JALT2019 Professional Development Workshops

Friday, 1 November, 1:30 PM – 7:00 PM

JALT2019 continues to innovate with the addition of an expanded program on Friday, November 1st, at our WINC conference venue in Nagoya, Japan. This year, we are adding a series of Professional Development Workshops (PD) in addition to the already successful Technology in Teaching (TnT) workshops that focus on technology in the classroom.

These Professional Development workshops were inspired by the model that the College and University Educators Special Interest Group (CUE Sig) implemented for their conference, so special thanks go out to Wendy Gough, Caroline Handley, and Parisa Mehran for keeping this idea firmly on the desk of the Director of Program, Wayne Malcolm. With the support of the JALT BOD and the JALT conference team, a stimulating range of professional development opportunities will be available during the Friday sessions at JALT2019.

Would you like to learn more about, for example, writing of participant consent forms, writing abstracts or academic essays, continuing professional development activities such as peer review, diversity awareness, classroom observations, and women supporting women professionally? Additionally, academic research and classroom practice topics such as advanced Keynote, mind mapping, Task-based Language Teaching (TBLT), and qualitative coding, offer educators a great reason to make Friday, November 1st, a full day of learning and professional growth.

Surprisingly, all of these professional development workshops are included within the ¥3,000 TnT fee; absolutely no extra charge. Mix and match a tailored schedule of both TnT and PD workshops. We look forward to seeing you there!

Steven Herder and Catherine Littlehale Oki
JALT2019 Conference Co-Chairs

For registration information, see the conference registration page.
Your registration for the Professional Development Workshops also grants you access to the concurrent Technology in Teaching Workshops.
JALT2019 Professional Development Workshops Schedule
Room
1st Session(1:30 PM – 3:00 PM)
2nd Session(3:30 PM – 5:00 PM)
3rd Session(5:30 PM – 7:00 PM)
1008
Marcos BenevidesTask Based Language Teaching 1011:30 PM – 3:00 PM
Ron Morrain
Developing Learner Agency using Ready-Made Mind Maps – Part I3:30 PM – 5:00 PM
Ron Morrain
Developing Learner Agency using Ready-Made Mind Maps – Part II5:30 PM – 7:00 PM
1009
Diane Hawley NagatomoAcademic Writing for Publication1:30 PM – 3:00 PM
Gregory Hadley
A Crash Course in Coding for Qualitative Research3:30 PM – 5:00 PM

1105
Tanja McCandie, Kathleen Sparrow Cahill, Gerry Yokota
Code of Conduct (CoC): Awareness, Prevention and Preparedness1:30 PM – 3:00 PM
Wendy Gough, Caroline Handley, Jennie Roloff Rothman, Kazumi Kato, Mark Brierley, Jamie Taylor, Jason Pratt, Matthew Kocourek, Michael Hollenback
Get Involved in Professional Development3:30 PM – 5:00 PM
Susan Laura Sullivan and Julia Kimura
Women Supporting Women in Career Development5:30 PM – 6:15 PMEng Hai Tan and Mari Toledo
Magic Flashcards for Young Learners6:20 PM – 7:05 PM
1106
Caroline Handley, Wendy Gough
How to Write Participant Consent Forms1:30 PM – 2:15 PM
Nick Weston
Lesson Observations for Professional Development3:30 PM – 5:00 PM
Caroline Handley, Theron Muller, Gerry Mclellan
An Introduction to Peer Review6:15 PM – 7:00 PM
1207
Francesco Bolstad
IMIJUN: A Scaffolded Approach to Word Order2:20 PM – 3:05 PM

Tanja McCandie, Wendy Gough, Joseph Tomei, Thomas Amundrud
Building Inclusivity in JALT3:30 PM – 4:30 PM
Wendy Gough, Jamie Taylor, Joseph Tomei
Introduction to Abstract Reviewing5:30 PM – 7:00 PM
1003
Registration & Coffee & Snacks

Thomas Amundrud

Marcos Benevides

Francesco Bolstad

Kathleen Cahill

Wendy Gough

Gregory Hadley

Caroline Handley

Kazumi Kato

Diane Hawley Nagatomo

Julia Kimura

Tanja McCandie

Gerry Mclellan

Ron Morrain

Theron Muller

Jennie Roloff Rothman

Susan Laura Sullivan

Eng Hai Tan

Jamie Taylor

Mari Toledo

Joseph Tomei

Nick Weston

Gerry Yokota

Task-Based Language Teaching 101
Marcos Benevides
This practical workshop is for teachers who are new to task-based language teaching, or those who wish to refresh their practice in the classroom. The facilitator, an experienced TBLT practitioner, will clarify the definition of a “TBLT task”, outline the major principles of the task-based approach, and demonstrate how to select, sequence, and assess meaningful tasks with authentic examples from the classroom. The session will focus on the practical aspects of teaching, syllabus design, and how to assess communicative tasks. Participants will leave with many useful lesson planning ideas that can be applied immediately.
Marcos Benevides is a teacher, researcher, and the author of many award-winning ELT materials. He has been involved in TBLT for over a decade, and is a frequently invited speaker on the topic. He currently coordinates the LA English Core Program at J. F. Oberlin University in Tokyo. His most recent co-authored publication, Widgets Inc: A task-based course in workplace English (2018), has just been nominated for an ELTon Award in Course Innovation.

Academic Writing for Publication
Diane Hawley Nagatomo
This workshop will help writers improve their academic writing skills for graduate work and/or journal publication. One challenge facing novice academics is developing writing in this new genre. Many people are good writers, but academic writing provides different sorts of challenges (e.g. Kamler & Thompson, 2014; Wallwork, 2011), and learning how to write coherently and concisely with the right academic tone can be almost as frustrating as learning a new language. It can be demoralizing and demotivating to receive negative feedback on graduate school assignments or on journal submissions. The purpose of this workshop, therefore, is to raise awareness of what constitutes good and bad academic writing. To do this, we will first focus on the sentence as a unit of analysis. We will also practice editing some poorly constructed, and yet rather common, example sentences. Then we will examine techniques that “stylish” (Sword, 2012) academic writing.
Diane Hawley Nagatomo is a Professor at Ochanomizu University where she has been teaching for 25 years. She researches teachers’ and students’ beliefs, professional identity and gender issues. Her publications include Exploring Japanese University English Teachers’ Professional Identity (2012) and Gender, Identity and Teaching English in Japan (2016).

CoC: Awareness, Prevention and Preparedness
Tanja McCandie, Kathleen Sparrow Cahill, Gerry Yokota
With the establishment of the JALT Code of Conduct, members (especially Chapter and SIG officers) may be approached with complaints or requests for handling problems or incidents in their group. These may include not only accusations of harassment but also witness reports and complaints of unfair accusations. This workshop will introduce some of the most common types of cases and provide training to help members be prepared to respond effectively and responsibly.
Tanja McCandie has been involved in English education for over 20 years and has worked in various contexts in Canada, the UK and Japan. She is the founder of equaltyeltjapan.net.
Kathleen Sparrow Cahill has taught in various contexts and has volunteered for JALT in various capacities. Her research interests include gender and teacher development.Gerry Yokota (Osaka University) conducts diversity training, has experience chairing her university’s harassment committee and directing the harassment counseling office.

How to Write Participant Consent Forms
Caroline Handley, Wendy M. Gough
Although institutional policies regarding the management of research projects vary across Japan, one important aspect of conducting educational research that follows a conventional template is the informed consent process. Unfortunately, some institutions do not provide guidance in this area, which may leave some researchers unsure about how to write informed consent forms. A properly written informed consent form will ensure that the research participants clearly understand the details of the research before consenting to participate. It will also help alleviate issues related to data ownership and ensure accountability for how the data will be used. This workshop will explain the elements of a well-written informed consent form and provide templates that researchers in Japanese educational institutions can use as guidelines when creating informed consent forms for their future research projects.
Caroline Handley is a Lecturer at Asia University and a Ph.D. candidate at Swansea University. She is currently serving as JALT Publications Board Chair, having previously spent 3 years volunteering as Assistant Editor on The Language Teacher.Wendy M. Gough is an Associate Professor at Bunkyo Gakuin University. She is the current coordinator of the JALT CUE SIG and West Tokyo JALT Programs Chair. She was also the PanSIG Submissions and Reviewing Chair.

IMIJUN: A Scaffolded Approach to Word Order
Francesco Bolstad

Word order is one of the first hurdles that Japanese students face in mastering the English language. However, even years after first encountering the basic Subject, Verb, Object (SVO) nature of English, many students struggle to construct comprehensible sentences in English.
This practical workshop will introduce participants to IMIJUN, a meaning based system for constructing English sentences. Through this simple systematic approach to English, teachers will learn to reduces the cognitive load place on students as they juggle content, vocabulary, and grammar in order to make themselves understand.

Francesco Bolstad coordinates a team of eclectic teachers who make up the department of clinical English at Nara Medical University. He holds degrees spanning both liberal arts and STEM subjects and he has taught both content and language for over 23 years. His research interests include: teacher efficacy, content and language integrated learning, English for Specific Purposes, collaborative approaches to teaching and learning, and vocabulary acquisition.

Developing Learner Agency using ReadyMade Mind Map
Ron Morrain
Ready-made Mind Maps (RMMS), together with a well-planned TBL / PBL learning cycle, are only a few of the many alternatives available to teachers in today’s modern classroom as an alternative to coursebooks. As learners advance in the language knowledge, coursebooks may not appeal to them anymore. Why? Many intermediate to advanced learners have problems dealing with the predetermined outcomes, senseless grammar exercises, and lack of creativity that many coursebooks present. That can demotivate any learner.
Ron Morrain is the innovator of the concept Ready-made Mind Maps (RMMs), which facilitate TBL (Task-based Learning) and PBL (Project-based Learning) for L2 learners. He is founder of the Language Learning Centers-Europe, and is also employed at the University Duisburg-Essen (Germany).

A Crash Course in Coding for Qualitative Research
Gregory Hadley
One of the most daunting practices in qualitative research is that of ‘coding’ — the process of breaking qualitative data down into smaller, more meaningful pieces, which can then be used for a reconstructed analysis. Many books on qualitative methodologies discuss coding techniques, but learning to code by following a book can be a difficult and sometimes frustrating experience.
This workshop will demystify the methodology of coding, first by introducing common types and purposes, and then by guiding participants as they code a sample of qualitative data. Participants will also receive additional resources aimed at enabling them to continue the development of their coding skills, and for identifying which forms of coding might fit best with their particular research needs. At the end of this workshop, participants will have enhanced their methodological efficacy and will have gained a greater sense of agency as they approach the analysis of qualitative data.
Gregory Hadley is a Professor of Western Cultural Studies and Applied Linguistics at Niigata University. A Visiting Fellow at the University of Oxford, his latest book is the critically acclaimed Grounded Theory in Applied Linguistics Research (Routledge, 2017) and he is a contributor to the The SAGE Handbook of Current Developments in Grounded Theory (SAGE, 2019).

Get Involved in Professional Development
Wendy Gough, Caroline Handley, Jennie Roloff Rothman, Kazumi Kato, Mark Brierley, Jamie Taylor, Jason Pratt, Matthew Kocourek, Michael Hollenback
Professional development is an integral part of advancing our careers as educators as it helps us learn about new pedagogy and avenues of research. Whether it be presenting at an event, preparing manuscripts for publication, volunteering for an officer position within a group, joining a conference team, or becoming a member of an editorial board, such opportunities support professional growth and making connections with other educators. Some people might not know how to get involved, however. This roundtable workshop will feature educators from a variety of backgrounds who have become active in professional development within the JALT community. The speakers will discuss how and why they became involved and give advice about getting started to those new to professional development in Japan.
Wendy M. Gough is an Associate Professor at Bunkyo Gakuin University.Michael Hollenback is an Associate Professor at Kobe City University of Foreign StudiesJason Pratt is a Special Lecturer at Toyo Gakuen UniversityCaroline Handley is a Lecturer at Asia University.Mark Brierley is JALT SIG Representatives Liaison and teaches at Shinshu University.Jennie Roloff Rothman is Principal Lecturer of Professional Development: Teacher Development in the ELI at Kanda University of International Studies.Kazumi Kato is a tenured lecturer at Tokai University, school of Marine Science and Technology, Shimizu campus.

Lesson Observations for Professional Development
Nick Weston
Sometimes it can be difficult to approach lesson observations in a systematic and meaningful way. What do you focus on? How can it help you develop your own teaching? This workshop will look at how to set up meaningful peer observations, how to identify areas for development, how to observe lessons using observation instruments, and how to take what you have seen and apply it to your own teaching.
The workshop will include a chance to watch a video of a lesson and practice observation techniques, provide examples of observation instruments, provide examples of post-lesson feedback techniques and follow-up developmental approaches (e.g. action plans and teaching journals) and offer attendees a chance to share their experiences of observing and being observed.
From Wales in the UK, Nick Weston has been teaching English in Japan for over 9 years. Working at the British Council, he specialises in Young Learner teaching, and has a keen interest in learner training. Nick has a MA TESOL, DipTesol, CELTA, and BA in English Literature and History.

Building Inclusivity in JALT
Tanja McCandie, Wendy Gough, Joseph Tomei, Thomas Amundrud
Diversity begins with inclusivity, and as the committee dealing with issues of diversity, this workshop will bring together JALT members interested in ways to improve their group’s inclusivity and ask hard questions about how to address these issues in our organization. We will be drawing on other JALT members to present their work and aim to set out some things that groups in JALT can do.
Tanja McCandie has been involved in English education for over 20 years and has worked in various contexts in Canada, the UK and Japan. She is the founder of equaltyeltjapan.net.Wendy M. Gough is an associate professor at Bunkyo Gakuin University. She is also currently the JALT College and University Educators special interest group (CUE SIG) coordinator.Joseph Tomei is a professor at Kumamoto Gakuen University and is a visiting professor at Daejeon University for the 2019-2020 academic year.Thomas Amundrud is an Associate Professor of English Education at Nara University of Education. He is currently president of the Kyoto Chapter and chair of the JALT Diversity and Equity Practices (DEP) Committee.

Women Supporting Women in Career Development
Susan Laura Sullivan and Julia Kimura

In this workshop, we will explore some ways and means whereby women can take and create opportunities to enhance academic and career potential. In industrialised countries in the west women are underrepresented in the paid workforce. The same holds true in Japan. Seventy percent of Japan’s contingent workforce (e.g., part-timers, temps, and dispatch workers) are women. There are many historic and social causes for this, such as lack of time, lack of support, too many family commitments, and institutionalised gender bias, among others. As a result women have needed to be both tenacious and resourceful when seeking advancement in the workplace. Though we will be discussing ways in which women as foreign language teaching professionals can network, access resources and advocate for themselves, foreign language instructors of all genders will benefit from participating in the workshop.

Susan Laura Sullivan holds a MCA, and MTESOL. Currently working for Tokai University, her research interests include creativity, life-long learning, and autonomy. She is a co-editor of Women of a Certain Age (Fremantle Press).Julia Kimura holds a M.S.Ed. from Temple University, where she is a Ph.D. candidate. Currently working at Mukogawa Women’s University, her research examines female foreign language teachers and the solidarity movement.

Magic Flashcards for Young Learners
Eng Hai Tan, Mari Toledo

Engaging young learners requires more than pedagogical skills, the inherent creativity of teachers is often put to test. In this workshop, participants will learn how to create magic flashcards and explore ways of applying them in their daily lessons. Magic flashcards can be used to teach and illustrate cause and effect, tell stories and in other innovative ways. On this magical learning journey, let’s rediscover our creativity together. Materials will be provided on first come first serve basis.

Eng Hai has more than a decade of experience teaching young learners both in Japan and Singapore. He taught Educational Psychology at the National Institute of Education in Singapore. Currently, he is an associate professor at Meio University, Okinawa. His research interests include teaching and learning approaches and student motivation.

An Introduction to Peer Review
Caroline Handley, Theron Muller, Gerry Mclellan

Peer review is a vital part of the practice of any academic community. Becoming a reviewer for a JALT, SIG, or Chapter publication enables you to contribute towards the teaching community in Japan while also refining your own writing skills and gaining a deeper understanding of the publication process. In this presentation, the current JALT Publications Board Chair and editors of The Language Teacher will provide an overview of what is involved in reviewing papers for JALT’s entry-level publications, the Post Conference Publication and The Language Teacher. The information will not only be useful for anyone interested in being a reviewer, but also for anyone thinking about submitting an article for possible publication. We will finish with an extended Q&A and we hope that by the end of the session participants will feel ready to volunteer as a reviewer with a JALT, SIG, or Chapter publication.

Caroline Handley is a lecturer at Asia University.Theron Muller is an Associate Professor at the University of Toyama.Gerry Mclellan is a lecturer at Aichi University of Education.

Introduction to Abstract Reviewing
Wendy M. Gough, Jamie Taylor, Joe Tomei

While presentation abstract writing and reviewing are both part of the glue that holds a good conference together, abstract reviewing also offers an excellent first step for newcomers to get involved with professional development by learning how to analyze and evaluate abstracts. Reviewing also helps teacher-researchers improve their own abstract writing skills by getting exposure to a variety of writing styles through the reviewing process. In this workshop, we will review key features that reviewers for the JALT International Conference and the JALT PanSIG Conference look for when reading and reviewing abstracts. We will then offer reviewing suggestions with sample abstracts, which will help teach potential reviewers the ins and outs of abstract reviewing. Finally, we will discuss the benefits abstract reviewing brings to new researchers.

Wendy M. Gough has been the PanSIG submissions and reviewing co-chair for the past three years. She is currently the CUE SIG Coordinator.Jamie Taylor has served as submissions and reviewing co-chair for the PanSIG conference since 2017. She currently serves as the CUE SIG publicity chair.Joseph Tomei has served as reviewer for several JALT groups and conferences and has been co-review chair for the PanSIG conference 3 times.