JALT Event

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Title: Task-Based Language Teaching ( TBLT) in Japan .
Speaker: Marcos Benevides.
Marcos Benevides is an assistant professor at Kansai Gaidai University. He has
taught EFL in Japan for ten years, at every level from elementary school to
university, from private tutoring to graduate courses. He has been an invited,
sponsored, featured or keynote speaker at dozens of ELT seminars and conferences
in Japan and abroad. He has recently guest edited the "TBLT in Japan" special
issue of The Language Teacher (March 2009), and co-authored Widgets: A
task-based course in practical English.
Task-based language teaching (TBLT) represents the evolution of communicative
language teaching. It is fast becoming the dominant ELT approach worldwide, as
evidenced by task-based concepts emerging in tests such as the new TOEIC, in
language descriptor systems such as the Common European Framework of Reference
for Languages, and in an increasing number of commercial textbooks.

However, resistance to TBLT continues in Japan on grounds ranging from "Japanese
students are too shy" to "Japanese students are not creative enough", and "the
Japanese demand a teacher-centered approach" to "communicative approaches have
been tried here already and they failed". In this presentation, Benevides will
explain why each of these arguments is fundamentally flawed.

This presentation will draw on the speaker's co-authored textbook, Widgets
(Longman 2008) to explain a variety of TBLT concepts. Participants will walk
away with new ideas regarding lesson planning, motivating students and, yes,
clear evidence that Japanese students are extremely creative!

This presentation will explain the results of a study comparing university student perceptions and teacher perceptions. Both groups evaluated student writing samples; however, both groups gave different marks, or ratings, to the same writing samples. What this means for teaching and learning will be explored and there will be “hands-on” discussion activities for attendees, during the presentation.

Join us at Kinki University's Language Institute July 5th from 11:00 - 16:00!
ER is a growing phenomenon and an excellent way of reaching your students at the same time as building their fluency and vocabulary. If you are new to ER or a seasoned pro, there will be something for you to learn!
We have lots of graded readers from different publishers for raffle prizes!
• Rob Waring, one of the giants of Extensive Reading (ER), is the Plenary Speaker
• a full day of presentations and poster sessions to help you develop a successful ER program from the classroom to the curriculum level
• a chance to see the latest offerings from a wide range of publishers, who can offer you information and helpful suggestions on how to develop your graded reader library.
For further information and pre-registration please check our website:http://sites.google.com/site/jalt2009erconference/Home
Those who pre-register before July 3rd will get a free conference bag and an additional chance to win free graded readers in the post-plenary raffle!
Co-sponsored by the ER SIG, the Osaka Chapter and the Kyoto Chapter

With the overwhelming success of the Kyoto JALT MASH '09 meeting in February, we have decided to adopt that format again. This time, the focus will be on brain-based teaching and learning-centered activities, with a keynote presentation on brain studies by Dr. Curtis Kelly, a poster session by five teachers and discussion circles for everyone.
Schedule
1:00 - Registration

1:15 - Keynote Presentation: "Brain Studies and the Science of Learning" by Dr. Curtis Kelly
2:15 - Break
2:30 - Poster Session: Five Teachers Share Learning-Centered Methods & Activities
3:30 - Break

3:45 - Discussion Circles: Issues and Action Plans

4:45 - Wrap-up and clean up
Details
1. Keynote Presentation: Brain Studies and the Science of Learning 1:15 – 2:15
Brain studies give us a better picture of how learning occurs. A growing movement called “brain-compatible teaching” calls on us to develop teaching practices that focus less on language and more on how it is learned. In an updated version of his popular featured speaker JALT2008 workshop, the presenter discusses discoveries such as the roles of deep processing, sleep, interaction, body maps and emotion.

2. Poster Session: Learning-Centered Methods & Activities 2:30 - 3:30
How can we use what we know about learning in the classroom? Look at some of the things our colleagues are doing to make English teaching more brain-compatible.

3. Discussion Circles: Issues and Action Plans 3:45 – 4:45
Let’s put our heads together and discuss some of the issues raised in the presentation and poster sessions. A variety of group discussion circles will be organized with specific topics, such as “What kind of action research could we do to test these claims?” or “How can we adapt our teaching to fit the multiple intelligences theory?” Participants choose circles, work together to find answers to these questions, make action plans and offer ideas back to the whole group.
For more details see http://www.kyotojalt.org/

Let's take a relaxing weekend by the river in the rustic rural scenery of Nagano, near Ueda City. You can camp, rent a cabin or a bungalow. There are lots of facilities here. Please have a look at the website. Be sure to make your reservations early, because the cabins especially will fill up fast. Bring the children!
For more information, click the location link below. You may also wish to have a look at the following link (Please copy and paste): http://outdoorjapanforums.com/eve/forums/a/tpc/f/1411072951/m/8121045581

[概要 Description]
The 2009 Kagoshima Teaching Children Conference committee are working hard on getting information to you as soon as possible... English translations are coming soon. Please watch this space.
「新学習指導要領では，①言語や文化に対する体験的な理解，②積極的にコミュニケーションを図ろうとする態度の育成，③外国語の音声や表現に対する慣れ親しみの３点を伸ばすことで「コミュニケーション能力の素地を養う」ことが目標なっている。ところが，多くの学校で行われている授業を見ていると，③の英語の音声や表現の練習に重きを置いたものが多い。そこで，「コミュニケーション」そのものについて再確認し，小学校段階で目指すコミュニケーション能力の素地とはどんなものか，外国語を通してどんな力をつけさせることが期待できるのかということなどについて提案してみたい。」

【概要/Description】　　　　
An Australian cartoonist drew a cartoon in which a man complains to a woman, "I really can't see the point of life". The woman replies, "It's not pointy. It's round and soft..."
As language educators too, it's easy for us to get caught up in teaching English for certain well-defined purposes, resulting in a focus on language which is useful for person-to-person communication or for passing exams. But language is also an art medium, and students of all ages can gain from
experience with the "softer" side of English.
先生たちとして、一対一の会話か試験のため、はっきりした目的の授業に集中してほかの事を忘れる事もある。たとえば、言語は会話と試験のためだけではなくて、学習者だれでもが経験できる英語芸術でもある。
In this seminar, language arts materials and activities for a range of age groups from young children to university students will be introduced.
The focus will be on the musical, playful and loveable aspects of language: that is, its therapeutic value.
このセミナーで幼児から大学生の学習者が楽しめる様々な活動や教材を紹介します。言語が持っている癒し効果を探すことが目的です。
As a heart-warming addition to the afternoon, we ask each participant to bring along a love message and something sweet for a Valentine exchange at break time. Please write out your favourite message about love (eg. "Love makes the world go around") and pop it in an envelope or wrap it up with a small Valentine's treat to be exchanged at afternoon tea time.
バレンタインの次の日ですから、ブレークタイムにバレンタインのプレゼント交換をしながら愛について語りあいましょう。愛についての好きな言葉をカードに書いて、お菓子に添えて持ってきてください。

【概要/Description】　　　　
In this workshop, the presenter plans to facilitate a lively discussion of the pros and cons of controversial topics in our language classrooms. Are these topics useful for teaching language skills and critical thinking skills? How can teachers deal with administrations which might not approve of hot topics? Should teachers express their own opinions? Attendees will share their concerns, approaches, successes and failures with controversial topics. The presenter will also introduce materials from his new textbook Stimulating Conversation: Thinking Critically about Current Issues. Everyone will leave with a better understanding of integrating controversial topics into the language teaching context, and, if the attendees decide to introduce controversial topics into language classes, they will have more ideas on how to do it.
今回のワークショップでは，語学の授業で社会的に賛否両論のあるトピック（controversial topics）を扱うことについて，良い点と悪い点を話し合います。これらのトピックは果たして語学の学習や批判的な考えの育成に有効なのか。教師は，物議をかもす話題を取り上げることに消極的な管理体制とどう向き合えるのか。教師は自分の考えを表現すべきなのか。参加者同士でcontroversial topicsについての取組や悩み，成功談や失敗談などをシェアしましょう。グレッグは彼の新書「Stimulating Conversation: Thinking Critically about Current Issues」から教材の紹介もする予定です。今回のワークショップで，語学の授業の中で「議論となる話題」をどう取り扱うかについて，理解が深まり，また，実際の活動で使えるアイデアも増えることでしょう。

【概要/Description】　　　　
The best classes are almost always the simplest ones. Teachers are not stressed, students are confident and involved, and everyone knows what's happening and what they're supposed to do. Teachers need a core of tried and true activities that they can adapt to different classes in order to accomplish these simple lessons. Join this presentation and discover some of these activities.
一番よい授業というのは、ほとんどの場合とてもシンプルなものです。教師はあれこれ準備に追われることもありません。子どもたちも「何が起こっているのか」、「何をすればよいのか」が分かるからこそ、自信をもって授業に取り組むことができるのです。シンプルな授業を成り立たせる上で教師に必要なのは、クラスの状況に応じて柔軟に適合させられる、ポイントをおさえたアクティビティと言えるでしょう。このプレゼンテーションでは、そのようなアクティビティをご紹介します。

Many of us came to Japan to teach English for a year or two and then stayed on. Many moons later we find ourselves relatively isolated and still teaching English, but now it’s a drag getting out of bed, and we’re scouring our brains for new ideas, asking ourselves what we’ve been doing for the past “X” years.
Others of us graduated from university with a degree in English and found the only job we could get was as an English teacher. Now, “X” years later it’s a drag getting out of bed, and you don’t have time to find new ideas and you’re asking yourself what you’ve been doing all this time.
In any case throughout our lives our motivation drops, and we need to find a way to make some changes.
In this seminar we’ll explore different ideas for making small changes or big changes to re-motivate and recharge ourselves in our professional lives.
ネイティブスピーカーの中には、１、２年だけ英語を教えるつもりで日本にやってきて、そのまま日本に残っているという人が多くいます。また、日本人の場合は、大学で英語を専攻して、唯一見つかった仕事がたまたま英語教師だったというパターンが珍しくありません。
いずれにせよ、教師が、他の教師たちと交流をあまり持たぬまま何年も教えて続けていると、授業の新しいアイデアが、頭の中を隈なく探してもなかなか浮かばなくなってしまいます。そして、朝起きるのすらも辛くなってしまい、これまでの数年間、自分は何をやってきたんだろうと自問し始めることになります。時の流れとともに、教師としてのモティベーションは下がり、何かを変えなくてはと強く思うようになります。
今回のセミナーでは、教師として、モティベーションを上げ、活力を取り戻すために何ができるか、様々なアイデアを出し合ってみましょう。