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A chapter of the Japan Association for Language Teaching
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Upcoming Fukuoka JALT events:
May 25, 2019
Designing EFL Materials That Work
Barbara Hoskins Sakamoto
6:30pm start, doors will be open from 6:00pm. Finishing around 8:30pm
Venue: Tenjin: Kurume University Satellite Campus in the ELGALA building, next to Daimaru, near Tenjin Minami station. Use the south-east "Office" entrance. (Google map to entrance; see our locations page for a map image)
Fee: 1,000yen for non-members, JALT members free.
After-meeting Hangout: British Pub Morris Hippo (map: https://goo.gl/maps/uGs823LQd9peapCj6)
Hakaka Riverrain Building, 1st floor, 812-0027 Fukuoka, Hakata Ward, Shimokawabatamachi, 3−1
Our after-meeting hangouts are informal and not official Fukuoka JALT events, but are just a good chance to hang out with and get to know other teachers over a meal or a drink. We don’t organize any set menus, there are no RSVPs, just whoever wants to come along can do so and order whatever they like. We’ll choose a place each time that allows everyone to order what they want.
Anyone is welcome, even if you don’t come to the meeting. Just turn up at the restaurant/bar.
Abstract:
Let’s Go has the distinction of being the first EFL coursebook series for children, and of remaining one of the world’s best-selling coursebooks through five editions for nearly 30 years. As co-author, Barbara has seen trends come and go in materials design for young learners, but some fundamentals have withstood the test of time. She will talk about these in terms of guidelines that can help teachers create effective EFL materials, whether for learners in their own classes or for learners in classrooms around the world. Participants will then apply these guidelines in turning content into coursebook pages. Barbara will bring material for participants to work with, but if you have a coursebook you’d like to analyze and perhaps improve based on the guidelines we explore, please bring it along with you to this session. The principles covered will apply to materials for all levels of learners.
Barbara Hoskins Sakamoto holds a US English teaching license and an MATESOL, and has taught Language Arts, ESL, and EFL. Barbara is co-author of one of the world’s best-selling textbook series for children learning English, Let's Go (Oxford University Press), co-author of the online course, English for Teachers (International Teacher Development Institute), and author of the chapter, "The role of technology in early years language education"", in Early Years Second Language Education (Routledge, 2015). She is an English Language Specialist with the United States State Department, and is Course Director for International Teacher Development Institute (iTDi.pro). Barbara has been invited to give keynote and plenary talks at a number of international conferences, and has conducted teacher training workshops in Asia, Europe, and the Americas. She has conducts courses and teacher training online. Her webinars are always popular with teachers around the world.
Designing EFL Materials That Work
Barbara Hoskins Sakamoto
6:30pm start, doors will be open from 6:00pm. Finishing around 8:30pm
Venue: Tenjin: Kurume University Satellite Campus in the ELGALA building, next to Daimaru, near Tenjin Minami station. Use the south-east "Office" entrance. (Google map to entrance; see our locations page for a map image)
Fee: 1,000yen for non-members, JALT members free.
After-meeting Hangout: British Pub Morris Hippo (map: https://goo.gl/maps/uGs823LQd9peapCj6)
Hakaka Riverrain Building, 1st floor, 812-0027 Fukuoka, Hakata Ward, Shimokawabatamachi, 3−1
Our after-meeting hangouts are informal and not official Fukuoka JALT events, but are just a good chance to hang out with and get to know other teachers over a meal or a drink. We don’t organize any set menus, there are no RSVPs, just whoever wants to come along can do so and order whatever they like. We’ll choose a place each time that allows everyone to order what they want.
Anyone is welcome, even if you don’t come to the meeting. Just turn up at the restaurant/bar.
Abstract:
Let’s Go has the distinction of being the first EFL coursebook series for children, and of remaining one of the world’s best-selling coursebooks through five editions for nearly 30 years. As co-author, Barbara has seen trends come and go in materials design for young learners, but some fundamentals have withstood the test of time. She will talk about these in terms of guidelines that can help teachers create effective EFL materials, whether for learners in their own classes or for learners in classrooms around the world. Participants will then apply these guidelines in turning content into coursebook pages. Barbara will bring material for participants to work with, but if you have a coursebook you’d like to analyze and perhaps improve based on the guidelines we explore, please bring it along with you to this session. The principles covered will apply to materials for all levels of learners.
Barbara Hoskins Sakamoto holds a US English teaching license and an MATESOL, and has taught Language Arts, ESL, and EFL. Barbara is co-author of one of the world’s best-selling textbook series for children learning English, Let's Go (Oxford University Press), co-author of the online course, English for Teachers (International Teacher Development Institute), and author of the chapter, "The role of technology in early years language education"", in Early Years Second Language Education (Routledge, 2015). She is an English Language Specialist with the United States State Department, and is Course Director for International Teacher Development Institute (iTDi.pro). Barbara has been invited to give keynote and plenary talks at a number of international conferences, and has conducted teacher training workshops in Asia, Europe, and the Americas. She has conducts courses and teacher training online. Her webinars are always popular with teachers around the world.
Barbara Hoskins Sakamoto
June 22, 2019
Google Classroom: The Basics
Charlotte Murakami (Kurume University)
6:30pm start, doors will be open from 6:00pm. Finishing around 8:30pm
Venue: Tenjin: Kurume University Satellite Campus in the ELGALA building, next to Daimaru, near Tenjin Minami station. Use the south-east "Office" entrance. (See our locations page for a map image)
1,000 yen for non-members, JALT members free.
Interested in getting started on Google Classroom? Good! You will be taking advantage of a free and very versatile platform that has enabled teachers all over the world to 'flip' learning and/or go almost paperless.
Please bring your laptop or tablet. You will also need a Gmail account or two! Note, university G-Suite email accounts have a strong firewall, preventing others from joining.
At this workshop, Charlotte VT Murakami (Kurume University) will show attendees how to do the following with just a few clicks:
Google Classroom: The Basics
Charlotte Murakami (Kurume University)
6:30pm start, doors will be open from 6:00pm. Finishing around 8:30pm
Venue: Tenjin: Kurume University Satellite Campus in the ELGALA building, next to Daimaru, near Tenjin Minami station. Use the south-east "Office" entrance. (See our locations page for a map image)
1,000 yen for non-members, JALT members free.
Interested in getting started on Google Classroom? Good! You will be taking advantage of a free and very versatile platform that has enabled teachers all over the world to 'flip' learning and/or go almost paperless.
Please bring your laptop or tablet. You will also need a Gmail account or two! Note, university G-Suite email accounts have a strong firewall, preventing others from joining.
At this workshop, Charlotte VT Murakami (Kurume University) will show attendees how to do the following with just a few clicks:
- Create a class and add students
- Create announcements and assignments
- Track, grade, and return assignments (with or without feedback) to the students with the end goal of making sure students are really learning
- Integrate Google Classroom with the Chrome Extension Additio App which enables teachers to sync and calculate grades with relative ease.
July 13, 2019
How Listening Skills Can Drive or Inhibit Motivation and SLA
Alastair Graham-Marr
6:30pm start, doors will be open from 6:00pm. Finishing around 8:30pm
Venue: Tenjin: Kurume University Satellite Campus in the ELGALA building, next to Daimaru, near Tenjin Minami station. Use the south-east "Office" entrance. (See our locations page for a map image)
JALT members free; also free for non-members (sponsored by ABAX)
Feelings of inadequacy quite obviously negatively impact our students' decisions to engage with English, both in and out of the classroom. And when students chose not to engage with the language, learning opportunities are lost or kicked down the road. A majority of our students feel that their L2 listening comprehension skills are insufficient, leading to feelings of anxiety, which in turn negatively impact the desire to willingly engage with the language, which if unchecked will continue in a negative cycle. The cause of these L2 listening comprehension difficulties can be found in the huge phonological differences between Japanese and English. Students need to be actively coached and taught these differences, and be encouraged to keep on with a regime of listening practice, that might be quite different from how we might approach, say, extensive reading. This talk will look at both pedagogical approaches and recent research in SLA. Participants are also welcome to contribute to the discussion.
After-meeting hangout: Crafty Bear (map)
812-0018 Fukuoka Prefecture, Fukuoka, Hakata Ward, Sumiyoshi 1-1-9 (east of Canal City)
Our after-meeting hangouts are informal and not official Fukuoka JALT events, but are just a good chance to hang out with and get to know other teachers over a meal or a drink. We don't organize any set menus, no RSVPs, just whoever wants to come along can do so and order whatever they like. We'll choose a place each time that allows for your preferred food and/or drinks. Anyone is welcome, even if you don't come to the meeting.
How Listening Skills Can Drive or Inhibit Motivation and SLA
Alastair Graham-Marr
6:30pm start, doors will be open from 6:00pm. Finishing around 8:30pm
Venue: Tenjin: Kurume University Satellite Campus in the ELGALA building, next to Daimaru, near Tenjin Minami station. Use the south-east "Office" entrance. (See our locations page for a map image)
JALT members free; also free for non-members (sponsored by ABAX)
Feelings of inadequacy quite obviously negatively impact our students' decisions to engage with English, both in and out of the classroom. And when students chose not to engage with the language, learning opportunities are lost or kicked down the road. A majority of our students feel that their L2 listening comprehension skills are insufficient, leading to feelings of anxiety, which in turn negatively impact the desire to willingly engage with the language, which if unchecked will continue in a negative cycle. The cause of these L2 listening comprehension difficulties can be found in the huge phonological differences between Japanese and English. Students need to be actively coached and taught these differences, and be encouraged to keep on with a regime of listening practice, that might be quite different from how we might approach, say, extensive reading. This talk will look at both pedagogical approaches and recent research in SLA. Participants are also welcome to contribute to the discussion.
After-meeting hangout: Crafty Bear (map)
812-0018 Fukuoka Prefecture, Fukuoka, Hakata Ward, Sumiyoshi 1-1-9 (east of Canal City)
Our after-meeting hangouts are informal and not official Fukuoka JALT events, but are just a good chance to hang out with and get to know other teachers over a meal or a drink. We don't organize any set menus, no RSVPs, just whoever wants to come along can do so and order whatever they like. We'll choose a place each time that allows for your preferred food and/or drinks. Anyone is welcome, even if you don't come to the meeting.
September 21, 2019
1) Individual Factors, Mindsets, and FLL
2) Multilingual Childraising: Giving children access to the world
Mike Berg and Christine Provenzano (respectively).
6:30pm start, doors will be open from 6:00pm. Finishing around 8:30pm
Venue: Tenjin: Kurume University Satellite Campus in the ELGALA building, next to Daimaru, near Tenjin Minami station. Use the south-east "Office" entrance. (See our locations page for a map image)
1,000yen for non-members, JALT members free.
(1) Mike’s abstract:
Despite the marked impact they have been shown to have in the classroom, growth/fixed mindsets are an under-researched area of foreign language learning (Lou & Noels, 2016; Mercer & Ryan, 2009). How these mindsets interface with students’ background factors and proficiency will be discussed as will the speaker's progress thus far in his doctoral research.
Presenter Bio: Michael Berg has been in Japan over 10 years now. He teaches at 4 different universities, and currently is pursuing a doctorate in education at the University of Liverpool.
(2) Christie’s abstract
As the population of long-term non-Japanese residents rises in Japanese cities like Fukuoka, more and more families with at least one non-Japanese parent are working to help their children make the most of their international background by developing two, three, or more languages from birth. In such families, the non-Japanese parents may believe that it is a matter of course that their children will learn both Japanese and the heritage language. In reality, however, it is very often not the case.
Developing bilingualism and, in particular, biliteracy for children in such families requires sustained effort and dedication to the task by the whole family. It sounds very daunting, but the journey can be fun and rewarding for everyone, with the resulting experiences and skills providing opportunities for children that can carry them into the future.
The presenter will discuss strategies and approaches employed by creative parents all over Japan who have found a variety of ways to work towards the goal of bi- or multi-lingualism (and -literacy) with their children in this relatively monolingual society, with some cautionary tales thrown in to warn of possible misconceptions and pitfalls. Suggestions for parents will be offered, and the experiences of parents who have already walked the path will be solicited in an open discussion in the last part of the presentation. This presentation may be of interest to anyone wishing to share their experiences or, conversely, to learn from those who have "been there, done that". References for those with a deeper academic interest in bilingualism will also be provided.
By sharing our stories, we can learn from each other as we work to give our children greater access to the world.
Presenter Bio: Christie Provenzano is an associate professor at Chikushi Jo Gakuen University in Dazaifu, Fukuoka. Her interest in children's bilingual development is both personal and academic, as she has launched two Japanese/English bilingual daughters into the world and has an active seminar classroom full of student researchers in bilingualism at Chikujo. She can be reached at pcprov@mac.com
1) Individual Factors, Mindsets, and FLL
2) Multilingual Childraising: Giving children access to the world
Mike Berg and Christine Provenzano (respectively).
6:30pm start, doors will be open from 6:00pm. Finishing around 8:30pm
Venue: Tenjin: Kurume University Satellite Campus in the ELGALA building, next to Daimaru, near Tenjin Minami station. Use the south-east "Office" entrance. (See our locations page for a map image)
1,000yen for non-members, JALT members free.
(1) Mike’s abstract:
Despite the marked impact they have been shown to have in the classroom, growth/fixed mindsets are an under-researched area of foreign language learning (Lou & Noels, 2016; Mercer & Ryan, 2009). How these mindsets interface with students’ background factors and proficiency will be discussed as will the speaker's progress thus far in his doctoral research.
Presenter Bio: Michael Berg has been in Japan over 10 years now. He teaches at 4 different universities, and currently is pursuing a doctorate in education at the University of Liverpool.
(2) Christie’s abstract
As the population of long-term non-Japanese residents rises in Japanese cities like Fukuoka, more and more families with at least one non-Japanese parent are working to help their children make the most of their international background by developing two, three, or more languages from birth. In such families, the non-Japanese parents may believe that it is a matter of course that their children will learn both Japanese and the heritage language. In reality, however, it is very often not the case.
Developing bilingualism and, in particular, biliteracy for children in such families requires sustained effort and dedication to the task by the whole family. It sounds very daunting, but the journey can be fun and rewarding for everyone, with the resulting experiences and skills providing opportunities for children that can carry them into the future.
The presenter will discuss strategies and approaches employed by creative parents all over Japan who have found a variety of ways to work towards the goal of bi- or multi-lingualism (and -literacy) with their children in this relatively monolingual society, with some cautionary tales thrown in to warn of possible misconceptions and pitfalls. Suggestions for parents will be offered, and the experiences of parents who have already walked the path will be solicited in an open discussion in the last part of the presentation. This presentation may be of interest to anyone wishing to share their experiences or, conversely, to learn from those who have "been there, done that". References for those with a deeper academic interest in bilingualism will also be provided.
By sharing our stories, we can learn from each other as we work to give our children greater access to the world.
Presenter Bio: Christie Provenzano is an associate professor at Chikushi Jo Gakuen University in Dazaifu, Fukuoka. Her interest in children's bilingual development is both personal and academic, as she has launched two Japanese/English bilingual daughters into the world and has an active seminar classroom full of student researchers in bilingualism at Chikujo. She can be reached at pcprov@mac.com
Upcoming JALT conferences and events throughout Japan:
Click or tap for more details
JALT2019: Teacher Efficacy, Learner Agency
JALT's 45th Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition
WINC AICHI, Nagoya City, Aichi, Japan (see the location on Google Maps)
Friday, November 1, to Monday, November 4, 2019
JALT's 45th Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition
WINC AICHI, Nagoya City, Aichi, Japan (see the location on Google Maps)
Friday, November 1, to Monday, November 4, 2019
Past Fukuoka JALT events:
April 20, 2019
Engaging, Communicative And Fun Classroom Games
Stephen Case and Jay Palarino (Tanuki Games)
6:30pm start, doors will be open from 6:00pm. Finishing around 8:30pm
Venue: Tenjin: Kurume University Satellite Campus in the ELGALA building, next to Daimaru, near Tenjin Minami station. Use the south-east "Office" entrance. (See our locations page for a map image)
FREE for everyone.
Hang out after the meeting!
Our after-meeting hangouts are informal and not official Fukuoka JALT events, but are just a good chance to hang out with and get to know other teachers over a meal or a drink. We don’t organize any set menus, there are no RSVPs, just whoever wants to come along can do so and order whatever they like. We’ll choose a place each time that allows everyone to order what they want.
Anyone is welcome, even if you don’t come to the meeting. Just turn up at the restaurant/bar.
We're going to Brooklyn Parlor in Nakasu this time.
Tanuki Games designs modern card and board games with the classroom in mind. Planned from the bottom up to be engaging, communicative and fun, our games make for excellent classroom activities that will motivate and help students become more confident language users. This talk will go into the details of our game design process, and talk about how modern board game mechanics can help create engaging tasks and activities for the classroom.
Website: https://www.tanukigames.org
Engaging, Communicative And Fun Classroom Games
Stephen Case and Jay Palarino (Tanuki Games)
6:30pm start, doors will be open from 6:00pm. Finishing around 8:30pm
Venue: Tenjin: Kurume University Satellite Campus in the ELGALA building, next to Daimaru, near Tenjin Minami station. Use the south-east "Office" entrance. (See our locations page for a map image)
FREE for everyone.
Hang out after the meeting!
Our after-meeting hangouts are informal and not official Fukuoka JALT events, but are just a good chance to hang out with and get to know other teachers over a meal or a drink. We don’t organize any set menus, there are no RSVPs, just whoever wants to come along can do so and order whatever they like. We’ll choose a place each time that allows everyone to order what they want.
Anyone is welcome, even if you don’t come to the meeting. Just turn up at the restaurant/bar.
We're going to Brooklyn Parlor in Nakasu this time.
Tanuki Games designs modern card and board games with the classroom in mind. Planned from the bottom up to be engaging, communicative and fun, our games make for excellent classroom activities that will motivate and help students become more confident language users. This talk will go into the details of our game design process, and talk about how modern board game mechanics can help create engaging tasks and activities for the classroom.
Website: https://www.tanukigames.org
March 23, 2019
Two presentations on learners' stories
Keita Kikuchi and Neil McClelland
6:30pm start
Venue: Tenjin: Kurume University Satellite Campus in the ELGALA building, next to Daimaru, near Tenjin Minami station. Use the south-east "Office" entrance. (See our locations page for a map image)
Cost: 1000yen for non-members. JALT members free.
Hang out after the meeting!
Our after-meeting hangouts are informal and not official Fukuoka JALT events, but are just a good chance to hang out with and get to know other teachers over a meal or a drink. We don’t organize any set menus, there are no RSVPs, just whoever wants to come along can do so and order whatever they like. We’ll choose a place each time that allows everyone to order what they want.
Anyone is welcome, even if you don’t come to the meeting. Just turn up at the restaurant/bar.
It isn't set in stone, but we're thinking of going to Kebab Bar Ampoules this time.
Presentation 1: Keita Kikuchi
Listen to Learners’ Stories: Focusing on Changes of Ideal Self, Ought-to Self, and L2 Learning Experience
As noted by Dörnyei and Ryan (2015), much of the focus of recent motivation research is on the dynamic nature of motivation. However, while there are a handful of studies investigating large groups of learners, there have only been a few studies which tackle the complexity of language learning motivation longitudinally.
In this study, four Japanese university students majoring in International Studies participated in a four-year study which examines the changes in their motivation after they enter college. Using monthly interviews and a 35-item questionnaire which measures the key constructs of Dörnyei's L2 Self-System (Dörnyei, 2005), the trajectories of learner motivation were investigated based on both quantitative and qualitative data. After identifying changes in their motivation using quantitative data, changes of Ideal Self, Ought-to self, and L2 learning experience were analyzed using rich narratives collected through interviews conducted during the four years of the study. Using the data obtained, this study focuses on how four learners' language learning motivation and contexts interact with each other, and how the dynamics of the four learners' motivation evolves. The types of demotivators and motivators that each learner experienced in their particular contexts changed over time. The four learners encountered motivators and demotivators both in and outside of the classroom and reacted differently to them.
Dörnyei and Ushioda (2011), called for researching motivation in terms of language learners' reasons for studying, their lengths of sustained study, and their intensity of study. While participants in this study identified their Ideal L2 selves, or Ought-to L2 selves, their "self-guides" generated were not strengthened by their L2 experiences over time. Based on these findings, we discuss the importance of studying the experiences of language learners in motivation research longitudinally and the need for teachers to focus on why, how long, and how much learners study languages in their lives outside of their classrooms.
Keita Kikuchi is a Professor at Kanagawa University. He holds an EdD from Temple University and an MA in ESL from the University of Hawai’i at Manoa. His research interests include curriculum development and second language acquisition, especially individual differences.
Presentation 2: Neil McClelland
Learners' Stories: Researching L2 Motivation using Retrospective Narratives
This research focused presentation aims to introduce the basic theory and practice of narrative-based inquiry. Starting with Dan McAdams’ five-level theory of personality (McAdams & Pals, 2006), the presenter will explain the rationale for, and usefulness of, self-explained narratives in individual differences research. This will be followed by an overview of approaches to narrative elicitation from various branches of applied psychology and consideration of how these may be adapted the specifics of L2 learning research. Finally, the presenter will show how he developed and used a narrative-based method to investigate L2 learning motivation through self-reports of individual language-learning-histories (LLH) in a group of undergraduate English majors in Japan. The presentation will conclude with an overview of the findings from the study and discussion of the implications for teachers.
Neil McClelland is an Associate Professor at the University of Kitakyushu. He is a long-term resident of Japan and a regular presenter at International Conferences. Research interests include language learning motivation and the implications of introducing English Medium Instruction (EMI) into school-based education in East Asian contexts.
Two presentations on learners' stories
Keita Kikuchi and Neil McClelland
6:30pm start
Venue: Tenjin: Kurume University Satellite Campus in the ELGALA building, next to Daimaru, near Tenjin Minami station. Use the south-east "Office" entrance. (See our locations page for a map image)
Cost: 1000yen for non-members. JALT members free.
Hang out after the meeting!
Our after-meeting hangouts are informal and not official Fukuoka JALT events, but are just a good chance to hang out with and get to know other teachers over a meal or a drink. We don’t organize any set menus, there are no RSVPs, just whoever wants to come along can do so and order whatever they like. We’ll choose a place each time that allows everyone to order what they want.
Anyone is welcome, even if you don’t come to the meeting. Just turn up at the restaurant/bar.
It isn't set in stone, but we're thinking of going to Kebab Bar Ampoules this time.
Presentation 1: Keita Kikuchi
Listen to Learners’ Stories: Focusing on Changes of Ideal Self, Ought-to Self, and L2 Learning Experience
As noted by Dörnyei and Ryan (2015), much of the focus of recent motivation research is on the dynamic nature of motivation. However, while there are a handful of studies investigating large groups of learners, there have only been a few studies which tackle the complexity of language learning motivation longitudinally.
In this study, four Japanese university students majoring in International Studies participated in a four-year study which examines the changes in their motivation after they enter college. Using monthly interviews and a 35-item questionnaire which measures the key constructs of Dörnyei's L2 Self-System (Dörnyei, 2005), the trajectories of learner motivation were investigated based on both quantitative and qualitative data. After identifying changes in their motivation using quantitative data, changes of Ideal Self, Ought-to self, and L2 learning experience were analyzed using rich narratives collected through interviews conducted during the four years of the study. Using the data obtained, this study focuses on how four learners' language learning motivation and contexts interact with each other, and how the dynamics of the four learners' motivation evolves. The types of demotivators and motivators that each learner experienced in their particular contexts changed over time. The four learners encountered motivators and demotivators both in and outside of the classroom and reacted differently to them.
Dörnyei and Ushioda (2011), called for researching motivation in terms of language learners' reasons for studying, their lengths of sustained study, and their intensity of study. While participants in this study identified their Ideal L2 selves, or Ought-to L2 selves, their "self-guides" generated were not strengthened by their L2 experiences over time. Based on these findings, we discuss the importance of studying the experiences of language learners in motivation research longitudinally and the need for teachers to focus on why, how long, and how much learners study languages in their lives outside of their classrooms.
Keita Kikuchi is a Professor at Kanagawa University. He holds an EdD from Temple University and an MA in ESL from the University of Hawai’i at Manoa. His research interests include curriculum development and second language acquisition, especially individual differences.
Presentation 2: Neil McClelland
Learners' Stories: Researching L2 Motivation using Retrospective Narratives
This research focused presentation aims to introduce the basic theory and practice of narrative-based inquiry. Starting with Dan McAdams’ five-level theory of personality (McAdams & Pals, 2006), the presenter will explain the rationale for, and usefulness of, self-explained narratives in individual differences research. This will be followed by an overview of approaches to narrative elicitation from various branches of applied psychology and consideration of how these may be adapted the specifics of L2 learning research. Finally, the presenter will show how he developed and used a narrative-based method to investigate L2 learning motivation through self-reports of individual language-learning-histories (LLH) in a group of undergraduate English majors in Japan. The presentation will conclude with an overview of the findings from the study and discussion of the implications for teachers.
Neil McClelland is an Associate Professor at the University of Kitakyushu. He is a long-term resident of Japan and a regular presenter at International Conferences. Research interests include language learning motivation and the implications of introducing English Medium Instruction (EMI) into school-based education in East Asian contexts.
February 23, 2019
MyShare: Technology for Increasing Participation and Streamlining Your Workflows
Various speakers: Neil McClelland (University of Kitakyushu), Bill Pellowe (Kindai University, Iizuka Campus), Robert Chartrand (Kurume University), Steve Paton (Fukuoka University)
18:00 - 21:00
Tenjin: Kurume University Satellite Campus in the ELGALA building, next to Daimaru, near Tenjin Minami station. Use the south-east "Office" entrance. (See our locations page for a map image)
This will be a my-share demonstration event about using freely-available participation / quiz tools such as Kahoot!, Google Quiz, Zipgrade, etc.
Come along and be introduced to some apps that you might decide to use this coming year!
Neil McClelland (University of Kitakyushu)
Flashcards Deluxe: Memorizing students' names
Flashcards Deluxe is not free -- at 500 yen, it's right up there with a coffee from Starbucks. But with great functionality including integration with Excel and Dropbox (iOS also available) and five-sided flashcards that carry photos, this is the ideal tool for quickly memorizing names and faces with large groups of students. The presentation will show how a set of photos and names can be easily put onto a smartphone -- and then used with a choice of options including paced-learning and randomized viewing.
Bill Pellowe (Kindai University, Iizuka Campus)
Kahoot: Active participation in your classes
Kahoot is a free, game-based online learning platform that is easily integrated into our classes. Teachers control the timing of when questions are posed to the students. In this demonstration, participants will learn how to create Kahoot activities and access the results. We will address student privacy issues and accountability so that we can assess individual students' progress and participation while maintaining their privacy.
Robert Chartrand (Kurume University)
ClassMarker: An easy and secure online quiz maker
I had been looking for an online solution for making quizzes online that would be easy to use, secure for my classes and have the ability to incorporate audio and videos into the actual quizzes. I started using ClassMarker because it was easy to use and share with other teachers in my school. The web-based testing tool allows the user to create online assessments with settings such as time limits, randomizing questions, instant feedback, multiple choice, matching, short answer, video, audio, and essays. Students can take the quizzes on their computers, tablets or smartphones. One of the most useful features has been the ability to set time limits, as well as start time and finishing times, so that I can pre-set the test to correspond with my classes. Free accounts provide a functional testing environment for up to 100 test results per month. Paid accounts offer more functionality and larger numbers of test results. I will demonstrate how to setup an account, make a quiz, display the answers and so on in this hands-on workshop.
Steve Paton (Fukuoka University)
ZipGrade: A mobile app for scanning multiple-choice test sheets
ZipGrade is an application that uses your device's camera to scan and grade multiple-choice answer sheets with incredible speed and accuracy. In fact, students can take a 100-question test, and receive their scores before they even leave the classroom. In this demonstration, we will gather data in a short, fun multiple-choice quiz, then answer sheets will be marked and graded instantly on-screen so everyone can see how easy and fast it is. We'll then examine the statistics, score distribution, and item analysis, and then export the data into a spreadsheet; all within 45 minutes, easily! ZipGrade is a magical tool for teachers and researchers.
MyShare: Technology for Increasing Participation and Streamlining Your Workflows
Various speakers: Neil McClelland (University of Kitakyushu), Bill Pellowe (Kindai University, Iizuka Campus), Robert Chartrand (Kurume University), Steve Paton (Fukuoka University)
18:00 - 21:00
Tenjin: Kurume University Satellite Campus in the ELGALA building, next to Daimaru, near Tenjin Minami station. Use the south-east "Office" entrance. (See our locations page for a map image)
This will be a my-share demonstration event about using freely-available participation / quiz tools such as Kahoot!, Google Quiz, Zipgrade, etc.
Come along and be introduced to some apps that you might decide to use this coming year!
Neil McClelland (University of Kitakyushu)
Flashcards Deluxe: Memorizing students' names
Flashcards Deluxe is not free -- at 500 yen, it's right up there with a coffee from Starbucks. But with great functionality including integration with Excel and Dropbox (iOS also available) and five-sided flashcards that carry photos, this is the ideal tool for quickly memorizing names and faces with large groups of students. The presentation will show how a set of photos and names can be easily put onto a smartphone -- and then used with a choice of options including paced-learning and randomized viewing.
Bill Pellowe (Kindai University, Iizuka Campus)
Kahoot: Active participation in your classes
Kahoot is a free, game-based online learning platform that is easily integrated into our classes. Teachers control the timing of when questions are posed to the students. In this demonstration, participants will learn how to create Kahoot activities and access the results. We will address student privacy issues and accountability so that we can assess individual students' progress and participation while maintaining their privacy.
Robert Chartrand (Kurume University)
ClassMarker: An easy and secure online quiz maker
I had been looking for an online solution for making quizzes online that would be easy to use, secure for my classes and have the ability to incorporate audio and videos into the actual quizzes. I started using ClassMarker because it was easy to use and share with other teachers in my school. The web-based testing tool allows the user to create online assessments with settings such as time limits, randomizing questions, instant feedback, multiple choice, matching, short answer, video, audio, and essays. Students can take the quizzes on their computers, tablets or smartphones. One of the most useful features has been the ability to set time limits, as well as start time and finishing times, so that I can pre-set the test to correspond with my classes. Free accounts provide a functional testing environment for up to 100 test results per month. Paid accounts offer more functionality and larger numbers of test results. I will demonstrate how to setup an account, make a quiz, display the answers and so on in this hands-on workshop.
Steve Paton (Fukuoka University)
ZipGrade: A mobile app for scanning multiple-choice test sheets
ZipGrade is an application that uses your device's camera to scan and grade multiple-choice answer sheets with incredible speed and accuracy. In fact, students can take a 100-question test, and receive their scores before they even leave the classroom. In this demonstration, we will gather data in a short, fun multiple-choice quiz, then answer sheets will be marked and graded instantly on-screen so everyone can see how easy and fast it is. We'll then examine the statistics, score distribution, and item analysis, and then export the data into a spreadsheet; all within 45 minutes, easily! ZipGrade is a magical tool for teachers and researchers.
January 12, 2019
Inside a Fluency-Focused English Classroom
José Domingo Cruz
19:00 - 21:00
Tenjin: Kurume University Satellite Campus in the ELGALA building, next to Daimaru, near Tenjin Minami station. Use the south-east "Office" entrance. (See our locations page for a map image)
All teachers want their students to achieve higher levels of fluency, but how to teach it, and which classrooms methods actually work? The presenter has been teaching fluency-based speaking classes for over 20 years, and will share his methods and theories to get students to speak faster and to say more. In addition to a basic description of the essentials of his teaching techniques, he will demonstrate some basic classroom activities for fluency, such as basic “Speed Conjugation”, another called “One Idea, One Breath” (OIOB) which is aimed at fluency improvement, and perhaps also, “Disagreements”. Time permitting, there will also be an introduction to his Authentic Listening / fluency practice website, GOLDFish365 - http://goldfish365.com/.
Inside a Fluency-Focused English Classroom
José Domingo Cruz
19:00 - 21:00
Tenjin: Kurume University Satellite Campus in the ELGALA building, next to Daimaru, near Tenjin Minami station. Use the south-east "Office" entrance. (See our locations page for a map image)
All teachers want their students to achieve higher levels of fluency, but how to teach it, and which classrooms methods actually work? The presenter has been teaching fluency-based speaking classes for over 20 years, and will share his methods and theories to get students to speak faster and to say more. In addition to a basic description of the essentials of his teaching techniques, he will demonstrate some basic classroom activities for fluency, such as basic “Speed Conjugation”, another called “One Idea, One Breath” (OIOB) which is aimed at fluency improvement, and perhaps also, “Disagreements”. Time permitting, there will also be an introduction to his Authentic Listening / fluency practice website, GOLDFish365 - http://goldfish365.com/.
December 1, 2018. 7-9pm
October 27, 2018 (Saturday)
Using Listening Journals to Foster Learner Autonomy
(Also: Fukuoka JALT Annual General Meeting)
Sergio Mazzarelli
Seinan Community Center, Nishijin (see our Locations page for access maps)
Time: 18:00 - 20:30
Extensive listening has been attracting attention as a means to improve language learners’ listening skills and promote their autonomy. The presenter will explain how he added an extensive listening component to two consecutive listening courses he taught at a Japanese university. He asked his students to listen to online recordings outside class and keep a journal in which they reflected on the listening process, detailing the difficulties they encountered and the strategies they used to overcome such difficulties. The students could also add comments about the content of the recordings, although this was not required. The results were encouraging as regards both the number of entries submitted and the quality of the reflections such entries contained. In addition, anonymous end-of-term surveys showed that the students rated the courses highly and believed that the journal activity had helped them improve their listening skills.
Short Bio:
Sergio Mazzarelli is a full-time English lecturer at Kwassui Women's University, Nagasaki. He earned a PhD in English from the Shakespeare Institute, University of Birmingham, UK, in 1996 and has been teaching in Japan since 1997. He has developed interests in learner autonomy and CALL and administers his university’s Moodle website.
Using Listening Journals to Foster Learner Autonomy
(Also: Fukuoka JALT Annual General Meeting)
Sergio Mazzarelli
Seinan Community Center, Nishijin (see our Locations page for access maps)
Time: 18:00 - 20:30
Extensive listening has been attracting attention as a means to improve language learners’ listening skills and promote their autonomy. The presenter will explain how he added an extensive listening component to two consecutive listening courses he taught at a Japanese university. He asked his students to listen to online recordings outside class and keep a journal in which they reflected on the listening process, detailing the difficulties they encountered and the strategies they used to overcome such difficulties. The students could also add comments about the content of the recordings, although this was not required. The results were encouraging as regards both the number of entries submitted and the quality of the reflections such entries contained. In addition, anonymous end-of-term surveys showed that the students rated the courses highly and believed that the journal activity had helped them improve their listening skills.
Short Bio:
Sergio Mazzarelli is a full-time English lecturer at Kwassui Women's University, Nagasaki. He earned a PhD in English from the Shakespeare Institute, University of Birmingham, UK, in 1996 and has been teaching in Japan since 1997. He has developed interests in learner autonomy and CALL and administers his university’s Moodle website.
July 21, 2018 (Saturday)
Video Exchange Project Between a Japanese-Canadian living in an Agriculture-centered Former Japanese Internment Camp and Freshmen Japanese University Students
Speaker: Andrew Meyerhoff
Tenjin, Elgala Bldg: Kurume University Satellite Campus, level 6. (see our Locations page for access maps)
18:00-20:00
The project involves video exchange between fourteen first year Japanese University students and a Japanese-Canadian living within the former internment camp, now-turned incorporated town. This town is known mostly as a hotbed for agriculture. The Canadian-based correspondent is an avid horticulturalist, growing self-sustaining fruit and vegetable crops, as well as herbs. Close to half the students in the Japanese student group are Agriculture majors and introduce Japanese crops to the Canadian correspondent and two of her sons through video. In addition, the students learn about internment camp life and a local roadside signage project. The goals of the project are four-fold: raising awareness and motivation for students; fostering linkage between cultures (Canadian, Japanese, Nikkei); cross-cultural content-based learning; empowerment and preservation for Nikkei community through cultural bridges. The platform and other features will be discussed. Come attend this event and learn results to date.
Bio: Andrew Meyerhoff is a native of Vancouver, British Columbia. He has a lived in Japan for 29 years. He has completed TESOL training from Langara College and UBC, along with practicum from the Vancouver School Board, in addition to holding an MEd from Acadia University in Curriculum Studies. He has been an Associate Professor at Saga University for 12 years.
Video Exchange Project Between a Japanese-Canadian living in an Agriculture-centered Former Japanese Internment Camp and Freshmen Japanese University Students
Speaker: Andrew Meyerhoff
Tenjin, Elgala Bldg: Kurume University Satellite Campus, level 6. (see our Locations page for access maps)
18:00-20:00
The project involves video exchange between fourteen first year Japanese University students and a Japanese-Canadian living within the former internment camp, now-turned incorporated town. This town is known mostly as a hotbed for agriculture. The Canadian-based correspondent is an avid horticulturalist, growing self-sustaining fruit and vegetable crops, as well as herbs. Close to half the students in the Japanese student group are Agriculture majors and introduce Japanese crops to the Canadian correspondent and two of her sons through video. In addition, the students learn about internment camp life and a local roadside signage project. The goals of the project are four-fold: raising awareness and motivation for students; fostering linkage between cultures (Canadian, Japanese, Nikkei); cross-cultural content-based learning; empowerment and preservation for Nikkei community through cultural bridges. The platform and other features will be discussed. Come attend this event and learn results to date.
Bio: Andrew Meyerhoff is a native of Vancouver, British Columbia. He has a lived in Japan for 29 years. He has completed TESOL training from Langara College and UBC, along with practicum from the Vancouver School Board, in addition to holding an MEd from Acadia University in Curriculum Studies. He has been an Associate Professor at Saga University for 12 years.
June 23, 2018 (Saturday)
Pragmatics for in and out of the classroom
Speaker: Jim Ronald
Seinan University Community Center (see our Locations page for access maps)
19:00-21:00
Pragmatics is an essential, but often neglected, part of language teaching. For many teachers, compared to vocabulary or grammar, pragmatics may seem irrelevant, overly academic, or just fuzzy: hard to understand and hard to teach. The goal of this presentation, in two parts, is to challenge these perceptions and to demonstrate ways in which pragmatics does have a place in the language classroom.
Part One will start with an introduction to pragmatics: the study - and practice - of language used in interaction, in relationships, in various contexts and cultures, for a range of purposes. We will then consider some aspects or areas of pragmatics that language teachers and learners need, both in the classroom, and in the world outside. Part Two will take the form of a workshop: we will consider and try out various pragmatics activities for the classroom.
Bio: Jim Ronald has been teaching English in the Department of English of Hiroshima Shudo University for over twenty years. His main academic interest for the first ten years was vocabulary acquisition, and he gained a Ph.D. in this field at Swansea University. Since then, he has become increasingly interested in pragmatics, and specifically in developing and using classroom pragmatics activities. In 2012, he co-edited a collection of these activities for the JALT Pragmatics SIG, and is working towards co-editing a new collection of activities, this time with a greater focus on learning and evaluation.
Pragmatics for in and out of the classroom
Speaker: Jim Ronald
Seinan University Community Center (see our Locations page for access maps)
19:00-21:00
Pragmatics is an essential, but often neglected, part of language teaching. For many teachers, compared to vocabulary or grammar, pragmatics may seem irrelevant, overly academic, or just fuzzy: hard to understand and hard to teach. The goal of this presentation, in two parts, is to challenge these perceptions and to demonstrate ways in which pragmatics does have a place in the language classroom.
Part One will start with an introduction to pragmatics: the study - and practice - of language used in interaction, in relationships, in various contexts and cultures, for a range of purposes. We will then consider some aspects or areas of pragmatics that language teachers and learners need, both in the classroom, and in the world outside. Part Two will take the form of a workshop: we will consider and try out various pragmatics activities for the classroom.
Bio: Jim Ronald has been teaching English in the Department of English of Hiroshima Shudo University for over twenty years. His main academic interest for the first ten years was vocabulary acquisition, and he gained a Ph.D. in this field at Swansea University. Since then, he has become increasingly interested in pragmatics, and specifically in developing and using classroom pragmatics activities. In 2012, he co-edited a collection of these activities for the JALT Pragmatics SIG, and is working towards co-editing a new collection of activities, this time with a greater focus on learning and evaluation.
May 12th, 2018
The Benefits, Challenges, and Results of a Research-based Vocabulary Program
Speaker: Stuart McLean
Saturday, May 12th, Time: 15:00-17:00
Venue: Namiki Square, Chihaya JR なみきスクエア千早駅JR
This presentation first describes the beneficial features of a hypothetical program of vocabulary study. These features include spaced rehearsal, adaptive learning, increasing retrieval difficulty, the use of an appropriate word counting unit, the presentation of both audio and orthographic forms, the use of context, and the use of the learners’ L1. Findings in the research literature on vocabulary learning are easy to understand, yet difficult to apply to a vocabulary program in practice. As a result, vocabulary programs often fail to help students reach their potential. The second part of the presentation describes the challenges faced, the great assistance received and steps taken when the presenter piloted, created, and administered an institution-wide research-informed vocabulary program.
Bio:
Stuart McLean is an instructor at Osaka Jogakuin University. He holds an M.S.Ed. (TESOL), a Ph.D. in Forensic Medicine, and a P.G.C.E. He is currently an Applied Linguistics doctoral student at Kansai University. He has published in Reading in a Foreign Language, Vocabulary Learning and Instruction, Language Teaching Research, TESOL Quarterly, System, Applied Linguistics, and Language Assessment Quarterly.
The Benefits, Challenges, and Results of a Research-based Vocabulary Program
Speaker: Stuart McLean
Saturday, May 12th, Time: 15:00-17:00
Venue: Namiki Square, Chihaya JR なみきスクエア千早駅JR
This presentation first describes the beneficial features of a hypothetical program of vocabulary study. These features include spaced rehearsal, adaptive learning, increasing retrieval difficulty, the use of an appropriate word counting unit, the presentation of both audio and orthographic forms, the use of context, and the use of the learners’ L1. Findings in the research literature on vocabulary learning are easy to understand, yet difficult to apply to a vocabulary program in practice. As a result, vocabulary programs often fail to help students reach their potential. The second part of the presentation describes the challenges faced, the great assistance received and steps taken when the presenter piloted, created, and administered an institution-wide research-informed vocabulary program.
Bio:
Stuart McLean is an instructor at Osaka Jogakuin University. He holds an M.S.Ed. (TESOL), a Ph.D. in Forensic Medicine, and a P.G.C.E. He is currently an Applied Linguistics doctoral student at Kansai University. He has published in Reading in a Foreign Language, Vocabulary Learning and Instruction, Language Teaching Research, TESOL Quarterly, System, Applied Linguistics, and Language Assessment Quarterly.
April 21st, 2018
Developing a Personal Approach to Educational Research
Denise Epp
Time: 18:30 - 20:30
Venue: Kurume University Satellite Campus, Tenjin, Fukuoka City, Elgala 6th Floor
Do you cringe at the thought of having to do educational research for your job? Does it seem to be unattainable or impossible? Are you just plain exhausted or unmotivated? Or do you find it a nice distraction from your regular teaching schedule? I found myself feeling all these things at some point while teaching here in Japan over the past 20 plus years. Without a challenge or clear goal, it was easy to lose interest and motivation in teaching, and then facing burnout in the elementary/junior high level, I had to make some changes. I was eventually transferred into the tertiary level, but the threat of being thrown back into compulsory education led me to jump head first into a PhD program at Kyushu University. This move led to a whole different world of unexpected! I will walk you through the process I used to do develop research within my teaching, and hope you will join me in sharing your experiences and goals as we talk about developing approaches to attainable educational research, regardless of the level you teach. Yes, all levels!
Dr. Denise A. Epp is presently teaching first and fourth-year English classes at Daiichi University of Pharmacy, and recently completed her PhD in Clinical Pharmacy at Kyushu University. She was an elementary school teacher in Canada before coming to Japan and continued to teach as an elementary school teacher in the public and private sector. After teaching elementary and junior high in Japanese compulsory education for 15 years, she moved into the tertiary level first at the economics university and then to the pharmacy university with the same company. Encouraged to research in pharmacy education, she began with observing pharmacist behaviors in Japan and overseas for patient education, particularly with diabetes, and then moved into the educational side of pre-clerkship communication training at the university. Her interest also includes disaster management pharmacy and studying the pharmacist activities before, during, and after a disaster. She continues to teach once a week at the company's kindergarten.
Developing a Personal Approach to Educational Research
Denise Epp
Time: 18:30 - 20:30
Venue: Kurume University Satellite Campus, Tenjin, Fukuoka City, Elgala 6th Floor
Do you cringe at the thought of having to do educational research for your job? Does it seem to be unattainable or impossible? Are you just plain exhausted or unmotivated? Or do you find it a nice distraction from your regular teaching schedule? I found myself feeling all these things at some point while teaching here in Japan over the past 20 plus years. Without a challenge or clear goal, it was easy to lose interest and motivation in teaching, and then facing burnout in the elementary/junior high level, I had to make some changes. I was eventually transferred into the tertiary level, but the threat of being thrown back into compulsory education led me to jump head first into a PhD program at Kyushu University. This move led to a whole different world of unexpected! I will walk you through the process I used to do develop research within my teaching, and hope you will join me in sharing your experiences and goals as we talk about developing approaches to attainable educational research, regardless of the level you teach. Yes, all levels!
Dr. Denise A. Epp is presently teaching first and fourth-year English classes at Daiichi University of Pharmacy, and recently completed her PhD in Clinical Pharmacy at Kyushu University. She was an elementary school teacher in Canada before coming to Japan and continued to teach as an elementary school teacher in the public and private sector. After teaching elementary and junior high in Japanese compulsory education for 15 years, she moved into the tertiary level first at the economics university and then to the pharmacy university with the same company. Encouraged to research in pharmacy education, she began with observing pharmacist behaviors in Japan and overseas for patient education, particularly with diabetes, and then moved into the educational side of pre-clerkship communication training at the university. Her interest also includes disaster management pharmacy and studying the pharmacist activities before, during, and after a disaster. She continues to teach once a week at the company's kindergarten.
March 10, 2018
Tenjin, Elgala (Daimaru East Buidling) 6th Floor. (Kurume University Satellite Campus, Tenjin) (access)
18:00-20:00
Two presentations:
Finding What It Takes: Eliciting Answers In University English Classes
and
Creating Individual Feedback Printouts Using Spreadsheet Software
by Steve Paton and Bill Pellowe, respectively
Steve’s presentation:
Trainees on the Cambridge CELTA course are taught to elicit answers and responses from students throughout lessons. Doing so is part of an effective, communicative, student-centered class style… but what if your students routinely shut down, panic, or succumb to debilitating embarrassment when you call upon them? Simple, routine requests for verbal responses can often be met with interminable silences which derail the communicative pedagogy and frustrate and confuse both teachers and learners (Seiko, 2011).
Intercultural communication literature confirms that there are significant cultural expectations and propensities that need to be respectfully understood and overcome before our classrooms can become authentically communicative spaces (Banks, 2016; Hofstede, Hofstede, and Minkov, 2010). Among the factors at play are culture-based understandings of ‘power-distance’ between teachers and learners, the value placed on the collective versus rather than the individual, and the motivation towards ‘uncertainty avoidance’.
I’ll go over some effective strategies I have developed to help students come to feel comfortable enough interacting in the classroom that they can begin to avail themselves of the benefits of communicative language teaching. These include strategically raising students’ consciousness regarding impediments to classroom communication, carrying out a carefully-programmed ‘practice and disarming’ stage early in a semester, and judiciously applying impactful negative feedback if unwillingness to communicate remains a problem.
Bill’s presentation:
Teachers doing continuing assessment (CA) collect scores, data, and quantified impressions of students each class, and provide feedback to students regularly. However, increasing concerns at the institutional level about student privacy has led to strict policies being enacted at many institutions. Regardless, students in CA-driven courses need to be kept informed. Since posting student identification alongside performance information is now ill-advised, one viable option is to hand out personalized reports to each student about their ongoing assessment. This daunting task is actually easy if your continued assessment is being recorded into a spreadsheet (like Excel). Come learn how to do this.
Tenjin, Elgala (Daimaru East Buidling) 6th Floor. (Kurume University Satellite Campus, Tenjin) (access)
18:00-20:00
Two presentations:
Finding What It Takes: Eliciting Answers In University English Classes
and
Creating Individual Feedback Printouts Using Spreadsheet Software
by Steve Paton and Bill Pellowe, respectively
Steve’s presentation:
Trainees on the Cambridge CELTA course are taught to elicit answers and responses from students throughout lessons. Doing so is part of an effective, communicative, student-centered class style… but what if your students routinely shut down, panic, or succumb to debilitating embarrassment when you call upon them? Simple, routine requests for verbal responses can often be met with interminable silences which derail the communicative pedagogy and frustrate and confuse both teachers and learners (Seiko, 2011).
Intercultural communication literature confirms that there are significant cultural expectations and propensities that need to be respectfully understood and overcome before our classrooms can become authentically communicative spaces (Banks, 2016; Hofstede, Hofstede, and Minkov, 2010). Among the factors at play are culture-based understandings of ‘power-distance’ between teachers and learners, the value placed on the collective versus rather than the individual, and the motivation towards ‘uncertainty avoidance’.
I’ll go over some effective strategies I have developed to help students come to feel comfortable enough interacting in the classroom that they can begin to avail themselves of the benefits of communicative language teaching. These include strategically raising students’ consciousness regarding impediments to classroom communication, carrying out a carefully-programmed ‘practice and disarming’ stage early in a semester, and judiciously applying impactful negative feedback if unwillingness to communicate remains a problem.
Bill’s presentation:
Teachers doing continuing assessment (CA) collect scores, data, and quantified impressions of students each class, and provide feedback to students regularly. However, increasing concerns at the institutional level about student privacy has led to strict policies being enacted at many institutions. Regardless, students in CA-driven courses need to be kept informed. Since posting student identification alongside performance information is now ill-advised, one viable option is to hand out personalized reports to each student about their ongoing assessment. This daunting task is actually easy if your continued assessment is being recorded into a spreadsheet (like Excel). Come learn how to do this.
December 2, 2017 (Saturday)
Motivating Learners to Speak
Speaker: Rob Peacock, Oxford University Press
TIME: 17:00-19:00
VENUE : ACROS Building, 6F, Room 605 (locations)
In this session we will take some time to discuss the difficulties which learners face when developing their productive skills, and then look at some effective methods to motivate students to speak out. I will illustrate those methods by running through some practical classroom activities using the third edition of Smart Choice. Finally, I will introduce some online material which can be used on both PCs and mobile devices to increase exposure to English outside of the classroom.
Bio: Rob Peacock currently works at Oxford University Press as an Educational Services Consultant and course coordinator of the Oxford Teachers' Academy. He has spent over sixteen years in Japan teaching students of all ages as well as providing teacher support and workshops.
Motivating Learners to Speak
Speaker: Rob Peacock, Oxford University Press
TIME: 17:00-19:00
VENUE : ACROS Building, 6F, Room 605 (locations)
In this session we will take some time to discuss the difficulties which learners face when developing their productive skills, and then look at some effective methods to motivate students to speak out. I will illustrate those methods by running through some practical classroom activities using the third edition of Smart Choice. Finally, I will introduce some online material which can be used on both PCs and mobile devices to increase exposure to English outside of the classroom.
Bio: Rob Peacock currently works at Oxford University Press as an Educational Services Consultant and course coordinator of the Oxford Teachers' Academy. He has spent over sixteen years in Japan teaching students of all ages as well as providing teacher support and workshops.
October 21, 2017 (Saturday)
Good Education Versus Gamification: Who Wins?
Speaker: John Wiltshier, Miyagi Gakuin Women's University
Sponsored by Pearson publishing
TIME: 18:00-20:00
VENUE : ACROS Building, 6F, Room 605 (locations)
Why do our students, spend so much time gaming, tweeting, clicking, liking, uploading, texting? As teachers we can critically observe students’ online activities to determine what — if anything — can be utilized for good education.
In this presentation, I will present 6 principles that make online games, apps and internet-use so compelling – even addictive – and invite you to draw parallels to what you do in your classes. What this reveals may well surprise you!
Then we will shift focus to think about the materials, activities and media we use in class. To what extent do our choices include or exclude these 6 principles? Practical examples, from the newly published oEnglish Firsthand Fifth Edition, with its online component MyMobileWorld, will be used to demonstrate each principle.
After exploring the underlying principles of “addictive” online behavior, together we will go back to reconsider the title. I’m confident you’ll then be able to answer the question: “Who wins?”
Bio: John Wiltshier has been a teacher for 26 years and is currently a Professor at Miyagi Gakuin Women’s University in Sendai. He has presented nationally and internationally in Asia, Europe and the U.S., being plenary speaker at the PANSIG conference and twice featured-speaker at the JALT International Conference. John is co-author of the highly successful English Firsthand series – 5th edition, published this year. In addition, he is an author and series consultant (Japan) of the global, six-level primary course, Our Discovery Island.
Good Education Versus Gamification: Who Wins?
Speaker: John Wiltshier, Miyagi Gakuin Women's University
Sponsored by Pearson publishing
TIME: 18:00-20:00
VENUE : ACROS Building, 6F, Room 605 (locations)
Why do our students, spend so much time gaming, tweeting, clicking, liking, uploading, texting? As teachers we can critically observe students’ online activities to determine what — if anything — can be utilized for good education.
In this presentation, I will present 6 principles that make online games, apps and internet-use so compelling – even addictive – and invite you to draw parallels to what you do in your classes. What this reveals may well surprise you!
Then we will shift focus to think about the materials, activities and media we use in class. To what extent do our choices include or exclude these 6 principles? Practical examples, from the newly published oEnglish Firsthand Fifth Edition, with its online component MyMobileWorld, will be used to demonstrate each principle.
After exploring the underlying principles of “addictive” online behavior, together we will go back to reconsider the title. I’m confident you’ll then be able to answer the question: “Who wins?”
Bio: John Wiltshier has been a teacher for 26 years and is currently a Professor at Miyagi Gakuin Women’s University in Sendai. He has presented nationally and internationally in Asia, Europe and the U.S., being plenary speaker at the PANSIG conference and twice featured-speaker at the JALT International Conference. John is co-author of the highly successful English Firsthand series – 5th edition, published this year. In addition, he is an author and series consultant (Japan) of the global, six-level primary course, Our Discovery Island.
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September 23, 2017 (Saturday)
Listening Skills: Critical in Asian Contexts
Speaker: Alastair Graham-Marr
Sponsored by ABAX publishing
VENUE : ACROS Building, 2F, Seminar Room 2 (locations)
Learners need huge amounts of comprehensible input to learn a foreign language. And listening is an easy way to get this. It is commonly observed that students who spend time listening to English outside of class (for example, movies, YouTube, music and so on) do better than those that don’t. However, learners coming from syllable-timed or mora-timed languages (such as Japanese) often lack an ability to comprehend naturally-spoken English. The presenter will demonstrate how listening should be taught to learners from syllable- or mora-timed languages.
Bio: Alastair Graham-Marr has his Masters in Applied Linguistics. He's been teaching in Japan for 28 years. He is an Associate Professor at the Tokyo University of Science. In addition, he is an editor at ABAX Ltd, a specialty ELT publisher. He is currently in the third year of a government research grant into the difficulties that many Japanese learners face when listening to naturally-enunciated English.
Listening Skills: Critical in Asian Contexts
Speaker: Alastair Graham-Marr
Sponsored by ABAX publishing
VENUE : ACROS Building, 2F, Seminar Room 2 (locations)
Learners need huge amounts of comprehensible input to learn a foreign language. And listening is an easy way to get this. It is commonly observed that students who spend time listening to English outside of class (for example, movies, YouTube, music and so on) do better than those that don’t. However, learners coming from syllable-timed or mora-timed languages (such as Japanese) often lack an ability to comprehend naturally-spoken English. The presenter will demonstrate how listening should be taught to learners from syllable- or mora-timed languages.
Bio: Alastair Graham-Marr has his Masters in Applied Linguistics. He's been teaching in Japan for 28 years. He is an Associate Professor at the Tokyo University of Science. In addition, he is an editor at ABAX Ltd, a specialty ELT publisher. He is currently in the third year of a government research grant into the difficulties that many Japanese learners face when listening to naturally-enunciated English.
Fukuoka JALT Summer 2017 Beer Garden Party
July 15, 2017 (Saturday)
Tenjin Sky Beer Terrace - on the roof of DAIMARU in Tenjin (level 17)
July 15, 2017 (Saturday)
Tenjin Sky Beer Terrace - on the roof of DAIMARU in Tenjin (level 17)
June 11, 2017 (Sunday)
Turning Speaking Tasks Into Assessment Activities
Speaker: Jerry Talandis Jr. (University of Toyama)
Sponsored by ALMA publishing
VENUE : Seinan Community Center, 1st Floor, Multi-purpose room 2 (ACCESS)
One effective way to assess your students' speaking skills is to turn regular language practice tasks into tests. To do that, all you really need is some sort of feedback loop that provides insight into performance. With such a loop, common practice activities can be turned into assessment activities (Brown, 2013). Such an approach to oral testing can potentially open up new ideas for assessment that help your students improve their speaking ability.
In this practical, theory-driven presentation, we'll cover various strategies for creating such loops by looking at the pros and cons of typical holistic and analytic marking schemes. Guidance for creating effective feedback/marking rubrics will also be provided. Finally, practical issues regarding administration of in-class speaking tests will also be addressed. No previous experience with conducting speaking tests is required; any teacher interested in learning how to implement oral testing in the classroom is encouraged to attend.
Reference: Brown, J.D. (Ed.) (2013). New ways of classroom assessment, revised. Alexandria, VA: TESOL.
Jerry Talandis Jr. has been teaching English in Japan since 1993 and is currently a professor at the University of Toyama. His research interests include pragmatics, materials design, language testing, and professional development through classroom-based research. He is also co-author of the textbook Conversations in Class, 3rd Edition and How to Test Speaking Skills in Japan: A Quick-Start Guide.
Turning Speaking Tasks Into Assessment Activities
Speaker: Jerry Talandis Jr. (University of Toyama)
Sponsored by ALMA publishing
VENUE : Seinan Community Center, 1st Floor, Multi-purpose room 2 (ACCESS)
One effective way to assess your students' speaking skills is to turn regular language practice tasks into tests. To do that, all you really need is some sort of feedback loop that provides insight into performance. With such a loop, common practice activities can be turned into assessment activities (Brown, 2013). Such an approach to oral testing can potentially open up new ideas for assessment that help your students improve their speaking ability.
In this practical, theory-driven presentation, we'll cover various strategies for creating such loops by looking at the pros and cons of typical holistic and analytic marking schemes. Guidance for creating effective feedback/marking rubrics will also be provided. Finally, practical issues regarding administration of in-class speaking tests will also be addressed. No previous experience with conducting speaking tests is required; any teacher interested in learning how to implement oral testing in the classroom is encouraged to attend.
Reference: Brown, J.D. (Ed.) (2013). New ways of classroom assessment, revised. Alexandria, VA: TESOL.
Jerry Talandis Jr. has been teaching English in Japan since 1993 and is currently a professor at the University of Toyama. His research interests include pragmatics, materials design, language testing, and professional development through classroom-based research. He is also co-author of the textbook Conversations in Class, 3rd Edition and How to Test Speaking Skills in Japan: A Quick-Start Guide.
May 28, 2017 (Sunday)
Online English Learning: Resources, Activities and Evidence
Speaker: Paul Raine
Sponsored by JALT CALL SIG
14:30 - 16:30
Tenjin, Fukuoka City: Kurume University Satellite Campus.
The presenter will argue in favor of a move toward online English learning and teaching resources and activities. He will highlight how computer software can enable learners to build up portfolios of evidence for their language studies, and offer freedom and autonomy not possible through other study means. The presentation will be followed by an introduction of Apps 4 EFL (www.apps4efl.com), a free, cross-device compatible Web-Based Language Learning platform developed by the presenter.
Abstract:
As English language teachers, our day-to-day profession consists of three main strands: creating resources, administering activities, and gathering evidence of learning from students. These three strands tend to be present no matter what theoretical approach to teaching we adopt.
In recent years, we are seeing a move toward online learning for a vast array subjects, and language learning is no exception. Learner Management Systems (LMS) such as Moodle are used by the majority of academic institutions, and there are a wide range of online resources and activities available to English language learners.
There has yet to emerge, however, an online platform designed specifically for teachers and learners of English as a Foreign Language. Such a platform should of course provide class management functions, and digital resource distribution facilities. However, it should also provide digital activities specifically geared toward learning EFL, and a way for teachers to track their students progress in these activities. These activities should take advantage of the latest web technologies, including text-to-speech and speech recognition.
This is where Apps 4 EFL (http://www.apps4efl.com) steps in. Apps 4 EFL is a free, cross-device compatible Web Based Language Learning (WBLL) platform developed by the presenter. It aims to bring a range of online English learning activities under one roof, and allow students to study autonomously at any time, in any place, whilst also allowing teachers to track and control their students' learning in detail.
Online English Learning: Resources, Activities and Evidence
Speaker: Paul Raine
Sponsored by JALT CALL SIG
14:30 - 16:30
Tenjin, Fukuoka City: Kurume University Satellite Campus.
The presenter will argue in favor of a move toward online English learning and teaching resources and activities. He will highlight how computer software can enable learners to build up portfolios of evidence for their language studies, and offer freedom and autonomy not possible through other study means. The presentation will be followed by an introduction of Apps 4 EFL (www.apps4efl.com), a free, cross-device compatible Web-Based Language Learning platform developed by the presenter.
Abstract:
As English language teachers, our day-to-day profession consists of three main strands: creating resources, administering activities, and gathering evidence of learning from students. These three strands tend to be present no matter what theoretical approach to teaching we adopt.
In recent years, we are seeing a move toward online learning for a vast array subjects, and language learning is no exception. Learner Management Systems (LMS) such as Moodle are used by the majority of academic institutions, and there are a wide range of online resources and activities available to English language learners.
There has yet to emerge, however, an online platform designed specifically for teachers and learners of English as a Foreign Language. Such a platform should of course provide class management functions, and digital resource distribution facilities. However, it should also provide digital activities specifically geared toward learning EFL, and a way for teachers to track their students progress in these activities. These activities should take advantage of the latest web technologies, including text-to-speech and speech recognition.
This is where Apps 4 EFL (http://www.apps4efl.com) steps in. Apps 4 EFL is a free, cross-device compatible Web Based Language Learning (WBLL) platform developed by the presenter. It aims to bring a range of online English learning activities under one roof, and allow students to study autonomously at any time, in any place, whilst also allowing teachers to track and control their students' learning in detail.
April 22, 2017 (Saturday)
Easing the burden of record-keeping
Speaker: Soren Leaver
18:00-20:00
NEW VENUE TRIAL: NAMIKI Square, Chihaya なみきスクエア千早駅JR
Address: 〒813-0044, 福岡市東区千早4丁目21番45号（千早駅西側 West exit side of Chihaya JR station ）
from Tenjin it's a 12 minute Chikatetsu ride to Kaizuka followed by 3 minute Nishitetsu to Chihaya.
Hakata Ichiban dori : 福岡市東区千早3--6-37 香椎スポーツガーデン１F
In addition to lesson planning and instruction, teachers often spend a considerable amount of time maintaining student records. The bulk of this recordkeeping relates to assessment, and requires precision and attention to detail. Without a solid grasp of the technological resources available, this process can become repetitive, time consuming, and draining.
This presentation will introduce features of Microsoft Excel and Google Docs that have the potential to ease burdensome aspects of recordkeeping. In the first part of the presentation, the presenter will show how to create a fully automated gradebook in Excel using relative and absolute cell references. In the second part, he will show how Google Docs can be used, in concert with learners’ smartphones, to collect, correct, and analyze answers from quizzes. Participants are encouraged to bring laptops or tablets to the presentation for the sake of shadowing the presenter.
Biography: Soren Leaver is originally from Berkeley, California, and has been living in Japan for the past decade. He has taught at various high schools and universities in Fukuoka and is currently a lecturer at Kyushu Sangyo University.
Easing the burden of record-keeping
Speaker: Soren Leaver
18:00-20:00
NEW VENUE TRIAL: NAMIKI Square, Chihaya なみきスクエア千早駅JR
Address: 〒813-0044, 福岡市東区千早4丁目21番45号（千早駅西側 West exit side of Chihaya JR station ）
from Tenjin it's a 12 minute Chikatetsu ride to Kaizuka followed by 3 minute Nishitetsu to Chihaya.
Hakata Ichiban dori : 福岡市東区千早3--6-37 香椎スポーツガーデン１F
In addition to lesson planning and instruction, teachers often spend a considerable amount of time maintaining student records. The bulk of this recordkeeping relates to assessment, and requires precision and attention to detail. Without a solid grasp of the technological resources available, this process can become repetitive, time consuming, and draining.
This presentation will introduce features of Microsoft Excel and Google Docs that have the potential to ease burdensome aspects of recordkeeping. In the first part of the presentation, the presenter will show how to create a fully automated gradebook in Excel using relative and absolute cell references. In the second part, he will show how Google Docs can be used, in concert with learners’ smartphones, to collect, correct, and analyze answers from quizzes. Participants are encouraged to bring laptops or tablets to the presentation for the sake of shadowing the presenter.
Biography: Soren Leaver is originally from Berkeley, California, and has been living in Japan for the past decade. He has taught at various high schools and universities in Fukuoka and is currently a lecturer at Kyushu Sangyo University.
February 25, 2017 (Saturday)
Bringing the World to Your English Classroom Easily via Online Exchange
Speaker: Eric Hagley
ACROS Fukuoka,
Social: Grand China
Abstract: Virtual Exchange (VE) has many benefits for foreign language teachers and their students but it is still not easily accessible to the mainstream. Students in English as a foreign language classrooms often have few opportunities to physically interact with other users of English. VE gives them virtual mobility, enabling them to participate in a global community. In this presentation the author introduces a large scale VE which includes over 1500 students from 5 countries in a VE via a Moodle platform. Students interact online in English as a lingua franca. Exchanges are carried out over 8 week periods. Outcomes from the project, sponsored by the Japanese Ministry of Education, will be outlined using data gained from questionnaires, text analysis and student feedback. Details of how this method of VE could bring it into mainstream, ensuring VE can become a part of any English communication class throughout the world, if the teacher so wishes, will be outlined in addition to an outline of problems that can eventuate and ideas for incorporating the VE into classroom practice. Those attending will also be able to participate in a quick workshop so that if they want to join the exchange from April 2017, they will be able to.
Bio: Eric Hagley teachers EFL at Muroran Institute of Technology in the north of Japan. He created the large scale virtual exchange being presented here and has had his students doing VE for the past 12 years. He is the Chair of the Asia Pacific Virtual Exchange Association (APVEA) and in this position is trying to ensure that VE can become mainstream in language classes everywhere. He is also head of the Quiz Quality Assurance Project for MoodleReader (mReader).
Bringing the World to Your English Classroom Easily via Online Exchange
Speaker: Eric Hagley
ACROS Fukuoka,
Social: Grand China
Abstract: Virtual Exchange (VE) has many benefits for foreign language teachers and their students but it is still not easily accessible to the mainstream. Students in English as a foreign language classrooms often have few opportunities to physically interact with other users of English. VE gives them virtual mobility, enabling them to participate in a global community. In this presentation the author introduces a large scale VE which includes over 1500 students from 5 countries in a VE via a Moodle platform. Students interact online in English as a lingua franca. Exchanges are carried out over 8 week periods. Outcomes from the project, sponsored by the Japanese Ministry of Education, will be outlined using data gained from questionnaires, text analysis and student feedback. Details of how this method of VE could bring it into mainstream, ensuring VE can become a part of any English communication class throughout the world, if the teacher so wishes, will be outlined in addition to an outline of problems that can eventuate and ideas for incorporating the VE into classroom practice. Those attending will also be able to participate in a quick workshop so that if they want to join the exchange from April 2017, they will be able to.
Bio: Eric Hagley teachers EFL at Muroran Institute of Technology in the north of Japan. He created the large scale virtual exchange being presented here and has had his students doing VE for the past 12 years. He is the Chair of the Asia Pacific Virtual Exchange Association (APVEA) and in this position is trying to ensure that VE can become mainstream in language classes everywhere. He is also head of the Quiz Quality Assurance Project for MoodleReader (mReader).
January 28, 2017 (Saturday)
Self-determined language teaching: What it means and how to do it
Speakers: Quint Oga-Baldwin & Neil McClelland
January 28, 18:00-20:00
ACROS Fukuoka Seminar Room 1 (2nd Floor) access
Social:Grand China ACROS B1F 20:00～（Order stop 21:30)
3,000yen/person, maximum 15people.
RSVP by 1/25 : Miho Tani: fukuokajaltsocial@gmail.com
PLEASE NOTE, because the social meal is completely unrelated to JALT finances, any person cancelling their reservation after the specified deadline, or not showing up, will be asked to pay the full amount, unless a replacement is found.
Self-determination theory describes human motivation in terms of how individuals control their lives and environments. Central to this theory is the concept of autonomy, the sense that our actions are internally directed. In this presentation, we will discuss how teachers can make their classrooms places of autonomous learning. We offer clear definitions and examples of self-determined teaching and learning, and then present recent research findings which corroborate these ideas. These findings will be used to make clear recommendations for teachers on how to create an autonomous, self-determined learning environment for all levels of language classes.
Biography: Quint Oga-Baldwin has taught at every level of the Japanese education system. He currently trains future elementary and junior high school teachers. His research interests include elementary foreign language education, student engagement and motivation, and teacher education.
Neil McClelland is an Associate Professor at the University of Kitakyushu and has more than twenty years of experience teaching in Japan. Research interests include language learning motivation and the application of Psychology in Applied Linguistics.
Self-determined language teaching: What it means and how to do it
Speakers: Quint Oga-Baldwin & Neil McClelland
January 28, 18:00-20:00
ACROS Fukuoka Seminar Room 1 (2nd Floor) access
Social:Grand China ACROS B1F 20:00～（Order stop 21:30)
3,000yen/person, maximum 15people.
RSVP by 1/25 : Miho Tani: fukuokajaltsocial@gmail.com
PLEASE NOTE, because the social meal is completely unrelated to JALT finances, any person cancelling their reservation after the specified deadline, or not showing up, will be asked to pay the full amount, unless a replacement is found.
Self-determination theory describes human motivation in terms of how individuals control their lives and environments. Central to this theory is the concept of autonomy, the sense that our actions are internally directed. In this presentation, we will discuss how teachers can make their classrooms places of autonomous learning. We offer clear definitions and examples of self-determined teaching and learning, and then present recent research findings which corroborate these ideas. These findings will be used to make clear recommendations for teachers on how to create an autonomous, self-determined learning environment for all levels of language classes.
Biography: Quint Oga-Baldwin has taught at every level of the Japanese education system. He currently trains future elementary and junior high school teachers. His research interests include elementary foreign language education, student engagement and motivation, and teacher education.
Neil McClelland is an Associate Professor at the University of Kitakyushu and has more than twenty years of experience teaching in Japan. Research interests include language learning motivation and the application of Psychology in Applied Linguistics.
December 10, 2016 (Saturday)
Self-Directed Learner Training for English Language Learning
Speaker: Mathew Porter
December 10, 15:00-17:00
ACROS Fukuoka Seminar Room 2 (2nd Floor) access
Abstract: Language is a tool for communication, and identifying what you want to do with language can provide a path for improving language ability. However, students often describe their language learning goals using vague or generic language that makes it hard for them to achieve tangible results. In the first half of this two-part presentation, I will explain goal-setting in relation to self-directed language learning and introduce some activities for analyzing needs and setting goals. In the second half of the presentation, I will discuss two projects that illustrate considerations teachers must make to support students in their selection of materials for achieving goals. The presentation will conclude with some observations about the challenges of explicitly instructing students in self-directed learning.
Biography: Mathew Porter is currently Assistant Professor of English at Fukuoka Jo Gakuin Nursing University. He spent three years as a language learning advisor at a university self-access center and is the co-coordinator of the Learner Development SIG. He is interested in collaborative learning and reflection.
Self-Directed Learner Training for English Language Learning
Speaker: Mathew Porter
December 10, 15:00-17:00
ACROS Fukuoka Seminar Room 2 (2nd Floor) access
Abstract: Language is a tool for communication, and identifying what you want to do with language can provide a path for improving language ability. However, students often describe their language learning goals using vague or generic language that makes it hard for them to achieve tangible results. In the first half of this two-part presentation, I will explain goal-setting in relation to self-directed language learning and introduce some activities for analyzing needs and setting goals. In the second half of the presentation, I will discuss two projects that illustrate considerations teachers must make to support students in their selection of materials for achieving goals. The presentation will conclude with some observations about the challenges of explicitly instructing students in self-directed learning.
Biography: Mathew Porter is currently Assistant Professor of English at Fukuoka Jo Gakuin Nursing University. He spent three years as a language learning advisor at a university self-access center and is the co-coordinator of the Learner Development SIG. He is interested in collaborative learning and reflection.
December 3, 2016 (Saturday)
Academic Writing Special: Scaffolding the Writing Process
Speaker: Dorothy Zemach
Four Corners Speaker Tour, and Fukuoka JALT’s OGM (Ordinary General Meeting)
ACROS Fukuoka Seminar Room 1 (2nd Floor) access
18:00-20:00.
Social:
Grand China (ACROSS Fukuoka B2)
Abstract: Do your students (or you!) regard "process writing" as a remedial technique designed for struggling writers or low-level language students? This workshop takes participants through all stages of the writing process: brainstorming, organizing, drafting, editing, and rewriting, to demonstrate its usefulness and efficiency for any level of young adult or adult writer (including native speaker). We'll try out a variety of practical and enjoyable classroom activities for each stage. Participants will look at activities that teach students to brainstorm creatively, make outlining easier for visually oriented learners, and set up a peer reviewing process that actually works.
Dorothy Zemach holds an MA in TEFL and has been teaching English for 30 years. Since turning to materials writing, she has penned everything from the Teddy Bear's Magic Music teacher's book to the lowest and highest levels of Macmillan's flagship course Open Mind to the groundbreaking English for Scammers (self-published).
October 15, 2016 (Saturday)
Behavioral Economics for Your Classroom
Arthur Rutson-Griffiths
October 15, 18:00-20:00, ACROS Fukuoka Seminar Room 1 (2nd Floor) Locations
Social: Grand China
Behavioural economics is the study of how psychological, social, cognitive, and emotional factors affect decision making. Despite its name, many of the findings uncovered in this emerging field have many practical benefits in the classroom. Just a few small changes and additions to everyday classroom activities can provide an extrinsic motivational boost that can increase engagement with the target language and in turn increase students' intrinsic motivation. This presentation will cover a number of findings from behavioural economics research, while relating each one to a number of techniques and tips the presenter has used and that teachers can use in the classroom to motivate their students. The ideas introduced can be used with students of any age and in almost any classroom context. The audience will be invited to share their own ideas and tips and to think of how they can incorporate some of the motivational techniques introduced into their current classroom routines.
Biography: Arthur Rutson-Griffiths is Assistant Director of the Bunkyo English Communication Centre at Hiroshima Bunkyo Women's University. He has been teaching English for six years, mostly in Japan.
Behavioral Economics for Your Classroom
Arthur Rutson-Griffiths
October 15, 18:00-20:00, ACROS Fukuoka Seminar Room 1 (2nd Floor) Locations
Social: Grand China
Behavioural economics is the study of how psychological, social, cognitive, and emotional factors affect decision making. Despite its name, many of the findings uncovered in this emerging field have many practical benefits in the classroom. Just a few small changes and additions to everyday classroom activities can provide an extrinsic motivational boost that can increase engagement with the target language and in turn increase students' intrinsic motivation. This presentation will cover a number of findings from behavioural economics research, while relating each one to a number of techniques and tips the presenter has used and that teachers can use in the classroom to motivate their students. The ideas introduced can be used with students of any age and in almost any classroom context. The audience will be invited to share their own ideas and tips and to think of how they can incorporate some of the motivational techniques introduced into their current classroom routines.
Biography: Arthur Rutson-Griffiths is Assistant Director of the Bunkyo English Communication Centre at Hiroshima Bunkyo Women's University. He has been teaching English for six years, mostly in Japan.
September 10, 2016 (Saturday)
Creating Supplementary Materials for Reading Classes
Trevor Holster
September 10, 18:00-20:00, ACROS Fukuoka Seminar Room 1 (2nd Floor)
Social: GRAND CHINA (Chinese buffet)
Reading is a complex process that integrates numerous sub-skills, ranging from lower-order decoding skills to higher-order skills that integrate context and background knowledge into the comprehension process. Although reading instruction must aim to develop proficiency in higher-order skills, learners must automatize lower-order skills before they can access higher-order skills. I will briefly argue that commercial reading textbooks often neglect lower-order skills so it is important for classroom teachers to create supplementary tasks that address their students' needs. I will spend most of the presentation time demonstrating how to create simple supplementary reading tasks using typical word-processing software and other free or inexpensive tools available from the internet. The emphasis will be on "low-floor, high-ceiling" tasks that benefit low-proficiency learners through intensive mechanical practice, but provide higher-proficiency learners with extensive practice necessary to develop reading fluency.
Biography: Trevor Holster is a language instructor at Fukuoka University and is the Publication Chair of the JALT Testing and Evaluation SIG. He has taught English in Japan since 1996. His current research focus is on measuring the difficulty of extensive reading materials. Other research interests include vocabulary acquisition and testing, peer assessment, and speaking assessment.
Creating Supplementary Materials for Reading Classes
Trevor Holster
September 10, 18:00-20:00, ACROS Fukuoka Seminar Room 1 (2nd Floor)
Social: GRAND CHINA (Chinese buffet)
Reading is a complex process that integrates numerous sub-skills, ranging from lower-order decoding skills to higher-order skills that integrate context and background knowledge into the comprehension process. Although reading instruction must aim to develop proficiency in higher-order skills, learners must automatize lower-order skills before they can access higher-order skills. I will briefly argue that commercial reading textbooks often neglect lower-order skills so it is important for classroom teachers to create supplementary tasks that address their students' needs. I will spend most of the presentation time demonstrating how to create simple supplementary reading tasks using typical word-processing software and other free or inexpensive tools available from the internet. The emphasis will be on "low-floor, high-ceiling" tasks that benefit low-proficiency learners through intensive mechanical practice, but provide higher-proficiency learners with extensive practice necessary to develop reading fluency.
Biography: Trevor Holster is a language instructor at Fukuoka University and is the Publication Chair of the JALT Testing and Evaluation SIG. He has taught English in Japan since 1996. His current research focus is on measuring the difficulty of extensive reading materials. Other research interests include vocabulary acquisition and testing, peer assessment, and speaking assessment.
August 27, 2016 (Saturday)
Towards a Comprehensive Understanding of EFL Team Teaching in Japan
Takaaki Hiratsuka
August 27, 6:00-8:00, ACROS Fukuoka Seminar Room 1 (2nd Floor) Locations
Social:
Grand China , ACROS Fukuoka B1 : 20:00-22:00
Abstract:
Part 1: Focusing on teachers: Eliminating the false dichotomy between native and non-native English speaking teachers
By enhancing the understanding of particular aspects of native English speaking teachers (NESTs) and non-native English speaking teachers (NNESTs), teachers and students can come to make better sense, both linguistically and culturally, of their own experiences in language teaching and learning. In Japan, there has recently been a growing interest in teachers' and students' perceptions of local Japanese teachers of English (JTEs) who are NNESTs and foreign assistant language teachers (ALTs) who are NESTs hired through almost 30 years of the JET program. This study included JTEs, ALTs and their students, thereby adding valuable insights to the discussion of N/NESTs and team teaching in Japan. Data were collected using multiple qualitative methods at two public high schools in order to examine the perceptions of JTEs and ALTs. Findings suggest that political, cultural and educational contexts, as well as the teachers' traits as N/NESTs, crucially affected the participants' perceptions. In conclusion, I discuss the importance of eliminating the false dichotomy between NESTs and NNESTs and provide implications for language teachers, students, teacher educators and policy makers.
Part 2: Focusing on practices: Unpacking team teachers' and students' perceptions of team-teaching practices
In this study I explored the perceptions of JTEs, ALTs and their students of team-teaching practices. Data were collected from two pairs of team teachers and four of their students in two high schools via a myriad of qualitative methods, including interviews, pair discussions and focus group discussions. Findings suggest that the participants considered team-teaching practices to be: unique, because of the participation of a native English speaker in the team, and also because of the particular nature of teamwork by both teachers; open-ended, due to vague definitions; and less important than other commitments at school. The complex perceptions derived from the participants' personal experiences, contextual factors and research conditions.
Biography: Takaaki Hiratsuka is an Associate Professor at University of the Ryukyus. He received his PhD from University of Auckland, New Zealand. His research and teaching interests lie in the areas of teacher education, teacher research and qualitative research methods.
Towards a Comprehensive Understanding of EFL Team Teaching in Japan
Takaaki Hiratsuka
August 27, 6:00-8:00, ACROS Fukuoka Seminar Room 1 (2nd Floor) Locations
Social:
Grand China , ACROS Fukuoka B1 : 20:00-22:00
Abstract:
Part 1: Focusing on teachers: Eliminating the false dichotomy between native and non-native English speaking teachers
By enhancing the understanding of particular aspects of native English speaking teachers (NESTs) and non-native English speaking teachers (NNESTs), teachers and students can come to make better sense, both linguistically and culturally, of their own experiences in language teaching and learning. In Japan, there has recently been a growing interest in teachers' and students' perceptions of local Japanese teachers of English (JTEs) who are NNESTs and foreign assistant language teachers (ALTs) who are NESTs hired through almost 30 years of the JET program. This study included JTEs, ALTs and their students, thereby adding valuable insights to the discussion of N/NESTs and team teaching in Japan. Data were collected using multiple qualitative methods at two public high schools in order to examine the perceptions of JTEs and ALTs. Findings suggest that political, cultural and educational contexts, as well as the teachers' traits as N/NESTs, crucially affected the participants' perceptions. In conclusion, I discuss the importance of eliminating the false dichotomy between NESTs and NNESTs and provide implications for language teachers, students, teacher educators and policy makers.
Part 2: Focusing on practices: Unpacking team teachers' and students' perceptions of team-teaching practices
In this study I explored the perceptions of JTEs, ALTs and their students of team-teaching practices. Data were collected from two pairs of team teachers and four of their students in two high schools via a myriad of qualitative methods, including interviews, pair discussions and focus group discussions. Findings suggest that the participants considered team-teaching practices to be: unique, because of the participation of a native English speaker in the team, and also because of the particular nature of teamwork by both teachers; open-ended, due to vague definitions; and less important than other commitments at school. The complex perceptions derived from the participants' personal experiences, contextual factors and research conditions.
Biography: Takaaki Hiratsuka is an Associate Professor at University of the Ryukyus. He received his PhD from University of Auckland, New Zealand. His research and teaching interests lie in the areas of teacher education, teacher research and qualitative research methods.
July 9, (Saturday)
Language Learning and Listening:
Reducing Anxiety, Improving Ability and Assessing Difficulty
Adam Murray
Venue: Hummingbird (Shigematsu bldg. #302) (Click here for our maps page)
Abstract: In the first part, I will talk about the impact of anxiety on foreign language learning. I personally became interested in this area of research from my experiences learning and using Japanese. Although the majority of anxiety-related research focuses on speaking, my research is on foreign language listening anxiety. I conducted a medium-sized study with 176 undergraduate students who were enrolled in compulsory EFL classes for non-English majors at four universities. In this talk, I will talk about the design of the study in both practical and theoretical terms. I will also describe the relationship between listening anxiety and performance on the one-way listening tasks based on the listening section of the TOEIC test. Finally, I will conclude with some ideas for dealing with listening anxiety in the classroom.
In the second part, I will demonstrate a listening website that I have been making for an ongoing KAKEN-funded project. Listening materials were collected from a number of sources to ensure that a variety of text types (e.g. problem-solution, discussion, interview, telephone message, news report etc.) of varying levels of difficulty. I will share preliminary results and give practical suggestions for those who are considering setting up a similar system for their students.
Biography: Adam Murray is an experienced educator who is currently teaching at Miyazaki International College. For almost a decade, Adam has been teaching English as a Foreign Language to Japanese university students. His research interests are listening instruction, materials development, and assessment. His currently the coordinator of the JALT Materials Writers Special Interest Group. He can be reached at amurray@edu.miyazaki-mic.ac.jp.
Social: 2016 BEER GARDEN
IMS 14 F Beer and Highball Sky Garden
Language Learning and Listening:
Reducing Anxiety, Improving Ability and Assessing Difficulty
Adam Murray
Venue: Hummingbird (Shigematsu bldg. #302) (Click here for our maps page)
Abstract: In the first part, I will talk about the impact of anxiety on foreign language learning. I personally became interested in this area of research from my experiences learning and using Japanese. Although the majority of anxiety-related research focuses on speaking, my research is on foreign language listening anxiety. I conducted a medium-sized study with 176 undergraduate students who were enrolled in compulsory EFL classes for non-English majors at four universities. In this talk, I will talk about the design of the study in both practical and theoretical terms. I will also describe the relationship between listening anxiety and performance on the one-way listening tasks based on the listening section of the TOEIC test. Finally, I will conclude with some ideas for dealing with listening anxiety in the classroom.
In the second part, I will demonstrate a listening website that I have been making for an ongoing KAKEN-funded project. Listening materials were collected from a number of sources to ensure that a variety of text types (e.g. problem-solution, discussion, interview, telephone message, news report etc.) of varying levels of difficulty. I will share preliminary results and give practical suggestions for those who are considering setting up a similar system for their students.
Biography: Adam Murray is an experienced educator who is currently teaching at Miyazaki International College. For almost a decade, Adam has been teaching English as a Foreign Language to Japanese university students. His research interests are listening instruction, materials development, and assessment. His currently the coordinator of the JALT Materials Writers Special Interest Group. He can be reached at amurray@edu.miyazaki-mic.ac.jp.
Social: 2016 BEER GARDEN
IMS 14 F Beer and Highball Sky Garden
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Saturday June 25th 2-5pm, & Sunday 26th 10am-2pm.
The Evolution of Business Language Training in Japan
Featured Presenters: Michael Handford, Andrew Vaughan & Hiromasa Tanaka
Venue: ACROS Fukuoka Seminar Room 2, 2nd Floor
The aim of this event is to throw light on the various ways that Business English is being learned, taught and used in workplaces in Japan.
Drawn together will be corporate, academic and private business English teachers and researchers to discuss current teaching practices and the evolution of this field.
Biography: Featured Presenters: Michael Handford, Andrew Vaughan & Hiromasa Tanaka
Professor Mike Handford is from Cardiff University and will present via video presentation. He is planning on using data and examples from construction industry meetings, and is the co-author of the corpus based Business Advantage textbook. Andrew Vaughan is the GM of a company which customizes language/communication skills programs for Japanese and foreign-owned companies. He has a wealth of knowledge and experience about how the Japanese corporate language training field has evolved, and will bring his interests in testing and evaluation to show the return on investment in language programs. He is also the author of Get Ready for Business. Professor Hiromasa Tanaka from Meisei University has published 78 articles and books on business discourse and human resource development. He took time out before his Association of Business Communication in Cape Town presentation earlier this year to give a fascinating interview to the Business Communication SIG newsletter earlier this year (accessible from our website). So we are honored that he has time to come and discuss the impacts of corporate language change with us in Fukuoka.
http://jalt.org/bizcom/index.html
The Evolution of Business Language Training in Japan
Featured Presenters: Michael Handford, Andrew Vaughan & Hiromasa Tanaka
Venue: ACROS Fukuoka Seminar Room 2, 2nd Floor
The aim of this event is to throw light on the various ways that Business English is being learned, taught and used in workplaces in Japan.
Drawn together will be corporate, academic and private business English teachers and researchers to discuss current teaching practices and the evolution of this field.
Biography: Featured Presenters: Michael Handford, Andrew Vaughan & Hiromasa Tanaka
Professor Mike Handford is from Cardiff University and will present via video presentation. He is planning on using data and examples from construction industry meetings, and is the co-author of the corpus based Business Advantage textbook. Andrew Vaughan is the GM of a company which customizes language/communication skills programs for Japanese and foreign-owned companies. He has a wealth of knowledge and experience about how the Japanese corporate language training field has evolved, and will bring his interests in testing and evaluation to show the return on investment in language programs. He is also the author of Get Ready for Business. Professor Hiromasa Tanaka from Meisei University has published 78 articles and books on business discourse and human resource development. He took time out before his Association of Business Communication in Cape Town presentation earlier this year to give a fascinating interview to the Business Communication SIG newsletter earlier this year (accessible from our website). So we are honored that he has time to come and discuss the impacts of corporate language change with us in Fukuoka.
http://jalt.org/bizcom/index.html
May 28, (Saturday)
Students' Voices Regarding The Use Of Technology In And Out Of The Classroom
Suzy Connor (Nagasaki University)
May 28, Saturday 6:00-8:00 PM
Venue: ACROS Fukuoka Seminar Room 2 / 2F
1-1-1 Tenjin, Chuo-ku, Fukuoka City
In addition to traditional methods of study, the new technology greatly expands the possibilities in and out of the classroom in terms of teaching, homework and independent study. Teachers often share how they use the new technologies with each other, but what do the students think? Students at mid-level and high-level universities were surveyed via 2 separate essays about what they liked and disliked about various types of technology in the classroom, and their favorite ways to study on their own. Regarding studying on their own, it was pointed out to them that this does not include the assigned e-learning unless they liked it enough to continue using it. When reflecting on teaching practices, taking into account the students' concerns and opinions can help teachers plan a more effective classroom.
Biography: Suzy works full time at Nagasaki University and part time at Kurume University School of Nursing. Research interests include Medical English, TOEIC/TOEFL, and of course, using Harry Potter in any way possible in those 2 areas!
Students' Voices Regarding The Use Of Technology In And Out Of The Classroom
Suzy Connor (Nagasaki University)
May 28, Saturday 6:00-8:00 PM
Venue: ACROS Fukuoka Seminar Room 2 / 2F
1-1-1 Tenjin, Chuo-ku, Fukuoka City
In addition to traditional methods of study, the new technology greatly expands the possibilities in and out of the classroom in terms of teaching, homework and independent study. Teachers often share how they use the new technologies with each other, but what do the students think? Students at mid-level and high-level universities were surveyed via 2 separate essays about what they liked and disliked about various types of technology in the classroom, and their favorite ways to study on their own. Regarding studying on their own, it was pointed out to them that this does not include the assigned e-learning unless they liked it enough to continue using it. When reflecting on teaching practices, taking into account the students' concerns and opinions can help teachers plan a more effective classroom.
Biography: Suzy works full time at Nagasaki University and part time at Kurume University School of Nursing. Research interests include Medical English, TOEIC/TOEFL, and of course, using Harry Potter in any way possible in those 2 areas!
April 23, (Saturday)
Two shorter presentations:
"Increasing Gender Equality in the Classroom" Sara Hendricks
and
"Freeing up Fluency in a Silent Speaking Class" Steve Paton
6:00pm~8:00pm
ACROS Fukuoka Seminar Room 1/2F
Afterwards:Social: Morris Hippo
"Increasing Gender Equality in the Classroom"
Although Japan is a world leader in industry, economics, and education, it lags significantly in gender equality. This study conducted at a university in Japan identified viewpoints on gender roles held by 141 freshman students. It tested the ability of classroom activities and discussions to change students' stereotypical views as well as any effects male versus female instructors might have on that change. The results show that most students have a high desire for personal and societal change. Results from stereotypical testing activities showed that students with female instructors showed significantly fewer stereotypical responses throughout the semester than students with male teachers. This information can be used to guide hiring decisions, curriculum development and classroom activities as educators strive to increase gender equality.
"Freeing up Fluency in a Silent Speaking Class"
In speaking classes with English majors, I’d become disappointed that students weren’t taking advantage of the opportunity to speak, and to learn through experience. Many students were using too much Japanese, or hiding silently behind their more enthusiastic classmates.
In the second semester, I instigated a new, experimental assessment design that would reward active participation, rather than accuracy or “correctness”. More importantly, though, I gave the students a comprehensive, organized explanation of my reasoning, hoping it would change their perception of the course.
I heard more English during the next few lessons than I’d heard in the entire first semester! My explanation had really resonated, and the students opened up, apparently no longer burdened by a concern with accuracy.
In this presentation, I’ll go through what I presented to the students, discuss why I think it was so effective, and show how I’ve applied what I learned to subsequent classes.
Sara Hendricks is interested in student motivation, helping under-performing students, and gender equality. She received her Master's Degree in TESOL from the UW-River Falls and has taught English in six countries--and gotten into even more arguments as to whether Taiwan and China count as separate countries!
Steve Paton has been teaching English for eleven years; firstly to international students in Sydney, Australia, and since 2009, at universities in Fukuoka. He’s interested in learning strategies and strategies-based instruction, and is a member of the Apple Distinguished Educator program.
Two shorter presentations:
"Increasing Gender Equality in the Classroom" Sara Hendricks
and
"Freeing up Fluency in a Silent Speaking Class" Steve Paton
6:00pm~8:00pm
ACROS Fukuoka Seminar Room 1/2F
Afterwards:Social: Morris Hippo
"Increasing Gender Equality in the Classroom"
Although Japan is a world leader in industry, economics, and education, it lags significantly in gender equality. This study conducted at a university in Japan identified viewpoints on gender roles held by 141 freshman students. It tested the ability of classroom activities and discussions to change students' stereotypical views as well as any effects male versus female instructors might have on that change. The results show that most students have a high desire for personal and societal change. Results from stereotypical testing activities showed that students with female instructors showed significantly fewer stereotypical responses throughout the semester than students with male teachers. This information can be used to guide hiring decisions, curriculum development and classroom activities as educators strive to increase gender equality.
"Freeing up Fluency in a Silent Speaking Class"
In speaking classes with English majors, I’d become disappointed that students weren’t taking advantage of the opportunity to speak, and to learn through experience. Many students were using too much Japanese, or hiding silently behind their more enthusiastic classmates.
In the second semester, I instigated a new, experimental assessment design that would reward active participation, rather than accuracy or “correctness”. More importantly, though, I gave the students a comprehensive, organized explanation of my reasoning, hoping it would change their perception of the course.
I heard more English during the next few lessons than I’d heard in the entire first semester! My explanation had really resonated, and the students opened up, apparently no longer burdened by a concern with accuracy.
In this presentation, I’ll go through what I presented to the students, discuss why I think it was so effective, and show how I’ve applied what I learned to subsequent classes.
Sara Hendricks is interested in student motivation, helping under-performing students, and gender equality. She received her Master's Degree in TESOL from the UW-River Falls and has taught English in six countries--and gotten into even more arguments as to whether Taiwan and China count as separate countries!
Steve Paton has been teaching English for eleven years; firstly to international students in Sydney, Australia, and since 2009, at universities in Fukuoka. He’s interested in learning strategies and strategies-based instruction, and is a member of the Apple Distinguished Educator program.
Sara's lesson plans in pdf format:
| gender_roles_lesson_plans.pdf |
March 19, (Saturday)
A Fluency-First Approach: Building Students’ Motivation and Fluency
Speaker: Akio Sakamoto
A Fluency-First Approach: Building Students’ Motivation and Fluency
Speaker: Akio Sakamoto
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ACROS Fukuoka Seminar Room 1/2F
Abstract: This presentation will demonstrate a “fluency-first” approach. This approach is especially suitable for students with low motivation and for those who are too afraid of making mistakes. Culturally, Japanese people are said to be afraid of making mistakes, which accuracy-focused Japanese teaching styles reinforce. The presenter will show some practical methods to break through an accuracy-only mindset to actively and comfortably push students to increases in levels of fluency and proficiency.
The presenter will demonstrate how to create a motivating learning environment where students produce both “beautiful silence” in reading and writing and “happy noise” in listening and speaking. This presentation aims to give interested teachers some ideas to encourage their students to read and listen extensively and express themselves extensively in speaking and writing.
Akio Sakamoto teaches at Fukuoka Jo Gakuin Junior and Senior High School. He has been teaching for 19 years. He has presented and given lectures at many conferences and events around Japan on his research of how to apply new and practical ideas to build fluency and proficiency. He encourages teachers and students to adopt his methods and to visit his classroom to see him in practice.
February 27 (Saturday)
Emotions in language learning: What teachers should know
Speaker: Keita Kikuchi
ACROS Fukuoka Seminar Room 1/2F
Emotions in language learning: What teachers should know
Speaker: Keita Kikuchi
ACROS Fukuoka Seminar Room 1/2F
The presenter first discusses the importance of studying emotion in second language learning. He presents what he learned in his experience researching motivation and a new study he conducted recently. In this study, a questionnaire based on Dornyei (2010) was developed to study the motivational dynamics of Japanese college students to study English as a foreign language (EFL). It consists of the Ideal L2 self, the Ought-to L2 self, and L2 learning experience. The instrument in this research also measures these constructs. This research project entails three phases. In the first phase, the questionnaire data, collected in April 2015 from more than 600 university freshmen who attend several colleges in Japan, was analyzed using both exploratory and confirmatory factor analysis. In the second phase, five learners who participated were interviewed six times over two semesters from April 2015 to January 2016. Questionnaire data was also collected from these learners, to identify their initial motivational characteristics in April, and to observe the motivational dynamics with quantitative data over two semesters. Finally, using the Geneva Emotion wheel (Scherer, Shuman, Fontaine, & Soriano, 2013), they were asked to reflect on the emotions triggered by events that affected their motivational changes that they mentioned in the six interviews at the end of the research project.
Based on the results of this study, the presenter will discuss what teachers should know about the emotions in language learning. Since participants are invited to discuss and share what they have observed on this topic throughout the presentation, active participants are welcomed.
Keita Kikuchi holds a Master of Arts degree in ESL from the University of Hawai'i at Manoa and a Doctorate in Education from Temple University. He is currently an associate professor at Kanagawa University in Yokohama, Japan. His most recent publication is “Demotivation in Second Language Acquisition: Insights from Japan (Multilingual Matters: 2015).”
Based on the results of this study, the presenter will discuss what teachers should know about the emotions in language learning. Since participants are invited to discuss and share what they have observed on this topic throughout the presentation, active participants are welcomed.
Keita Kikuchi holds a Master of Arts degree in ESL from the University of Hawai'i at Manoa and a Doctorate in Education from Temple University. He is currently an associate professor at Kanagawa University in Yokohama, Japan. His most recent publication is “Demotivation in Second Language Acquisition: Insights from Japan (Multilingual Matters: 2015).”
January 10, 2016 (Sunday)
Inspire or Perspire? Getting Students Speaking
Speaker: Andy Boon (Toyo Gakuen University)
Venue: Seinan Community Center, 2F meeting room, Nishijin, Fukuoka City
Social: D. Kajahna (Indian)
Inspire or Perspire? Getting Students Speaking
Speaker: Andy Boon (Toyo Gakuen University)
Venue: Seinan Community Center, 2F meeting room, Nishijin, Fukuoka City
Social: D. Kajahna (Indian)
This presentation will introduce the audience to a number of strategies that can help break the silence in the Japanese classroom and get students engaging in meaningful communication. Audience members will be asked to try out a number of tried and tested speaking activities and also be encouraged to share their ideas for getting students talking to one another in the L2.
Inspire is a listening and speaking course with additional content reading designed to create a richer speaking experience. The spectacular National Geographic photos and video provide enduring images that inspire learners to discover the world in all its brilliance.
Andy Boon is an associate professor in the faculty of humanities at Toyo Gakuen University, Tokyo. He has been teaching in Japan for over 17 years. He holds a PhD in Applied Linguistics from Aston University. He has been an active member of JALT since 2004, has presented at numerous conferences, and has published several articles on teacher development, motivation, and methodology. He is also co-author of Inspire; a 3-level listening and speaking coursebook (Cengage Learning, 2013-14).
Inspire is a listening and speaking course with additional content reading designed to create a richer speaking experience. The spectacular National Geographic photos and video provide enduring images that inspire learners to discover the world in all its brilliance.
Andy Boon is an associate professor in the faculty of humanities at Toyo Gakuen University, Tokyo. He has been teaching in Japan for over 17 years. He holds a PhD in Applied Linguistics from Aston University. He has been an active member of JALT since 2004, has presented at numerous conferences, and has published several articles on teacher development, motivation, and methodology. He is also co-author of Inspire; a 3-level listening and speaking coursebook (Cengage Learning, 2013-14).
2015 Bonenkai, December 5
at Plaza del Sol in Daimyo
at Plaza del Sol in Daimyo
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December 5, 2015 (Saturday)
Internationalized tertiary education
Speaker: Chris Haswell (Kyushu University)
Venue: Tenjin, Office Hummingbird (Tenjin Nishimo bldg. 6F room 602 - above LAWSON)
This presentation covers recent efforts by MEXT to internationalize Japanese education through the use of English. The current language education policies in Japan mandate over 10 years of English language education. Within this context, the number of international students in Japan is at its highest level ever and projected to continue rising, as universities and other institutions of higher education view foreign enrollment and investment as the answer to falling domestic intake. The policies of MEXT are by no means unique, and these actions are in fact somewhat behind those of their Asian neighbours, but they clearly indicate MEXT’s intention to follow worldwide trends in education and sociolinguistic behaviour.
Set against this backdrop of rapid internationalization of language education and enrollment policies is the globalization of the language being used to facilitate these goals – English has developed far beyond a language controlled by a handful of countries into a global lingua franca, affected by its contexts of use. Models used to describe the language have become outmoded, and an understanding of how the language is used and changed by its users is becoming increasingly important for all stake-holders in the language.
This presentation situates the internationalization of Japanese language education in the global context of English language use development. It is intended to provide both a grounded academic background to the current state of this process and a forum for the exchange of practical ideas to assist students, teachers, and others in the industry with the knowledge they need to make the most of their opportunities in this fast-developing sociolinguistic field.
Presenter:
Chris Haswell has been living and researching in Japan for the last 15 years. He has presented research in Japan, Korea, The Philippines and Cambodia, and published work on the internationalization of language education in Asia and the modeling of English use globally. He is currently working at Kyushu University in Fukuoka.
Internationalized tertiary education
Speaker: Chris Haswell (Kyushu University)
Venue: Tenjin, Office Hummingbird (Tenjin Nishimo bldg. 6F room 602 - above LAWSON)
This presentation covers recent efforts by MEXT to internationalize Japanese education through the use of English. The current language education policies in Japan mandate over 10 years of English language education. Within this context, the number of international students in Japan is at its highest level ever and projected to continue rising, as universities and other institutions of higher education view foreign enrollment and investment as the answer to falling domestic intake. The policies of MEXT are by no means unique, and these actions are in fact somewhat behind those of their Asian neighbours, but they clearly indicate MEXT’s intention to follow worldwide trends in education and sociolinguistic behaviour.
Set against this backdrop of rapid internationalization of language education and enrollment policies is the globalization of the language being used to facilitate these goals – English has developed far beyond a language controlled by a handful of countries into a global lingua franca, affected by its contexts of use. Models used to describe the language have become outmoded, and an understanding of how the language is used and changed by its users is becoming increasingly important for all stake-holders in the language.
This presentation situates the internationalization of Japanese language education in the global context of English language use development. It is intended to provide both a grounded academic background to the current state of this process and a forum for the exchange of practical ideas to assist students, teachers, and others in the industry with the knowledge they need to make the most of their opportunities in this fast-developing sociolinguistic field.
Presenter:
Chris Haswell has been living and researching in Japan for the last 15 years. He has presented research in Japan, Korea, The Philippines and Cambodia, and published work on the internationalization of language education in Asia and the modeling of English use globally. He is currently working at Kyushu University in Fukuoka.
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November 28, 2015 (Saturday)
How Classroom Assessments Can Improve Teaching and Learning
Speaker: James Dean Brown (University of Hawai'i at Mānoa)
This presentation will grapple with the issues involved in using classroom assessments to improve teaching and learning. I will begin with several key questions: What is learning? And, how does assessment relate to learning? I will go on to argue that the key is to link assessment to teaching, classroom activities, and learning, and vice versa. In much more detail, I will show how all of this can be done in five steps: planning assessment (including knowing your options, matching assessment to learning, and promoting learning with assessment); writing items (including creating the best possible items, writing enough items, and checking the items again); compiling the assessments (including organizing the items, creating scoring tools, and proofreading the complete assessment procedure); using the assessments (including planning the administration, giving students feedback, and using the feedback yourself); and improving the assessments (including analyzing the items, checking reliability, and checking validity). I will end by discussing with the audience how they now feel they can best link assessment to teaching, classroom activities, and learning, and vice versa.
James Dean Brown ("JD") is currently Professor of Second Language Studies at the University of Hawai'i at Mānoa. He has spoken and taught in many places ranging from Brazil to Venezuela. He has published numerous articles and books on language testing, curriculum design, research methods, and connected speech. His most recent books are: Developing, using, and analyzing rubrics in language assessment with case studies in Asian and Pacific languages (2012 from NFLRC); New ways in teaching connected speech (2012 from TESOL); New ways of classroom assessment, revised (2013 from TESOL); Practical assessment tools for college Japanese (2013 with K. Kondo-Brown & Tominaga from NFLRC); Mixed methods research for TESOL (2014 from Edinburgh University Press); Cambridge guide to research in language teaching and learning (2015 with C. Coombe from Cambridge University Press); Teaching and assessing EIL in local contexts around the world (2015 with S. L. McKay from Routledge); Developing courses in languages for specific purposes (2015 with J. Trace & T. Hudson from NFLRC); Introducing needs analysis and English for specific purposes (in press 2016 from Routledge); and two others that are currently in the works.
How Classroom Assessments Can Improve Teaching and Learning
Speaker: James Dean Brown (University of Hawai'i at Mānoa)
This presentation will grapple with the issues involved in using classroom assessments to improve teaching and learning. I will begin with several key questions: What is learning? And, how does assessment relate to learning? I will go on to argue that the key is to link assessment to teaching, classroom activities, and learning, and vice versa. In much more detail, I will show how all of this can be done in five steps: planning assessment (including knowing your options, matching assessment to learning, and promoting learning with assessment); writing items (including creating the best possible items, writing enough items, and checking the items again); compiling the assessments (including organizing the items, creating scoring tools, and proofreading the complete assessment procedure); using the assessments (including planning the administration, giving students feedback, and using the feedback yourself); and improving the assessments (including analyzing the items, checking reliability, and checking validity). I will end by discussing with the audience how they now feel they can best link assessment to teaching, classroom activities, and learning, and vice versa.
James Dean Brown ("JD") is currently Professor of Second Language Studies at the University of Hawai'i at Mānoa. He has spoken and taught in many places ranging from Brazil to Venezuela. He has published numerous articles and books on language testing, curriculum design, research methods, and connected speech. His most recent books are: Developing, using, and analyzing rubrics in language assessment with case studies in Asian and Pacific languages (2012 from NFLRC); New ways in teaching connected speech (2012 from TESOL); New ways of classroom assessment, revised (2013 from TESOL); Practical assessment tools for college Japanese (2013 with K. Kondo-Brown & Tominaga from NFLRC); Mixed methods research for TESOL (2014 from Edinburgh University Press); Cambridge guide to research in language teaching and learning (2015 with C. Coombe from Cambridge University Press); Teaching and assessing EIL in local contexts around the world (2015 with S. L. McKay from Routledge); Developing courses in languages for specific purposes (2015 with J. Trace & T. Hudson from NFLRC); Introducing needs analysis and English for specific purposes (in press 2016 from Routledge); and two others that are currently in the works.
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Social Event after the meeting:
Hong Kong Chon Long 香港蒸籠 岩田屋新館店 |
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October 17 2015
Speaker: Barbara Sakamoto
Title: Creative Teaching for 21st Century Learners
Speaker: Barbara Sakamoto
Title: Creative Teaching for 21st Century Learners
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There's a lot of talk these days about including 21st century skills in language classes. What are these skills, and do they have any place in a language class where teachers have limited contact time, and the priority is, still, to teach English? In this workshop, teachers will learn teaching techniques to help their learners become strong English users and also critical and creative thinkers. By making every moment of class time count, teachers can help students succeed, on exams and in future jobs. Teachers can build both the traditional four skills (speaking, listening, reading, and writing) and the 21st century 4Cs (communication, collaboration, creativity and critical thinking) in every class.
The secret is building a strong English foundation, so that teachers can spend most of your class time using language to develop the more advanced (and more fun!) integrated skills in student-generated projects. We'll explore simple teaching techniques to do this and look at actual student projects. Teachers will have a chance to try out techniques and activities, so come prepared to participate.
After the presentation:
食堂空間 和楽 (Shokudokukan Yawaraku)
Address: 3-3-14 Tenjin, Chuo-ku (2F Hotel Ascent Fukuoka)
The secret is building a strong English foundation, so that teachers can spend most of your class time using language to develop the more advanced (and more fun!) integrated skills in student-generated projects. We'll explore simple teaching techniques to do this and look at actual student projects. Teachers will have a chance to try out techniques and activities, so come prepared to participate.
After the presentation:
食堂空間 和楽 (Shokudokukan Yawaraku)
Address: 3-3-14 Tenjin, Chuo-ku (2F Hotel Ascent Fukuoka)
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September 2015 event
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Date: September 26th (Saturday)
Speaker: Alexey Kukharuk
Title: Obstacles to professional development in Japanese schools and universities
After-meeting social event:
Venue: GRAND CHINA (Chinese buffet)
福岡市中央区天神１‐１‐１アクロス福岡Ｂ２Ｆ
ACROS Fukuoka B2F, 1-1-1, Tenjin, Chuo-ku, Fukuoka
Speaker: Alexey Kukharuk
Title: Obstacles to professional development in Japanese schools and universities
After-meeting social event:
Venue: GRAND CHINA (Chinese buffet)
福岡市中央区天神１‐１‐１アクロス福岡Ｂ２Ｆ
ACROS Fukuoka B2F, 1-1-1, Tenjin, Chuo-ku, Fukuoka
Obstacles to professional development in Japanese schools and universities
With professional development (Faculty Development) finally reaching tertiary institutions and the focus of education shifting from teaching to learning, Japanese schools and universities face several difficulties regarding the implementation of effective professional development programs. This presentation is part of a larger study, undertaken by the presenter during the post-graduate course at the University of Manchester, which explored obstacles to professional development (Faculty Development) at a Japanese national university.
This presentation is a literature review which introduces several challenges for professional development in Japan. Namely, the presentation discusses attitudes to teaching among school and university educators and problematizes the concept of “good teaching” as a standard for teaching. The second half of the presentation introduces what are observed to be common attitudes to professional development in schools and universities and elaborates on the related to those attitudes concept of reflection.
The presentation includes group activities in which the participants will be able to share their experience with and views on some of the above-mentioned points. It will conclude with the implications of the discussed issues for professional development of teachers in Japan – both in the view of the presenter and those of the participants.
Bio
Alexey Kukharuk works as an English instructor and a facilitator at Fukuoka Communication Center where in addition to teaching, his responsibilities include but are not limited to interviewing job applicants and managing the professional development of both new and current instructors. The author’s primary research interests lie in professional development and teacher learning as well as education quality.
With professional development (Faculty Development) finally reaching tertiary institutions and the focus of education shifting from teaching to learning, Japanese schools and universities face several difficulties regarding the implementation of effective professional development programs. This presentation is part of a larger study, undertaken by the presenter during the post-graduate course at the University of Manchester, which explored obstacles to professional development (Faculty Development) at a Japanese national university.
This presentation is a literature review which introduces several challenges for professional development in Japan. Namely, the presentation discusses attitudes to teaching among school and university educators and problematizes the concept of “good teaching” as a standard for teaching. The second half of the presentation introduces what are observed to be common attitudes to professional development in schools and universities and elaborates on the related to those attitudes concept of reflection.
The presentation includes group activities in which the participants will be able to share their experience with and views on some of the above-mentioned points. It will conclude with the implications of the discussed issues for professional development of teachers in Japan – both in the view of the presenter and those of the participants.
Bio
Alexey Kukharuk works as an English instructor and a facilitator at Fukuoka Communication Center where in addition to teaching, his responsibilities include but are not limited to interviewing job applicants and managing the professional development of both new and current instructors. The author’s primary research interests lie in professional development and teacher learning as well as education quality.
CLICK BELOW for Alexey's bibliography and references (pdf file).
| bibliography.pdf |
July 2015 event
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Date: Saturday, July 11th, 2015
Speaker: Branden Kirchmeyer (Sojo University)
Title: Done in 60 Seconds: Bottom-up listening tasks for beginners
Location: NEW LOCATION- Office Humming Bird
(in Tenjin on Showa Dori, between Oyafuku-dori and Futata; map
"Done in 60 Seconds: Bottom-up listening tasks for beginners"
Geared towards teachers with beginner-level or reluctant students, this interactive presentation focuses on the integration of brief but frequent bottom-up processing (BUP) activities into larger, more meaning-focused instruction. Twenty-four activities will be demonstrated, each of which serve to promote BUP skills, reinforce target language needed for more communicative tasks, and/or increase learner engagement. CALL tie-ins will also be discussed, and experimental online (Moodle) BUP tasks currently under development for an upcoming research project will be shown. Attendees will be invited to participate as students, and to share any relevant experiences which may contribute to the conversation.
Speaker: Branden Kirchmeyer (Sojo University)
Title: Done in 60 Seconds: Bottom-up listening tasks for beginners
Location: NEW LOCATION- Office Humming Bird
(in Tenjin on Showa Dori, between Oyafuku-dori and Futata; map
"Done in 60 Seconds: Bottom-up listening tasks for beginners"
Geared towards teachers with beginner-level or reluctant students, this interactive presentation focuses on the integration of brief but frequent bottom-up processing (BUP) activities into larger, more meaning-focused instruction. Twenty-four activities will be demonstrated, each of which serve to promote BUP skills, reinforce target language needed for more communicative tasks, and/or increase learner engagement. CALL tie-ins will also be discussed, and experimental online (Moodle) BUP tasks currently under development for an upcoming research project will be shown. Attendees will be invited to participate as students, and to share any relevant experiences which may contribute to the conversation.
May 2015 event
Date: Sat May 23
Speaker: Jon Dujmovich
Title: "Multicultural Me: Expanding horizons for intercultural communication"
Location: Seinan Gakuin University Community Center 2F (map)
After-meeting social event:
Venue: D.Khajana, Fujisaki
"Multicultural Me: Expanding horizons for intercultural communication"
Utilized in various settings for adults & university students, down to J.H.S. 3rd grade students, the activities and program within Multicultural Me provides students with an opportunity to develop intercultural and second language competency, in a manner specifically tailored to the challenges of the Japanese context.
The Multicultural Me module for intercultural communication blends task-based learning (TBL) and content-based approaches for language learners. The central aims of the module are: To deepen cultural self-realization; broaden awareness of social diversity in daily life; develop and express empathy; enable learners to open multiple channels for communication; and provide a language framework for expressing one’s identity as well as showing interest in others.
In this workshop the presenter will demonstrate and discuss the Multicultural Me activities, grounding in intercultural communication theory, methodology, and ESL pedagogy. The presenter will provide opportunities to experiment with ideas and activities in a workshop format while demonstrating how activities can be adjusted for learning stage appropriateness. Participants will be able to incorporate the ideas and activities from this workshop into their classes, and immediately apply them to their lessons.
Date: Sat May 23
Speaker: Jon Dujmovich
Title: "Multicultural Me: Expanding horizons for intercultural communication"
Location: Seinan Gakuin University Community Center 2F (map)
After-meeting social event:
Venue: D.Khajana, Fujisaki
"Multicultural Me: Expanding horizons for intercultural communication"
Utilized in various settings for adults & university students, down to J.H.S. 3rd grade students, the activities and program within Multicultural Me provides students with an opportunity to develop intercultural and second language competency, in a manner specifically tailored to the challenges of the Japanese context.
The Multicultural Me module for intercultural communication blends task-based learning (TBL) and content-based approaches for language learners. The central aims of the module are: To deepen cultural self-realization; broaden awareness of social diversity in daily life; develop and express empathy; enable learners to open multiple channels for communication; and provide a language framework for expressing one’s identity as well as showing interest in others.
In this workshop the presenter will demonstrate and discuss the Multicultural Me activities, grounding in intercultural communication theory, methodology, and ESL pedagogy. The presenter will provide opportunities to experiment with ideas and activities in a workshop format while demonstrating how activities can be adjusted for learning stage appropriateness. Participants will be able to incorporate the ideas and activities from this workshop into their classes, and immediately apply them to their lessons.
April 2015 Event
Date: Sat April 25
Time: 18:00 - 20:00
Speaker: Ian Brown (Matsuyama University)
Title: "Blended Learning with Student Smartphones and iPhones"
Location: Seinan Gakuin University Community Center 2F (map)
After-meeting social event:
Venue: Wara Wara (Nishijin Ekimae-ten)
"Blended Learning with Student Smartphones and iPhones"
Blended-learning, the mix of face-to-face teaching and CALL, has grown in popularity with the rise of CALL and computers. However one impediment has always been the need for computers and computer labs. Now with the spread of smartphones and iPhones reaching saturation point, students have effectively powerful Internet connected computers in their pockets, ideal for blended learning in any classroom. With students these days having more access and familiarity with mobiles over computers, Mobile Assisted Language Learning (MALL) is rapidly developing, even overtaking computers in language learning. This workshop presentation will demonstrate some of the ways to use students' mobile devices in the language classroom. The mobile phone use is centred around class 'Home' sites, mobile friendly LMSs, containing class information and links to online activities. The presentation will demonstrate the setup of such a home site and then show how class information, and some activities such as tests, audio links, discussion boards and voice recording of presentations or dialogues can be used in the classroom through the smartphones and iPhones. The mobile device use supplements the face-to-face teaching in a blended learning approach and can be used in conjunction with any regular textbook. It is only used when technology has advantages in language learning over traditional methods and these advantages will be highlighted and demonstrated in the presentation. Rather than being the distraction to learning in the classroom that disturb teachers, students' smartphones and iPhones can be a boon to learning!
Time: 18:00 - 20:00
Speaker: Ian Brown (Matsuyama University)
Title: "Blended Learning with Student Smartphones and iPhones"
Location: Seinan Gakuin University Community Center 2F (map)
After-meeting social event:
Venue: Wara Wara (Nishijin Ekimae-ten)
"Blended Learning with Student Smartphones and iPhones"
Blended-learning, the mix of face-to-face teaching and CALL, has grown in popularity with the rise of CALL and computers. However one impediment has always been the need for computers and computer labs. Now with the spread of smartphones and iPhones reaching saturation point, students have effectively powerful Internet connected computers in their pockets, ideal for blended learning in any classroom. With students these days having more access and familiarity with mobiles over computers, Mobile Assisted Language Learning (MALL) is rapidly developing, even overtaking computers in language learning. This workshop presentation will demonstrate some of the ways to use students' mobile devices in the language classroom. The mobile phone use is centred around class 'Home' sites, mobile friendly LMSs, containing class information and links to online activities. The presentation will demonstrate the setup of such a home site and then show how class information, and some activities such as tests, audio links, discussion boards and voice recording of presentations or dialogues can be used in the classroom through the smartphones and iPhones. The mobile device use supplements the face-to-face teaching in a blended learning approach and can be used in conjunction with any regular textbook. It is only used when technology has advantages in language learning over traditional methods and these advantages will be highlighted and demonstrated in the presentation. Rather than being the distraction to learning in the classroom that disturb teachers, students' smartphones and iPhones can be a boon to learning!