JALT Event

A number of our colleagues will share stories from their language learning journeys, followed by group discussion of key themes and sharing of our own stories. Join us for a good time of exploration and eye-opening firsthand accounts.
The meeting will be followed by our annual Year-End Party (6pm) at DUCCA Eki-mae (West), on Aoba Dori, across from Sakurano.
See the JALT Sendai website for details: http://jaltsendai.terapad.com/

The presenter will propose six principles to guide the selection and design of materials for young learners. Participants will have the opportunity to reflect on how they currently select or produce materials, with a view to integrating their current practice with these six principles.
Catherine Littlehale Oki has been teaching in Japan for 9 years and enjoys doing Young Learners (YL) Research.

Educators often speak of using activities appropriate for each language learning stage. However, when incorporating "cultural elements" into lessons, there is usually little consideration of the learners' developmental stage of intercultural learning. Consequently, ill-matched activities can reaffirm or deepen cultural misunderstandings, with questionable growth in intercultural competency. This workshop will demonstrate incorporating activities according to the learners' intercultural developmental stage, age, and language ability, and how to adjust the activities for learning stage appropriateness.

In this workshop, participants will learn how portfolios allow for reflection on learning and provide an alternative to standard methods of evaluation. Participants will gain a greater understanding of the reflective portfolio by going through each step of the portfolio process in hopes of recreating such a similar project in their own contexts. Ample materials will be provided.

Two student presenters will introduce their graduation research projects. The first presentation is on action research examining motivational strategies in Japan. Learners' psychological needs are examined and compared with a control group pre- and post-tests. The second presentation explores the autonomy of advanced learners of English. Interviews were conducted on three advanced learners who use English in their workplace.

* 次回：2010年2月27日（土）14:00-16:00
* 場所：出島交流会館4F
* 発表者：カレン・マサツグ、リチャード・ホドソン、ティム・アラン
* 演題： 「JALT2009全国大会」から選りすぐり
* 参加費：会員・学生—無料　非会員—Y1000.
「非会員が初めての人を連れてきた場合はそれぞれ500円でOK」
Cost: members and students, free. "One day" members - Y1000. (2 for 1 offer: if you are a one day member, and you bring a first timer to a meeting, each of you pays only Y500.)
Nagasaki area presenters who attended the JALT2009 Conference in Shizuoka this past November will each present summaries of particular presentations seen, and share results, impressions, and materials. This is our first full meeting of 2010, and are all welcome.
Karen Masatsugu will summarize three presentations she attended on the teaching of English in Japanese elementary schools. The presentations offered three different perspectives: teacher-training for Japanese elementary school teachers, the use of cooperative learning in the elementary school classroom, and the long-term effectiveness of English Learning at Elementary School (ELES) on JHS English proficiency.
Richard Hodson will report on one presentation that addressed the theme of the JALT 2009 conference ‘The Teaching-Learning Dialogue: An Active Mirror’, directly. On the topic of teacher talk, which mirrored action research that he has carried out in his own classroom, and that all EFL teachers can and should do. However, not all good presentations reflected the conference theme. What does a conference theme mean in practice? In the second half of his report, he will present a brief analysis of presentation trends from the JALT conference over the past few years, to give a picture of the shape of the conference and how it is evolving, that should be of interest to those hoping not only to attend, but also to present at future JALT conferences.
Tim Allan will give an overview of relevant results from three meetings held during the JALT2009 Conference (presidents, general, and executive board.) He will also explain two important themes before, during, and after the Conference: first, the emergence of collaborative communities and mini-conferences such as MASH, Nakasendo, and the pan-Kyushu conference in Saga; second, the growth of online teaching communities within Facebook, Twitter, JALT Forums, etc.
Incidentally, this meeting will also be a great chance to see the second-last day and night of the annual Nagasaki Lantern Festival, which runs this time from February 14-28, 2010. For the festival site, please see http://www.nagasaki-lantern.com/index_2.html

Join us for our annual turkey dinner with all the fixings. If you would like a map or train info, please contact Mike Stockwell atgifujalt@gmail.com

Learner Perspectives　
The 9th Annual JALT Pan-SIG Conference 2010
This year, the theme of our conference is “Learner Perspectives.” During two days of presentations, workshops and poster sessions, we hope that all conference participants will find something that will stimulate their research and ideas for teaching in their classrooms! There will be over 85 teacher-researchers from 13 JALT special interest groups (SIGs) and two JALT Chapters discussing “what the learner thinks about what is occurring in the classroom.”
We are also very pleased to welcome our wonderful plenary speakers, Professors Judy Noguchi and Kip Cates, and our featured speaker, Larry Davies.
For schedule, handbook and more details see:http://www.pansig.org/2010/index.html
This conference is co-sponsored by:
Business English (BE)
Computer-Assisted Language Learning (CALL),
College and University Educators (CUE),
Extensive Reading (ER),
Framework and Language Portfolio (FLP),
Global Issues in Language Education (GILE),
Japanese as a Second Language (JSL),
Lifelong Language Learning (LLL),
Other Language Educators (OLE),
Pragmatics (PRAG), Study Abroad (SA),
Teacher Education (TEd), Testing & Evaluation (TEVAL
Kyoto Chapter and supported by the Osaka Chapter of the Japan Association for Language Teaching (JALT).
Location:
Osaka Gakuin, University, Suita City, Osaka
Guide to Location:http://pansig.org/2010/venue.html
Fee for JALT members:
5,000 yen for 1 day, 8,500 yen for both days
Fee for one-day members:
6,500 yen for 1 day, 10,000 yen for both days, student discount available
第9回全国語学教育学会全分野別研究部会(SIG)2010次大会：学習者の観点
2010年5月22日-23日
大阪学院大学、大阪府吹田市
全国語学教育学会全分野別研究部会(SIG)2010年度大会の組織委員会より今大会に関心を持つ応用言語学研究者の皆さまへ。2010年5月22日 (土)、23日(日)、大阪学院大学で開催される第9回Pan-SIG Conferenceのプレゼンテーション案をふるってご提出ください。
この大会は、大学外国語教育研究部会(CUE)、コンピューター利用語学学習研究部会(CALL)、Extensive Reading (ER)、Framework and Language Portfolio (FLP)、グローバル問題研究部会(GILE)、日本語教育研究部会(JSL)、成人語学教育研究部会(LLL)、その他外国語教育研究部会(OLE)、語用論研究部会(PRAG)、Study Abroad (SA)、教師教育研究部会 (TE)、Testing & Evaluation (TEVAL) Special Interest Groups、そして全国語学教育学会(JALT)の京都支部の共催及び大阪支部の協力で行われます。
応用言語学のどのような部門での研究も歓迎します。発表申し込みのタイプとしては次の2つが考えられます:
１．終了した研究に関するレポート
２．進行中の研究(終了した研究のデザイン、そして/または、データ収集を含んだもの)
発表時間は45分(10分間の質疑応答を含む)です。 学会のテーマに関連するものまたは、各SIGに関するものが優先されます。
特に、実際に学習者(または彼らの声の写真やビデオなど)加わった発表はぜひ申し込んでください!
申し込み方法
内容： (1)50字のサマリー
(2)150字の要約
(3)個人情報(名前、所属、連絡先)
送り先： submissions@pansig.org
締め切り： 2010年2月15日
件名： 件名は次の通りにしてください：Submission for (XX)
この「XX」は、上記の各SIGを簡略化したものです。
（例：Submission for SA）のようにします。
書式： すべての申し込みは必ず添付ファイルで送ってください。
次のいずれか
a)ワード文書(.doc)
b)リッチテキストファイル(.rtf)
他の書式での受け付けは一切いたしません。
ワークショップ(120分)とポスターセッションの申し込みもお待ちしています。
詳しくはEric Skier (Pan-SIG 2010 SubmissionsChair)(skier@toyaku.ac.jp)に連絡するか、http://www.pansig.org/2010/ で学会のＨＰをご覧ください。

Message for teacher-researchers not based in Japan:
Please be aware that as a conference falling under the auspices of the JALT name, we are unable to assist with sponsoring anyone to either attend or present at the conference. Please do not submit a proposal if you have no means of attaining a visa, if necessary, to enter Japan.
Thank you for your understanding,
Pan-SIG Organizing Committee

PART 1: All of us use strategies when we speak. We use strategies to confirm or clarify what we're saying and what we're hearing. We use strategies to show interest, to maintain and develop conversations. We use strategies that help with fluency. Learners of English in particular use strategies to compensate for their lack of language. Helping students be aware of and learn to apply different communication strategies is both motivating and a knowledge they can put to immediate use.
PART II: Teaching listening effectively means teaching both phonology and knowledge of discourse. A working knowledge of the phonology of natural connected speech, elisions and liaisons, weak forms and reductions helps students with their 'bottom-up' decoding skills. Developing student knowledge of discourse, particularly of scripts (those discourses in English that tend to follow a set pattern) helps them with their 'top-down' predictive skills.

Nara Chapter Officers, members and guests will share their perspectives on future Chapter activities, including practical, actionable ideas to expand member services, diversify meeting formats, and increase Chapter and meeting participation.