Like it or not, technology plays an ever more increasing role in how we communicate in today’s world.
Are we doing our students a disservice by not introducing technological platforms into the classroom? Which have already been successfully implemented into classes?
Takano gave us the background of common English teaching practice in Japanese high schools: grammar-translation, reading-oriented activities, memorizing abstract English terms, and greater emphasis on accuracy than fluency. According to his findings, more than a majority of Japanese teachers of English serveyed reported their preference of the teacher-oriented approach.
We invite you to join this informal discussion to share your professional achievements and/or challenges from the classroom in 2015 and some of your teaching objectives for the new academic year.
How did your university students study in HS? What will your JHS students be studying when they get there? What is happening in HS classrooms at present? What is in store for the future? We very much look forward to seeing you at the event to join the conversation.
Presentation 1: Masayuki Takano (Nara Prefectural Horyuji Kokusai High School)
"Shouting,""Moving," and "Thinking" - these were what the audience enjoyed in the activities. Boon shared some of the speaking and listening activities introduced in "Inspire," a 3-level coursebook, which focuses on getting students engaged in meaningful communication by getting them talking to one another.
Shimo started the preliminary results of her three-year project on teachers' belief: to discover the perceptions of Japanese university lecturers of English on their students' characteristics.
Genre as a recipe for writing
All members welcome to attend the AGM. A run down of the year's events and announcement of nominations officer positions. The meeting will be followed by a relaxing lunch, families most welcome.
This presentation will introduce the audience to a number of strategies that can help break the silence in the Japanese classroom and get students engaging in meaningful communication. Audience members will be asked to try out a number of tried and tested speaking activities and also be encouraged to share their ideas for getting students talking to one another in the L2.
Have you ever felt that English L1 teachers (ETs) and Japanese L1 teachers (JTs) have different opinions of their Japanese students? In many university-level English learning programs in Japan, ETs and JTs work together for shared curriculum goals. However, they are often assigned different teaching roles and may have different expectations towards their students.