Catherine Sudo; Yaoko Matsuoka & Hiroyuki Ida; Timothy Ang; Nicholas Wilson; Jennifer Toews-Shimizu

YoJALT My Share

To get the Zoom Info to join, email to yojaltpresident@yojalt.org

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1) Catherine Sudo – Google Docs, YouTube and the Modern KWL Chart

Abstract
Language educators teach a mixed bag of lessons, sometimes with young adults in the morning and children in the evening. A few pedagogically sound, adaptable activities can go a long way. In this workshop, I will discuss how I’ve infused Know-Want-Learn (KWL) graphic organizers, a paper-based activity introduced in American elementary schools in the 1980s, with technology to facilitate online and hybrid Academic Reading and Writing lessons for non-native English language learners at an American university.

Bio
Catherine Sudo, MSEd TESOL, is a dual certified K-12 English and special education educator from the state of New Jersey who has been living in Tokyo since 2006. She has been teaching English and writing curriculum for 18 years in public, private, and international schools and corporations to children, adolescents and adults in both the U.S. and Japan. She is currently an instructor at Temple University Japan’s Bridge Program, organizer of Roppongi Cooperative Playgroup for international families of preschoolers, and co-organizer of Yoyogi Chapters, an English literacy coop for elementary and middle schoolers. Catherine Sudo (MSEd TESOL; New Jersey state certified K-12 English and special education) is an instructor in the Bridge Program at Temple University Japan.

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2) Yaoko Matsuoka & Hiroyuki Ida
– Critical Perspectives towards the Use of Open Educational Resources (OER) in the Age of Digital University

Abstract
While our recent study has found students’ positive perceptions about paper textbooks, it also suggests adopting instructional materials from broader sources. We focus on Open Educational Resources (OER) as one possibility to fill in the shortcomings of the current use of materials in Japanese university English as a foreign language (EFL) courses. Japan’s open education was primarily led by the national government in the lifelong-learning framework, while institutions implemented OER for extracurricular activities. The use of OER appeared to have close relation with cross-cultural contexts and perspectives, which may be why OER is yet to be pervasive in regular EFL classes in Japan’s higher education. Despite the worldwide recognition of OER and its overwhelming strength, being free and open to all, its problems regarding the authors’ motivation, copyright, and quality assurance are often debated. This presentation critically discusses how OER is used in the Japanese EFL context and seeks possible factors disturbing the OER adoption in Japanese undergraduate EFL courses.

Bio
Yaoko Matsuoka, PhD. has long served as Research Fellow at International Christian University. Recently retiring from Kokugakuin University, she currently teaches at a U.S. online university. Her research includes pragmalinguistics, L2 writing, and the use of L2 materials in online instruction.

Hiroyuki Ida, Ph.D. is an assistant professor of Josai University. His PhD thesis focused on academic literacies, but he is currently expanding his research into the role of material use in EFL context.

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3) Timothy Ang – Hyperdocs

Abstract
English textbooks limit what English teachers are truly capable of teaching. The author proposes more emphasis be given to creating their own content from different sources. Once accomplished, the most effective way to organize and distribute this content is by sharing a Google Document with links and content. This “Hyperdoc” becomes the central piece of an engaging, inspirational, and educational class.

Bio
Timothy Ang has a Masters in Bilingual and Multicultural Education from the University of Alcalá. He teaches English part-time at Kansai University, Kwansei Gakuin, Osaka Gakuin, and Otemae University. His current interests include Task Based Learning, Student Motivation, Computer Assisted Learning, and Curriculum Development.

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4) Nicholas Wilson – Using Duolingo with Younger Learners

Abstract
Duolingo is a language-learning app that uses gamification to increase learners’ motivation and engagement. Is there a way for teachers to use this tool with their students? In this presentation, I will show how to easily setup the platform, and the ways you can use it both inside and outside of the classroom.

Bio
Nicholas J. Wilson is an elementary and junior high school English teacher and curriculum developer fostering students’ digital literacy through foreign language education. He is a Level 1 & 2 Google Certified Educator and Level 1 Adobe Creative Educator in charge of supporting the professional development of English and Japanese teachers as a mentor, area leader, and member of the local board of education’s Digital Transformation Committee. His current research focuses on exploring the potential of the metaverse as a learning environment. He is also an active JALT officer involved in planning, promoting, and coordinating regional events and national conferences, and the founder and organizer of ALT Agorà, a series of monthly webinars designed for assistant language teachers, part of the ALT Training Online grassroots initiative.

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5) Jennifer Toews-Shimizu – Engaging students in collaborative Teacher/Student OER

Abstract
OER (Open Educational Resources) are digitized materials that are offered freely to educators, students and self-learners to use in teaching, learning and research. Open licences of varying degrees (CC) are meant to make development, implementation, use and distribution more accessible and promote SDG4 according to Centre for Educational Research and Innovation – CERI – OECD. While many institutions are experiencing an influx of teacher produced materials (textbooks, etc), the idea of including students in content development is also growing. The idea is that when students contribute to course content, their perspective offers invaluable insight to both fellow learners as well as the teacher. To deepen learning experiences, the idea of collaborative student-teacher OER is emerging as can be seen in this open textbook used/created at the University of Arizona.

Bio
Jennifer Toews-Shimizu currently works at Toyo University in Tokyo. She has taught and developed curriculum for primary, junior high and university levels in both Canada and Japan. Her research interests include OER, FLA, testing and assessment for young learners, student motivation, and professional development for teachers. In her private time, she is training in instructional design to create interactional, experience-based eLearning such as this. She is the founder of www.bricolageteacher.com which is a web page and social media service dedicated to supporting OER and an interactive settings for peer support and learning amongst educators.