Learning to Teach, Teaching to Learn
Oct. 12-15 2012, Act City, Hamamatsu, Shizuoka
http://jalt.org/conference
View all the upcoming events scheduled by various chapters or SIGs. Use the links to browse through all the listings.
Participants will be lead through the creation of a curriculum-based study progress guide incorporating can-do statements and goal-setting and self-reflection activities, all key in helping students develop as motivated, self-directed learners. After a brief conceptual overview, we will work with a text to identify key components to transform into can-do statements, something replicable with any classroom material. We will then consider how other materials and activities can be incorporated into the guide to deal with differing learning situations and learner needs.
Paul Collett (Shimonoseki City University) has been teaching at the university-level in Japan for a number of years. His current research interests relate to the psychology of the language learner and social factors influencing self-regulation.
Kristen Sullivan is a lecturer at Shimonoseki City University and co-writer of Impact Conversation 1 & 2. She is interested in the teaching, learning and assessment of speaking, as well as interactions between language learner identity and language use.
We will be presenting a Teacher Workshop, equipping teachers to utilize and incorporate drama in the classroom. We base our workshop on our ELCP – English Language Communication Program that we are using in schools for ESL students.
ELCP is based on the concept that creative involvement circumvents inhibitions about speaking a foreign language and allows the free flow of previously studied vocabulary, grammatical structure and correct accent. The greatest barrier to a student's progress in a second language is self-consciousness: inhibitions cause hesitation, shyness and learning blocks in using the language as a spoken communication. A student may be very successful in the written portion of language study and yet be prevented from effective use of the language in listening and speaking because of those inhibitions. Covenant Players' repertoire of plays and exercises are designed to involve the student, so that the use of the language is most important and the awareness of self is minimized.
It should be remembered that the ELCP is a resource for teachers of English, not a substitute for full-time English instruction.
The talk will discuss research on what fluency in speaking English is, how it can be developed, and how much time is required to develop it. The talk will combine research results and examples.
Craig Lambert is Associate Professor in the department of English, Faculty of Foreign Studies at The University of Kitakuyshu. His courses are in teacher training and certification, and his research specialization is task-based L2 learning. He has published research on needs analysis, L2 performance, and motivation. He is currently researching effects of task repetition and referent similiarity on L2 performance and development.
This presentation discusses the role of task complexity for developing L2 speaking skills in terms of fluency, accuracy and complexity. The presenter will begin by reviewing the theoretical background of task-based learning, its advantages and disadvantages before focusing on the role of task complexity, and how tasks can be designed and sequenced to promote learners’ L2 speech, referencing Robinson’s (2003) Cognition Hypothesis as a framework. The talk is supported with quantitative and qualitative data which investigates the impact of task complexity for developing Japanese learners’ L2 speaking skills at the University level.
Colin Thompson is a PhD student at the University of Central Lancashire, UK. He has been teaching in Japan for five years and his research interests are task-based language learning and teaching.
This presentation will deal with the establishment and management of independent language schools. Topics that will be dealt with include: 1. The process of establishing a school, renting of new premises, purchasing of teaching equipment, financing and brand development; 2. Sales and marketing, different methods of student recruitment, web pages, flyers and advertisements; 3. Development of school brand and teaching methods; 4. Employment of secretarial and teaching staff; 5. School expansion and related issues; 6. General problems.
Gareth Steele, Mike Mackay and Mark Gibson are long term residents of the Kitakyushu area. They have been running their own independent language schools within the Kitakyushu area for the last 5 to 8 years.
In the digital age, rapid developments in information and communication technologies are having a dramatic impact on the way that information is processed, how knowledge is produced, and how learning occurs. Given the current overflow of available information, Siemens (2005) proposes a alternative theory of learning, one separate from the limitations of behaviorism, cognitivism, and constructivism. He regards this concept as one driven by the understanding that decisions are based on rapidly changing knowledge foundations.
This presentation will begin with a theoretical review of connectivist learning theory. In doing so, it will explore some of many questions still being debated, such as:
Participants will be challenged to consider (in small discussion groups) some of these questions, and related issues in applying connectivist theory. An open forum opportunity will be given at the end of the meeting to allow teachers to discuss issues relevant to their current teaching situations.
Michael Phillips graduated with an honours degree in environmental sciences. He came to Japan as part of the JET Programme in July 2001, and has since taught at kindergarten, primary, junior-high, high-school, junior college, community centres, eikaiwa, and business schools. He holds a Graduate Certificate (TSL) and a Masters of Education (TESOL).
This presentation examines the development of English and Japanese academic writing ability among Japanese EFL writers. The presenter will share results of a long-term, multi-stage research project involving participants at various levels of language and writing proficiency, ranging from high school to post-graduate writers in L1 and L2, most recently adding L3 (Chinese, French or Spanish). Pedagogical implications will be drawn regarding ways to help students become better academic writers across languages.
Carol Rinnert is a Professor in the Faculty of International Studies, Hiroshima City University.
* Please note that this event will be held at the Wel-Tobata, not our usual venue.
Kitakyushu JALT will be hosting our second PechaKucha night involving a variety of presentations to do with classroom learning and teaching. There will be 6 - 8 presenters who will each take turns presenting their chosen topic using only 20 slides for 20 seconds each. This creative event promises to be a rewarding experience for all involved where people can have fun sharing ideas and thoughts about their classroom experiences and research.
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