Research affirms that debate can have an effect on thinking, speaking, and even writing skills. Students engaged in this activity learn about important issues and improve their ability to do research, think critically, speak logically, use language, and cooperate with others. They also learn that their efforts can have an effect on events around them. In this workshop, a methodology is introduced for doing semi-formal, classroom-friendly English debates, which have the potential to evolve according to the variables, and constraints, of different classrooms. With this explanation, handouts will be provided offering sample debate time frames, judging criteria, and score-keeping charts. It is hoped that those who attend this presentation will appreciate the pedagogical potential of debate and return to their classrooms with ideas that they can adapt to their own professional objectives and circumstances.
WHO IS HARRY W. HARRIS?
Harry Harris has an M.A. in Spanish linguistics and one in Applied Linguistics. He has taught English and Spanish at academic institutions in Japan, the U.S., and Bolivia. At present, he is involved in curriculum development in the new English Program at Hakuoh University, for which he has collaborated on writing skill objectives and organized the Writing component. He also participates in teacher training workshops in Japan and writes materials for a Japanese publishing company.
