Upcoming JALT Events

February 18  10-12:30  2月18日(日) 10 – 12:30   Create Hamamatsu Bldg. Room 53

Book “Sale”

Bring your old (but interesting) books (all types, multiple languages) to this event. There is no cost to JALT members. For all others, it’s 500円. Take as many books as you like!     (Note: unclaimed books must be taken back)

Create Hamamatsu 〒430-0916 静岡県 浜松市中区 早馬町2番地の1 You can also find information about events via Facebook https://ja-jp.facebook.com/hamajalt


Preparing English Teachers: Now and for the Future

Sunday March 18th 10:00am – 4:30 pm

Fujieda Cultural Center, 2-1-5 Fujieda-shi station, 426-0034

藤枝文化センター 〒426-0034 藤枝市駅前2-1-5

Room: 第一会議室

9:30 – 10:00 Networking, registration, and opening announcements

10:00 – 11:30 The State of teaching English in Japan (now and for the future) – Panel forum

Various panelists (TBA) representing different sectors of education

Hiroko Kataoka (Eikaiwa school owner)

Marcus Springer (Shizuoka University of Arts & Culture, former JET ALT)

Mike Stockwell (Sugiyama Jogakuen University, associate professor)

Kazumi Kato (Tokai University, associate professor) *not confirmed

Pierre Allard (English school owner, and direct hire ALT) *not confirmed

Moderator: Gregg McNabb, (Shizuoka University of Science and Technology , associate professor)

12:45 – 2:15 Effective Team-teaching in Japan

Pt. 1 What is team-teaching? – Cross-cultural team building Jon Dujmovich, Keio University

Abstract:

Team-teaching has a long tradition in public schools, kindergartens, and other learning environments throughout Japan. But what exactly is team-teaching? What does it entail? Are there different cultural interpretations, and if so, how can we create and maintain a mutual understanding of roles between teachers? This presentation will first look at various forms and interpretations of team-teaching and how they are implemented in the classroom. This will be followed by a discussion of cross-cultural elements in English teaching team dynamics with the aim of creating and capitalizing on the synergy between the teaching partners.

Presenter Biography:

Jon Dujmovich is currently teaching at Keio University and Tokyo University of Science. In his over 25 years teaching experience in Japan, he has taught in almost every situation. He has also served as an intercultural trainer at Panasonic/National Matsushita, and as the director of a pioneering educational outsourcing company that trained and dispatched language teachers across Shizuoka prefecture. In 2008 he was awarded a grant to design and implement an intercultural learning program in English language classes at middle schools in Shizuoka prefecture. Later, in 2010 he co-authored a diversity training manual for the city of Hamamatsu entitled わたし,あなた,みんな, Everyone is Multicultural.

Pt. 2 Practical and effective team -teaching Leveth Jackson, Shizuoka Board of Education

Abstract:

Foreign language education in Japan is currently undergoing a reform which requires English team-teaching classes to be taught only in English and training elementary school teachers to team-teach English from third grade to sixth grade. The Shizuoka Prefectural BOE employs Assistant Language Teachers (ALTs) for high schools through the JET Programme to team-teach English conversation classes with Japanese English Teachers. This presentation will focus on the reality of team-teaching in prefectural high schools. Is team-teaching a reality or myth? Additionally, the strategies and measures that the BOE is taking to foster effective team-teaching will be discussed.

Presenter Biography:

Leveth Jackson has been an educator for the past 11 years. For the past four years she has been working with the Shizuoka Board of Education in Japan at the Prefectural Education Center (Asunaro) as an ALT Trainer and EFL instructor. Her efforts to promote English literacy and proficiency among Japanese residents led to her award of the prestigious Suruga Bank Grant 2015 for her research project “Project Deep – Deepening English Education Practice in Shizuoka Prefecture.” She has also worked on various projects and conducted numerous workshops throughout Japan to promote education and English literacy. Currently she is pursuing doctoral studies in Curriculum, Instruction and Assessment.

2:30 – 4:30 Digital Teaching Portfolios: Gaining a competitive edge

Mike Stockwell, Sugiyama Jogakuen University

Abstract:

Teaching is a multifaceted profession that requires a broad range of skills and abilities. However, these attributes cannot be adequately reflected in the confines of a brief curriculum vitae. A digital teacher’s portfolio can transform how teachers demonstrate their strengths to employers. The presenter will discuss the benefits of a digital portfolio as an ongoing reflective process, and as an important self-promotion tool bag for future hiring committees. This workshop will propose a framework for developing a digital teaching portfolio for teachers in the EFL / ESL context. It will focus on two key areas. First, the presenter will invite discussion of what can be the contents of a teaching portfolio. That is, what should and shouldn’t be included to demonstrate the depth and breadth of the teacher’s skills and abilities. Second, the presenter will suggest how to design the teaching portfolio to maintain a reader-centred approach to organization and to prevent the reader from being overwhelmed with data. By following good design practice, and using a variety of formats, the reader can quickly gain an overview of an applicant’s qualifications and experience. Also, if interested the reader can easily obtain examples of the teacher’s classroom work and various skills. The presenter also proposes that all teachers, from beginners to veterans, can benefit from the reflective nature of portfolios while ensuring they are ready for a possible tenure review, or job interview.

Presenter Biography:

Mike Stockwell teaches at Sugiyama Jogakuen University in Communicative English Program. His interests include motivation, authenticity in project-based learning, and collaborative learning. A new interest is developing in teaching portfolio as a reflective tool for reflection and summative assessment.

Map

More information to follow.

 

Hamamatsu: My Share

Hamamatsu: My Share
December 16 @1800 sharp
(doors open @ 1730)
Party at Mucho Amigo from 2000. Tons of food and drinks for 4,000円.
You can submit your “My Share” title and abstract to Gregg McNabb or Nicolette Burchill

1. Adam Jenkins — Effort-based Evaluation
2. Farrah Hasnain — The History of Immigration in Japan
3. Susan Sullivan — Voice Thread
4. Jody Friberg — Portfolios as a means to better academic writing
5. Leveth Jackson — Integrating Technology with Bloom’s Taxonomy
6. Michael Boyce — The Happiness Project
7. Gregg McNabb — The Internet is good, but your students also need textbooks
8. Kinsella Valies — The Game is On: A Performance-based Assessment Project
In class, oral competency assessment can be made motivating by fostering learner independence, creativity and collaboration. Project-based instruction and assessment can provide an inclusive framework for this that ties into authentic, English language pop culture phenomena. The presenter will introduce a personally implemented class project, its results and limitations.
9. Nami Takase — Online activities and language learning
Even though research shows that online exchanges are beneficial, little is still known of the details of the learning outcomes on how online language learning is beneficial for second language acquisition. In the presentation, I’ll share results of two studies on chat rooms and email exchange and how it has equal or better effect versus face-to-face practice.

Prof. Kazumi Kato: A Method and iPad Materials for Teaching Group Discussion in English

Prof. Kazumi Kato: A Method and iPad Materials for Teaching Group Discussion in English

December 10 from 1400-1600 in Shizuoka :
Site

The meeting is free for members. 1000 yen for non members.
After the meeting, we invite members to join us for some end of year drinks and maybe a light meal.

A Method and iPad Materials for Teaching Group Discussion in English

Do your students really speak English when they do group work?
This presentation will introduce a teaching method of how to conduct group work in English. The task-based group project was conducted by native English speaking students in a college in the U.K., and their group work was recorded with a video camera. Using the video, model materials for group discussion activities were made for Japanese students.

Lessons using these authentic materials were conducted in 9 different university classes in Japan with several revisions. I also conducted classes in a high school and found teaching differences with university classes. The unique point of this method is that students record their discussions with iPads and compare and analyze their discussion to the native English speaking students. In addition, they collect English expressions they want to use in a group and had output opportunities. I will introduce the video materials and methodologies along with student reflections. This teaching method can help students notice their weak points and find better expressions and strategies for their group discussions in the classroom.

Bio:
Kazumi Kato is an associate professor at Tokai University in the School of Marine Science and Technology, Shimizu Campus. She also has experience teaching at high school and junior college. Her main research interests are interlanguage pragmatics, speech acts, task-based language teaching and cooperative learning. She is also interested in ESP and has found opportunities for her students to use authentic English in a seaport near her university. The study titled “Community Outreach and Autonomous Learning” was presented at JALT Shizuoka 2015, with her colleague Wendy Gough and was selected as the Editors’ Selection.

Developing oracy skills in the classroom — Professor Gabriel Díaz Maggioli


November 25: Hamamatsu: JALT Conference 4 Corners presenter

Create Hamamatsu. Room 51. 18:00-20:00, Room open at 17:30.

Developing oracy skills in the classroom

The development of oracy skills is generally cited as one of the difficulties that English language teachers experience. In this workshop we will explore various tried and tested techniques that get students talking…and talking…and talking. Come to this workshop and learn a variety of techniques to help boost your learners’ oral expression.

No matter what level we teach, we are generally confronted with silence whenever we introduce a speaking class. In this session, I will attempt to present a series of techniques that help learners activate their passive knowledge of the language so that they can express themselves orally both with fluency and with accuracy. The techniques range from controlled to free so that they can be usefully applied not just to the development of oracy skills, but also to the development of language as a whole.

Bio statement

Gabriel Diaz Maggioli is a teacher who applies the lessons learned in the classroom to his roles as teacher educator, researcher and author. His area of research is the application of Sociocultural Learning Theory to the field of teacher learning. Gabriel has authored, and co-authored, 28 books ranging from course books to reference books, as well as numerous academic articles. He has shared his theories and praxis with colleagues in the Americas, the Middle East, Europe and Asia. Gabriel also works as a consultant for international agencies such as the European Union, UNESCO, UNICEF, the British Council, the US Department of State, and The World Bank. He currently lives and works in Uruguay, where he is Tenured Professor of TESOL Methods at the National Teacher Education College, and Director of the MATESOL Program at CLAEH University.


November 26 Prof. Diaz Maggioli presents in Toyohashi.