Exploratory Practice, also known as "inclusive practitioner research" (Allwright & Hanks, 2009), is a set of principles for conducting research on learning with students. Different from "action research", EP places an emphasis on the learners' concerns or "puzzles", or on seeking a better understanding of issues that face the class as a whole.
In this presentation, I would like to engage in discussion with other educators about how we can foster critical thinking in our language learning classes. I will begin by sharing some of my own teaching puzzles that I met with in my first year as an instructor at the Center for English Discussion Class at Rikkyo University. I will also talk about my own experience of practitioner research over the past few months and would like to hear from other participants about their ideas and experiences on researching their own classrooms.
Saitama Chapter welcomed six presenters from Gunma in this first-half of the Saitama-Gunma Dual My Share. Now Gunma will host speakers from Saitama!
This article reports on a qualitative narrative study that explored the transitional processes of Japanese women giving up a job, entering higher education, and becoming university EFL teachers. The participants included six Japanese women who changed careers to become university EFL teachers in Japan.
In this workshop, we will explore how story-based approach can develop essential language learning skills of young learners as well as explore a number of storytelling styles and story-based activities. Participants will also be invited to develop their own story-based lessons using a picture book.
This workshop will introduce the participants to some techniques and activities of gundoku, or reading aloud as group performance. Gundoku is similar to Reader’s Theatre which is widely practiced in English-speaking countries. Although they are similar in practice, they developed independently in the East and West.
In the past 5 years, many schools around the world have been rushing to introduce technological devices in the hope of developing an e-learning environment, particularly for blended learning. In some cases, this has happened at a pace greater than the desires of the staff, leading to negative attitudes and ill-prepared implementation.
The reliance teachers place on themselves as the primary source of knowledge often contradicts academic gains made possible according to Vygotsky’s Zone of Proximal Development (ZPD). Having students teach each other is an effective way to build knowledge while enabling the teacher to more easily evaluate the progress of each student on a more regular basis.
After a brief introduction to corpora (including what they are, how they are made, what types of corpora are available on-line, and why the internet is not a corpus), there will be a hands-on workshop, in which participants can practice using a few different corpora. We'll see how corpora can be used for the following:
As motivated students seek opportunities for meaningful language practice, self-access learning centers offer lots of solutions. From libraries and book clubs, to discussion groups and workshops and beyond, self-access learning centers offer flexibility, authenticity, and utility for university students.