Learning to Teach, Teaching to Learn
Oct. 12-15 2012, Act City, Hamamatsu, Shizuoka
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The speaker will talk about why he chose to use film to teach global issues in English, and how he went about creating activities and teaching the topics portrayed in the selected films. He will also discuss his experience as an American instructor teaching Japanese high school students about WWII using film.
We have 2 presentations on the day.
1) Student use of electronic dictionaries (EDs) during oral communication activities by Jason Williams
This presentation will look at results of an investigation in which university students kept track of how often and for what purposes they consulted bi-lingual EDs during in-class speaking activities.
From teaching basic self-introductions to professional interactions within specialized domains, setting up frames for discourse enables better learner comprehension, deeper internalization, and greater transferability of both language form and skills.
What characteristics do expert language teachers have? What do they do in the classroom that distinguishes them for novices? This presentation will invite participants to think about such questions. We will briefly consider expertise in general, and will then concentrate on language teaching expertise.
1) Ethical ELT
In keeping with many professions that have ethical codes to guide their practice, this presentation will explore how to incorporate ethics into ELT and ensure our profession contributes to intercultural understanding and tolerance.
2) Popular Songs, Active Neurons, and High-frequency Vocabulary
At the meeting we will open the floor to all participants to discuss what types of meetings and presentation topics would be most useful for JALT Okayama in the future. Some preliminary topics include:
- Our Share: an idea marketplace where everyone brings small teaching ideas, lesson plans, etc.
- Job-hunting seminars; tips for writing resumes, textbooks, scholarly publications, etc.
This presentation will focus on what teachers need to know about the “EL” part of the “ELT” equation. I will argue that English teachers who wish to be regarded as professionals need to have a sound knowledge of how the language works.
What place, if any, does social justice and critical consciousness have in EFL learning? How can EFL teachers instill a sense of critical social consciousness into university EFL students?
Have you ever looked at your students and wondered, “What’s going on in there?” If you have, this presentation may help you answer that question, for it will explore some recent findings in neuroscience and consider how this contemporary knowledge can be brought to the classroom to facilitate learning. Following a quick overview of brain anatomy, we will examine the mechanisms of memory and the learning theory of connectionism. In addition to the technical and theoretical aspects of the subject matter, we will also spend time investigating the practical implications of brain related research through group discussions and experimentation.
(1) Fluency and Collocations by Dave Robinson
A study Dave Robinson carried out suggests that learning collocations may be a way of helping students to improve their fluency. After a brief overview of the study, the presenter will describe how he judged fluency and collocations and then he will discuss the results of the study.
(2) Student Reading Habits and Perceptions: Before and after Extensive Reading by Richard Lemmer
Results of a pre and post questionnaire administered to students a in 15-week Extensive Reading courses will be presented. Reading habits in English, reading preferences, reading strategies, and perceived outcomes affecting reading speed, comprehension, and vocabulary acquisition will be examined.
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