In my 40 years in ELT, I cannot recall a time when ‘new ideas’ was not on the agenda! (Maley 2005). I shall suggest five possible sources for such new ideas. I shall also suggest that this search, though it may ultimately lead to dead ends, has an important motivational and developmental function for teachers and trainers.
This study explores how Japanese learners of English understand such basic vocabulary in English with reference to perception verbs. It compares core schema-based instruction (SBI) and translation-based instruction (TBI) with regard to the learning of basic verbs of visual perception.
The main focus of this workshop will be the use of the multi-media-based text-reconstruction exercises. David Gann has been working since 2010 on producing these materials and has presented and published across Japan on their implementation and on the language learning theory that supports their use.
Have you ever wondered what your students are really thinking about when they learn? Wouldn’t it be nice to know exactly how we could reach them as they develop their language? With such information in hand, we could surely make a greater impact into their second language acquisition.
Negotiated Syllabuses: Do You Want To?
It has been said that negotiated syllabuses can increase student motivation and involvement in the learning process. And yet, learner and teacher reservations towards gaining or relinquishing control of syllabus design decisions can often mean that negotiated syllabuses are difficult to implement.
It has often been said that art is larger than life.
The first part of the presentation will focus on the mechanics of writing a graded reader. Alistair will share how he approached the project to ensure historical accuracy, imagination, and connection with a modern audience.
Japan’s Ministry of Education, Culture, Sports, Science, and Technology introduced its once-in-a-decade “Course of Study” in 2009, and the final phase of the mandated changes took effect in April of this current school year. Cory will outline the changes in high school English language curriculum, with particular attention paid to what is NOT changing.
- Do you want to know what kinds of language classes your students attended before they arrived in your classroom?
- Have you ever wondered how English education in Japan has changed since you were a teacher/student in public school?
- Are you interested in the current teaching conditions of elementary and secondary school English teachers here in Gunma?
Then this is the meeting for you.
Putting aside the usual, more sexy topics of content and language learning theories, let's consider the elephant in the room; classroom management. Especially, strategies for the more "problematic" classes of reluctant learners. How do we manage those larger required classes, or classes of lower level learners with a possible pre-learned aversion to English Language learning?