a global lingua franca, affected by its contexts of use. Models used to describe the language have become outmoded, and an understanding of how the language is used and changed by its users is becoming increasingly important for all stake-holders in the language.
This presentation situates the internationalization of Japanese language education in the global context of English language use development. It is intended to provide both a grounded academic background to the current state of this process and a forum for the exchange of practical ideas to assist students, teachers, and others in the industry with the knowledge they need to make the most of their opportunities in this fast-developing sociolinguistic field.
Chris Haswell has been living and researching in Japan for the last 15 years. He has presented research in Japan, Korea, The Philippines and Cambodia, and published work on the internationalization of language education in Asia and the modeling of English use globally. He is currently working at Kyushu University in Fukuoka.
Last year was our first My Share event at Matsuyama JALT and we would like to build on this success. This workshop presents five activities that can be used to increase student engagement. Facilitators will give a short introduction of their activities, along with any materials/handouts that participants might need.
For some organizations like Ehime University, creating a Teaching Portfolio is a faculty development requirement as part of assessing the quality of tertiary teaching.
(1) Our understanding of the brain and the nature of learning has developed considerably in the last few decades. Advances in technology allow us to explore learning as it happens through brain-mapping and neuro-imaging Findings from neuroscience offer a different perspective on how brains learn successfully that are evidence based. It is important to note that we do not have to be experts in neuroscience ourselves to benefit from this research. There are an increasing body of neuroscientists that have turned their attention to the learning process and provided compelling literature on explaining the brain. In particular, researchers have also offered useful models for educators to draw upon. In this presentation Magee will introduce some common misconceptions about the brain before introducing RAD an acronym for framing activities used in the classroom based on three aspects of the learning brain: the reticular activation system, the amygdala, and dopamine. Using both theory to explain the concepts behind this acronym, and examples from his own teaching to show how these concepts can be operationalised in the classroom, Magee will draw on his extensive teaching experience at all levels of education in Japan. The presentation will combine lecture and experiential components for participants to consider for using this model to aid learners attention, lower stress, and to help them focus on lesson content.
(1)This presentation will discuss the extent to which 6 non-English major students have clear L2 Possible Selves. First, the terms will be defined and the current research in this field summarized. Several learner archetypes will then be identified and the implications for future teaching will also be discussed.