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December 10, 2009

Publishing: Past, Present and Future

By Steve King

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November 8, 2009

Student-selected Visual Images for Speaking More

 By Kyoko Suzuki

This presentation shows the process in which TOEIC Part 1 test takers read pictures and choose one out of four statements they hear on audio tape. Three phases were discovered in the process: (1) evaluating pictures, (2) considering the candidate statements during listening intervals, and (3) eliminating other possible answers and selecting one from the choices. Ten mutually interwoven factors were observed and were analyzed.  When test takers made the final decision, they were often influenced by familiar words. The results of an additional test indicated sentences rather than keywords (the content words) were necessary to construct meanings.  When the stories in both visual literacy and listening (language) matched, learners were able to understand the meaning.

本プレゼン は、TOEIC　受験者がパート１において、写真を観て、聞こえてくる４つの文章から写真の説明として最適な１文 を選ぶプロセスを探ったものである。プロセスは、写真を読み取り、文章を聞きながら候補となるものを探り、１つ選ぶ、という３段階になっていることがわ かった。相互に絡み合った１０個の要素が観察され、それらを分析した。最終決定では、受験者は往々にして親しみのある単語に影響されることもみられた。追 加テストにより、意味を構築するためには「キーワード」と受験者が表現した内容語（単語）よりも「文(sentence)」が必要であることがわかった。 ビジュアル・リテラシー（視覚判別能力）とリスニング（言語）に内在する「物語」が一致した時に学習者は意味を理解する事ができた、と考えられる。

Ms. Suzuki is a MA candidate in TESOL from Teachers College Columbia University. She is currently teaching TOEIC strategic courses and Listening & Reading classes at several companies and university extension classes as a part-time teacher. Her current research interests include visual literacy in relation with language learning and interdisciplinary curriculum.

鈴木氏は現 在コロンビア大学テーチャーズカレッジTESOL修士候補であ る。TOEIC講座、リスニング・リーディング講座などを企業な らびに大学のエクステンション・コースで教えており、関心のある研究領域は言語習得に関連するビジュアル・リテラシーおよび学際的カリキュラムである。

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Let's Delve into the Minds of “BAD” Students: Alternative TESOL

By Jun Harada

In this presentation, Jun will be discussing the delicate question of "how to deal with students who “hate” English." Just like other teachers, Jun was tormented by such students who came to class to daydream, sleep or just fool around. Recently, Jun started interviewing a bunch of unmotivated students and discovered some interesting things about their unique characteristics that he would like to share with everyone. From his research, he found out that their ways of thinking are so different from other students!  It seems that teaching them would be something out of conventional TESOL wisdom, and this is something he knew from his practical experiences in New York where he was able to put to the test!

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October 11, 2009

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September 13, 2009

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July 12th, 2009

Sainokuni Joint ETJ Saitama/Omiya JALT English Conference
for Teachers of Japanese Youth

Let's Delve into the Minds of “BAD” Students: Alternative TESOL

By Darryl Sumida
 

    In the elementary and junior high school English “activities” or English classes, students are often expected to listen, repeat, remember and understand how to produce language.  Today’s students are the “video game” generation and listen and repeat activities are often rather boring to them.  Today’s activity will be one in which the teacher’s talk time is greatly reduced and students practice the target language through a simple card game.  The game can be modified for different age levels and grammar structures.

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July 12th, 2009

It’s About Time

By Richard Bales

    In English, it is not uncommon for native speakers and learners of English to tend to make generalized statements involving time, especially when people are speaking to their peers. However, many Japanese students studying English seem to have difficulties when trying to make generalized utterance regarding issues of time. It seems in many cases that it is not that students do not understand how to make a generalized statement, but rather a sense of uncertainty if a statement that is not specific is acceptable. Student uncertainties seem to become more evident the further they progresses through the education system. This problem may stem in part from the Japanese culture aspect of keeping exact times and schedules, little exposure of generalization by teachers, or few opportunities for students to create their own generalized utterances with positive teacher feedback resulting in increased student self-confidence.

    During this mini-workshop, I will present a two-idea approach that may help your students gain the knowledge, practice, and/or confidence so that they will eventually be able to make general statements concerning time in casual settings.

June 28th, 2009

The 2009 Nakasendo English Conference 

Let's Delve into the Minds of “BAD” Students: Alternative TESOL

    In this presentation I will discuss how to deal with students who “hate” English. Just like other teachers, I was tormented by such students who came to class to daydream, sleep or just fool around. Recently however, I started interviewing and private-teaching a bunch of unmotivated students and found their unique characteristics. Their ways of thinking are so different that teaching them seems to be out of the conventional TESOL wisdom which I knew.  First, I will describe the “bad” students’ mindsets and their learning (or fooling) styles. Then we will discuss if there are any good ways to deal with them. The attendants are welcome to participate in group talks and discussions.

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June 28th, 2009

Dave Pilkey in the Classroom

By Bradley Seamans

    Tremendous emphasis is placed on having natural communication experiences, native speakers, and contemporary vernacular. One area that has eluded this thinking is the ESL-friendly text. While language texts provide an important function, providing students with undiluted language experiences should include texts used. Just browse a review of literature in prominent language teaching journals to find that reviews of texts intended for native speakers are scarce.  Well here it is…Dav Pilkey is an American author of children’s books whose readership includes students up to high school. While challenging even for American children, his wide range of books can be used in the ESL classroom to teach most age groups. And even if you aren’t interested in coming to discuss educational theory and pedagogy would you really miss an opportunity to browse such titles as “Captain Underpants” or “Super Diaper Baby”?

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May 12th, 2009

October 2008

What makes a good workshop?

by Phil Brown & Colin Skeats

This hands-on, interactive workshop encouraged participants to explore and discover the qualities of successful workshops. The presenters aimed to demonstrate how to create a successful workshop and provide participants with both guiding principles and a practical framework. There were opportunities for everyone to apply this knowledge and practice relevant skills in order to better design and facilitate their own workshops, presentations and classes. Audience membersl also were given time to develop their own workshop ideas and seek feedback and advice, as well as contribute to the process of grassroots teacher development.

Biographical Data

Phil Brown has taught English in Japan for over six years. He has three years experience as a teacher trainer and is an MA TEFL/TESL student at the University of Birmingham. He currently teaches part-time at kindergarten, universities, private companies, and government ministries.

Colin Skeates has taught English and Marketing in three different countries over the past 10 years. He teaches at 4 universities in the Tokyo area and will soon finish his MA TEFL/TESL (University of Birmingham).

Read Masa Tsunayasu's report on this event...

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September 2008

Are they experienced?: designing projects for English language learners

workshop led by Michael Stout

Japanese high school students have few opportunities for experiential learning. Their opportunities for L2 use outside the classroom are limited. Their purpose for language learning ends when their tests end. Teachers feel straight-jacketed by textbooks and time constraints. Therefore, they believe incorporating project work into their classes is impractical. This is not true.

During the workshop the presenter demonstrated how projects can be put into practice. He showed models proposed by Kilpatrick, Stoller and the presenter and displayed materials including a project syllabus, a sample lesson plan, example task worksheets, and materials created by their students. He modelled a classroom activity. Then, the presenter lead the participants, step by step, through the process of planning a project to complement a unit in text books commonly used in Japanese high schools.

By the end of the workshop the participants had produced an outline for a project that they could incorporate into their own classrooms.

Read Masa Tsunayasu's report on this event...

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July 2008

MyShare

(Presenters who would like their abstracts posted here are welcomed to send them to leanderhughes+AT+gmail*com)

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June 2008

The 2008 Nakasendo English Conference

(See the Nakasendo English Conference Wiki)

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May 2008

Error Analysis of High School Student Essays

by Asako Kato

"Writing" has always been beyond the affordable time range in Japanese high school curriculum despite the fact that the Ministry of Education places an emphasis on writing to be mastered as an important productive skill. To what extent can high school students "write" essays in English? This presentation focused on the errors and problems in high school students' essays written in an annual writing contest in Saitama, with a view to explore the ways of teaching and learning writing.

Biographical sketch

Asako Kato is a full-time high school English teacher in Saitama. She has been teaching at four Prefectural high schools with different academic levels within twenty-three years. She involves herself in organizing the annual high school writing contests as a member of Saitama High School English Teachers Research and Study Association. Her research interests include teaching writing and learning strategies and autonomy.

Read Masa Tsunayasu's report on this event...

Almost Zero Prep Activities

by Conrad Matsumoto

Mr. Matsumoto presented fun and easy warm-ups, games and activities that require very little preparation or materials; most of them adaptable to use from elementary age students to adults. At the end, participants shared their own ideas in small groups.

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April 2008

Presentation Zen: How to design and deliver compelling presentations in today's world.

by Garr Reynolds

Presentation designer and internationally acclaimed communications consultant Garr Reynolds shared his experience in a provocative mix of illumination, inspiration, education, and guidance that changed the way we think about making presentations with PowerPoint or Keynote. Garr's "Presentation Zen" approach challenged the conventional wisdom of making "slide presentations" in today's world and encouraged the audience to think differently and more creatively about the preparation, design, and delivery of your presentations. Garr shared lessons and perspectives that draw upon practical advice from the fields of communication education and business. Combining solid principles of design with the tenets of Zen simplicity, this visual presentation helped attendants along the path to simpler, more effective presentations.

About the speaker

Garr Reynolds is a leading authority on presentation design and delivery. A sought-after speaker and consultant, his clients include many in the Fortune 500. A writer, designer, and musician, he currently holds the position of Associate Professor of Management at Kansai Gaidai University in Japan. Garr is a former corporate trainer for Sumitomo Electric, and once worked in Cupertino, California as the Manager for Worldwide User Group Relations at Apple. Inc. A long time student of the Zen arts and resident of Japan, he currently lives in Osaka where he is Director of Design Matters Japan. Garr is the creator of the Web's most popular blog on presentation design, presentationzen.com, which features regular insights on presentations, communication, and creativity. His book Presentation Zen: Simple ideas on Presentation Design and Delivery published by New Riders (Voices that Matter) is an international bestseller.

Read Masa Tsunayasu's report on this event...

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March 2008

Peer-To-Peer Dialogue Journals

by Steve Connolly, Ed.D.

Journal writing is one of the tools used by foreign and second language teachers. The usual forms are diaries or student-to-teacher journals. Diaries can be minimally motivating, while student-to-teacher journals require time and effort by the teacher to respond. Peer-to-peer journals are an all-too-little used alternative. They may have advantages that are often overlooked, especially "secret dialogue journals." This presentation explored the advantages and disadvantages of the secret dialogue journal activity, which may be used with students from elementary to university age.

Read Masa Tsunayasu's report on this event...

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February 2008

Coloring activities to enhance student motivation

by Miori Shimada

The presenter was assigned to teach English to a repeaters' class in a university. Those students had previously failed the basic English course for various reasons. They therefore needed more and different support from the teacher compared to regular students. In order to motivate these repeater students, the presenter chose a suitable textbook for them and created activities based on that textbook.

In this presentation, the presenter introduced a coloring activity based on a low-level textbook of English anecdotes. The textbook displays a monochrome illustration for each story on every two pages, and students are assigned to color the illustration of each unit towards the end of the class, when they have completed the reading practice and relevant exercises and understand the story fully. After this coloring activity, each student examines the work of the other students, asking them questions about their work and exchanging their impressions with one another. These activities aim at strengthening the community among classmates and enhancing their learning attitudes towards the English language.

During the presentation, the presenter also offered an opportunity for the audience to experience the actual activities, share their work, and discuss their ideas about the activities. As coloring is a favorite activity for children and even for adults these days, the application of similar activities for different age groups was also be explored.

Read Masa Tsunayasu's report on this event...

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January 2008

Lessons from MAYA: Practical ideas for introducing, implementing, and sustaining autonomy in language classrooms

by Eric M. Skier

Tokyo University of Pharmacy and Life Sciences

In this presentation, participants had the opportunity to learn about practical ways of introducing student-centered teaching practices into their own classrooms. MAYA, More Autonomy you Ask! (2006) was published by the Learner Development SIG of JALT and the presenter, one of the co-editors, shared lessons and ideas from the anthology. Even with a stress on the practical, the research findings to support the justification of a student-centered teaching approach were also shared. Read Masa Tsunayasu's report on this event... * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

December 2007

MyShare

Speaking Activity

by Masa Tsuneyasu

Shibaura Institute of Technology

According to Folse (2006), good conversation teachers know the components of the target language and have the ability to (1) construct a lesson around an important language component, (2) point out important language components within a dialogue, and (3) do both 1 and 2. This presentation demonstrated successful speaking activities which were designed with these three components in mind. Procedures were introduced in an easy, step-by-step manner.

The Value of Yoyuu

by Ruth Kambartel

Saitama University

This presentation explored the benefits of different types of "emptiness" or "nothingness" in the classroom. Specifically, the presentation focused on how to create wiggle room for teachers' and students' brains.

Cooperative Brainstorming and Its Applications in the Communication Classroom

by Leander S. Hughes

Saitama City Board of Education

Cooperative brainstorming is a useful tool for 1) helping learners activate schemata necessary for carrying out an upcoming communication activity and 2) promoting the exchange of relevant language and content between learners. This presentation demonstrated a simple method for conducting group brainstorming sessions and discussed some ways in which cooperative brainstorming can be used to prepare students for a variety of communicative tasks. * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

November 2007

The 2007 JALT International Conference in Tokyo

The following is a list of the presentations that were given by Omiya JALT members at the 2007 international conference:

PRESENTER(S)	TITLE
Ohata, Kota - International Christian University Christianson, Mark - International Christian University	Learner self-confidence in a Japanese EAP program
Takagi, Akiko - Osaka Kyoiku University	Students' critical perceptions of entrance exams
Maass, Miyoko - Seigakuin University	Extensive reading and students' affect
Murray, Adam - Tokyo Denki University Stout, Michael - Toyo Gakuen University, Takushoku University, Shibaura Institute of Technology	The Internet: A free and easy teaching tool
Penny-Toba, Natalie - Tokai University Shimada, Miori - Keisen University	Looking at a challenging writing activity
Rabbini, Roberto - Seigakuin University Diem, Robert - Shonan University	The BNRS podcast: Beyond the intermediate plateau
Miyazato, Kyoko - Hakuoh University	Team teaching: A case of native speaker fallacy
Stout, Michael - Toyo Gakuen University, Takushoku University, Shibaura Institute of Technology	Networking in Japan for PD
Matsuzki Carreira, Junko - Tokyo Future University	Effects of teaching reduced forms
Hughes, Leander - Saitama City Board of Education	Motivating debates for low level learners
Reimann, Andrew - Utsunomiya University Strong, Greg - Aoyama Gakuin University O'Dowd, Greg - Hamamatsu Medical University McMurray, David - The International University of Kagoshima McLaughlin, Robert - Tokoha Gakuin University	Multicultural perspectives in language teaching
Komisarof, Adam - Reitaku University	ALT coworker relations and acculturation attitudes
Reimann, Andrew - Utsunomiya University	An ethnographic approach to ICC

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October 2007

Using Your Computer to Make Exercises

Lawrence Cisar, PhD

Outline of the Workshop

1. Creating exercises as you want We will create an exercise for description
2. Preparing the image
• Still camera
• Movie camera
• Movie of stills
• Using your phone
3. Preparing the sound
• Recording equipment
• Making the recording
• Editing the recording
4. Writing the Exercise
• Examview software vs. wordprocessors
• Banks
• Tests which are really exercises
5. Delivery of the Exercise
• Paper
• LAN/Computer
• Internet
6. Evaluation
• Examview software
• Excel

Audio Software

http://audacity.sourceforge.net/ http://lame.sourceforge.net/index.php

Photo Editing Software

http://www.gimp.org/ http://www.thinkersoftware.com/photo-to-sketch/index2.htm

Audio Software

http://audacity.sourceforge.net/ http://lame.sourceforge.net/index.php

Photo Editing Software

http://www.gimp.org/ http://www.thinkersoftware.com/photo-to-sketch/index2.htm

Graphic Files

http://www.picture-newsletter.com/ http://www.webplaces.com/search/

Video Editing Software

iMovie
Movie Maker
Ulead Video Studio (Commercial)
Pinacle Video Studio (Commercial)

Educational Exercise Writing

http://www.fscreations.com/ (Commercial Material but its cheap)

Podcasts

http://podcastalley.com/

Projectors

http://www.bizrate.com/projectors/products_keyword--video+projectro.html

Clipart

http://www.printout.jp/clipart/index.html

Contact

lcisar+AT+kanto-gakuen*ac*jp
ljc+AT+tbc*t-com*ne*jp (when it decides to work)

September 2007

Grading Rubrics: An interactive assessment tool
by Paul Rowan

A grading Rubric is a scoring guide designed to identify overall strengths/weaknesses in a student's task. In this presentation, Mr. Rowan discussed four key points that make Rubrics an effective tool for student assessment and peer feedback. First, he discussed how he directs students into improving their tasks through guided self-discovery in which students use rubrics to identify their successes or problems and what they might do to fix or to improve their work. Second, Mr. Rowan showed how the Rubric can be used by students to provide peer feedback by having them use a Rubric to assess their classmate's work. Thirdly, he discussed the usefulness of including students in the design phase of the Rubric. Lastly, Mr. Rowan showed how the Rubric is also useful as a process guide or checklist of benchmarks to be achieved. After his presentation on the pedagogical functions of Rubrics, participants took part in a workshop to learn how to make their own Rubrics.

Read Masa Tsunayasu's report on this event...

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July 2007

Picture Books, Storytelling and Imaginative Learning
by Patricia Daly Oe
&
Native English Teachers: Ideas for Self Introductions at Elementary School
by Irina Babanova

Picture Books, Storytelling and Imaginative Learning
by Patricia Daly Oe

In this presentation author and teacher, Patricia Daly Oe, discussed the value of using picture books and storytelling when teaching English to children. Following on from this, she showed practical examples of how to use picture books and storytelling techniques in small and large classes and for a range of linguistic levels. Themes covered included: using stories for vocabulary development, creative activities inspired by picture books, rhythm and rhyme, making your own picture stories (students and teachers), famous Japanese stories in English and using stories for special events such as Halloween, Christmas or school performances. Ms. Daly used many examples of books by a number of different authors as well as her own materials and interactive activities to illustrate her talk.

Read Masa Tsunayasu's report on this event...

Native English Teachers: Ideas for Self Introductions
by Irina Babanova

An important problem in early foreign language teaching is what a foreign language is for the children themselves. Unless they live near a border or in a place attracting foreign workers or tourists, or holidays abroad, it is difficult for young children to grasp the reality of people who speak another language. One of the first steps in reducing the strangeness of a language is the self-introduction, letting students know something about us, their teachers, our country and culture. It is important for teachers to get students to trust them from the very beggining. Ms. Babanova demonstrated a self introduction lesson, giving practical ideas for first lessons at schools with young learners.

Read Masa Tsunayasu's report on this event...

June 2007

My Share

The Art of teaching: Applying Creativity
by Ricardo Luna

This presentation examined creating customized activities. Creativity can be broken down to 8 steps: connect, relate, experience, analyze, transform, and explore. It is not necessary to be creative to create.

Encouraging Active Listening
by Masa Tsuneyasu

This presenation demonstrated practical techniques for improving student listening.

Improve your language skills, using pictures
by Chikahiko Okada

We are surrounded by good pictures in books, newspapers, magazines, cataloges, and brochures. This presentation showed how to make use of them for learning foreign languages.

Algorithm March
by Abdel Ibrahim

This presentation demonstrated how to use translations of popular childrens song lyrics and TPR to help young learners understand stress timing in spoken English.

Effective Classroom Organization for Large Communication Classes
by Leander Hughes

This presentation explored new ways of organizing classrooms to optimize the effectiveness of one's communication lessons. Some issues discussed included how to arrange desks to maximize the amount of attention each student recieves from the teacher and how to quickly and efficiently move and group students for communication activities.

May 2007

Extensive Reading: Indispensable... but how do you do it?
by Richard Ascough and Daniel Stewart

Extensive reading(ER) is becoming more and more popular in Japan. A few years ago many people agreed it was a good idea to have students do ER. Now, ER Guru Rob Waring, calls ER "a completely indispensable part of any language program, if not all language programs" (Waring, 2006). The speakers for this presentation agreed.

This presentation started with a brief introduction to ER before showing how ER is done at Kaisei Academy in Tokyo. The presentation then went on to show the nuts and bolts of setting up a programme and how to get the most out of existing programmes.

Daniel Stewart is Head Foreign Teacher at Kaisei Academy and Director of the ER programme. He has set up and run ER programmes at the junior high, senior high and university level.

Richard Ascough has been teaching in the ER programme at Kaisei and was instrumental in incorporating drama into the programme. This has proved to be an extremely successful and popular activity. He is a full-time teacher at Wayo University and teaches part-time at Aoyama Gakuin University.

Read Masa Tsunayasu's report on this event...

April 2007

Who Puts the Play in the Role-play?
by Mitch Goodman

The presenter gave a short background narrative showing what has led him to the extensive use of role-play in the classroom. Discussions covered what a role-play is, and its applicability to diverse language learning objectives. Some other issues discussed included difficulties that teachers and students might have in using role-play effectively, its various manifestations in textbooks, its place in a curriculum, and how to evaluate it. Participants also had a chance to try out some role-play learning techniques, as well as watch some videos of the presenter's students in action. The structural, multi-intelligent, dramatic, and motivational aspects of using role-play were the focal points of interest in this presentation. At the conclusion, participants contemplated the answer to the presentation title, Who puts the play in the role-play?

Read Masa Tsunayasu's report on this event...

March 2007

Getting to know STEP and the EIKEN Test

by Michael Todd Fouts


Part 1: Who is STEP? What is EIKEN?

During this half of the presentation, Mr. Fouts gave a crash course in the history, purpose, and content of the EIKEN Test in Practical English Proficiency, one of the world's most widely administered language tests, and yet one of Japan's best-kept secrets. He also explained how EIKEN items are developed.

Part 2: EIKEN goes global

Until four years ago, EIKEN was virtually unheard of outside Japan. In Part 2 of his presentation, Mr. Fouts explained how the test has come to be recognized for admissions at hundreds of institutions in North America and Australia and why the number of institutions recognizing the test is rapidly increasing.


About the Presenter: Michael Todd Fouts is International Operations Manager and Chief Editor at the Society for Testing English Proficiency (STEP), where EIKEN is produced by a team of 200 writers, editors, and advisors. He also coordinates partnerships between STEP and foreign institutions. Fouts has worked for 17 years in Japan as a teacher and test developer.

Read Masa Tsunayasu's report on this event...

For more information on the EIKEN test, click here for the JALT Testing and Evaluation SIG's interview with Mr. Fout's.

February 2007

Understanding and adapting to the changes to the TOEIC

by Grant Trew

The recent changes to the TOEIC have significant implications both for students, and educators running test preparation courses.

The first half of this workshop walked participants through the new test format of the TOEIC (Listening and Reading) test, clarifying the main changes and highlighting the implications for test takers and teachers. It also presented some approaches to overcoming the problems Japanese learners are likely to face.

The second part of the presentation provided an overview of tasks included on the soon to be introduced TOEIC: Speaking and Writing test. The presenter focused on the challenges these are likely to present, and the skills students will need to score well on these components.

The seminar gave participants hands-on experience with new test items providing specific knowledge and skills that students will need to get the correct answers as well as practical techniques for teachers to help develop that knowlege and those skills. The seminar also touched on areas related to course design, handling mixed ability classes and factors to consider when choosing class materials.

Read Masa Tsunayasu's report on this event...

January 2007

The following presentations on reading were given by special guests Richard Barber and Hugh Graham Marr:

Reading and young learners: song lyrics for reading content with young learners

by Richard Barber

In this presentation, Mr. Barber provided an in-depth description and explanation of a set of activities he developed for young learners that use song lyrics for reading content words. After getting to grips with the meaning of the song, the learners do various activities to read the form. Step-by-step, they work together to build up to reading the content words in the lyrics. Specifically, the learners focus on reading the onset letters (the letters representing the initial consonant sound of a word) as an essential sub-skill of phonics. This set of activities encourage peer interaction and collaborative dialogue as the learners help each other in putting the mixed-up lyrics in order.

Intensive Reading in the EFL Classroom

by Hugh Graham-Marr

Mr. Graham's presentation contrasted extensive and intensive reading and examined their relative merits and their relative places within a reading program. It also examined some of the textual features that can be looked at in an intensive reading program - reference, ellipsis. word choice, the use of discourse markers, organization.

Read Masa Tsunayasu's report on this event...

December 2006

My Share / Bounenkai


Seven members took center stage at this Omiya My Share presenting ideas, techniques, games and activities that have worked in their teaching situations. Afterward, attendees went to a local izukaya for a bounenkai (end of the year party).

My Share Presentations included:

Prepositions
by Masa Tsuneyasu
Focus: A speaking and drawing activity

Meaning-focused classroom task for listening
by Joe Falout
Focus: A drawing activity.

Junior High School Debates (Yes, They are Possible)
by Leander Hughes
Focus: Choosing topics that work and getting an argument line.

James and the Giant Peach
by Joshua Halsband
Focus: Using hyperlinks to create activities that assess reading comprehension.

Wittgenstein and language teaching
by Ruth Kambartel
Focus: Using a language philosopher in a language class activity

Autobiography Projects
by Michael Stout
Focus: Getting your students to write autobiographies that are interesting.

Learning Activity Stations
by Ricardo Luna
Focus: How to organize learning activity stations for various sized classes.

October 2006

JALT2006 Conference Preview

This meeting provided a preview of some of the presentations that were later given at the JALT2006 Conference (the 32nd JALT International Conference on Language Teaching and Learning, in the city of Kitakyushu). The event featured three speakers, Eric Skier, Masa Tsuneyasu and Kyoko Miyazato. Summaries of each of their presentations are provided below.

What motivates older learners?

by Eric Skier

In this presentation, Mr. Skier presented a paper on the motivations of elderly learners at a culture center in Japan and how learning of those motivations affected the approach to teaching, the role of the teacher, and the decision on which materials to use. Participants, who currently are or may very well be teaching similar students that make up the fastest growing segment of Japanese society in the near future, also had an opportunity to share their stories, observations, and classroom-proven practices.

Teaching Writing

by Masa Tsuneyasu

In this presentation, Ms. Tsuneyasu first summarized the major differences between the written rhetoric of the two languages: Japanese and English. Then elaborated on the inclinations of how Japanese students write English papers based on the findings of a writing experiment. Finally, the author discussed some effective ways to teach writing papers in English for Japanese students.

Role and Power Sharing Between JTEs and AETs

by Kyoko Miyazato

The study Ms. Miyazato presented investigated team-teaching (TT) relationships between JTEs (Japanese Teachers of English) and AETs (Assistant English Teachers) focusing on power-sharing between native-speaking (NS) and non-native-speaking (NNS) EFL teachers in Japanese high schools.

Read Masa Tsunayasu's report on this event...

September 2006

Teaching Pre-Teens: Problems and Possibilities

In this activity-based presentation, the author of author of Super Kids and Super Tots, Aleda Krause (Seigakuin University), shared some secrets for success with upper elementary, junior high, and senior high students. These activities and tips addressed the following issues: How do you feel about teaching pre-teens? Even the most confident teachers can feel challenged. They are no longer small children and not yet young adults, but seem to swing back and forth between the two. Do you experience difficulties generating energy, managing classes with mixed levels, or bringing out shy students?

July 2006

In this workshop, Kumiko Fushino (Temple University) demonstrated several cooperative learning techniques for English classrooms. As communicative language teaching has gained momentum, English teachers have started using group work in their classes. However, getting students interacting with each other in English can be a problem. In theory, group work increases opportunities of student-student communication; however, this does not always happen. Cooperative learning principles provide teachers with many useful ideas to promote effective student-student interaction, and books on CL offer countless techniques which teachers can easily adapt to their classrooms. However, techniques for the EFL situation are seldom introduced in those books. Therefore, in this workshop, Kumiko Fushino introduced the basic CL principles explained in Jacobs, Power, Loh's The Teacher's Sourcebook for Cooperative Learning (2002), which Fushino co-translated into Japanese while demonstrating CL activities. She introduced each CL principle and demonstrated techniques which have been effective in her English lessons. Workshop participants joined in these CL activities to actually experience them so they can better apply CL techniques in their own English classes. Finally, some cautions about CL group work in English classes were discussed.

Read Masa Tsunayasu's report on this event...

June 2006

Chuck Sandy led a presentation and workshop explaining how classroom projects are an effective way to consolidate and extend learning, increase motivation, enhance classroom dynamics, and promote learner-autonomy. He stressed that because projects by definition result in some sort of tangible end product, project work provides clearly definable learning outcomes and real take-away value.

He first discussed the benefits of project work before demonstrating several easy-to-manage single and multi-class projects that require little set up and that could be easily adapted to work with learners of almost any age or ability. In addition, he offered a number of techniques for having students share or present completed projects to classmates, as well as suggestions for encouraging both self and peer evaluation of project work.

March 2006

Steven Morgan, of Daito Bunka Daigaku, Music Director of the British Embassy Choir and St Alban's Church, gave a presentation examining music in EFL education.

He outlined typical ways that music is used in EFL and reflected on research into teaching EFL through music; i.e., using music as a content area. Mr Morgan discussed his PhD. Project; teaching a weekly vocal music class in English to students at a primary school in Tokyo based on Kodaly's methodology of music education. The test group, which learned English songs by rote, was compared with a control group taught by another teacher without music to discover whether the children taught through music acquired a better sense of the prosody of English language.

Statistics on the groups have not been finalized, and although indications were that the difference is not large, there is some anecdotal evidence within the test school that its students could follow classes given in English better. Mr. Morgan accepts this could have resulted from using English as the language of instruction but raises the possibility the music training itself was responsible.

Mr Morgan discussed acquisition theories: there is increasing evidence that speech and song are initially perceived being the same. The presentation raised questions about the link between speech and music and showed a need for more research.

Reported by Cecilia Fujishima

February 2006

Dr Shinichi Izumi, Assistant Professor of English and Area studies at Sophia University, gave a presentation in which he synthesized the results of second language acquisition studies and provided suggestions about how teaching in Japan can be adapted in the light of these studies. Dr Izumi began with a questionnaire and discussion, asking the audience to consider their own beliefs about language learning and teaching. He examined the traditional 'focus on forms' (grammar translation, and audio-lingual approaches) as well as the more recent 'focus on meaning' (communicative) approach and highlighted their weaknesses. When learning with 'focus on forms' approaches, students are apt to develop accuracy without fluency. Conversely, communicative learners may develop fluency without being pushed to be accurate. According to Dr Izumi, the way ahead is to find middle ground where form and meaning are integrated. Rather than simply adding communication components to a grammar based curriculum, the learner's attention should be drawn to the form-meaning relationship within the context of each task . He suggested ways in which meaning can be added to the language classroom and discussed studies that have direct practical application to teaching: effective ways to modify input; when and how grammar should be introduced; and helping students improve their grammar in communication. Dr Izumi's presentation stimulated much discussion.

January 2006

Robert Diem—one of Japan's pioneer podcasters—gave a presentation on what podcasting is, potential uses for podcasting, and how we could release the podcaster within. Podcasting, a portmanteaux of the words i-pod and broadcasting, is audio material (radio shows) on the internet, that can be subscribed to, and downloaded onto MP3 player. The podcast can then be accessed by listeners individually at time and place that is convenient. Diem showed numerous examples of the ways that podcasting is currently being used, with an emphasis on how it is being used in TESOL. He introduced and explored with the audience ways the vast array of potential uses of podcasting and the way it is likely to evolve. Using analogies Diem explained the mechanics behind podcasting and took the audience through the steps that are necessary for making ones own podcast: in the same way that anyone with an internet connection can set up a blog, anyone with an internet connection and a microphone can become a podcaster, making their own radio show, or radio blog.

December 2005

My Share event where we all exchange ideas with each other.

November 2005

Alistair Graham-Marr discussed the problems English learners face in trying to decode spoken English when they move from the classroom to the 'real world' and the role of listening in providing a bridge between the two. Classes where the medium is written English or clearly enunciated dialogues do not adequately prepare students for comprehending spoken English in the real world. Teachers can help prepare students for the uncertainty they will face by focusing on developing their 'top down' predictive skills. Additionally raising awareness of suprasegmental phonology, paying attention to how something is said not just what is said, helps students develop their 'bottom up' decoding skills.

Graham-Marr talked about the potentially infinite number of communicative needs an English learner may face: textbooks cannot possibly cover all situations. According to Graham-Marr the only thing that a teacher can safely predict about students future communicative needs is that they're likely to face difficulties. As such, teaching speaking strategies provides the students tools to cope to help with difficulties. Teaching these strategies within a communicative framework empowers students and helps compensate for their lack of language. Speaking strategies discussed included conversation openers, elaboration, involvement questions, clarification, and asking for repetition.

Graham-Marr has recently written a new speaking and listening text, Communication Spotlights, that is designed around these communication strategies.

• Copyright ©2007 JALT Omiya Chapter. All Rights Reserved.

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