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JALT2024: Nov. 15-18 in Shizuoka. The call for presentation proposals runs Jan. 9 - March 10, 2024.
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Upcoming Fukuoka JALT events:
For past events, see our 2024 Archive. Overview (details below):
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Calls for Conference Presentation Proposals:Recent video uploads:
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Fukuoka JALT My Share
Saturday, April 20th, 2024 (2024年4月20日(土))
In-person event
6 PM (18:00)~8 PM (20:00)
The Fukuoka JALT MyShare event is an opportunity for language teachers to share their work with a wider audience and gain constructive feedback. With a semi-formal round-table discussion format, MyShare offers time for multiple presenters to explain a specific language learning activity or idea. Presenters will have 20 minutes, including discussion.
Miki Tokunaga (National Institute of Technology Kurume College)
Two fun classroom activities you can use with any proficiency levels and class sizes
I will demonstrate two activities that I use most often in my classes. One is a picture guessing game for speaking practice and the other is a vocabulary review game. They are both easy to prepare, and can be used in classes of any sizes with students of any proficiency levels.
Pharo Sok (Kyushu Sangyo University)
From Bored to Board (Games): Collaboration and Creativity in the Classroom
Drawing on research about the benefits of gamifying education, I created an original board game creation project for undergraduate students at a Japanese university. In this presentation, we’ll explore the process behind making the games and the finished products. Ultimately, students had to think creatively in terms of construction and mechanics as well as create a game that encouraged English conversations about typical and unusual topics.
Fess Higgins
Semi-Automated Multimodal Flashcard Generation
Explicit vocabulary learning has a place in every classroom, and substantial evidence supports flashcards as one of the best resources for memorization. However, on their own, students often make flashcards that are far from what the research would recommend. In this presentation, I will outline a few web-based tools that can be used together to seamlessly make effective virtual flashcards from videos both inside and outside a classroom.
Tim Pritchard (Seinan Gakuin University)
The Benefits of a Simple Lesson Warm-Up Activity
This talk demonstrates a simple lesson warm up (or warm down) speaking activity for students in pairs or small groups. The pros and cons of a brief follow-up activity will be explained, as well as ways to deal with some problems that can arise and possible variations of the activity. Finally, several unintended benefits, expressed by the students after using this activity for one semester, will be revealed.
Prof. Yasuo Nakatani (Hosei University)
Utilizing Corpus Data Analyses of Top-tier Business Professionals in Presentation Instruction
To gain insights into instructing English presentations, we analyze 300,000 words corpus data from top-tier business professionals, which includes speakers from TED Talk and the Oxford Union. Through key word and cluster analyses, we investigate their significant words and collocations for persuasive public speaking. What communication strategies do figures like Jeff Bezos, Larry Page, and James Quincey employ to captivate their audiences? Moreover, how can we effectively impart these techniques to learners in Japan?
Location: Elgala (Daimaru East) Building, Tenjin (6 F, Kurume University Satellite Campus room; go in the back entrance shown on the map). From Hakata, take the Nanakuma Subway Line to Tenjin-Minami Station, exit 4. If you haven't been to this location before, please note that the entrance is NOT through the department store, it is around the back from the department store entrances, here: https://goo.gl/maps/hj8VXmpfjAykeXBV9 (You'll find this by Googling エルガーラ オフィス棟). Click here to watch a video showing the venue location.
Miki Tokunaga (National Institute of Technology Kurume College)
Two fun classroom activities you can use with any proficiency levels and class sizes
I will demonstrate two activities that I use most often in my classes. One is a picture guessing game for speaking practice and the other is a vocabulary review game. They are both easy to prepare, and can be used in classes of any sizes with students of any proficiency levels.
Pharo Sok (Kyushu Sangyo University)
From Bored to Board (Games): Collaboration and Creativity in the Classroom
Drawing on research about the benefits of gamifying education, I created an original board game creation project for undergraduate students at a Japanese university. In this presentation, we’ll explore the process behind making the games and the finished products. Ultimately, students had to think creatively in terms of construction and mechanics as well as create a game that encouraged English conversations about typical and unusual topics.
Fess Higgins
Semi-Automated Multimodal Flashcard Generation
Explicit vocabulary learning has a place in every classroom, and substantial evidence supports flashcards as one of the best resources for memorization. However, on their own, students often make flashcards that are far from what the research would recommend. In this presentation, I will outline a few web-based tools that can be used together to seamlessly make effective virtual flashcards from videos both inside and outside a classroom.
Tim Pritchard (Seinan Gakuin University)
The Benefits of a Simple Lesson Warm-Up Activity
This talk demonstrates a simple lesson warm up (or warm down) speaking activity for students in pairs or small groups. The pros and cons of a brief follow-up activity will be explained, as well as ways to deal with some problems that can arise and possible variations of the activity. Finally, several unintended benefits, expressed by the students after using this activity for one semester, will be revealed.
Prof. Yasuo Nakatani (Hosei University)
Utilizing Corpus Data Analyses of Top-tier Business Professionals in Presentation Instruction
To gain insights into instructing English presentations, we analyze 300,000 words corpus data from top-tier business professionals, which includes speakers from TED Talk and the Oxford Union. Through key word and cluster analyses, we investigate their significant words and collocations for persuasive public speaking. What communication strategies do figures like Jeff Bezos, Larry Page, and James Quincey employ to captivate their audiences? Moreover, how can we effectively impart these techniques to learners in Japan?
Location: Elgala (Daimaru East) Building, Tenjin (6 F, Kurume University Satellite Campus room; go in the back entrance shown on the map). From Hakata, take the Nanakuma Subway Line to Tenjin-Minami Station, exit 4. If you haven't been to this location before, please note that the entrance is NOT through the department store, it is around the back from the department store entrances, here: https://goo.gl/maps/hj8VXmpfjAykeXBV9 (You'll find this by Googling エルガーラ オフィス棟). Click here to watch a video showing the venue location.
Two presentations on Pronunciation by Yusuke Shibata
Yusuke Shibata (Fukuoka Jo Gakuin University)
Saturday, May 11, 2024 (2024年5月11日(土))
In-person event
6 PM (18:00)~8 PM (20:00)
Navigating Pronunciation Priorities with Japanese Learners
The teaching of pronunciation presents unique challenges in the classroom, with various aspects demanding attention. While it is widely recognised that teaching Japanese learners the distinction between English consonants /l/ and /r/ is crucial, the significance of this contrast in communication might not be readily apparent to everyone, especially when compared to other factors like stress placement or intonation. In this session, we will address the perennial question: what should be prioritised in teaching pronunciation, and what can wait?
Maximizing AI for Pronunciation Improvement
AI is rapidly advancing, presenting ample opportunities for its integration into pronunciation teaching and learning. For example, AI-driven text-to-speech technology can efficiently generate listening materials without the need for costly voice artists. Additionally, learners can leverage voice recognition or speech-to-text to assess the quality of their pronunciation. This lecture will demonstrate how to effectively utilise these tools.
Bio
Yusuke Shibata is a Professor at Fukuoka Jo Gakuin University, and holds a Master of Arts in Phonetics from University College London and a Master of Education from Kochi University. With a keen interest in Phonetics and a specific focus on intelligibility, he has delved into various aspects of English pronunciation, ranging from segmental features to suprasegmental phenomena.
Location: Elgala (Daimaru East) Building, Tenjin (6 F, Kurume University Satellite Campus room; go in the back entrance shown on the map). From Hakata, take the Nanakuma Subway Line to Tenjin-Minami Station, exit 4. If you haven't been to this location before, please note that the entrance is NOT through the department store, it is around the back from the department store entrances, here: https://goo.gl/maps/hj8VXmpfjAykeXBV9 (You'll find this by Googling エルガーラ オフィス棟). Click here to watch a video showing the venue location.
The teaching of pronunciation presents unique challenges in the classroom, with various aspects demanding attention. While it is widely recognised that teaching Japanese learners the distinction between English consonants /l/ and /r/ is crucial, the significance of this contrast in communication might not be readily apparent to everyone, especially when compared to other factors like stress placement or intonation. In this session, we will address the perennial question: what should be prioritised in teaching pronunciation, and what can wait?
Maximizing AI for Pronunciation Improvement
AI is rapidly advancing, presenting ample opportunities for its integration into pronunciation teaching and learning. For example, AI-driven text-to-speech technology can efficiently generate listening materials without the need for costly voice artists. Additionally, learners can leverage voice recognition or speech-to-text to assess the quality of their pronunciation. This lecture will demonstrate how to effectively utilise these tools.
Bio
Yusuke Shibata is a Professor at Fukuoka Jo Gakuin University, and holds a Master of Arts in Phonetics from University College London and a Master of Education from Kochi University. With a keen interest in Phonetics and a specific focus on intelligibility, he has delved into various aspects of English pronunciation, ranging from segmental features to suprasegmental phenomena.
Location: Elgala (Daimaru East) Building, Tenjin (6 F, Kurume University Satellite Campus room; go in the back entrance shown on the map). From Hakata, take the Nanakuma Subway Line to Tenjin-Minami Station, exit 4. If you haven't been to this location before, please note that the entrance is NOT through the department store, it is around the back from the department store entrances, here: https://goo.gl/maps/hj8VXmpfjAykeXBV9 (You'll find this by Googling エルガーラ オフィス棟). Click here to watch a video showing the venue location.
(1) Has Junior High School English Education in Japan Changed?
Miki Tokunaga (National Institute of Technology (KOSEN) Kurume College)
(2) Does Soft-CLIL work in National Institute of Technology?
Tatsuma Shirai (National Institute of Technology (KOSEN) Kurume College)
Saturday, May 25, 2024 (2024年5月55日(土))
Different location: Seinan Community Center in Nishijin
6:30 PM (18:30)~8:30 PM (20:30)
(1) Has Junior High School English Education in Japan Changed?
MEXT's new national curriculum standards for junior high schools came into effect in 2021. To investigate what is happening in junior high school classes under the new curriculum, questionnaires were given to first-year KOSEN students. The data showed that, while communicative activities were more common than translation practice and grammar explanations in their junior high school classes, evaluations of the students' progress did not seem to reflect what they did in class. The presentation will then discuss the preliminary results of the current project, which followed seven first-year junior high school students at three public junior high schools. The information on their class activities, homework, ALT visits, and term exams were provided by the participants, and face-to-face interviews were conducted during the summer and spring breaks. The results suggested that English classes at junior high schools are still in transition from lecture-style to more communication-centered classes. It seems that, while the schools and teachers try to follow the new curriculum standards, some students and parents are left confused and frustrated, seeking help from cram schools.
Miki Tokunaga is a professor at National Institute of Technology (KOSEN) Kurume College. Her research interests include the relationship between language knowledge and language skills.
MEXT's new national curriculum standards for junior high schools came into effect in 2021. To investigate what is happening in junior high school classes under the new curriculum, questionnaires were given to first-year KOSEN students. The data showed that, while communicative activities were more common than translation practice and grammar explanations in their junior high school classes, evaluations of the students' progress did not seem to reflect what they did in class. The presentation will then discuss the preliminary results of the current project, which followed seven first-year junior high school students at three public junior high schools. The information on their class activities, homework, ALT visits, and term exams were provided by the participants, and face-to-face interviews were conducted during the summer and spring breaks. The results suggested that English classes at junior high schools are still in transition from lecture-style to more communication-centered classes. It seems that, while the schools and teachers try to follow the new curriculum standards, some students and parents are left confused and frustrated, seeking help from cram schools.
Miki Tokunaga is a professor at National Institute of Technology (KOSEN) Kurume College. Her research interests include the relationship between language knowledge and language skills.
(2) Does Soft-CLIL work in National Institute of Technology?
Content and Language Integrated Learning (CLIL) is a teaching approach that integrates content from a subject area with language learning objectives. At NIT, there is a perceived compatibility between CLIL and its Model Core Curriculum. However, implementing CLIL effectively at NIT poses challenges, particularly regarding the choice of content. While it is believed that teaching science content, which NIT students are more likely to find inherently interesting, can enhance CLIL outcomes, this presents difficulties for English language teachers in Japan. This study investigates the feasibility of implementing CLIL at NIT, focusing on "Soft-CLIL," which involves integrating language with conceptual knowledge other than science. Demonstrating the Soft-CLIL lessons implemented at NIT and showing videos of the students' presentations in the Soft-CLIL class, this study examines whether soft CLIL can be successful at NIT, despite the emphasis on science. By reporting on the outcomes of these lessons, this presentation aims to contribute to the ongoing discourse on CLIL implementation in the NIT context.
Tatsuma Shirai is an assistant professor at National Institute of Technology (KOSEN) Kurume College. His research interests include the effectiveness and feasibility of CLIL and its assessment approach in the context of Japanese secondary education.
Location: Seinan Community Center in Nishijin. Not our usual location, but some of you may remember we used to come here. It's a short walk from Nishijin Subway Station (exit 7 or 8). It's on the land across the street from the main campus of Seinan University. Here's a map: maps.app.goo.gl/C18z9GYdo1ivCiYT6
Content and Language Integrated Learning (CLIL) is a teaching approach that integrates content from a subject area with language learning objectives. At NIT, there is a perceived compatibility between CLIL and its Model Core Curriculum. However, implementing CLIL effectively at NIT poses challenges, particularly regarding the choice of content. While it is believed that teaching science content, which NIT students are more likely to find inherently interesting, can enhance CLIL outcomes, this presents difficulties for English language teachers in Japan. This study investigates the feasibility of implementing CLIL at NIT, focusing on "Soft-CLIL," which involves integrating language with conceptual knowledge other than science. Demonstrating the Soft-CLIL lessons implemented at NIT and showing videos of the students' presentations in the Soft-CLIL class, this study examines whether soft CLIL can be successful at NIT, despite the emphasis on science. By reporting on the outcomes of these lessons, this presentation aims to contribute to the ongoing discourse on CLIL implementation in the NIT context.
Tatsuma Shirai is an assistant professor at National Institute of Technology (KOSEN) Kurume College. His research interests include the effectiveness and feasibility of CLIL and its assessment approach in the context of Japanese secondary education.
Location: Seinan Community Center in Nishijin. Not our usual location, but some of you may remember we used to come here. It's a short walk from Nishijin Subway Station (exit 7 or 8). It's on the land across the street from the main campus of Seinan University. Here's a map: maps.app.goo.gl/C18z9GYdo1ivCiYT6
Self-Talk: An Investigation into Students' Self-Talk during Speech Assignments
Dawn Kobayashi (Onomichi City University)
Saturday, June 15, 2024 (2024年6月15日(土))
In-person event
6 PM (18:00)~8 PM (20:00)
Are you looking for ways to improve students' performance during speaking assignments? Self-talk (or internal dialogue) can mediate students' emotions and performance during tasks (Tod et al., 2011). Consequently, it offers us insights into students' experiences during high stress situations such as speech assessments. In this presentation, I will first introduce a teacher-research project conducted with 130 Japanese 1st-year university students. I asked students to retrospectively record examples of their self-talk before, during, and after a speech test. The results pinpoint the most stressful part of making a speech and identify types of self-talk that might be hindering or strengthening students. Finally, I will share how these findings will inform a future intervention study on effects of positive self-talk on performance. I hope you will join me to explore our experiences and ideas about enhancing student performance during speaking assignments and conducting teacher research.
Dawn Kobayashi is an associate professor of English at Onomichi City University Japan. She has taught English in Japan for over 20 years and earned her doctorate in education from the University of Liverpool. Her research interests are educational psychology especially self-efficacy, speaking fluency, and English through drama.
Location: Elgala (Daimaru East) Building, Tenjin (6 F, Kurume University Satellite Campus room; go in the back entrance shown on the map). From Hakata, take the Nanakuma Subway Line to Tenjin-Minami Station, exit 4. If you haven't been to this location before, please note that the entrance is NOT through the department store, it is around the back from the department store entrances, here: https://goo.gl/maps/hj8VXmpfjAykeXBV9 (You'll find this by Googling エルガーラ オフィス棟). Click here to watch a video showing the venue location.
Dawn Kobayashi is an associate professor of English at Onomichi City University Japan. She has taught English in Japan for over 20 years and earned her doctorate in education from the University of Liverpool. Her research interests are educational psychology especially self-efficacy, speaking fluency, and English through drama.
Location: Elgala (Daimaru East) Building, Tenjin (6 F, Kurume University Satellite Campus room; go in the back entrance shown on the map). From Hakata, take the Nanakuma Subway Line to Tenjin-Minami Station, exit 4. If you haven't been to this location before, please note that the entrance is NOT through the department store, it is around the back from the department store entrances, here: https://goo.gl/maps/hj8VXmpfjAykeXBV9 (You'll find this by Googling エルガーラ オフィス棟). Click here to watch a video showing the venue location.
Pragmatics - What our language classes need more of!
Jim Ronald (Hiroshima Shudo University)
Saturday, July 13, 2024 (2024年7月13日(土))
In-person event
5:30 PM (17:30)~7:30 PM (19:30) [Please note the earlier start time]
Much of our students' English study has focused on learning grammar and vocabulary, and maybe pronunciation, too. All of these are important parts of what we need to become competent and confident users of our target language. But they are not enough, whether for communicating within the classroom or using the language outside of class. The focus of this presentation/workshop is the missing part! Here I'm calling it pragmatics, although "communication strategies", "communication noryoku" or "positive communication" cover a lot of the approaches and activities that we'll consider and try out together. These will include how to sit next to a classmate, making suggestions or giving feedback, disclosure through compliment responses, and talking to strangers.
Jim Ronald has a passion for helping learners of English to communicate better and more enjoyably, and has spent much of his life as a language teacher collecting, sharing, and creating activities for teachers to help their students do this. Much of his development as a teacher has been thanks to JALT's Learner Development SIG and Pragmatics SIG, to Hiroshima JALT, and to his students at Hiroshima Shudo University.
Location: Elgala (Daimaru East) Building, Tenjin (6 F, Kurume University Satellite Campus room; go in the back entrance shown on the map). From Hakata, take the Nanakuma Subway Line to Tenjin-Minami Station, exit 4. If you haven't been to this location before, please note that the entrance is NOT through the department store, it is around the back from the department store entrances, here: https://goo.gl/maps/hj8VXmpfjAykeXBV9 (You'll find this by Googling エルガーラ オフィス棟). Click here to watch a video showing the venue location.
Jim Ronald has a passion for helping learners of English to communicate better and more enjoyably, and has spent much of his life as a language teacher collecting, sharing, and creating activities for teachers to help their students do this. Much of his development as a teacher has been thanks to JALT's Learner Development SIG and Pragmatics SIG, to Hiroshima JALT, and to his students at Hiroshima Shudo University.
Location: Elgala (Daimaru East) Building, Tenjin (6 F, Kurume University Satellite Campus room; go in the back entrance shown on the map). From Hakata, take the Nanakuma Subway Line to Tenjin-Minami Station, exit 4. If you haven't been to this location before, please note that the entrance is NOT through the department store, it is around the back from the department store entrances, here: https://goo.gl/maps/hj8VXmpfjAykeXBV9 (You'll find this by Googling エルガーラ オフィス棟). Click here to watch a video showing the venue location.
What's happening around JALT?
Check out the events listing on JALT's website, www.jalt.org/events.