By
Andy Boon
In this workshop,
the presenter will provide an
overview of how to form and develop lines of inquiry when researching
one 's
own teaching context. Participants will be encouraged to formulate or
bring
along research questions to work on. They will then be introduced to
Cooperative Development (Edge, 1992) and Instant Messenger Cooperative
Development (Boon, 2005, 2007, 2009), a non-evaluative interactional
framework for
supporting peer reflection, exploration and expansion of ideas and
discovery.
Through undertaking a Cooperative Development session with someone who
is
willing to listen and reflect back a participant's emerging thoughts,
it is
hoped that workshop members will go away with a much clearer and solid
understanding of their individual research plans and how they would
like to
proceed with them.
Andy Boon is Associate Professor at Toyo
Gakuen University and an Aston University PhD student. He has published
articles
on teacher development, motivation and methodology.
Publishing: Past,
Present and
Future
By Steve King
In
this talk, the presenter will take a short tour through the history of
how educational publishing has developed into the multi-billion dollar
industry it is today and examine several case studies from the present
that make up a snapshot of how this industry will grow and develop in
the coming years.
Steve King is the Market Research
Manager for Pearson Education in
How to publish an article in The
Language Teacher
This
workshop will provide an overview of what it takes to get published in
JALT Publications’ The Language
Teacher. In addition to an
in-depth tour of the journal, participants will be provided with tips
for successfully navigating the submission process. After this
overview, participants will be asked to brainstorm and begin working on
an actual article for future submission. Those planning to attend
should come prepared with an article idea in mind and a means of
writing, such as a laptop computer or pen & paper.
***********************
Student-selected
Visual Images for Speaking More
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。
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!
Implementing an
Effective Program Using English Notebook
Presented by Laura
Blefgen-Togashi in English and Setsuko Terasaki in Japanese
The presenters first overviewed the
current situation of Foreign Language Activities at public elementary
schools.
Mrs. Togashi discussed her teaching approach by saying, “Children
should enjoy
language activities, but learning must be happening.” To deal with the
shortcomings of “English Notebook”, the presenters nicely adapted how
best to
use it by: (1) pre-teaching followed by ample practice, (2) using
materials
available at schools, (3) providing interactive opportunities, (4)
adding additional
challenges and tasks, (5) overlapping English with other subjects, and
(6 ) creating
a positive learning environment.
In order to enhance learning, the
presenters showed how to reinforce the concept of numbers and counting
using
bean-bags. “English Notebook 2”, Lesson 2 was drawn on to familiarize
the
students with singular and plural forms. Ideas related to feelings and
countries were also introduced to strengthen specific lessons.
All participants enjoyed the
presenters’
delivery style and practical lesson ideas. Teachers can easily
incorporate
these activities with “English Notebook” to implement an effective
program.
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.
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.
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.
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”?
“Releasing Multilingual Dreams Today, Creating New Worlds
Tomorrow” was the theme for the 34th Annual CABE Conference.
The
California Association for Bilingual Education (CABE) has been active
in
promoting programs for bilingualism in
WHO IS RUBY T. OGAWA?
Ruby T.
Ogawa is an American of Japanese
descent and had been working in
Later, she
pursued her
Masters in Public Policy and Administration at CSULB. Ruby’s graduate
thesis
was published in the International Journal of Public Administration in
2004 on “Culturally
Appropriate Programs for Asian American Leukemia Patients”. This research was
based on her five years of working as the
Director of the Japanese
Task Force for bone marrow recruitment in Los Angeles, California from
1998-2003.
The opportunity
to be in
Now, in its
fifth year of
operation,
For this year, Ruby will
start working at several universities while working on several writing
projects
and a work-in-progress documentary project about “Kizuna Sagashi”
(finding one’s
roots in
Doable Debate in the Japanese Classroom
Research affirms that
debate can
have an effect on thinking, speaking, and even writing skills. Students
engaged
in this activity learn about important issues and improve their ability
to do
research, think critically, speak logically, use language, and
cooperate with
others. They also learn that their efforts can have an effect on events
around
them. In this workshop, a methodology is introduced for doing
semi-formal,
classroom-friendly English debates, which have the potential to evolve
according to the variables, and constraints, of different classrooms.
With this
explanation, handouts will be provided offering sample debate time
frames,
judging criteria, and score-keeping charts. It is hoped that those who
attend
this presentation will appreciate the pedagogical potential of debate
and
return to their classrooms with ideas that they can adapt to their own
professional objectives and circumstances.
* * * * * * * * * * * * *
Joe Siegel
On
defining “good”
language learners
This workshop will examine the notion of “good” language learners (GLLs) in terms of learner characteristics from second language acquisition literature. GLLs in two different contexts will be discussed: traditional compulsory classrooms and private language schools. The hypothesis that certain learner characteristics may be more advantageous in one learning environment than the other will be offered. After an explanation of different learner factors and contexts, participants will create their own GLLs for one of the teaching contexts. A group discussion of the selected traits will be followed by a brief presentation from one teacher’s point of view of GLLs. Some ideas on how learners can become “better” will also be considered. Final comments and questions related to the topic will then be addressed.
University
listening classes: less product, more process
Field (1998) points out
that a large amount
of listening practice “focuses upon the outcomes of listening, rather
than upon
the listening process itself, upon product rather than process.” This
three-part presentation promotes the de-emphasis of product in
university
listening classes. It will be argued that more attention be given to
the
process of listening if the skill is to be used beyond the classroom.
Part one
of the presentation will describe the current state of listening
classes taught
at one public university in Japan. This will be followed by a
description of
how direct listening strategy training was incorporated in one of these
classes
in an effort to teach the process of listening. Preliminary results
from
triangulated research into student use of and reaction to strategy
instruction
will be shared. Finally, in a segment related to curriculum innovation,
the
presenter will describe steps that might be taken to promote and
implement such
a shift throughout the university’s English department.
By Mehran & Yuriko Sabet
First, Mr. Sabet gave an overview
of starting and managing a study-abroad program. Here are some
pointers:
(1)
benefits, (2) start-up, (3) key points to consider, (4) on-going
process, (5)
pre-departure orientation, (6) administrative support, and (7)
evaluation.
Ms. Sabet then discussed risk management
and listed three elements in managing risk. They are as follows: to
avoid potentially dangerous situations for students,
to limit
or contain potential loss or damage should they occur, and to insure
the potential loss
or
damage through adequate coverage. To establish a risk management
system, the program coordinators
must
plan the following: (1) communicate with the media and parents, (2)
establish
a mental
care system, and (3) learn how to face problems through simulation of
potential issues during a homestay.
The programs have brought
positives results for their students and Seigakuin University.
Being well-organized, along with having good communication skills with
the
administrators made way for improvements in the programs through vital
feedback and discussions. Participation
in these programs had contributed to the students’ improved language
proficiency
skills through immersion. Thus, enabling students to make contact
with people from various cultures, and to increase
their confidence in striving for higher goals.
"Let's
Delve into the Minds of "BAD" Students: Alternative TESOL"
Did you want
your
students to do presentations? Tips on how to get them started on the
Presentation side was demonstrated at this workshop. PDF making via
Open Office was also
be shown.
(Presenters who would like their abstracts posted here are welcomed to send them to ogwaruby +AT+ aol * com)
* * *
* * * * * * * * * *
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
* * * * * *
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...
* * *
* * * * * * * * * *
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
*
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...
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
(Presenters who would like their abstracts posted here are welcomed to send them to leanderhughes+AT+gmail*com)
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
(See the
Nakasendo English Conference Wiki)
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
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...
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.
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
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...
* * *
* * * * * * * * * *
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
* * * * * *
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...
* * *
* * * * * * * * * *
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
* * * * * *
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...
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
| 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... * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * |
| 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. * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * |
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 |
Outline of the Workshop
Audio Software
http://audacity.sourceforge.net/ http://lame.sourceforge.net/index.phpPhoto Editing Software
http://www.gimp.org/ http://www.thinkersoftware.com/photo-to-sketch/index2.htmAudio Software
http://audacity.sourceforge.net/ http://lame.sourceforge.net/index.phpPhoto Editing Software
http://www.gimp.org/ http://www.thinkersoftware.com/photo-to-sketch/index2.htmGraphic Files
http://www.picture-newsletter.com/ http://www.webplaces.com/search/Video Editing Software
iMovieEducational 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.htmlClipart
http://www.printout.jp/clipart/index.htmlContact
lcisar+AT+kanto-gakuen*ac*jpThis 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?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 WritingIn 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 AETsThe 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...
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?
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...
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.
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
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.
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.
My Share event where we all exchange
ideas with each other.
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.