Conference date: July 2nd. 12pm ~
Venue: Hachinohe Gakuin University. Hachinohe, Aomori
Conference Theme: “Running the TEFL Gauntlet”
The conference theme this year is meant to address the different theories, methods, and techniques in EFL teaching. There are many different and sometimes competing ways claimed to reach students and help to improve their English proficiency. The presenters in this year’s MEES conference will provide insights into this complex phenomenon both theoretically and practically.
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Conference Schedule
12:00 - 12:55 Registration and Optional Lunch
13:00 - 13:15 Welcome Address and Opening Comments
13:15 - 13:45 Session 1 – Jim Smiley (Iwate University, Iwate)
‘From Opinion—Reasons to the CER Chain: The Development of
Theoretical Thinking’
13:50 - 14:20 Session 2 – Lara Promnitz-Hayashi (Keiai University, Chiba)
‘Flying high. Students, Suitcases and English: A Recipe for Success’
14:25 - 14:55 Session 3 – Kathryn Akasaka (Shirayuri Junior and Senior High School, Iwate)
‘A Critical Thinking Workshop’
15:00 - 15:30 Break (OPTIONAL breaktime activity: HachiGaku Student Presentation Showcase)
15:30 - 16:30 Panel Discussion – Jim Smiley, Lara Promnitz-Hayashi, and Kathryn Akasaka
‘Peeking into the Future of English Language Education’
moderated by Dr. Barry Grossman, Hachinohe Gakuin University
16:30 - 16:35 Closing Comments
2023 MEES
Presenter Lineup
Session 1 (13:15 – 13:45)
Jim Smiley (Iwate University, Iwate Prefecture)
‘From Opinion—Reasons to the CER Chain:
The Development of Theoretical Thinking’
Amidst a backdrop of prior educational experiences that predominantly involve fixed-answer and memorisation-focused pedagogies, numerous university educators employ why questions when engaging with first-year students. This technique aims to facilitate a more profound exploration of information. The resulting pattern is the opinion-reason sequence. This represents a significant shift in perspective for students as it is frequently their initial encounter with the task of defending their opinions and beliefs.
Nevertheless, it can be argued that a primary objective of university education is to cultivate theoretical thinking in students. The premise posits that specialisations are founded on theories and that students are in the process of becoming experts. In light of this goal, the opinion-reason sequence falls short in developing a theoretical perspective. However, the transition to theoretical thinking is challenging, and the conventional top-down approach seldom yields theoretical systems perspectives in students.
One recent and exciting advancement in rational thinking pedagogy is the C-E-R chain. This approach involves presenting a claim supported by evidence, resembling the opinion-reason sequence thus far. However, it diverges by replacing reason with a reasoning turn that establishes the relationship between the evidence and the claim. Although initially developed for primary-level science education, the presenter will demonstrate how the C-E-R chain can serve as a bridge between everyday opinion-reason practices, which are still essential at the outset, and advanced academic theoretical thinking. Illustrative examples from actual classroom work will be provided.
Session 2 (13:50 – 14:20)
Lara Promnitz-Hayashi (Keiai University, Chiba Prefecture)
‘Flying high. Students, Suitcases and English:
A Recipe for Success’
When people hear or see the term English as a Foreign Language (EFL), many usually assume that it covers language learning in the classroom. While this is true to a large extent, there are other ways that EFL can be taught and some can be very motivating. One such way is short-term overseas study travel. Due to Covid and travel restrictions since 2020, most universities in Japan halted study abroad programs. However, with the restrictions easing around the world, 2023 has seen programs openly being offered again. One such program, known as Gaikoku Schooling at a private university in Chiba, was offered in February 2023. Usually, students at the university have the option of travelling to Canada, the USA, the Philippines or Europe, however a new program was offered this year, whereby students were able to choose to travel to Bali in Indonesia for 7 days. This intensive program allowed students to not only learn about Balinese culture and customs, tourism and environmental problems, they were able to interact in English on a daily basis in a number of different situations. Throughout the week students’ motivation increased simultaneously with the improvement in their English ability. They became more confident using English and this also resulted in an increase in their self-confidence. Interestingly, as students’ English language motivation increased, they became interested in also studying a little Indonesian language and they were less shy to try using it with the local people. This presentation will discuss the students’ experiences, their feedback in relation to activities they undertook, their English language experience overall, and future changes to the Bali program based on their feedback.
Session 3 (14:25 – 14:55)
Kathryn Akasaka (Shirayuri Junior and Senior High School, Iwate Prefecture)
‘A Critical Thinking Workshop’
“Critical Thinking” is a buzzword associated with 21st-century skills that include critical thinking, communication, collaboration and creativity. The presentation addresses the lack of clarity among Japanese English teachers (JTEs) regarding the meaning, development, and implementation of these critical thinking skills. The presenter offers effective methods of student engagement by employing some suggested activities and ideas from the book "Critical Thinking” by Greg Hadley and Andy Boon.
On a more personal level, I have found the book to have a wealth of practical ideas for teaching. While I think many would initially assume the book and its activities are geared towards university or older students, I have had some great discussions with my own junior high and high school students. Together, we have had more than a few ‘ah ha’ moments, which I then communicate to the respective homeroom teachers so that they can follow up on the discussion if they choose to. This will be a workshop-style presentation and aims to share some activities that have yielded positive outcomes.
BREAK (15:00 – 15:30)
* OPTIONAL Breaktime Activity: HachiGaku Student Presentation Showcase
This year we are piloting the incorporation of student English presentations during MEES in order to offer a few of our students the opportunity to gain experience presenting to and receiving feedback from a professional EFL teacher audience. We kindly request any MEES attendees who are interested to attend this optional showcase. Feel free to enjoy some refreshments during the student presentations.
Panel Discussion (15:30– 16:30)
Jim Smiley
Lara Promnitz-Hayashi
Kathryn Akasaka
Session moderated by Dr. Barry Grossman (Hachinohe Gakuin University, Aomori)
‘Peeking into the Future of English Language Education’
This panel discussion is an opportunity to hear ideas from panelists (and audience) about the near future of English education in Japan and around the world. The 21st century has only just come to know the power of computers, mobile devices, and artificial intelligence. What does this mean for us as teachers and for our students? Will our relationship to students change because of this innovation and technology? Will the role of the teacher also change? These are just some of the questions that are to be raised and discussed in this discussion.
Dr. Jim Smiley (Ed.D.) is a professor of language and communication for the Faculty of
Humanities and Social Sciences at Iwate University, Morioka, Iwate.
Lara Promnitz-Hayashi is an associate professor at Keiai University, Chiba. She has an
MA in Applied Linguistics and M.Ed. in TESOL.
Kathryn Akasaka is an instructor at Shirayuri Junior and Senior High Schools in Morioka, Iwate.
