Christine Pearson Casanave
James P. Lantolf
Aya Matsuda
Merrill Swain
Scott Thornbury
Perspective Taking
Christine Pearson Casanave
Temple University, Japan
In this talk I discuss perspective taking, the ability to see the world through someone else’s eyes. This can happen if people actually experience something that another person or group has experienced, or if they imagine themselves in the shoes of another. In my talk, I refer to both types of perspective taking. In particular, I discuss the following:
what it might be like to be a student in our own classrooms;
what insights we can glean from our own language learning experiences;
what it might be like to be a reader of our own writing; and
what it is like to do scholarly reading and writing in an L2.
Reflecting on our teaching, learning, and professional writing from diverse perspectives can help us expand how we understand our students and our work as second language educators.
ๆฌ็บ่กจใงใฏใใใผในใใฏใใฃใใปใใคใญใณใฐใใใชใใกไปไบบใฎ็ผใงไธ็ใ่ฆใ่ฝๅใซใคใใฆ่ซใใใใใใ่กใใใใฎใฏใๅฅใฎไบบใ้ๅฃใ็ต้จใใใใจใๅฎ้ใซ็ต้จใใๅ ดๅใใไปไบบใฎ่บซใซใชใฃใฆๆณๅใใๅ ดๅใงใใใ็งใฎ็บ่กจใงใฏไธกๆนใฎ็จฎ้กใฎใใผในใใฏใใฃใใปใใคใญใณใฐใซใคใใฆ่จๅใใใ็นใซไปฅไธใฎ็นใซใคใใฆ่ซใใใ
็งใใก่ช่บซใฎใฏใฉในใฎ็ๅพใซใชใฃใฆใฟใใจใใใฎใฏใฉใฎใใใชใใฎใชใฎใใ
็งใใก่ช่บซใฎ่จ่ชๅญฆ็ฟ็ต้จใใใฉใฎใใใชๆดๅฏใๅพใใใจใใงใใใฎใใ
็งใใก่ช่บซใๆธใใใใฎใฎ่ชญ่
ใซใชใฃใฆใฟใใจใใใฎใฏใฉใฎใใใชใใฎใชใฎใใ
็ฌฌ๏ผ่จ่ชใงๅญฆ่ก็ใช่ชญใฟๆธใใใใใจใใใฎใฏใฉใฎใใใชใใฎใชใฎใใ
็งใใกใฎๆๆใๅญฆ็ฟใใใณ่ทๆฅญ็ๅท็ญใซใคใใฆๆงใ
ใช่ฆ็นใใๅ็ใใใใจใซใใฃใฆใ็งใใกใ็ๅพใ็่งฃใใใใ็ฌฌ๏ผ่จ่ชๆ่ฒ่
ใจใใฆใฎ่ชๅใฎไปไบใ็่งฃใใใใใๅน
ใๅบใใใใจใๅฏ่ฝใจใชใใ
Christine Pearson Casanave lived and worked in Japan for over 15 years, most of them at Keio University’s Shonan Fujisawa Campus, and also as adjunct at Teachers College Columbia University and visiting professor and adjunct at Temple University Japan. She has a special fondness for writing (reflective and essay writing, academic writing, writing for publication), for professional development of language teachers, and for narrative, case study, and qualitative inquiry. One of her long-term goals is to help expand the accepted styles of writing in the TESOL field, and another is to argue for more humanistic, less technology-driven second language education.
The dialectics of instructed second language development
James P. Lantolf
Greer Professor of Language Acquisition and Applied Linguistics, Department of Applied Linguistics, the State University of Pennsylvania, Co-Director of the Center for Advanced Language Proficiency Education and Research.
This presentation emerges from an on-going project on the implications of dialectics in Vygotskyโs theory of consciousness for instructed second language development. Although most L2 research informed by sociocultural theory asserts that mediation through social interaction and cultural artifacts forms the foundational concept of the theory, I will argue that the real key to the theory is found in the notion of praxisโa notion that Vygotsky appropriated from Marx. The crucial feature of praxis in its contemporary version is the dialectic unity of consciousness (knowledge/theory) and action that gives rise to new forms of understanding and behaving. In making the case for praxis and language education, I will explain dialectics (i.e., the unity or fusion of opposites) with specific examples and will then discuss evidence from several studies that sustain the effectiveness of a praxis-based pedagogy for promoting language development.
ๆฌ็บ่กจใฏใๆๆใใใ็ฌฌ๏ผ่จ่ชใฎ็บ้ใฎใใใฎใดใฃใดใใญใผใฎๆ่ญใฎ็่ซใซใใใๅผ่จผๆณใฎ้ขใใๅใใซ้ขใใฆ็พๅจ่กใใใฆใใใใญใธใงใฏใใซ็ฑๆฅใใใใฎใงใใใ็คพไผๆๅ็่ซใซ็ซ่ใใ็ฌฌ๏ผ่จ่ชใฎ็ ็ฉถใฎใปใจใใฉใซใใใฆใฏใ็คพไผ็็ธไบไฝ็จใใใณๆๅ็็ฃ็ฉใซใใไปฒไปใๅ็่ซใฎๅบๆฌๆฆๅฟตใๅฝขๆใใใจใฎไธปๅผตใใชใใใฆใใใฎใซๅฏพใใ็งใฏใๅ็่ซใธใฎๆฌๅฝใฎ้ตใฏใใฉใฏใทในใฎๆฆๅฟตโใดใฃใดใใญใผใใใซใฏในใใๅ็จใใๆฆๅฟตโใซใใใจไธปๅผตใใใ็พไปฃ็ใใฉใฏใทในใซใใใ้่ฆใช็นๅพดใฏใๆ่ญ๏ผ็ฅ่ญใป็่ซ๏ผใจ่กๅใฎๅผ่จผๆณ็็ตฑไธๆงใงใใใใใใซใใ็่งฃใจๆฏใ่ใใฎๆฐใใชๅฝขๆ
ใ็ใใใใใฉใฏใทในใใใณ่จ่ชๆ่ฒใๆจ้ฒใใใซใใใใ็งใฏๅ
ทไฝ็ใชไพใ็จใใฆๅผ่จผๆณ๏ผๅฏพ็ซใใใใฎใฎ็ตฑไธใพใใฏ่ๅ๏ผใ่ชฌๆใใๆฌกใซใ่จ่ช็บ้ใฎไฟ้ฒใซใใใใใฉใฏใทในใซๅบใฅใใๆๆๆณใฎๅนๆใ็ซ่จผใใใใใคใใฎ็ ็ฉถใใใฎ่จผๆ ใซใคใใฆ่ซใใใ
James P. Lantolf is the Greer Professor in Language Acquisition and Applied Linguistics in the Department of Applied Linguistics at Pennsylvania State University. He is Director of the Center for Language Acquisition and co-Director of CALPER (Center for Advanced Language Proficiency Education and Research). He has served as president of the American Association for Applied Linguistics, and his publications include numerous papers on sociocultural theory and L2 learning, a co-authored book with S. Thorne and three edited or co-edited books on sociocultural theory.
Globalization and English Language Teaching: Opportunities and Challenges in Japan
Aya Matsuda
Assistant Professor of Language and Literacy, Division of Curriculum and Instruction, Arizona State University
The global spread of English and its extensive use as an international language has made English a popular foreign language option across the world. The national curriculum in Japan, for instance, specifies that English be taught as the required foreign language in middle schools because it is an international language. English is also the de facto foreign language offering in senior high schools and continues to play important roles in college and beyond. However, the linguistic, cultural, and functional diversity of English today complicates ELT practice by challenging some of its most basic assumptions. In my talk, I first present the current sociolinguistic landscape of the English language and illustrate how โtraditionalโ ELT that focuses exclusively on US/UK English and culture is not adequate in preparing effective users of English as an International Language. Specific changes that can be incorporated into a traditional English curriculum are also suggested.
่ฑ่ชใฏๅฐ็่ฆๆจกใงๅบใพใฃใฆใใใๅฝ้่ชใจใใฆๅบ็ฏใซไฝฟ็จใใใฆใใใใใ่ฑ่ชใฏไธ็ไธญใงไธ่ฌ็ใชๅคๅฝ่ชใฎ้ธๆ่ขใจใชใฃใฆใใใใใจใใฐๆฅๆฌใซใใใๅฝใฎๆ่ฒ่ชฒ็จใงใฏใ่ฑ่ชใฏๅฝ้่ชใงใใใใจใใใใใใไธญๅญฆๆ กใซใใใๅฟ
้ ๅคๅฝ่ชใจใใฆๆใใชใใใฐใชใใชใใจๅฎใใใใฆใใใใพใ่ฑ่ชใฏใ้ซ็ญๅญฆๆ กใซใใใไบๅฎไธใฎๅคๅฝ่ช็ง็ฎใงใใใๅคงๅญฆไปฅไธใงใ้่ฆใชไฝ็ฝฎใๅ ใใฆใใใใใใใชใใใไปๆฅใฎ่ฑ่ชใฎ่จ่ชๅญฆ็ใๆๅ็ใใใณๆฉ่ฝ็ๅคๆงๆงใใใELTใฎๅฎ่ทตใฏใใใฎๆใๅบๆฌ็ใชๅๆใฎใใใคใใๆบใใใงใใใใๅฐ้ฃใซใชใฃใฆใใใ็งใฎ็บ่กจใงใฏใใพใ่ฑ่ชใฎ็พๅจใฎ็คพไผ่จ่ชๅญฆ็็ถๆณใๅ็คบใใใใใใ็ฑณ่ฑใฎ่ฑ่ชใจๆๅใซใฎใฟ็ฆ็นใๅฝใฆใใไผ็ตฑ็ใELTใๅฝ้่ชใจใใฆใฎ่ฑ่ชใฎๆ่ฝใช่ฉฑ่
ใฎ่ฒๆใซไธ้ฉๅใงใใใใจใๆใใใซใใใใพใใไผ็ตฑ็ใช่ฑ่ช่ชฒ็จใซ็ตใฟ่พผใใใจใฎใงใใๅ
ทไฝ็ใชๆน้ฉๆกใๆๆกใใใ
Aya Matsuda is Assistant Professor of Language & Literacy and Applied Linguistics at Arizona State University, where she teaches undergraduate and graduate courses in applied linguistics. Her research interests include the pedagogical implications of the global spread of English, integration of the World Englishes perspective into US education, and the role of Japanese heritage school for Japanese families in the US. Her work focusing on these issues have appeared in various books and journals including JALT Journal, TESOL Quarterly, and World Englishes. Dr. Matsuda is originally from Japan, speaks English and Japanese fluently, and is raising her child bilingually.
Languaging and second/foreign language learning
Merrill Swain
Professor Emeritus, Ontario Institute for Studies in Education, University of Toronto
The goal of this talk is that the audience leaves with an understanding of the concept of โlanguagingโ and why it is important for second/foreign language teachers (and learners) to know about. Languaging is a concept that has emerged from Vygotskyโs sociocultural theory of mind.ย For Vygotsky, language is not just a means of social communication, but a tool of the mind:ย language mediates our thinking and cognition.ย Languaging is the use of language to mediate cognitively complex acts of thinking.ย It is โthe process of making meaning and shaping knowledge and experience through languageโ (Swain, 2006). In it, we can see learning in progress.ย Students who engage in more languaging learn more than those who engage in less languaging. This has been demonstrated over many knowledge domains, including biology, mathematics, and language. In this talk, I will illustrate the power of languaging with excerpts from students who are learning a second or foreign language.
ๆฌ็บ่กจใฎ็ฎ็ใฏใใใฉใณใฒใผใธใณใฐใใฎๆฆๅฟตใจใ็ฌฌ2่จ่ชใปๅคๅฝ่ชใฎๆๅธซ๏ผใใใณ็ๅพ๏ผใใใฎๆฆๅฟตใซใคใใฆ็ฅใฃใฆใใใใจใใชใ้่ฆใชใฎใใ่ด่กใซ็่งฃใใฆใใใใใจใงใใใ
ใฉใณใฒใผใธใณใฐใจใฏใ็ฒพ็ฅใซ้ขใใใดใฃใดใใญใผใฎ็คพไผๆๅ็่ซใซ็ฑๆฅใใๆฆๅฟตใงใใใใดใฃใดใใญใผใซใใใฐใ่จ่ชใจใฏๅใชใ็คพไผ็ๆๆ็้ๆๆฎตใงใฏใชใใ็ฒพ็ฅใฎใใผใซใงใใใใใชใใกใ่จ่ชใฏๆใ
ใฎๆ่ใป่ช่ญใๅชไปใใใฎใงใใใใฉใณใฒใผใธใณใฐใจใฏใ่จ่ชใ็จใใฆๆ่ใจใใ่ช่ญ็ใซ่ค้ใช่ก็บใๅชไปใใใใจใงใใใใฉใณใฒใผใธใณใฐใฏใใ่จ่ชใ้ใใฆๆๅณใๅฝขๆใใ็ฅ่ญใจ็ต้จใๅฝขไฝใใใญใปในใ๏ผSwainใ2006ๅนด๏ผใงใใใ
ใฉใณใฒใผใธใณใฐใซใใใฆใๆใ
ใฏๅญฆ็ฟใฎ้ฒ่ก้็จใ่ฆณๅฏใใใใจใใงใใใ
ใฉใณใฒใผใธใณใฐใ่กใฃใฆใใ็ๅพใปใฉๅญฆ็ฟๅน็ใฏ้ซใใใใใฏใใจใใฐ็็ฉๅญฆใๆฐๅญฆใใใณ่ชๅญฆใจใใฃใๅคใใฎ็ฅ็้ ๅใง็คบใใใฆใใใๆฌ็บ่กจใงใฏใ็ฌฌ2่จ่ชใปๅคๅฝ่ชใๅญฆใใงใใ็ๅพใใใฎๅผ็จใซใใฃใฆใฉใณใฒใผใธใณใฐใฎๅใๆใใใซใใใ
Merrill Swain is Professor Emeritus in the Department of Curriculum, Teaching, and Learning at OISE/University of Toronto. Author of over 150 articles and many book chapters on bilingual/immersion education in Canada and communicative L2 learning, teaching and testing, Dr. Swain is an award-winning educator, writer and scholar. She frequently gives workshops and lectures internationally, recently in the Asia Pacific region, Europe, and North America.
Seven ways of looking at grammar: One way of looking at grammarโas โGrammar McNuggetsโ
Scott Thornbury
Associate Professor of English Language Studies, the New School (New York)
What is grammar and how is it internalised in the mind? Is it symbolic code or is it neural connection strengths? Is it the sedimented trace of previous conversations or is it an innate human capacity? However we answer these questions obviously has an impact on the way we go about teaching second languages. In this talk I will review some of the key models of grammarโoften couched as metaphorsโand look at their implications in terms of classroom practice. In so doing, I will suggest that models grounded in both sociolinguistics and psycholinguistics offer a more valid basis for teaching than do purely linguistic descriptions.
ๆๆณใจใฏไฝใ๏ผใใใฆๆๆณใฏใฉใฎใใใซ็ฒพ็ฅใซใใใฆๅ
้ขๅใใใใฎใ๏ผๆๆณใจใฏ่ฑกๅพด็ใชใณใผใใชใฎใ๏ผใใใจใ็ฅ็ต้ฃ็ตกใฎๅผทใใชใฎใ๏ผๆๆณใจใฏไปฅๅใฎไผ่ฉฑใฎๅ ็ฉใใ่ทกใชใฎใ๏ผใใใจใๅ
ๅคฉ็ใชไบบ้ใฎ่ฝๅใชใฎใ๏ผๆใ
ใใใใใฎๅใใซใฉใฎใใใซ็ญใใใซใใใใใใฏ็ฌฌ2่จ่ชใฎๆใๆนใซๅฝฑ้ฟใๅใผใใฎใฏๆใใใงใใใๆฌ็บ่กจใงใฏใๆๆณใฎ้่ฆใชใขใใซใฎใใใคใใๆใซๆฏๅฉใงๅ
ใฟใชใใๅใไธใใใใฎๅฝฑ้ฟใๆๅฎคใงใฎๅฎ่ทตใซใคใใฆ่ฆใฆใใใใใใใไธญใงใ็ด็ฒใซ่จ่ชๅญฆ็ใช่จ่ฟฐใใใใ็คพไผ่จ่ชๅญฆใใใณๅฟ็่จ่ชๅญฆใฎไธกๆนใซๆ นใใใใขใใซใฎๆนใๆๅนใชๆๆๅบ็คใๆไพใใใใจใ็คบใใ
Scott Thornbury has an MA (TEFL) from the University of Reading and is currently Associate Professor of English Language Studies at the New School in New York City, where he teaches on an online MATESOL program. His previous experience includes teaching and training in Egypt, UK, Spain, and in his native New Zealand. His writing credits include several books for teachers on language and methodology, including About Language, Conversation: From Description to Pedagogy (with Diana Slade), and The CELTA Book (with Peter Watkins), all for Cambridge University Press. He is series editor for the Cambridge Handbooks for Teachers.
Plenary Speakers
โข
