Learning Outside Schools
Date: Ideally Saturday May 13 (if no venue available, will move to Sunday May 14)
***Please visit yojalt.org for updated information***
Presentation #1: Dawn Lucovich
Using linguistic landscape projects for language learners
Language learners must attend to language in order to facilitate acquisition (Schmidt, 1990, 2001, 2010). However, EFL learners do not always attend to instances of the target language in their environment. Linguistic landscape (LL) research investigates the usage of language on signs in public spaces (Landry & Bourhis, 1997), and may be one method to create attention to and engagement with English. This interactive workshop will introduce the components of an LL project and resources for planning a project, then allow participants to classify sample LL data and draw some preliminary conclusions. Finally, LL project specifications adaptable for students of various levels will be discussed.
Bio: Dawn Lucovich is the current President of Tokyo JALT and a Ph.D.candidate at Temple University. She currently works in the Department of Literature and Culture at Tokyo Woman’s Christian University. Her other research interests include assessment and vocabulary, discourse communities, and writing center practices.
Presentation #2: Michael Ellis
Project Based Learning (PBL) Across the Pacific
The benefits of Project Based Learning (PBL) include increased student engagement, the promotion of critical thinking and learner autonomy (Thomas, 2000), and authentic opportunities for communicative language use both in and outside the classroom (Barron & Darling-Hammond, 2008).The presenter will introduce a structured research project in which Japanese high school EFL students designed and exchanged surveys on topics of their choice with American 8th-grade students using Google Forms. The Japanese students analyzed and summarized their data in videos, which they then used to teach their findings to their classmates. Working with the American students provided the Japanese students with more chances to use English, and broadened the focus of their research. Each step of the two-month project will be explained and evaluated, from brainstorming topics and forming research questions, to the peer-taught mini lessons and final assessment. Based on student learning outcomes and reflective feedback, the presenter will offer practical advice for teachers interested in setting up similar projects in their own classes.
Bio: Michael Ellis is the EFL program coordinator at International Christian University High School. He is interested in teachers’ reflective practice (among many other topics), and is currently program chair of the JALT Teacher Development SIG.
Presentation #3: Amy Holdsworth
Writing Outside the Classroom: The Daily Discipline of Writing
The Daily Discipline of Writing (Callahan) is an activity designed for implementation outside the classroom and is used to encourage student fluidity, voice, and expression minus the inner critic (Elbow 1994) and external assessor. As the DDW is not read by the teacher, it allows students to take risks and experiment without fear of under performing, and simultaneously allows students more opportunities to write without the teacher acting as “bottleneck” (Moffett 1968). The rationale behind using the DDW, its intended benefits, and several options for its assessment will be discussed.
Bio: Amy Holdsworth is in the returnee department of Shibuya Kyoiku Gakuen (Shibuya Junior and Senior High), where she teaches Language Arts and World History. She is a graduate of Teachers College, Columbia University, and has most recently contributed to 東大英語リスニング. She is interested in pedagogical strategies for returnee/liminal classrooms, student voice and agency, and expanding the literary canon.