JALT Event

We will have a short talk about Extensive Reading from one of our members or from the wider ER community on Sunday 25 February 19:00-20:00. The event will involve a short 20-30 minute casual talk from our PresentER, followed by around 20-30 minutes of questions and discussion. PresentERs takes place on the last Sunday of each month online on Zoom. It is free for anyone to attend.

This month’s PresentER is Hendri Warman. Studies have proven that ER improves reading, listening and speaking skills as well. During his 9 years of experience doing extensive reading and  listening, Hendri has seen significant improvement of his students' reading and speaking skills. They even love the ER program more than their English lessons. Hendri will share some engaging activities that make his students fall in love with ER. After the presentation, there will be plenty of opportunities to ask questions.

Event Report: インクルーシブか? 他人化か？ Inclusiveness vs Othering; What our students see (January 21, 2024) 2PM-4PM @ Tottori University (Koyama Campus) Koho Center (2F)

Zoey, a third-year university student in Japan, presented a very informative presentation about her experience as a member of the LBGTQ+ community at Tottori University on January 21, 2024.

She talked about the challenges that the LBGTQ+ group faces, such a social discrimination and prejudice, mental health issues, etc., and Zoey also insightfully informed us of some of the many reasons why awareness of the challenges that this group faces is crucial for us as teachers, parents, and general members of society.

Just to list some of the reasons why awareness of LGBTQ+ is crucial, here are some of the ones she listed?

• Promoting Equality and Justice
• Improving Mental Health and Well-Being
• Encouraging Diversity and Inclusivity
• Educating and Preventing Discrimination
• Supporting Legal and Policy Reforms

Zoey next talked about various LBGTQ+ communities across the globe and how the experiences of each community differ between countries. We learned that, depending on the culture and values of the society one lives, the experiences that the members of each country’s LBGTQ+ community actually experiences are vastly different. She talked about what we teachers can do to help all students feel comfortable and included in our classes and how we as teachers should deal with various situations that might occur when having a LBGTQ+ student in our classroom.

After her presentation during the first half, we then broke into small groups to discuss various situation and think of ways to make the world of education more inclusive.

Zoey’s presentation was very informative and awareness raising. Thank you, Zoey.

Event Report Written By: Christopher Hollis (President of Tottori JALT)

Motivation plays a key role in achieving success in language acquisition. However, motivation levels in language learners fluctuate over time. An important role of foreign and second language teachers therefore is to maintain high levels of motivation among their learners. Materials that teachers use play a large part in this. This presentation will begin with a short overview of a longitudinal, mixed methods study which investigated the ways in which the language learner motivation of 550 tertiary students changed over the course of a one-year language course and the causes for these changes. From there, the talk will focus on the design of language tasks which reflect the core principles of Task-Based Language Teaching (TBLT) and English as a Lingua Franca (ELF), two approaches that arguably help to develop motivation in language learners. Along with examples of materials that feature TBLT and ELF approaches, there will also be reference to some of the challenges that teachers can expect when trying to implement these approaches in their classrooms, and how to overcome them. Although the talk will be grounded in theory, the main focus will be on practice.

Justin Harris is a professor at Kindai University in Osaka Japan, and he has been a language teacher for over 20 years. His research interests center around methodologies that encourage learner motivation, including task-based language teaching (TBLT) and English as a lingua franca. Justin is cofounder of the JALT TBLT special interest group which is focused on bridging the gap between TBLT research and classroom implementation. He has also published a number of ELT textbooks including the OnTask and Talking Point series for ABAX.

There is a short drink/snack/rest break midway through the event.

This is a face-to-face event sponsored by JALT Gunma Chapter.

Please join us at the first event of the year!

Date/Time: January 28, 2024  13:00 - 16:00 (Doors open @ 13:00)

                                            Followed by Social @ HUB

Location: Keio University Hiyoshi Campus - Raiosha bldg 2F 来往舎ビル・中会議室 #9 on map

https://www.keio.ac.jp/en/maps/hiyoshi.html

Please contact us for Zoom Link <yojaltpresident@yojalt.org>

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Marc Doyle - A Pedagogy of Vulnerability

Abstract: In this presentation, 'A Pedagogy of Vulnerability', Marc will discuss the use of Arts-Based curriculum and pedagogy within the EFL classroom. Topics covered will include, a brief introduction to Arts Based Research (to provide a framework for this approach), sample assignments, examples of student work and a detailed breakdown of one assignment from start to finish as a way to examine the pros and cons of this approach. Participants will be invited to share difficulties they might have in implementing an Arts-Based approach in the EFL classroom.

Bio: Marc Doyle has been teaching and living in Japan since 2012. He received a Masters in Visual Arts Education from the National College of Art & Design in Ireland. Having taught Visual Arts at third level in Ireland he continued to do so, in English, at Tama Art University in Tokyo. From April 2024 will take up a position as English Lecturer in the Center for Language Education & Research at Sophia University. His research interests include Art-Based Research, Inquiry Based Learning, Scholartistry, Relational Aesthetics, Vulnerability, Diversity, Student Centred Learning, CLIL and Pedagogy Design.

Will Tiley

Abstract: The role of art in education has been a common debate topic for decades and was even a key part of the philosophy of American educational reformer John Dewey. The role of art in an educational environment has been explored fairly extensively and has shown that art can encourage academic development (Catterall et al.,1999), problem solving (Malley & Silverstein, 2014), self-expression (Heilig et al., 2010) and willingness to display learning publicly (Burton et al., 1999), in addition to providing unique opportunities to both challenge higher level learners and help lower level learners contribute to classes in a more meaningful way (Fiske, 1999). Despite the clear desirability of these outcomes in language education too, not much research has been done into the role that art can play in language education, leading to a gap in the literature waiting to be explored!

This presentation aims to share the ideas and experiences gained from teaching an art based CLIL elective course. While teaching a full art and language course may not be practical for most, there are several elements of this approach that can be taken, adapted and applied to English courses of almost any scope and level. This presentation aims to break down several of these elements in a way that other teachers can apply in their own way and bring a little artistic colour and flair to their lesson plans.

Bio: Will Tiley, originally from Bristol in the UK, is currently teaching at Ritsumeikan Asia Pacific University (APU) in Beppu, Oita. Despite other research interests including encouraging accurate vocabulary use in speaking and exploring teacher identities as teacher/learners, the role of art in language education has quickly become his main research focus. What started as a small pet project on art discussions in the language classroom has led to the creation of a Content and Language Integrated Learning (CLIL) elective course on Western visual art and art history, while also hosting regular art events at the APU Self Access Learning Center (SALC).

Rob Olsen - Pigs and Personalities

Abstract: Norton (2000) defines identity as “how a person understands his or her relationship to the world…and how the person understands possibilities for the future.” One possible way students can learn more about their identity while receiving second language input is by partaking in personality tests in an ESL classroom. This presentation will introduce The Pig Test which is a light-hearted personality assessment activity that introduces a variety of personality-related vocabulary while providing students with opportunities for self-discovery and reflection.

This presentation begins with an illustrated lesson on a variety of personality terms and the model conversation that will allow each person to discuss the personality test’s assessment.  It then proceeds to each participant drawing a pig.  This is followed by an explanation of how each illustration will be interpreted.  Pairs of participants will then evaluate each other’s pigs and discuss their findings.  The lesson concludes with time for questions and comments.

References

Norton, B.  (2000).  An Identity Approach to Second Language Acquisition.  Routledge.

Bio: Rob Olson is an Associate Professor in the Center of Liberal Arts and Sciences at Hokkaido University of Science.  His research interests include Pragmatics with a focus on repairing mistakes and misunderstandings and learning vocabulary.  He is an illustrator and writer who has self-published two comic books comparing U.S. and Japanese culture and two children’s books.  His hobbies include scuba diving, cycling and finding excuses to be absent from staff meetings. He can be contacted at robert@hus.ac.jp

～ Tottori JALT Presents ～  JANUARY 21, 2024 from 2PM at Tottori University! 

みなさま、いかがお過ごしでしょうか？鳥取JALTの次回のイベント開催が決定致しました。1月21日（日）の14時から16時までの開催予定となりました。鳥取JALT一同、皆様のご参加を心よりお待ちしております。語学教育に関係する仲間同士、親交を深めるいい機会ですので、是非ご参加くださいませ。詳細につきましては、以下をご覧くださいませ。なお、お近くに興味をお持ちの方がおられましたら、ぜひ添付ファイルの転送をお願い致します。

Hello again from Tottori JALT. We are happy to announce that Tottori JALT's next event will be on Sunday, January 21, 2024, from 2:00 pm to 4:00 pm. Click here to download a promotional poster with the basic event schedule and presentation information. Please visit our website often for up-to-date information and please forward this message to anyone you think might be interested in the event.

日付・Date:  1月21日（日）January 21st (Sunday) 

時間・Time: 2:00pm ~ 4:00pm　14時～16時  (13:45～ 受付開始) (Room open from 13:45) 

• 13時55分までにご着席お願いします。

• We request that you be seated by 13:55 so that all members, including those working at the event, get a chance to enjoy the entire presentation. Thanks in advance for your cooperation.

演題・EVENT TITLE: 

インクルーシブか？他人化か？ 

Inclusiveness vs Othering; What our students see

講師・Presenter:

発表者/Presenter: Zoey（a third year LGBTQ+ university student in Japan）

場所・Location: 鳥取大学 (湖山キャンパス)  Tottori University (Koyama Campus)  

• 広報センター 2階 Ｃ室（正門を入ってすぐの左側にある建物です）

• Tottori University - In Room C (2F) of the Koho Center, which is just inside the main gate

交通・Transportation:

• 汽車：最寄り駅は「鳥取大学前駅」です。 Train: Get off at Tottori Daigaku-Mae Station.

• 車：大学の構内に来客用駐車場があります。 Car: Parking is available on campus.

出席料・参加費：

★JALT 会員は無料

★JALT 非会員は1000円

☆学生は500円

Cost:

★JALT Members: FREE

★Non-members: 1000 Yen

☆Students: 500 Yen

Event up-to-date information, presentation abstracts, presenter bios, or questions:

• Homepage (Primary) : https://jalt.org/groups/chapters/tottori

• Homepage (Google Sites) : https://sites.google.com/view/tottori-jalt/

• Facebook: https://www.facebook.com/Tottori.JALT

• Instagram: https://www.instagram.com/Tottori_JALT

• Twitter: https://twitter.com/TottoriJALT

• Email: Tottori@jalt.org  or  Tottori.JALT@gmail.com 

• Sign-up and receive the Tottori JALT Events & Information E-Newsletter at: http://eepurl.com/cwqoPr

★☆★☆★ 

We at Tottori JALT look forward to seeing you at Tottori University on Sunday, November 19th (11月19日) from 14:00 pm.

Warm regards, 

Christopher J. Hollis, Raymond Levy and Miyuki Miyachika

Tottori JALT Publicity Officers

“Learning to Teach, Teaching to Learn”

★☆★☆★ ★☆★☆★ ★☆★☆★ ★☆★☆★ ★☆★☆★

対象となるのは、英語教育に関わるすべての人で、小中学生から、高校生、大学生、社会人に

英語を教えておられる皆様、是非この機会にご参加下さいませ。

We encourage all involved in foreign language education to take advantage of this opportunity.

★☆★☆★ ★☆★☆★ ★☆★☆★ ★☆★☆★ ★☆★☆★

* Click here for a PDF of the event information in English 

* イベントに関する英語での詳細は、こちらをクリックしてください

_________________________

Click here to sign-up and receive the monthly Tottori JALT Events & Information E-Newsletter.

こちらをクリックしてご登録いただくと、鳥取JALT主催のイベント案内をお送り致します。

_________________________

Click here to see a copy of our most recent "Tottori JALT Events & Information E-Newsletter" online.

鳥取JALTの最新のイベント情報やニューズレターをご覧になるには、こちらをクリック下さい。

_________________________

Contact Email: Tottori.JALT@gmail.com (RSVP not required)

The 17 Sustainable Development Goals (SDGs) are a call to action to tackle major issues affecting people and the planet, such as poverty, inequality, and climate change. Adopted by all members of the United Nations in 2015, the SDGs have become increasingly integrated into education systems around the world, whether through direct reference, or by textbooks sharing overarching themes. Many teachers may be somewhat familiar with the SDGs but lack the confidence to effectively address them in the classroom.
One approach to teaching the SDGs is by incorporating the principles of cooperative learning. Cooperative learning emphasizes the importance of collaboration and cocreation to achieve shared aims, rather than more competitive or individualistic pedagogical approaches. The techniques used in cooperative learning complement both the SDGs and emphasize modern teaching approaches such as critical thinking and the value of independent research.
Written by a team of authors in different teaching contexts around the world, Cooperative Learning and the Sustainable Development Goals represents the collective knowledge and experience of English teachers from a variety of countries and teaching contexts to provide teaching suggestions which can be adjusted to suit any classroom scenario.
This presentation will explore some of the contents of this free book, and aims to provide practical, actionable ideas for how to teach students about the SDGs using cooperative learning techniques. The contents of the book and this presentation are meant to serve as a starting point from which teachers can apply their teaching experience and skills accumulated over the years.
 
Cooperative Learning and the Sustainable Development Goals is available for free from PeacheyPublications Ltd at https://payhip.com/b/obOwr.

​Steven Lim has been teaching at various positions in Japan since 2005 and is currently an assistant professor in the Department of English at Meikai University. He graduated from Temple University, Japan Campus with an M.S.Ed in TESOL. He has published articles on speech modification, teacher beliefs and practices, and CALL. His current research interests include motivation, CLIL, the SDGs, and learner autonomy.

We will have a short talk about Extensive Reading from one of our members or from the wider ER community on Sunday 28 January 19:00-20:00. The event will involve a short 20-30 minute casual talk from our PresentER, followed by around 20-30 minutes of questions and discussion. PresentERs takes place on the last Sunday of each month online on Zoom. It is free for anyone to attend.

This month’s PresentER is Paul McAleese. Paul’s talk will reflect on how ER was integrated into a University English Communication course over five years including some of the more successful in-class and online components. It will cover specifics of using post-reading activities where students shared book recommendations through simple mini-poster presentations, speed-mingle activities and weekly ‘book-club’ discussions. After the presentation, there will be plenty of opportunities to ask questions.

These EdTech events are for language teachers who want to know more about EdTech and look for different ways to implement new ideas in their teaching. 

AI’s arrival into the academic world is having a major impact on education and teaching practices. Without training, this will cause problems for educators until they adapt to using AI apps in their teaching workflow. Therefore, this session will help teachers learn, incorporate, and discuss AI apps and AI friendly teaching practices to help their students ethically navigate the AI educational world. First, Hakone will highlight a set of free AI research/reading apps that can be used by students in furtherance of their homework tasks. She will give a walk-through of the apps and an overview of the pros and cons of each, and give a review of her personal experiences with using them in the classroom and her work. Next Paterson will demonstrate some writing apps and how he uses them. He will also show how teachers can create a classroom workflow of experiential writing homework tasks that are highly AI plagiarism proof, i.e. students can’t ask AIs to specifically complete the task as AI apps will not know about what was done in the classroom nor the students’ classroom experiences. He will demonstrate how these tasks can then provide teachers with a benchmark of initial individual writing samples that can be checked against students’ future research writing work that could be completed by AI apps (instead of the students doing the tasks) to see if AI-driven plagiarism has taken place. Finally, there will be an open discussion / Q and A time at the end.

BIOS

Rab Paterson (BA, MA, CoETail, MS, MEd, FRAS, FRSA) is a Lecturer at Rikkyo University’s Center for Foreign Language Education and Research. He's a Best Of JALT, Apple Distinguished Educator, and a Google Innovator award winner and a Google Certified Trainer. Rab’s publications range from peer-reviewed academic journal papers, conference proceedings, academic book chapters, newsletter articles, and he has presented at many international academic conferences worldwide including Keynote, Plenary, Featured Speaker, and Invited Speaker sessions, two TEDx presentations, an Apple Showcase presentation. His current research focuses on AI and Plagiarism, Presentation Theory and Practice, and Digital Research writing.

Kaori Hakone (BA, MA, CoETaIL, MS) is an Associate Professor at Osaka Jogakuin University where she is the Director of the Japanese Education Center. She has taught Japanese in Japan and internationally and is an Apple Distinguished Educator award winner, a former ADE Asia Pacific Advisory Board member, a Google Innovator award winner, and a Google Certified Trainer. Her publications include a textbook, academic research papers, and newsletter articles. Regarding technology and education, she teaches first-year Digital Network Foundation and ICT in Teacher Education courses. Her current research focuses on EdTech, Community Issues, JSL, and Leadership. 

Dear members and friends of Hiroshima JALT,

Happy New Year! We hope that you had a chance to take a break and enjoy some well-earned rest.

This month, we are holding a social afternoon tea to kick off the new year and reconnect with old friends and hopefully meet some new faces.

If you have any ideas or suggestions for event, talk, and workshop topics, or want to let us know how we make Hiroshima JALT more relevant to you, we would love to hear your thoughts. Of course, if you can't make it you can email us at any time with suggestions or feedback.

The event is co-sponsored/co-hosted by  Kyoto JALT, GALE SIG and GILE SIG.

【Presentation 1】
Black Women, Intersectionality & ELT in Japan
In this presentation, Dr. Haye-Matsui will present her research on the lived experiences of nine Black women of the African Diaspora who work in Japan's English language teaching industry. Using intersectionality (Crenshaw, 1989, Collins & Bilge, 2016) as a theoretical lens, she will report on how her study sheds light on how Black female teachers' sociocultural identities can impact workplace experiences and self-perceived identities in Japanese educational contexts. She will discuss how these intersections provoked differing perceptions of Blackness among the participants and how this resulted in various interpretations of race and racism. Additionally, she will discuss how the intersection of her participants' race and gender influenced their experiences within their various workplaces and often their approaches to pedagogy. This session encourages educators to reflect on how their own sociocultural identities impacts how, and what they teach and how they may be perceived. Time will be made available for discussion, reflection, and the sharing of ideas.

Dr. Avril Haye Matsui is a lecturer at Aichi Prefectural University in Central Japan. Her research areas are intersectionality, teacher identity, and social justice in ELT. Her PhD research explored the lived experiences and professional identity development of women of the African Diaspora who work and reside in Japan.
Dr. Haye-Matsui is also a co-founder of the support and friendship group, Black Women in Japan, and is the founder of the Women’s Empowerment Circle. A personal and professional coaching group for women. She lives in central Japan with her family.

【Presentation 2】
Am I coming out now? Building inclusive environments through strategic self-disclosure
Coming out as LGBTQIA+ is a lifelong process. As educators, the ways we feel able to express our layered identities impact our relationships with students and colleagues (Simons et al., 2021). This in turn has major implications for our mental health. A number of studies have explored the ways in which LGBTQIA+ educators navigate expressions of their sexual orientation and gender identity in professional settings. Fewer (e.g., Ellis, 2020; Grote, 2020; Mizzi et al., 2021; Moore, 2023; Smith, 2020) have addressed the experiences of foreign teachers in Japan. In this session, Yaya will share stories about these navigations in both international and public school settings in Japan. Interactive discussion will focus on strategic teacher disclosure as a tool for building inclusive environments and centering intersectionality (Crenshaw, 1992).

Yaya Yao (MEd, OCT) is an arts-based educator, poet, editor, and doctoral researcher at Kyushu University’s Faculty of Design. Over the past 20 years, she has taught in NGO, school, and university settings in Canada, Hong Kong, Japan, and Thailand. Yaya was born and raised in Tkaronto, on ceded and unceded territories traditionally stewarded by several Indigenous nations including the Mississaugas of the Credit. She is the author of Flesh, Tongue and lead writer of the Educators Equity Companion Guide.

＊Pre-registration is required. Please register here.