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
