JALT Event

Join us for a dynamic presentation about the SDGs! 

Abstract
The Sustainable Development Goals connect to every area of students’ lives. How can something so important and immense be thoroughly explored in a class or curriculum? That’s for each teacher to decide based on what they can do in their unique context. So, in this presentation, I will lay out a buffet of ideas: (1) government goals, (2) big ideas about school and society, (3) a teaching sequence to adopt or modify, and (4) lots of materials. My goal in this presentation/discussion is to help you find a few delicious things that might make a real difference for you, your students, and the world. Let’s figure things out together.

Bio
Jonathan deHaan, Ph.D. (Associate Professor, University of Shizuoka) has been a teacher and researcher for more than 20 years. He started doing work with video games and language acquisition, but by continuing to ask himself “so what?” and “who cares?” has slowly and steadily branched out into media literacy education, projects in communities, role plays and simulation work, and fundamental questions of what, why, and how to teach … anything. He is a founding member of the Ludic Language Pedagogy Journal and community.
More info: https://sites.google.com/site/gamelabshizuoka   contact: dehaan@u-shizuoka-ken.ac.j

Join us for an enlightening workshop that delves into the profound global and local applications of narrative inquiry within the realm of language teacher identity research. Narrative inquiry is a meticulous examination of “how individuals employ stories to construct meaning from their experiences in fields of inquiry where comprehending phenomena from the perspectives of those who undergo them is of paramount significance" (Barkhuizen et al., 2014, p. 2). Language teacher identity, on the other hand, encapsulates the manner in which educators perceive themselves as instructors and how they are perceived by others in their role as educators. Throughout this workshop, Professor Barkhuizen and Professor Takaaki Hiratsuka will elucidate the intricacies of narrative inquiry and the concept of language teacher identity. They will underscore the profound advantages of equipping researchers with a deep understanding of narrative inquiry’s fundamental principles in the context of language education. Additionally, they will emphasize the importance of educators being mindful of the evolution of their identities within the specific contexts in which they operate.

GRAD STUDENT POSTER SESSION: CLASSROOM-BASED DISCOURSE ANALYSIS

Bio: This poster session will feature ten original classroom-based discourse analyses conducted by graduate students in the English Language Teaching Practices (ELT) program at Akita International University (AIU). In their final project for Introduction to Foreign Language Acquisition class, students were required to collect authentic classroom discourse data, transcribe it using conversation analysis (CA) methodology, and provide an analysis of the discourse using what they have learned in the course. Finally, they were asked to provide a reflection about what they discovered in the process, and how their teaching will change as a result. This project is based on a framework designed by the course instructor in which student teachers learn the value of integrating action research with reflective practices (see Hale, Nanni & Hooper, 2018). There will be three rounds of poster sessions, each lasting approximately 20 minutes. Participants will be able to move freely between concurrent poster sessions.

December 16, 2023 (Sat)

Time: 14:00–15:15 (approximately)

Venue: Akita International University (RM: D103)

Bio: This poster session will feature ten original classroom-based discourse analyses
conducted by graduate students in the English Language Teaching Practices (ELT)
program at Akita International University (AIU). In their final project for Introduction to
Foreign Language Acquisition class, students were required to collect authentic
classroom discourse data, transcribe it using conversation analysis (CA) methodology,
and provide an analysis of the discourse using what they have learned in the course.
Finally, they were asked to provide a reflection about what they discovered in the
process, and how their teaching will change as a result. This project is based on a
framework designed by the course instructor in which student teachers learn the value
of integrating action research with reflective practices (see Hale, Nanni & Hooper,
2018). Participants will be able to move freely between concurrent poster
sessions.
______________________________________________________
#1 Turn-taking Practices in Hong Kong Students' Discussion
Wingyiu LING
Abstract: This research analyzes data of a group discussion of university students in
Hong Kong using conversation analysis (CA). Focusing on turn-taking practices, this
research examines students' repeated use of the same expression to self-select as the
next speaker and its relationship with face-saving strategies.
#2 The Timing of Fillers for Japanese Learners and the Teacher
Akito MURATA
Abstract: When you learn foreign languages, you will get to know fillers so that you can
improve your fluency level of the language. However, it is a question in what situation
Japanese learners of English will use them during class. Using the conversation data,
this research analyzes how both Japanese learners and the teacher use fillers in class.
#3 Self and Other Repair in Meaning-focused Conversation in the EFL Situation 
Shuri Yuzawa
This study investigated in which situations self/other repair occur in English 
conversations between a non-English-native Japanese mother and her child when the
conversation is conducted based on meaning focus.
#4 Teachers’ Roles in Helping Create Safe English-learning Environments
June Ha KIM

Abstract: Using conversation analysis collected from one Japanese junior high school
English class, this research seeks to examine how teachers can create a safe learning
environment for students in a classroom so they can use English with reduced anxiety,
which may lead to students helping each other with corrective feedback.
#5 The Effective Strategy for Activating EFL Student’s Engagement
Sena Kashima
Abstract: One of the challenging tasks of English teachers is activating students'
engagement during the interaction. This research reveals that language teachers can
use the combination of EPA (explicit positive assessment) and humor to alleviate
students’ anxiety and promote their spontaneous responses in the IRF (initiation,
response, feedback) sequence.
#6 How Students can Engage in Teacher-student Interaction at the SHS Level
Natsuki ITO
Abstract: This research analyzes how teachers interact with students by using some
methods. The teacher used elicitation and repetition to support students' understanding.
This presentation explores how such instruction affects learning. The conversation
analysis (CA) data was collected from lessons with senior high school students.
#7 Keeping the Conversation Going: NS and NNS Facilitation in EFL Group
Discussions
Queena XU
What happens when a native speaker (NS) joins a non-native speaker (NNS)
classroom? The presence of a NS in a group discussion can create an assumed
expert/novice relationship. However, it is still possible for a NNS to facilitate a
discussion. A conversation analysis (CA) approach shows the ways in which facilitation
by a NNS can still happen even with the presence of a NS in a group discussion.
#8 Why Teachers Always Hold More Turns in an IRF
Peifen HUANG
Abstract: In a communicative classroom, teachers want to generate as many responses
from students as possible. When responses do not come, the teacher will have to
extend his/her own turn. This study centers on how long a teacher holds his/her own
turn and why this happens.
#9 Repetition in Teacher Talk
Joseph TU
Abstract: Using conversation analysis (CA) methods, this research presents an analysis
of a teacher’s use of word and phrasal repetition during instruction to Japanese high
school learners of English. Does this repetition help aid students’ understanding of the
teacher’s instruction in the target language?
#10 Claiming who the Next Speaker is in EFL Discussion
Atsuki KIMURA
Abstract: Turn-taking practice is crucial when talking with someone highly fluent in the
EFL/ESL setting. This study examines the turn-taking practices among college students

whose English proficiency levels are high. A conversation analysis (CA) of data
revealed that the speaker tries to claim the turn using particular strategies.
#11 How Teacher Talk Triggers Students' Speaking
Xin WANG
Abstract:  Speaking a foreign language in a classroom setting is not easy for students.
This presentation will use conversation analysis (CA) methods to analyze the interaction
between the teacher and students to find how teacher talk triggers students to talk in the
class. The data was collected from one college upper-intermediate EAP class. 
#12 How Code-Switching Initiates Both Students and Teachers’ Speaking
Isana TSUCHIYA
Abstract: Beginner and Intermediate students in the EAP classroom often code-switch
between Japanese and English, but the teacher also does it. This research analyzes
code-switching with conversation analysis (CA) and finds how it activates both students
and teachers’ speaking.
________________________________________________
Reference:
​​Hale, C. C., Nanni, A. & Hooper, D. (2018). Conversation analysis in language teacher
education: An approach for reflection through action research. Hacettepe University
Journal of Education, 33(Special Issue), 54-71. DOI: 10.16986/HUJE.2018038796

This will be Akita Jalt’s first face to face meeting in a long while! we look forward to seeing you here in December.

If sufficient numbers of people are interested, we will also try to make this meeting hybrid by streaming through zoom (dependent on how many people outside Akita are interested).

If interested in attending online and we have the capability, please email Akita Jalt at: akita@jalt.org

Speaker: Jason Tacker

Date: Nov 18, 2023

Time: 1:00 PM

Abstract: This study, meant to add to the literature on virtual reality use in EFL education, examined the feasibility of using virtual reality in an L2 as a tool for positive transfer of skills from virtual reality to a real-world situation. We modeled our research on the methods of Michalski et al. (2019) in their work on the positive transfer of sports skills to practical application. We reinforced the method with ideas from Xie et al. (2021) in their research on common assessment tests and evaluations of positive transfer from virtual reality. Our method was mainly qualitative as it encompasses interpretivism, epistemological orientation, and constructionism as its main driving forces (Bryman, 2006). What we discovered was that the cooking skills taught in the L2 through virtual reality did transfer to a real-world situation. In the short-term, skills with detailed knowledge of the process were retained, while in the long-term, volunteers who were retested retained most of the processes of cooking from virtual reality.

This event is online via Zoom.

Using a survey questionnaire completed by students at the end of three prior semesters, as well as through personal observation during that span, I noticed that there was something in my teaching that needed to be improved, such as classroom management, materials preparation, or sufficient task explanation. To promote a better learning environment and to assist all students, especially those who need special support, and to improve my own teaching style to fit the students, I embarked on mini classroom research following Kurt Lewin’s action research model of planning, acting, observing, and reflecting. The MOTHER model (Management, Overall Language Learning, Team and Task, Hands-on, Engagement and Encouragement, and Relaxation) was considered and applied to my English classes for a semester. This model is designed to fill the gaps in my language classes and to support all students’ better learning experience. This presentation will introduce some examples of students before and after applying the MOTHER model.

Duangsamorn Haruyama is from Chiang Mai, Thailand. She has taught English for Japanese students for more than 10 years, from preschool to higher education level. Her research interests focus on English education, elementary English education, teaching English to young learners, positive discipline, positive psychology, and more.

There is a short rest break between the presentation and AGM.

Gunma JALT Annual General Meeting (AGM)

The AGM is when members of our chapter will accept nominations to become or continue as officers and role-players for 2024. The positions and current officers are listed down below. All roles, however, are open for nominations. Volunteering at Gunma JALT is a great experience and an opportunity to get to know people and work together with them on events and projects. We are always in need of new faces, voices, hands, and ideas. We hope to see you on November 12.

Current Gunma JALT officers are:

• Chapter President - Heather McCulloch
• Treasurer - Sylvain Bergeron
• Program Chair - Raymond Hoogenboom
• Membership Chair - Duangsamorn Haruyama
• Publicity Chair - Raymond Hoogenboom
• Website - John Larson
• Speakeasy - John Larson
• Hospitality Chair (snacks, drinks, year-end party, etc.) - VACANT

This is an online event hosted by Gunma JALT. See below for access information.

The presentation will delve deep into the world of Japanese sentence-final particles, specifically ne, yo, and yone, recognized for their pivotal role in informal interaction. Despite their importance, these linguistic elements are frequently overlooked in formal language education. The presented ongoing PhD project aims at the development of new lesson content for the improvement of leamers' improvement of interactional competence through the use of a corpus of spontaneous conversations (CEJC - Corpus of Everyday Japanese Conversation; NINJAL) in class, adopting a Translanguaging approach in activities.

本発表は「ね、よ、よね」という終助詞が日本語の会話で対人関係を築くために重要な役割を果たすことに注目しています。日本語学習者にとって、「ね、よ、よね」の正しい使用を身に付けることは困難と言えますが、授業での適切な指導は導入されていません。博士課程の研究計画では日本語教育研究として、これらの終助詞を取り上げ、日本語学習者の相互行為能力を上達させるために自然会話コーパス(CEJC-NINJAL)とトランスランゲージング活動を組み合わせた教室活動を提案することを目標としています。

Giordano is a Ph.D. student from the University of Naples 'L'Orientale'. He holds a BA in communication from Perugia University for Foreign Studies and an MA in Japanese studies from Ca' Foscari University of Venice. Giordano's journey in Japan began with intensive language studies at Kyoto University for Foreign Studies, followed by in-depth linguistics studies at Kobe University. Currently, he's conducting research during a visiting period at Hosei University.

Zoom:https://hosei-ac-ip.zoom.us/j/86513690450?pwd=VTJFcitBc1]xQU1HSHIBV2pzdI...

Meeting ID: 865 1369 0450

Passcode: 838008

This event, sponsored by Tokyo JALT and the TYL SIG, is for teachers of kids to young adults, so teachers of preschool, kindergarten, elementary school, junior high school, and senior high school, are all encouraged to come! As always, there will be great presentations and lots of time for discussion and networking.

Presentation 1: How to set students up for success: The four-step cycle for teaching phonics

Abstract:

In Japan there is increasing interest in teaching phonics, and there is a lot of information on the internet to help teachers. However, why should teachers of younger learners be teaching phonics and if so, which approach should they take for young learners of English whose first language is Japanese? Furthermore, how can teachers know what materials to use and, how can teachers set their students up for success through phonics? These
questions will be answered based on research. Kate will outline the 4-step cycle as a teaching guide for teachers can follow to help learners internalise basic phonics. She will also suggest activities to use in the 4-step cycle that can easily be integrated into a class. Attendees will be invited to ask questions throughout the session, and will be given access to materials Kate uses in her research. This presentation will be of interest to teachers of young learners, or parents of young children.

Bio:

Kate Sato started teaching English as a foreign language in 1989 and is an associate professor at Hokkai-Gakuen University. Originally from the UK, she’s lived and taught in France, the US and Japan as well as the UK. In 2002 she founded her own school and after 15 years moved into full-time university work teaching pre-service teachers and researching the practical application of phonics in Elementary school through action research. Through
this research the 4-step cycle for teaching phonics has emerged. She has given teacher training sessions all over Japan and currently, Kate continues to give pre-service teachers workshops on how to teach phonics.

Presentation 2: Changing the World One Book at a Time: Developing Social Awareness and Other Skills Through Interactive Picturebook Read-Alouds

Abstract: 

Picturebook read-alouds are an engaging and motivating classroom activity for learners of all ages. They can help develop a wide range of literacies, including visual, emotional, or cultural literacy, as well as build a foundation for reading and writing. Interactive read-alouds can initiate critical thinking and facilitate real communication, and naturally develop learners’ listening and speaking skills. Alison will share her objectives, the process, and the results of a classroom-based research project focusing on interactive picturebook read-alouds, demonstrating how these skills can be fostered in young learners alongside language skills.

Bio:

Alison Hasegawa ( formerly Nemoto) arrived in Japan on the JET program after completing her Bachelor of Education in the UK. From 1989 till 2012, she taught English in Fukushima Prefecture’s coastal region, from preschool to junior high school level. Following the Great East Japan Earthquake of 2011, she established a successful training program for university students to support children of families forced to evacuate their hometown after the ensuing nuclear meltdown. From 2012 to 2022, Alison headed a teacher training program for prospective Japanese primary school teachers at Miyagi University of Education in Sendai. Alison has also been active in the area of materials development. In the past eight years, she has helped to develop textbooks for Japanese primary school children, served on the Expert Panel of a National Geographic textbook series, and served as an advisor to the Myanmar Ministry of Education. She is currently a Specially Appointed Professor at Rikkyou University’s Foreign Language and Research Centre as well as serving as an adjunct professor at both Nagoya University of Foreign Studies and Soka University, where she serves as one of their MA TESOL program instructors. Her most recent research interest is focused on ways to effectively utilize children’s literature in young learner EFL classrooms. She holds an MA in Teaching English to Young Learners from the University of York in the UK.

Nagano JALT in collaboration with the PIE SIG is proud to announce our next event featuring a local presenter David Gray.

You will learn ways to help your students: listen better, be more spontaneous, talk for longer, start conversations more effectively and more ...  (It's not about being funny) 

The presentation will cover

• Why use Improv?  
• A brief history of Improv
• The principles of Improv 
• The life skills of improv
• Teaching Improv
• My students' experiences with Improv
• Activities for practicing these skills 
• Quick videos of students practicing these activities and improv

Volunteers can try some of these activities

My name is David Gray. 56 years old.  I am married to Emi Akahane.  I have three children Erika 24, Martha 16, Nathan 13. My children are homeschooled. I was an elementary school teacher in Canada. I taught from kindergarten to junior high school. In Japan I was an AET and worked in the prefectural office during the Olympics and Paralympics in Nagano. Then in 2002 I started my own language school called Maple Kids English here in Matsumoto. I also teach English part-time at Shinshu University. My Christian faith is important to me. I love joking, comedy and ice hockey as well as watching weeds grow and taking pictures of telephone wires (I’m joking about the last two).

This Sunday is the JALT Oita Symposium! Come and join us for a range of presentations on a wide variety of topics - please see the attached timetable for more information. The event will run from 9am to 1pm, but attendees are more than welcome to come and go freely. It's a busy time of year, after all!

We will also have our AGM at the start, all are welcome to help us shape the future of JALT Oita. Best of all, this event is FREE for everyone!

We look forward to seeing you on Sunday!

Event: Pre-Conference Presentation Practice—Get a glimpse of some JALT2023 International Conference presentations before heading to Tsukuba!

Date: Nov. 16, 2023 (Th)

Time: 17:00 – 18:30

Presenters:

Steven MacWhinnie: Willingness to Engage: Purposeful Engagement with Language

Edo Forsythe & Steven MacWhinnie: Student Perceptions of Benefits of Free Writing in English

Jim Smiley: Multiple Document Reading in Japanese English Majors

Each presentation will be followed by Q&A and discussion time.

Questions: Contact Edo Forsythe (edosan@gol.com)