The Language Teacher

Feature Articles My Share Special

3 Study Abroad and Willingness to 26 Classroom ideas from Brett Davies, Communicate: A Case Study at Junior Chieri Noda, Jim Chapman, David High School H. Faulhaber, Tetsuko Fukawa, Andy Adrian Leis Hockersmith, Tim Knight, David O’Flaherty, Tamatha Roman, Simon 10 Understanding Teachers’ Attitudes Thomas, Matthew Wilson, and Michelle Towards Young Learner Teaching: A Wong Case Study Oliver Beddal Book Review Brad Perks reviews Any Questions? 16 From Reading Books to Sharing Books: 40 Going Beyond the Virtuous Circle of TLT Wired the Good Reader Kunitaro Mizuno 43 Internet Search Tools and Resources for EFL Readers’ Forum Gary Henscheid 22 Cooperative and Collaborative Conference News Learning in the Language Classroom Yoshitaka Kato, Francesco Bolstad, and 60 Steve Cornwell presents feedback on Horinori Watari last year’s JALT2014 conference

The Japan Association for Language Teaching Volume 39, Number 2 • March / April 2015 ISSN 0289-7938 • ¥1,900 • TLT uses recycled paper JALT Publications JALT Publications Board Chair Regular Column Editors Jonathan Picken – Tsuda College Martha Robertson – Aichi University Jerry Talandis Jr. }} SIG NEWS Stephen Ryan – Eichi – Sapientia [email protected] Jennie Roloff-Rothman University [email protected] Lorraine Sorrell – Macquarie University Toshiyuki Takagaki – Onomichi University }} CHAPTER EVENTS TLT Editorial Staff Dax Thomas – Meiji Gakuin University Gary Wolff Deryn Verity – Penn State University }} TLT EDITORS [email protected] York Weatherford – Kyoto Notre Dame Carol Borrmann-Begg }} CHAPTER REPORTS University John Roberts Tom Mahler Asako Yoshitomi – Tokyo University of Foreign Studies [email protected] [email protected] }} ADDITIONAL READERS }} TLT ASSOCIATE EDITOR } } CAREER DEVELOPMENT CORNER Dale Brown, John Eidswick, Frank Daulton, Glenn Magee Michael Parrish [email protected] Danielle Fischer, Patrick Foss, Naomi Fujishima, [email protected] Fujirou Fukushima, James Hobbs, Masataka }} TLT ASSISTANT EDITOR }} CONFERENCE CALENDAR Kizuka, Brandon Kramer, Paul Lyddon, Donald Caroline Kocel-Ross Sadira Smith Patterson, Greg Rouault, Troy Rubesch, Vick Sssali, Tim Stewart, Alan Stoke, Toshiko Sugino, }} TLT JAPANESE-LANGUAGE EDITOR [email protected] 杉野俊子 Bernie Susser, Jerry Talandis Jr., Katherine (Toshiko Sugino) }} OLD GRAMMARIANS Thornton, Bill Vasilios Mboutsiadis, Chris [email protected] Scott Gardner Wharton, Jennifer Yphantides, }} TLT JAPANESE-LANGUAGE ASSOC. [email protected] EDITOR JALT Journal 迫和子 (Kazuko Sako) Production [email protected] }} JALT JOURNAL EDITOR }} TLT WEB EDITOR }} COPYEDITORS & PROOFREADERS Anne McLellan Howard Theron Muller Brian Birdsell, Benjamin Bailey, [email protected] [email protected] Jeremy Eades, Bryan Gerrard, }} JALT JOURNAL ASSOCIATE EDITOR }} TLT WEB ADMIN Caroline Handley, Philip Head, TBA Malcolm Swanson Decha Hongthong, Lorraine Kipling, [email protected] [email protected] Caroline Kocel-Ross, Beth Konomoto, }} JALT JOURNAL JAPANESE EDITOR Brandon Kramer, Laura MacGregor, Ken Urano Gerry McLellan, David Marsh, [email protected] Resources Editors James Nobis, Neil Stead, Jennifer }} JALT JOURNAL REVIEWS EDITOR }} MY SHARE Yphantides }} 和文校正・翻訳者 Greg Rouault Jonathan Reingold [email protected] [email protected] (JAPANESE PROOFREADERS/ }} BOOK REVIEWS TRANSLATORS) 宮尾真理子 Conference Proceedings Robert Taferner (Mariko Miyao) 納富淳子 (Junko Noudomi) [email protected] }} EDITORS-IN-CHIEF 中安真敏 (Masatoshi Nakayasu) }} PUBLISHERS’ REVIEW COPIES LIAISON Nozomu Sonda 阿部恵美佳 (Emika Abe) Aleda Krause Steve Fukuda 稲森美穂子 (Mihoko Inamori) [email protected] [email protected] }} DESIGN & LAYOUT Faculty of Integrated Arts and Sciences, University of Tokushima, 1-1 Minami Josanjima- Pukeko Graphics, Kitakyushu Peer Support Group cho, Tokushima 770-8502 }} PRINTING }} TLT WIRED Koshinsha Co., Ltd., Osaka }} PSG COORDINATOR Edo Forsythe Loran Edwards [email protected] Review [email protected] }} OUTSIDE THE BOX }} PSG MEMBERS }} TLT EDITORIAL ADVISORY BOARD Adam Lebowitz Loran Edwards, Paul Beaufait, Steve Eric Bray – Yokkaichi University McGuire, Theron Muller, Michael [email protected] Steve Cornwell – Osaka Jogakuin College Laspina, Brian Hutchinson, Troy Michael Furmanovsky – Ryukoku McConachy, Peter Quinn, Brian JALT Focus Editors University Gallagher, Nick Boyes, Myles Grogan, Scott Gardner – Okayama University Douglas Jarrell, Joshua Myerson, }} JALT NOTICES EDITOR Chiaki Iwai – Hiroshima City University Brandon Kramer, Charles Moore, Dawn Masaki Kobayashi – Kanda University of Lucovich, Suwako Uehara, Jean-Pierre, Malcolm Swanson International Studies [email protected] David Ockert, Fiona Creaser, Anna H. Shirley Leane – Tottori University Isozaki, Wayne Arnold, Chris Fitzgerald }} SHOWCASE Todd Jay Leonard – Fukuoka University of Mitchell Fryer Education [email protected] Robert Long – Kyushu Institute of JALT Central Office Technology }} GRASSROOTS OUTREACH Laura MacGregor – Gakushuin University Urban Edge Bldg. 5F, 1-37-9 Taito, Taito- David McMurray Theron Muller – University of Toyama ku, Tokyo 110-0016 [email protected] Bern Mulvey – Iwate University t: 03-3837-1630; f: 03-3837-1631 Tim Murphey – Kanda University of [email protected] International Studies Yoko Nakano – Kwansei Gakuin University MARCH / APRIL 2015 • Vol. 39, No. 2 Contents In this month’s issue . . . Feature Articles n this month’s issue, we are pleased to introduce a wide se- }} Study Abroad and Willingness to Com- lection of articles and ideas that embody the spirit of excel- municate: A Case Study at Junior High School...... 3 lence in teaching and research which has been the driving Iforce behind many successful JALT events. As you well know, it } } Understanding Teachers’ Attitudes To- is also the start of a new academic year, and perhaps a change wards Young Learner Teaching: A Case Study...... 10 of location or position for some. We would like to wish you luck and success with your endeavors, whether it be improving } } From Reading Books to Sharing Books: on the past or making a bold, fresh start Going Beyond the Virtuous Circle of the Good Reader ...... 16 Here, at The Language Teacher, we are welcoming in the Readers’ Forum new academic year with twelve of our most exceptional My Share articles, spanning a wide variety topics and levels. }} Cooperative and Collaborative Learning in We start off asBrett Davies illustrates a method of using the Language Classroom ...... 22 the time before and after study abroad to reflect and help My Share Special prepare others for similar experiences, Chieri Noda proposes }} Classroom ideas from Brett Davies, Chieri a way for learners to practice quickly locating information Noda, Jim Chapman, David H. Faulhaber, in research articles by building familiarity with their format Tetsuko Fukawa, Andy Hockersmith, and the relationships between ideas, Jim Chapman takes Tim Knight, David O’Flaherty, Tamatha up the challenge of large classes and introduces an activity Roman, Simon Thomas, Matthew Wilson, designed to invigorate large groups of students, and David and Michelle Wong...... 26 H. Faulhaber offers us the novel idea ofreformulative audio Resources feedback as a compelling alternative to common revision }} Book Reviews...... 40 practices. Next, Tetsuko Fukawa suggests a way to improve }} Recently Received ...... 41 learners’ use of /r/ and /l/ based on pronunciation pyramids, }} Outside the Box...... 42 Andy Hockersmith introduces a project designed to boost students’ spoken English output, and Tim Knight highlights }} TLT Wired...... 43 how smartphones can be used to augment the first classes of JALT Focus the term. Then, David O’Flaherty explains how infomercials }} JALT Notices...... 45 can aid presentations and group work, Tamatha Roman }} Showcase ...... 46 encourages learners to discuss environmental issues by examining their school’s facilities, Simon Thomas introduces ways }} Grassroots Outreach ...... 47 to use video as a catalyst for presentations, Matthew Wilson }} SIG News...... 50 brings our attention to TV commercials and their potential }} Chapter Events...... 54 to stimulate both receptive and productive language skills, }} Chapter Reports...... 56 and finally Michelle Wong rounds off this innovative bunch }} Conference News...... 60 with a fun group activity employing puppet theatre. JALT Praxis Also in this issue are three excellent Feature Articles. Study }} Career Development...... 65 Abroad and Willingness to Communicate: A Case Study at Junior High School, by Adrian Leis, focuses on the interplay between } } Old Grammarians...... 67 a student’s interpersonal relationships and their experiences abroad. Understanding Teachers’ Attitudes Towards Young }} JALT Membership Information. . . 68 Learner Teaching: A Case Study, by Oliver Beddal, looks at Continued over JALT Publications Online Mar/Apr 2015 online access Material from all our publications produced in the last 6 months requires a password for access. These passwords change with each issue of TLT and are valid for a 3-month period. To access our archives: [ login: mar2015 / password: Fm4UVaub ] TLT Editors: Carol Begg, John Roberts TLT Japanese-Language Editor: Toshiko Sugino

THE LANGUAGE TEACHER 39.2 • March / April 2015 1 The Language Teacher • Foreword & JALT Information how best practices may be established for teaching 識を深めることによって、研究論文で素早く情報を特定 young learners in ELT management Finally, From する方法を提案しています。Jim Chapmanは大人数の Reading Books to Sharing Books: Going Beyond the クラスの課題を取り上げ、大きなグループの学生を鼓舞 Virtuous Circle of the Good Reader, by Kunitaro する活動を紹介しています。David H. Faulhaberは普 Mizuno, proposes a focus on dialogue between 通の修正練習の代わりとなる説得力のある活動として reformulative audio feedbackという新しいアイディアを提供 learners in an extensive reading program. In Read- しています。Tetsuko Fukawaは発音ピラミッドを使って/r/ ers’ Forum, Cooperative and Collaborative Learning と/l/の発音を向上させる方法を提案しています。Andy in the Language Classroom, by Yoshitaka Kato, Hockersmithは学生の英語発話アウトプットを増加させる Francesco Bolstad, and Horinori Watari, draws our プロジェクトを紹介しています。Tim Knightは新学期の attention to the importance of working together. 第1回目の授業を改良するためのスマホ活用法を解説し And last but not least, in Book Reviews Brad Perks ています。David O’Flaherty はインフォマーシャルがいか gives us the scoop on Any Questions? に口頭発表やグループワークを助けるかを説明しています。Tamatha Romanは、学内設備を調査することにより環 Jonathan Reingold, My Share Editor 境問題に関する学習者の議論を促進しています。Simon Glenn Magee, TLT Associate Editor Thomasは、口頭発表を促進させるものとして、ビデオを使 (former My Share co-editor) う方法を紹介しています。Matthew Wilsonは、受容スキルと産出スキルの両方を刺激するためにテレビCMとその可能性に注目しています。最後に、Michelle Wongは、人月号では、多くのJALTイベントを成功に導いて形劇をする楽しいグループ活動を紹介して革新的な本号いる素晴らしい実践や研究を具体化する論文・を締めくくっています。今記事を掲載しています。ご存じの通り、新年度のスタートであり、恐らく勤務地や職務の変更があった方々さらに、本号のFeature Articlesは3本あり、まず、Oliver もいらっしゃるでしょう。これまでの仕事をさらに進めよう Beddalが、Understanding Teachers’ Attitudes Towards とする方も、まったく新しく始めようとする方も、皆様の尽 Young Learner Teaching: A Case Studyという題で、年力がうまくいくようお祈りします。少者に対する英語教育で、いかに最善の方法を確立するかについて論じています。次にAdrian Leisは、Study 本号では、幅広いトピックの、様々なレベルを対象 Abroad and Willingness to Communicate: A Case Study としたMy Share の記事を12本ご紹介致します。まず at Junior High Schoolという題で、学生の対人関係と彼ら Brett Daviesは同様の経験をする他学生の準備を手伝の海外での経験との相互作用に焦点を当てています。最うために留学の前後の時間を使う方法を説明していま後にKunitaro Mizunoが、From Reading Books to Sharing す。Chieri Nodaは論文構成やアイディアの関係性の知 Books: Going Beyond the Virtuous Circle of the Good Readerという題で、多読プログラムでの学生間の対話に重点を置いています。Readers Forumでは、Yoshitaka Kato, Japan Association for Francesco Bolstad, and Horinori Watariが、Cooperative and Collaborative Learning in the Language Classroom という題 Language Teaching (JALT) で、協働で学習することの大切さを強調しています。最後に、Book Reviewsでは、Brad PerksがAny Questions? の書 A nonprofit organization 評を書いています。 The Japan Association for Language Teaching (JALT) is Jonathan Reingold, My Share Editor a nonprofit professional organization dedicated to the Glenn Magee, TLT Associate Editor improvement of language teaching and learning in Ja- (former My Share co-editor) pan. It provides a forum for the exchange of new ideas and techniques and a means of keeping informed about developments in the rapidly changing field of second and foreign language education. Submitting material to JALT Board of Directors, 2015 The Language Teacher President ...... Caroline Lloyd Guidelines Vice President ...... Richmond Stroupe The editors welcome submissions of materials con- Director of Membership . . . Fred Carruth cerned with all aspects of language education, particu- Director of Program . . . . . Steve Cornwell larly with relevance to Japan. Director of Public Relations . . Ted O’Neill Submitting online Director of Records . . . . . Nathaniel French To submit articles online, please visit: Director of Treasury . . . . . Kevin Ryan Auditor ...... Aleda Krause To contact the editors, please use the contact form on Contact our website, or through the email addresses listed in this issue of TLT. To contact any officer, chapter, or Special Interest Group (SIG), please use the contact page on our website: .

2 THE LANGUAGE TEACHER Online • ARTICLES RESOURCES JALT FOCUS JALT PRAXIS ------3 - - - in Japanese, has in Japanese, 39.2 • March / April 2015 39.2 • March shuugakuryokou However, despite the obvious importance of importance despite the obvious However, much received has abroad of studying The effect dents by Leis (2013,dents that an it was reported 2014a), peri shorter than the minimum much SA program Sasaki (2011) and (1990) by Freed od recommended but only for participants, can in fact be beneficial language classes guidance through with teachers’ from after returning in the months and assessment pervious In my (Leis, 2013,abroad. studies 2014a, using Dörnyei’s was measured motivation 2014b), Self (2005) Second Language (L2) Motivational studying abroad, the Ministrystudying of Education, (MEXT) and Technology Science Sports, Culture, has been a there years announced that in recent study students of Japanese in the number decrease citizens (2013). of Japanese ing abroad The number in 2004 and has at 82,945 overseas peaked studying in 2010. On decline to 58,060 since seen a steady take who the other hand, of schools the number common trip, on their school abroad their students known as the ly since 2004 to a total of 827 high increased gradually in 2011 (Educa high schools and 110 junior schools Institute, 2012). Tour tional acquisition of second language in the field interest (e.g., Some researchers results. (SLA) with various & Shimizu, 2004; Yashi Zenuk-Nishide, Yashima, that studying suggest 2008) ma & Zenuk-Nishide, outcomes brings about positive linguistic abroad willing to communicate being more with students to their home country. upon returning in English that study and Sasaki (2011) reported (1990) Freed in the motivation in an increase resulted ing abroad of at least after a period but only of participants, In re months). one university semester (i.e., three on the of an SA program of the effects studies cent stu high school and senior of junior motivation importance of globalization in modern society, the in modern society, importance of globalization of being a member of the internation realization learning students young for is vital al community is especially This language (EFL). as a foreign English chances for with few an island nation Japan, true for basis. on a daily English to experience learners young ------THE LANGUAGE TEACHER - -

High School

FEATURE ARTICLE FEATURE Study Abroad and Willingness Abroad Study to

Communicate: A Case Study at Junior Study at Junior A Case Communicate:

t is a common belief of many foreign language foreign of many t is a common belief and even their teach their parents students, abroad in a study participating ers, that simply

本論の目的は、短期海外研修参加者の第2言語におけるWillingness to 本論の目的は、短期海外研修参加者の第2言語におけるWillingness

is no doubt that with the increasing awareness of the awareness is no doubt that with the increasing country in a way that cannot be felt in regular lan in regular countrycannot be felt that in a way There programs. guage classes or even in immersion who travel abroad are provided with opportunities provided are abroad travel who and language of a foreign the culture to experience in the tongue of the country that they visit. Those (SA) program will open the floodgates of language, will open the floodgates (SA) program fluent and confident participate making those who ンツールとして用いることができるようになったとの結論に達した。は、学習を目的とする海外研修は英語を学ぶ生徒には非常に効果があり、海外研修によって生徒たちはより安心感を持って言語をコミュニケーショ姿勢に明らかな差異が見られ、海外研修への参加は、生徒が国際社会の一員としての認識を強めるものとなっていた。これらの結果により、筆者とは、統計的にみると海外研修に参加した生徒の第2言語における学習意欲には有意差が見られなかったが、生徒が英語を話すことに対して抱いていた不安の軽減が顕著に見られたということである。さらに、国際的なニー•オーストラリアでの10日間の海外研修に参加した80人の日本人中学生のサンプルを事前事後調査方式で研究を行った。結果からわかったこ Communicate (WTC) の向上に及ぼす効果について、より深い知見を獲得することである。八島（2002）によって作成されたアンケートを用い、シド that traveling abroad for the purposes of study is indeed effec that traveling abroad tive for adolescent learners of English, helping them feel more comfortable using the as a tool for communication. language program also meant that students felt more a part of the glob also meant that students felt more program the author concludes Based on these results, al community. felt towards speaking English. Furthermore, as clear differenc clear as English.speaking Furthermore, felttowards joining the study abroad seen in international posture, es were tion of the students participating in the study abroad program, program, tion of the participating students in the study abroad observed in the anxiety students salient decreases were there sults indicate that although there were no statistically signifi seen in the second language learning motiva cant differences Japanese junior high school students who participated in a participatedin who students school high junior Japanese Australia. The re to Sydney, program ten-day study abroad language. Using a questionnaire designed by Yashima (2002), designed by Yashima language. Using a questionnaire of 80 design study was used to examine a sample a pre-post The goal of this paper is to gain a deeper understanding of in increas is effective program whether a short study abroad second participants’a willingnessits in ing communicate to

Miyagi University of EducationMiyagi University Adrian Leis I The Language Teacher • Feature Article

System. A weakness with measuring the motivation These three categories, in addition to L2 profi- of students in this way was the age of students. ciency, are the factors that make up the L2 Commu- When creating ideal and ought images, the core of nication Model that Yashima (2002) designates to Dörnyei’s L2 Motivational Self System, teenagers be an accurate indicator of students’ WTC in an L2. may be influenced to fit in with their peers’ images (Oyserman, Bybee, & Terry, 2006; Pizzolato, 2006). Thus, in the current research, I focus on motiva- Method tion from a different perspective: the willingness to Participants communicate (WTC) in a L2, and whether studying A sample of 80 third-year students attending a abroad, even for a short time, increases participants’ junior high school at a combined junior-senior high desire to speak in English. school in northeast Japan participated in this study. The model of WTC, introduced by MacIntyre, The data from five students were excluded from the Clément, Dörnyei, and Noels (1998), gives a repre- analysis, as they were either absent when one of the sentation of using a L2 to realize a communicative questionnaires was conducted, or did not complete goal, rather than placing importance on being com- the questionnaires correctly. Of the 75 students petent in communicating in the L2. The model of whose data were used for this research, 52 were WTC in a L2 has been the basis of much research in female and 23 were male. Although no proficiency SLA (e.g., Yashima, 2002; Yashima, Zenuk-Nishide, test was conducted in this study, as English educa- & Shimizu, 2004; Kang, 2005). Yashima (2002) tion is compulsory from the first year of junior high included a new dimension in her L2 communica- school, the students had had three years of official tion model, marking International Posture, a notion English education, suggesting they had low-inter- that reflects students’ interest in international news mediate English proficiency. From the sample of 75 and an open mind to foreign attitudes and culture, students, 12 (16%) indicated they had had experi- as an important aspect in L2 learners’ communi- ence traveling abroad with three of those (4% of the cation behavior. Yashima et al. (2004) explain that entire sample for analysis) having visited an English this is especially relevant for Japanese EFL learners speaking country. because of the importance put upon English as a subject required for entrance examinations to higher schooling rather than principally for communi- Materials cation. Yashima et al. (2004) used Yashima’s (2002) A questionnaire (see Yashima, 2009) was used for communication model to see the effects of an SA the purposes of this study. The questionnaire in- experience on Japanese high school students, and cluded a total of 88 items consisting of statements whether WTC predicts the frequency and amount related to students’ motivational intensity (e.g., I feel of communication the participants undertake. The that I study more than my classmates), students’ de- results showed that there was a connection be- sire to learn English (e.g., If possible, I would like the tween higher perceived communicative competence amount of time we study English at school to increase), before traveling abroad and reflected the amount of intercultural friendship orientation (e.g., I want to communication by participants. In this study, I look make friends with people from foreign countries.), at how an SA experience affected the components ethnocentrism (e.g., I find it difficult to cooperate of Yashima’s (2002) model of communication, and with people who do not share the same beliefs as I do), whether this was effective in strengthening the L2 interest in foreign affairs (e.g.,I often read about WTC of participants. and watch news related to foreign affairs), intergroup approach avoidance tendencies (e.g., If there were an exchange student at my school, I would try to This Study initiate conversations with him/her), and interest in The aim of the present study is to answer the fol- international activities (e.g., In the future, I would lowing research questions: like to work in an international organization such as 1. Is a short SA program effective in increasing the the United Nations). Participants were asked to use motivation of students to study English? Likert scales from one (That is completely untrue) to seven (That is completely true) to indicate the degree 2. Is a short SA program effective in decreasing to which each statement described their feelings. In the amount of anxiety students feel in their addition to these categories, participants were asked ability to communicate in English? to show on a percentage scale from zero to 100 their 3. Does a short SA program have a positive effect communication anxiety when speaking English in on the international posture of participants? certain situations (e.g., Holding a conversation with someone you do not know), communication compe-

4 THE LANGUAGE TEACHER Online • ARTICLES RESOURCES JALT FOCUS JALT PRAXIS - - - - 5 = - 2 - h = .000, = .000, 2 95%CI

h = .545, [3.78, 4.41] [3.78, [4.08, 4.61] [4.08, [3.67, 4.26] [3.67, [4.08, 4.66] [4.08, p = .885, p 0.231 -0.331 -0.842 -0.453 Kurtosis (1, 148) = .368, = .368, (1, 148) F 39.2 • March / April 2015 39.2 • March (1, 148) = .021, = .021, (1, 148) F 0.127 -0.239 -0.106 -0.291 Skewness Showing similar results to previous research, research, to previous Showing similar results students may have had few experiences where they they where experiences had few have may students in English, understood themselves could not make without any words used single even if they only have may students As a result, structure. sentence at the English proficiency with their been satisfied more English to learn their motivation time, thus the Furthermore, significantly. did not increase that students meant have may size of the group than speaking with their peers more used Japanese the find This reflects with native speakers. English (2013), suggested that stu who ings of Trentment tend to use their abroad in a group studying dents than the language of the mother tongue more country longitudinal visiting. Conducting they are motivational at the L2 learning looking studies, in individual participate who changes of students bring may periods, longer and for SA programs findings. to the current results different Confidence L2 Communication study in the current question The second research L2 communica at changes in participants’ looks It was abroad. returning from confidence after tion a by the author that after experiencing predicted to successfully able they were in which situation and after the students had participated in their SA in their SA participated had the students and after MI, Neither program. DLE, nor .002, returning after difference significant showed any a for abroad abroad,traveling suggesting that from motiva participants’ has no impact on short time a L2. to learn tion 1990; Sasaki, 2011; Leis, 2013, 2014a), (Freed, long is not SA program it seems that a ten-day in the L2 learn increase salient enough to see any for The reason participants. of its ing motivation trav were been that the students this could have not as individuals. The students eling as a group, of 80. Therefore, as a group traveled in this study they had to use where of situations the number on their classmates to without relying English of this, been limited. Because have help them may SD 1.27 1.38 1.15 1.27 THE LANGUAGE TEACHER - - - - - M 3.96 4.10 4.34 4.37 Expressing your opinion your Expressing After After Time Before Before ) analyses. Table 1 displays descrip 1 displays Table ) analyses. 2 = .923) and Desire to Learn English to Learn English and Desire = .923) ). The questionnaire was conducted was conducted ). The questionnaire Study Abroad and Willingness Abroad Study High School at Junior Study A Case Communicate: to h a Leis: = .867) were suitable for analysis. Data Data analysis. for = .867) suitable were a = 75; MI: Motivational Intensity; DLE: Desire to Learn English; Max. = 7; Min. = 1. to Learn English; Desire DLE: Intensity; = 75; MI: Motivational

) and willingness to communicate in English in English to communicate ) and willingness

N Giving a speech in front of a group of people you of a group of people a speech in front Giving

Category

DLE MI

Note. Table 1. Descriptive Statistics for L2 Learning Motivation Categories in the Current Study in the Current Categories L2 Learning Motivation for 1. Descriptive Statistics Table tive statistics for the categories of L2 Learning Mo the categories for tive statistics before (2002) model of WTC, in Yashima’s tivation Partial Square ( Square Partial were analyzed by a one-way analysis of variance analysis by a one-way analyzed were IntervalEta 95% Confidence (95%CI) and (ANOVA), Intensity (MI) ( Intensity ( (DLE) Reliability Analysis was conducted with the results was conducted with the results Analysis Reliability of Motivational the data in the categories indicating ipants’ motivation to study English. A Cronbach’s A Cronbach’s English. to study motivation ipants’ The first research question in this study looks at the looks in this study question research The first has on partic program abroad a short study effects L2 Learning Motivation Results and Discussion Results and after traveling abroad. and after traveling SPSS Version 20 to find salient differences in stu differences 20 to find salient SPSS Version in an L2 before willingness to communicate dents’ discussed their SA experiences. The results were were The results discussed their SA experiences. using and then analyzed file an Excel into entered one week after students returned from abroad, at abroad, at from returned one week after students students in which lecture, the end of a two-hour age. The second questionnaire was conducted was conducted age. The second questionnaire classes and cultural activities, including a cultural a cultural including activities, classes and cultural of a similar students with Australian exchange While in Australia, students stayed with local with local stayed students in Australia, While conversation in English and participated families As this trip was part of their school curriculum, it it curriculum, of their school As this trip was part to join this program. students was compulsory for participated in a ten-day trip to Sydney, Australia. Australia. trip to Sydney, in a ten-day participated before departure at the end of a three-hour inten at the end of a three-hour departure before then class. The students conversation sive English Questionnaires were conducted in a pre-post pre-post conducted in a were Questionnaires one week being completed design, with the first Procedure during a meeting in Japanese. know (e.g., situations in certain tence when speaking English in certain situations situations in certain speaking English tence when (e.g., The Language Teacher • Feature Article communicate in English in an authentic all-English ing an English speaking country, therefore it can be environment without having to be concerned with concluded that the main reasons for the anxiety felt the grammatical accuracy of their utterances, the by students were expectations of their teachers and communication anxiety (CA) of students would de- peers at school. This supports the findings of Kondo crease significantly, while an increase in perceived and Yang (2003), who claimed anxiety in an EFL communicative competence in English (PC) would classroom could be related to three primary compo- also be observed. This hypothesis was based on nents: low proficiency, speaking activities, and the similar previous research by the author (Leis, 2014a) fear of receiving negative feedback from their peers. in which students remarked, “Through this experi- However, participating in the SA program helped ence, I have learned the enjoyment of communicat- ease some of that anxiety. Having opportunities ing with people from other countries,” suggesting to ‘try out’ their English with native speakers in an that the experience in an all-English environment English-only environment may have resulted in was enjoyable and gave students confidence in students feeling that English does not necessarily being able to converse in English. always need to be spoken with perfect grammatical A Cronbach’s Reliability Analysis was conducted accuracy, and even if they do make some mistakes, with the results indicating the data was suitable they are still able to convey their message. On the to be analyzed in both categories of CA (a = .901) other hand, students may have also realized that and PC (a = .915). Data were analyzed to find sig- they lacked the vocabulary bank and listening skills nificant increases or decreases comparing before to be competent in communicating successfully in and after the SA program by a one-way ANOVA, English. This is strengthened by previous research 95%CI, and Eta Partial Square (h2) analyses. Table (Leis, 2014a), in which I concluded that an SA 2 displays descriptive statistics for the categories program was effective in increasing participants’ of L2 Communication Confidence in Yashima’s awareness of the importance of expanding their (2002) model of WTC, prior to and after the vocabulary bank for successful communication. students had participated in their SA program. As had been hypothesized before the study, results showed a statistically significant decrease in CA, International Posture F (1, 148) = 6.11, p = .015, h2 = .040 with medium Finally, the third research question in the current effect size. However, the experience did not show study looks at changes in participants’ International any significant increase in how students perceived Posture, and whether this short time abroad had an their communication competence in English, F (1, impact on their feelings as members of the global 148) = 1.73, p = .191, h2 = .012. community. The author predicted that, based on In their English education at school, where gram- the age of the participants along with the experi- matical accuracy is often focused upon, students ence of staying with Australian families and inter- may feel some anxiety towards speaking due to the acting with Australian school children of a similar fear of making mistakes and being embarrassed in age, although Intercultural Friendship Orientation front of their peers. Covington (1992, 1998) sug- (IFO) and Intergroup Approach Avoidance Ten- gests that school is the place where students’ ability dency (AAT) would see a significant increase after is judged by teachers and their peers, and where returning to Japan, their experiences in Australia they feel the most pressure to perform well. This is would not be sufficient to make any significant supported by the relatively high anxiety (i.e., 63.59) increases or decreases in the students’ Interest in shown by students in the sample before traveling International Activities (IVA), or Interest in Foreign abroad. Few participants had had experience visit- Affairs (IFA). Once again, a Cronbach’s Reliability

Table 2. Descriptive Statistics for Communication Confidence in the Current Study Category Time M SD Skewness Kurtosis 95%CI CA Before 63.59 19.30 -0.644 0.699 [59.15, 68.03] After 55.57* 20.45 -0.170 -0.640 [50.86, 60.27] PC Before 35.31 16.15 -0.102 -0.325 [31.60, 39.03] After 38.93 17.53 0.027 -0.138 [34.40, 42.97] Note. N = 75; CA: Communication Anxiety in L2; PC: Perceived Communication Competence in English; Max. = 100; Min. = 0; * p = < .05.

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[3.93, 4.51] [3.93, [4.12, 4.73] [4.12, [4.76, 5.37] [4.76, [4.16, 4.72] [4.16, [4.31, 4.84] [4.31, [3.87, 4.44] 0.138 0.300 -0.158 -0.575 -0.557 -0.134 Kurtosis 39.2 • March / April 2015 39.2 • March 0.033 -0.166 -0.325 -0.078 -0.079 -0.675 Skewness = < .01. p in an all-English speaking environment, the author the author speaking environment, in an all-English was due felt students that the anxiety has concluded tests and academ to classroom related to pressure education English The Japanese achievement. ic authors (e.g., system has been described by several 1990; Gorsuch, 1989; Amano, Eckstein & Noah, & Shimizu, 2004; Zenuk-Nishide, 2000; Yashima, on improving as one that focuses 2006) Nishino, accuracy and ability to get grammatical students’ an exams, and university entrance college through essen to be “an that is believed in Japan approach & (Cohen guidance” of instructional tial element 15). Hashimoto (2002) argued that 1992, p. Spillane, negative feelings having in students resulted anxiety language competence, and their perceived towards in the L2 also declined. With in turn their WTC by stu felt in the anxiety reduction a significant that an SA it can be concluded in this study, dents for is opening opportunities is effective program English in speaking confident more to feel students ed to international issues may show more signifi show more issues may ed to international in this area. increases cant Conclusion participating effects has discussed the This paper in a L2 of has on the WTC in a short SA program to previ results In similar EFL learners. adolescent any seems too short to have ten days ous research, learning mo on the L2 effect significant statistically even a short trip However, of participants. tivation ad in this paper has clear such as the one described experience the join it. First, those who for vantages seems to in English across of getting their message with they feel of anxiety the amount help reduce may suggest that this anxiety the language. The data their accuracy in on grammatical be due to a focus in As the participants classes at school. EFL regular had had verythis study living experience or no little = < .05; ** = < .05; SD 1.33 1.32 1.24 1.16 1.25 1.22 p THE LANGUAGE TEACHER - - -

- a - - ) effect ) effect 2 h (1, 148) = (1, 148) F M 5.07** 4.43 4.15 4.57* 4.22 4.44 = .878), AAT ( AAT = .878), = .008. 2 a h = .030 with weak to = .030 2 h = .292, p = .034, = .034, p After After After Time Before Before Before = .759) to be suitable for analysis. analysis. for to be suitable = .759) a = .056 with medium effect size and with medium effect = .056 Study Abroad and Willingness Abroad Study High School at Junior Study A Case Communicate: to 2 h Leis: (1, 148) = 1.12, (1, 148) F = 75; IFO: Intercultural Friendship Orientation; AAT: Intergroup Approach Avoidance Tendency; IVA: Interest Interest IVA: Tendency; Avoidance Approach Intergroup AAT: Orientation; Friendship = 75; IFO: Intercultural (1, 148) = 4.57, (1, 148) = .004, = .004,

F N p

= .242), was deemed to be too low and therefore and therefore low deemed to be too = .242), was As expected, due to the type of communication As expected, due to the type of communication The three variables of IFO, AAT and IVA were ana were and IVA AAT of IFO, variables The three IVA IFO AAT Category a in International/Vocation Max. = 7; Min. = 1; * Activities; Note.

Table 3. Descriptive Statistics for International Posture in the Current Study in the Current Posture International for 3. Descriptive Statistics Table and participate in conversations or read news relat or read in conversations and participate English proficiency advanced enough to understand advanced proficiency English the students in this sample to participate in conver to participate in this sample the students of a level have who Subjects to IVA. related sations subjects’ IVA. This could be due to the insufficient This could be due to the insufficient IVA. subjects’ level and lack of vocabulary proficiency of English with host families and Australian students of a students and Australian with host families in increase in a significant similar age did not result English-speaking environment. Communication Communication environment. English-speaking more comfortable in making friends and, in making friends to a comfortable more in an to converse confident more felt degree, lesser reflecting the ease on communication anxiety as anxiety the ease on communication reflecting felt students section, discussed in the previous experienced by students on their SA program and and on their SA program by students experienced variable, variable, students’ interest in international or vocational ac or vocational in international interest students’ being seen in this increase with no significant tivities, not seem long enough, or give participants enough enough, or give participants not seem long in development salient to show any opportunities medium effect size. Furthermore, the experience did the experience Furthermore, size. medium effect 8.79, 8.79, AAT, been hypothesized before the study, results showed results the study, before been hypothesized in IFO, increase significant a statistically (2002) model of WTC, prior to and after the stu prior (2002) model of WTC, As had in their SA program. had participated dents the categories of International Posture in Yashima’s in Yashima’s Posture of International the categories way ANOVA, 95%CI and Eta Partial Square ( Square Partial 95%CI and Eta ANOVA, way for statistics descriptive 3 displays Table size analyses. lyzed to find significant increases or decreases com or decreases increases to find significant lyzed one- using a the SA program and after paring before ( further in this paper. analyzed will not be = .884) and IVA ( IVA = .884) and IFA measure, of the fourth the reliability However, Analysis was conducted with the results indicating indicating the results conducted with was Analysis of IFO ( the categories the data in The Language Teacher • Feature Article without having to worry about the grammatical throughout this study. The author wishes to thank accuracy of their utterances. Tomoko Yashima for granting permission to use Second, reflecting on the decreased anxiety felt by the questionnaire for this study and comments on students, they showed significantly more confi- a previous version of this paper. I would also like to dence as members of the international community. show my gratitude to the TLT Editor and anony- Although there was no significant increase in in- mous reviewers for their comments and sugges- terest in international activities by the participants, tions. All remaining errors are the responsibility of perhaps due to their age or English proficiency, the author. there was a salient increase in the desire students had to communicate with native speakers of En- References glish. Further research through a third question- Amano, I. (1990). Education and examination in modern naire, conducted about six months after students Japan. Tokyo: University of Tokyo Press. have returned from abroad, may provide an insight as to whether this enthusiasm to communicate Cohen, D. K., & Spillane, J. P. (1992). Policy and practice: The relations between governance and instruction. with native speakers of English has an effect on the Review of Research in Education, 18, 3–49. quality and quantity of students’ study time, and whether these effects are lasting. Covington, M. (1992). Making the grade: A self-worth perspective on motivation and school reform. Cambridge: The lack of a third questionnaire to discover Cambridge University Press. whether the effects of studying abroad are perma- Covington, M. (1998). The will to learn. New York: Cam- nent even after returning to Japan is, admittedly, bridge University Press. a weakness of the current research. In previous Dörnyei, Z. (2005). The psychology of the language learner: studies, I (Leis 2013, 2014b) argued that when Individual differences in second language acquisition. teachers were able to incorporate the experiences Mahwah, NJ: Lawrence Erlbaum. students had abroad into their regular classes and Eckstein, M., & Noah, H. (1989). Forms and functions of assessment, the effects of the SA program strength- secondary school leaving examinations. Comparative ened further two months after returning to Japan. Education Review, 33, 295–316. Furthermore, without a control group, in which the Educational Tour Institute. (2012). Heisei 23 nendo (2011) researcher could have conducted the questionnaires zenkoku koushiritsu koutougakkou kaigaishuugakuryokou with students who did not study abroad, the cur- kaigaikenshuu (shugakuryokougai) jisshijoukyouchousa rent paper lacks concrete evidence that the changes houkoku [A report on the current state of school trips in students’ L2 anxiety and international posture and study trips abroad in Japanese private and public were in fact purely due to an experience in an high schools in 2011]. Retrieved from future projects, the researcher will include a control Freed, B. F. (1990). Language learning in a study abroad group to strengthen the argument that studying context: The effects of interactive and non-interactive abroad, even for less than two weeks, is beneficial out-of-class contact on grammatical achievements and for the participants. oral proficiency. In J. Atlatis (Ed.),Linguistics language teaching and language acquisition: The independence of Despite these weaknesses, this paper has given theory, practice and research (pp. 459–477). Georgetown statistical evidence that studying abroad is a valu- University Round Table on Languages and Linguistics. able experience for those who participate, regardless Washington DC: Georgetown University Press. of its length. Such an experience brings participants Gorsuch, G. (2000). EFL education policies and education to feel more relaxed in conversing in English, as cultures: Influences on teachers’ approval of communi- well as increase the willingness they feel to join cative activities. TESOL Quarterly, 34(4), 675–710. conversations with native speakers of English. With Hashimoto, Y. (2002). Motivation and willingness to further research to show the benefits of an SA pro- communicate as predictors of L2 use: The Japanese ESL gram, it is hoped more young Japanese EFL students context. Second Language Studies, 20, 29–70. will take the opportunity to travel to environments Kang, S. (2005). Dynamic emergence of situational will- that help make them feel more comfortable and ingness to communicate in a second language. System, confident communicating in their chosen language. 33, 277–292. Kondo, S., & Yang, Y. L. (2003). The English language classroom anxiety scale: Test construction, reliability, Acknowledgements and validity. JALT Journal, 25, 593–598. This paper was supported in part by Grant-in-Aid for Young Scientists B (N.o. 25770200). Much appre- ciation goes to Mineyoshi Aoyama for his support

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9 The

The Modern The Modern - (2), 457–473. 97 , , 566–585. or visit our website at or visit our website (1), 119–152. (1), 54–66. 36 39.2 • March / April 2015 39.2 • March , 54 , People choose Motivation, language identity and the L2 language identity Motivation, System with JALT, please contact the JALT, please with is an associate Clevedon, UK: Multilingual Matters. 144–163. Matters. UK: Multilingual Clevedon, JALT Central Office , JALT’s publications offer advertisers JALT’s publications offer advertisers For more information on advertising commitment to professional growth. . abroad in Cairo, Egypt: Issues of access and use. Issues of access and Egypt: in Cairo, abroad Journal Language Modern EFL context. The Japanese ond language: 86 Language Journal, & E. Dörnyei In Z. EFL context. L2 self in the Japanese (Eds.), Ushioda self. attitudes, and L2 on proficiency, contexts learning international an imagined Creating communication: community. to on willingness of attitudes and affect influences language communication. and second communicate Language Learning to join JALT because they have made a Adrian Leis Adrian Edu English in the professor at Miyagi Department cation His of Education. University on center interests research and motivation L2 learning CALL/MALL. conducts He throughflipped classrooms channel and his YouTube about languageposts thoughts on and motivation learning than 15 has more He Twitter. can be He in Japan. teaching English experience years at . contacted Trentman, E. (2013). Arabic and English during study study during (2013). English and Arabic E. Trentman, in a sec to communicate Willingness (2002). T. Yashima, and the ideal posture International (2009). T. Yashima, The impact of L. (2008). & Zenuk-Nishide, T., Yashima, K. (2004). The L. & Shimizu, Zenuk-Nishide, T., Yashima, direct access to these motivated people.

THE LANGUAGE TEACHER ------Papers Papers TESOL TESOL Modern Modern

- - Bulletin of Bulletin Cultural Diver Cultural JALT Journal, 30 Journal, JALT (1), 57–69. 12 , , 199–209. , 545-562. Journal of Personality and Social of Personality Journal 82 , 81–105. Study Abroad and Willingness Abroad Study High School at Junior Study A Case Communicate: to (1), 188–204. 31–58. Nihonjin no kaigairyuugakuNihonjin joukyou , 91 , Leis: Bulletin of Miyagi University of Education Re University of Miyagi Bulletin , 30-37. ing ability and motivation: A longitudinal study. study. A longitudinal ing ability and motivation: 45(1), Quarterly, achievement of long-term identity goals. identity of long-term achievement Psychology Minority sity and Ethnic L2 writ EFL students’ on Japanese experience abroad Psychology and the space between commitment Navigating selves: (1), 27–50. possible and when outcomes: How and academic selves impel action. selves file/2013/02/08/1330698_01.pdf> lan communicative regarding and practices beliefs guage teaching: An exploratory survey. [The current state of Japanese citizens study citizens state of Japanese [The current

Understanding Teachers’ Attitudes Towards Young Learner Teaching: A Case Study

Faced with this unique situation, this research Oliver Beddall sets out to better understand teacher attitudes British Council towards teaching YLs and to understand how such innovations can be best supported from a manage- rial perspective. This paper reports on a case study examining teachers’ feelings about teaching young learners (YLs) in the British Council Tokyo teaching centre. A literature review is presented, outlin- Literature Review ing desirable qualities for YL teachers. Qualitative and quantitative research—involving an online questionnaire, attitude I will begin by discussing the theory underpinning survey and interviews—investigates teachers’ feelings about a the measurement of attitudes, which forms the variety of YL-related issues and finds three “groups” within the basis of this study. staffroom, each with a different profile and differing attitudes towards YL teaching. By identifying and analysing prevalent concerns amongst staff, recommendations for ELT managers are made to encourage effective professional development, Measuring Attitudes thereby empowering less experienced teachers and promot- In any educational institution it is the teachers who ing good practice for schools running YL programmes. are charged with delivering the curriculum to the 本論は、ブリティッシュ・カウンシル東京校で児童英語教育について教 students. Understanding teachers’ attitudes towards 師の感想を研究したケーススタディーで、児童英語教師に求められる資質 their work is therefore of key importance in under- を示した文献も提示する。オンラインでのアンケートとインタビューとい standing and improving the quality of education う質的・量的研究手法を用いて、様々な問題点に対する教師の感情を調 provision (van Aalderen-Smeets & van der Molen, 査した結果、異なった経歴と態度を持つ3つのグループに分けられることがわかった。教員が抱える問題点を発見・分析することで、ELT運営に対 2013). It is well-known that teachers’ attitudes して職務能力向上のための提案を行う。また、このような研究は、経験の can impact directly on teaching and learning in 少ない教員には能力強化に繋がり、児童英語プログラムを持つ学校にお the classroom and this has been demonstrated in いては、よりよい授業を提供する指針となる。 numerous studies which have found links between teacher attitudes and characteristics such as confi- oung Learners (YLs), defined in this paper dence levels, beliefs about self-efficacy, and different as children of 6–17 years old, are the fast- approaches to pedagogy (Weinburgh, 2007). est-growing segment of the ELT market (CUP Consequently, with any pedagogical innovation, AnnualY Report, 2014). Language teaching organi- there needs to be an accompanying change in atti- sations worldwide are adapting their operations to tudes on the part of those involved (Karavas-Dou- meet this demand, and teachers are increasingly kas, 1996). An understanding of teachers’ attitudes being expected to teach classes of children, despite can be used to help manage innovation and develop the fact that the majority of TEFL qualifications an appropriate provision for in-service teacher focus on adults. development (Breen, 1991). The British Council (BC) Tokyo runs a large num- Tools used to measure attitudes are commonly ber of English language courses both in-house and referred to as inventories, surveys, instruments, or off-site. In addition to a plethora of adult courses, measurement scales. Of the many that have been YL courses have also been delivered in elementary, employed, Likert scales are the most common junior, and senior high schools for many years, albe- method of collecting data (Lovelace & Brickman, it by a specialist group of YL teachers. At the time of 2013). Respondents indicate the extent of their writing, however, the BC was preparing to offer its agreement or otherwise with a given statement on a own in-house YL classes for the first time. How the numerical scale that usually spans five points. This, wider staffroom would react to teaching YLs was in turn, allows for quantitative analysis of the data. unknown, as there was a general lack of YL teaching In one of the few existing studies of teacher experience amongst the existing body of teachers. attitudes within the field of ELT, Karavas-Doukas

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- to a strongly

strongly = 1 and strongly agree (Burns 2009), where full where 2009), (Burns 39.2 • March / April 2015 39.2 • March strongly disagree for individual teachers. A mix of positive for inductive coding

to a positively-worded statement would earn statement to a positively-worded = 5), which were then used to calculate an atti then used to calculate were = 5), which For example, respondents who answered answered who respondents example, For then ran were The finished attitude statements The first step was to generate a set of attitude step was to generate The first Results from the questionnaire were triangulated by were the questionnaire from Results interviews 2009) (Burns, of semi-structured a series amongst the respon from volunteers with three for In these interviews,dents. asked teachers were the re on issues emerging from their opinions the into a deeper insight to provide in order search, results. of significance further into individual attitude statements that individual attitude statements further into in put forward of the opinions representative were used as the measure were scales Likert the survey. was assigned a each response whereby scale, ment ( value numerical agree tude score (10 of each) was included and negative statements was worded bias, and each statement for to control either positive that was demonstrably in such a way would reliably analysis or negative so that statistical respondent. of the the intention reflect agree answering whereas five points, in the would result statement negatively-worded with a high final Respondents of five points. loss positive strong said to have be could therefore score the opposite teaching YLs, whilst attitude towards or negative with a low would be true of respondents score. the final questionnaire into domised and fashioned attitude anonymous The completed (Appendix B). survey and distributed to teachers. was trialled Triangulation statements capable of gauging teachers’ attitudes to attitudes gauging teachers’ of capable statements YL teaching. SurveyInitial a survey generate the statements, was first set up To (Appendix A), trialled using surveymonkey.com Teachers were by email. to all teaching staff sent of information: piece one simple to provide asked be happy to teach YLs and, they would whether why. most importantly, and Questionnaire Statements Attitude survey given in the Opinions using a analysed were of process for times looking scanned multiple were responses distilled were These categories emerging categories. THE LANGUAGE TEACHER - - - - : , resulting in diffi , resulting drive or attitude scores Understanding Teachers’ Attitudes Towards Young Learner Teaching: A Case Study A Learner Teaching: Young Attitudes Towards Understanding Teachers’ opinion and to distinguish it from related related and to distinguish it from Beddall:

attitude

Having discussed the measurement of attitudes, I discussed the measurement Having The field of measuring attitudes is not without its of measuring The field (1996, p. 190) (1996, p. of judiciously-chosen with a combination Thus, dent on a continuum from least favourable to favourable least from continuum a on dent the higher the score, Usually, most favourable. attitude. respondent’s the favourable the more Depending on the respondent’s endorsement of endorsement on the respondent’s Depending is rendered. score a particular each statement, adding by is calculated which score, The total the respon places each item, for up the scores data from participants in a questionnaire. in a questionnaire. participants data from review, in which attitude scales were used to collect used to collect were attitude scales in which review, In planning the study, I took as my inspiration the inspiration as my I took the study, In planning cited in the literature paper (1996) Karavas-Doukas Attitude Statements Attitude Procedure any recent experience of teaching YLs. experience recent any master’s qualification in addition to many years of to many in addition qualification master’s had than one third service. fewer Of all participants, widely, ranging from two years post-certificate post-certificate two years ranging from widely, and who held both a diploma to those qualification between 27-48. Their teaching experience varied varied between 27-48. Their teaching experience The participants in the study were 26 full-time 26 full-time were in the study The participants aged teachers at the BC Tokyo, and 11 part-time Participants hen, Manion, & Morrison, 2007). & Morrison, hen, Manion, an approach considered preferable to theoretical to theoretical preferable considered an approach (Co situation to a specific applied generalisations the individuals in the specific context of this study, of this study, context the individuals in the specific one particular aspect of a case (Richards, 2003). 2003). aspect of a case (Richards, one particular of investigation a detailed this I will offer Through A case study approach was adopted for this re was adopted for approach A case study of description and detailed study search—the Case Study Study Case Methodology will now present the research methodology. the research will now present culty interpreting and generalising from the results the results and generalising from interpreting culty (Ajzen, 2001). define concepts such as challenges, however, and existing studies in other existing studies and however, challenges, to properly for a failure been criticised have fields

attitude statements, a picture of teacher attitudes a picture attitude statements, can be created. phenomenon particular a towards describes the analysis of the data from Likert scales scales Likert of the data from the analysis describes of and the creation The Language Teacher • Feature Article

Results and Analysis I will now give a summary of results from the questionnaire, followed by a discussion of findings.

Questionnaire The questionnaires received a response rate of 73% and complete responses can be found in Appendix C.

The Group Overall, there were a relatively small number of attitude statements that elicited negative responses. However, some negativity was evident (see Figure 1), and this included, most notably, 74% of teachers who believed that YL teaching can be stressful and 56% who expressed concern about dealing with demotivated children. A minority of 30% of teachers were not confident about classroom discipline and further 30% would not welcome YL classes on their teaching schedule. There was a certain amount of unanimity in opinion amongst teachers on certain points. A high number of teachers (85%), for example, believed that YL teaching can be very rewarding and many also saw everyday classroom interaction with YLs as enjoyable. A similarly high number had an interest in pedagogy outside linguistics and saw themselves as suitable for YL teaching. Despite these positives, there was nevertheless consensus amongst teachers (74%) that YL teaching can be stressful. There was no agreement on the benefits of YL teaching experience to job security, perhaps sur- prisingly given the upward trend worldwide in YL teaching.

Individual Teachers In the revealing graph of individual teachers’ attitude scores shown in Appendix D it can be seen that most individuals were positive about YL teaching. What is striking, however, in direct contrast to the general positivity, is the small but acutely negative cluster of responses from a number of teachers, which I will discuss later. Having developed a snapshot of teachers’ general orientation towards teaching YLs, a comparison of individual teachers’ responses was made in order to identify any groups amongst the respondents. The Figure 1. Questionnaire Statements that Elicited analysis indicated that teachers fell into three camps. Negative Responses

Group 1. The Typical Teacher included almost half of all respondents (44%), and Teachers in this group each gave very similar re- for this reason I labelled teachers in this group as sponses to one another in the attitude survey. This the “typical teacher” (see Appendix E). They were

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39.2 • March / April 2015 39.2 • March Adults! They never signed up to teach kids.” They never signed up to teach kids.” Adults! the inevitable resistance, such apparent With The existence of Group 3, with no interest in YL 3, with no interest The existence of Group don’t really really, just people some “Look, to. have they shouldn’t to teach kids—and want stands for in CELTA The ‘A’ not suitable. They’re It is a complex picture, however, with significant with significant however, picture, is a complex It question for managers is whether it would ever be is whether managers for question teachers to teach YLs. The to oblige advantageous and the reputation parents students, for implication teachers disinterested of placing of the organisation need spelling out. hardly in the YL classroom Discussion and Recommendations and Discussion Discussion of teacher attitudes towards The above analysis of number leads to a teaching YLs in this staffroom is the of which not least interpretations, interesting should be teachers. It of groups emergence of three that it was encouraging foremost noted first and wholly were 1, who to see the existence of Group this group positive about YL teaching. The fact that in the and discipline still had concerns over stress in well be related) may two of which (the classroom to a poten points spite of their positive orientation, teacher training initiatives. any for of focus tial area in a staffroom teaching, was perhaps to be expected of their feelings intensity the of this size. However, instance was something of a surprise, stating for to teach YLs even with that they would not want training. The emotion of appropriate the provision in the following was evident behind these feelings one teacher in an interview: from comment Group 3 Group room staff made up 23% of the group The third The overwhelming of characteristic teachers). (6 in interest had any was that no teachers this group would this feeling and 83% said that teaching YLs training. 67% even with sufficient not change disci by issues surrounding claimed to be put off dismissive of and even more in the classroom pline schedule. it could add to their the variety example, For group. within the in opinion variation (33%) and children to like some teachers claimed can be rewarding that YL teaching even believed as YL teaching saw none of them (50%). Although that relevant 67% believed security, to job linked prospects. their career would improve experience THE LANGUAGE TEACHER - - - - -

. ) Understanding Teachers’ Attitudes Towards Young Learner Teaching: A Case Study A Learner Teaching: Young Attitudes Towards Understanding Teachers’ 全国語学教育学会 submission guidelines see theoretical articles and reports on second/ research foreign language teaching and and learning in Japanese Asian contexts. more information and For is a refereed research journal is a refereed research for Association of the Japan Language Teaching ( and practical It invites JALT Journal JALT Beddall:

kids sometimes—but on the whole I love it.” love I on the whole kids sometimes—but adults. They’re more honest, you know? It’s not It’s know? honest, you more They’re adults. a it’s sometimes and is, stressful—it isn’t it that be bothered, they can’t when especially pain, real with those kinds of dealing trouble and I have As one teacher commented in an interview: in an As one teacher commented teaching kids to just prefer I know, don’t “I They liked children and enjoyed YL classroom in YL classroom and enjoyed children They liked

rewarding. rewarding. however, it is noticeable that 89% of respondents in that 89% of respondents it is noticeable however, that YL teaching could be very believed this group dren, classroom management, discipline, stress, and stress, discipline, management, classroom dren, concerns, Despite these varied dealing with parents. concerns, namely dealing with demotivated chil concerns, namely teristic of Group 2 was that they did not. Teachers 2 was that they did not. Teachers of Group teristic unique mix of each had their own in this group teacher” on a number of points. While the typical the typical While of points. teacher” on a number the defining charac alike, largely teachers thought Teachers in the second group (33% of respondents, (33% of respondents, second group in the Teachers “typical the from to differ found were 9 teachers) Group 2 Group surrounding YL teaching. surrounding dent with discipline in the classroom. Their major in the classroom. with discipline dent and stress with demotivated learners concerns were teraction. Some had an interest in pedagogy related pedagogy related in had an interest Some teraction. confi and most were outside linguistics to areas

to their schedule and were motivated by the greater by the greater motivated and were to their schedule with the experience. come that may job security positive about YL teaching. They viewed it as inter viewed YL teaching. They positive about variety nice a add would it felt rewarding, and esting The Language Teacher • Feature Article

Sat in-between the positivity of Group 1 and the that the feelings of stress reported by all partici- negativity of Group 3 was the second group, whose pants, even the most positive, and as highlighted by mixed feelings may prove to be the most interesting Verity (2000), might be somewhat alleviated with of all. Teachers in Group 2 harboured a number of training. concerns around some of the more fundamental as- Garton, Copland, and Burns (2011, p. 20) echo this pects of YL teaching (e.g., classroom management, point thus: motivation), most likely due to a lack of experience. They are, in other words, novice YL teachers, which “The needs of in-service teachers are particularly is to be expected in any organisation where YL acute, given that many did not start their careers teaching is not the primary offer. as teachers of English or as teachers of young However, despite their concerns, it is import- learners”. ant to note the positive orientation of the group. Whereas those in Group 3 had displayed resistance The question that produced the biggest mix of to professional development in the YL arena, the responses was #20: ‘YL classes would add a nice positivity of Group 2 strongly suggests that they variety to my schedule’. Although this is clearly an would react well to training. With all things being issue specific to this particular context, it is none- equal, fears and concerns will inevitably be fore- theless likely that that teachers working in similar grounded in teachers minds, but this insight into ELT organisations may face similar issues. One the natural positivity of Group 2 is significant be- teacher commented in interview: cause it presents management with an opportunity “I quite enjoy teaching kids from time to time, to address training gaps and empower enthusiastic but I just don’t want to be labelled as a kids’ YL teachers in waiting. teacher . . . I don’t want a schedule of only kids.” This is perhaps best summed up by the following comment in interview: This suggests that further investigation is war- ranted into perceived implications of YL teaching in “We’re all up for it [YL teaching], you know. I regards to teacher allocation and class scheduling. don’t think that’s an issue. But for me personally, Teachers may, for example, welcome YL teaching I just haven’t really done much of it before and providing it does not dominate their schedule. that kind of makes me a bit nervous.” Should this feeling be widespread, managers in ELT organisations might be well advised to be open and This need for basic training should not be under- transparent about their scheduling policies and estimated. When considered in the context of the maintain a dialogue with teachers about this. wider TEFL industry, where certificate and diploma courses are targeted almost exclusively at adult teaching, it stands to reason that teachers such as Limitations those in Group 2 will have concerns about being The anonymous nature of the questionnaires sent into the YL classroom—concerns which, if not comes with inherent limitations, such as the lack of properly addressed, may ultimately manifest them- biographical data, which may have offered insight selves in resistance. Furthermore, it is conceivable into responses. For this reason it was also not possible to compare the responses of experienced and inexperienced YL teachers, which would have made for an interesting comparison. JALT Apple Store Recommendations Considering the opportunities suggested in the Don’t forget, JALT above analysis, I would suggest the following steps membership brings to be taken by an ELT organisation wishing to pro- added bonuses, such mote best practice in YL teaching: 1. Teacher induction should cover YL teaching �as discounted Apple products and theory. “Core” theoretical content might through the JALT Apple Store. include child developmental stages, Vygotsky’s Zone of Proximal Development, L1 literacy, and the language curriculum in the local education system.

14 THE LANGUAGE TEACHER Online • ARTICLES RESOURCES JALT FOCUS JALT PRAXIS 15 - - (pp. (pp. . New . New

The “Typical The “Typical Question ; Appendix D, ; Appendix D, International Journal Journal International came in for came in for - Journal of Science Teacher of Science Teacher Journal ; Appendix B, ; Appendix B, 606–617. TLT (4), 577–600. (4), ; and Appendix E, 39.2 • March / April 2015 39.2 • March [email protected]>. Graph of Responses Graph Qualitative inquiryQualitative TESOL in is a teacher 801–815. Initial SurveyInitial can all be found in the online version of the online version in can all be found ; Appendix C, ; Appendix C, envelope this envelope then go to date, renewal your the easy and follow Help us instructions renew. to Renew early! you! help to Check the label on the Is your membership Is your renewal? due for measuring students’ attitudes toward learning science. science. learning toward attitudes students’ measuring Education, 12,Life Sciences Macmillan Palgrave York: teaching primary attitudes toward Measuring teachers’ of attitude of the dimensions Development science: instrument. (DAS) science toward 35 of Science Education, (Ed.), Lantolf P. In J. satisfaction. of professional ment theorySociocultural language learning and second Press. University Oxford 179–197). Oxford: on elementary knowledge, content preservice teachers’ attitudes, and self-efficacy. Education, 18, Oliver Beddall Oliver manager trainer and academic based at the British currently He Egypt. in Cairo, Council teaching in years four spent was this research where Tokyo, has published conducted. He at papers, presented various confer major international a master’s ences and holds Aston from in TESOL degree < Email: University. Appendices Appendix A, naire Score Attitude Teacher Teacher” at . this article Lovelace, M., & Brickman, P. (2013). Best practices for (2013). for practices Best P. Brickman, M., & Lovelace, K. (2003). Richards, (2013). W. J. der Molen, & van S., van Aalderen-Smeets, develop The strategic affects: Side (2000). D.P. Verity, obscurus Tenebrio of M. (2007). The effect Weinburgh, THE LANGUAGE TEACHER ------. Annual Annual Research Research Investigating Investigating London & New York: York: London & New Foreign/second language peda Foreign/second (3), 187–198. (3), 27–58. 50

Routledge. York: . New Understanding Teachers’ Attitudes Towards Young Learner Teaching: A Case Study A Learner Teaching: Young Attitudes Towards Understanding Teachers’ http://www.cambridge.org/about-us/ Doing action research in English language Doing action research in English . Clevedon, Avon: Multilingual Matters. Multilingual Avon: . Clevedon, ELT Journal, ELT Beddall:

Peer-observation should be promoted as an be promoted should Peer-observation support teacher development to way effective and reflection. A regular programme of in-service programme training A regular to cover YL teaching established should be issues. Practical qualifications such as the CELTA YL such as the CELTA qualifications Practical encour actively should be or CiSELT Extension possible. where supported financially aged and

approach. approach. London: British Council. London: British attitudes to the communicative teachers’ investigate methods in education to young learners in teaching English global practices Retrieved from < from Retrieved who-we-are/annual-report/english-language-teach ing-elt> teaching: A guide for practitioners. teaching: A guide for practitioners. Routledge. In R. Phillipson, E. Kellerman, L. Selinker, M. Sharwood L. Selinker, Kellerman, E. In R. Phillipson, (Eds.), & M. Swain Smith, gogy research Review of Psychology, 52, of Psychology, Review From a management perspective, a willingness a management From Karavas-Doukas, E. (1996). Using attitude scales to to attitude scales Using (1996). E. Karavas-Doukas, Garton, S., Copland, F., & Burns, A. (2011). & Burns, F., Copland, S., Garton, Cohen, L., Manion, L., & Morrison, K. (2007). L., & Morrison, L., Manion, Cohen, Cambridge University Press Annual Report (2014). Report Annual Press Cambridge University Burns, A. (2009). A. (2009). Burns, Breen, M. P. (1991). Understanding the language teacher. the language teacher. (1991). Understanding M. P. Breen, Ajzen, I. (2001). Nature and operation of attitudes. and operation Ajzen, I. (2001). Nature References asm and skillset of YL teachers. potentially uncover training opportunities with the uncover training opportunities potentially a lasting impact on the enthusi to make potential texts to identify such issues in the staffroom, and such issues in the staffroom, texts to identify to engage with and understand teachers’ attitudes to engage with and understand teachers’ help those working in similar con YLs may towards tioners. tioners. into becoming confident and enthusiastic YL practi and enthusiastic becoming confident into there appears to be a good chance that targeted there in-service training could empower these teachers predictable training gap comprising perennial issues perennial training gap comprising predictable and and discipline, management such as classroom spite of some insecurities, were willing to take on willing to take were spite of some insecurities, of a representative YL classes. Their concerns were significant body of teachers in the middle who, in who, the middle of teachers in body significant a positive orientation toward teaching YLs. Despite toward a positive orientation was a at both ends of the spectrum, there feelings This research has shown that the staffroom in this has shown that the staffroom This research teachers with of largely was made up organisation Conclusion Conclusion 4. 3. 2. FEATURE ARTICLE

From Reading Books to Sharing Books: Going Beyond the Virtuous Circle of the Good Reader

Kunitaro Mizuno Fukuoka Prefectural University, Japan

The “virtuous circle of the good reader” (Nuttall, 2006, p.127) is considered the key to the success of extensive reading. Teachers make efforts to create the virtuous circle in the act of reading for each student. From the point of individual reading, this works well. From the point of designing a class where students learn collaboratively, the virtuous circle needs something extra. This paper would argue that from the perspective of self-determination theory, it is indispensable to incorporate dialogue with others into the virtuous circle. To implement the idea, the IRC (Interactive Reading Community) Project has been carried out. The results of student questionnaires are analyzed using reader-response theory to see the effect that others have. Also, from the perspective of general education, how reading books in the IRC Project can foster learning culture (Dewey, 1915) is examined. Figure 1. The Virtuous Circle of the Good Reader

多読の授業を実践するうえで「読書の好循環 (Nuttall, 2005)」が鍵を握っていると考えられており、教師はそれを生み出すために様々な努力 tion Ministry to incorporate learning English into を重ねている。その好循環は、「個人」を単位とした読書活動の指針とし the curriculum of elementary school education て有益である。しかし、授業を「他者との協同的な学びの実践」として捉 since 2011. Putting aside the arguments for and えると、その好循環にプラス αが必要となる。本論は、その好循環に「他者との出会いと対話」が必要であることを、 Deci & Ryan (1996)の「自己 against starting to learn English before junior high 決定理論」の観点から議論する。そして、「他者」のいる読書環境を教室 school, the fact was pointed out that the amount of とインターネット上に創出してきた IRC(Interactive Reading Community) English provided in the authorized school text- Project を紹介する。その教育的効果をアンケート結果で示し、 2つの観 books for six years was very small. According to the 点から考察する。1つは「読者反応理論」から、もう1つは「一般教育」の英語の授業において「教養 (Dewey, 1915)」を豊かにする観点から考察 editorial department of Modern English Education する。 (1996), if we printed the words of the New Horizon series in a paperback book, the total number of English words read by junior high school students s Nuttall (2006) shows in Figure 1, if a teacher would be equivalent to 19 pages. Okumura (1999) can provide appropriate books for students also pointed out that if we printed the words of and help them choose what to read, they the Unicorn series in a paperback book, the English willA read faster, read more, understand better, and words read by high school students would be equiv- enjoy reading. This paper will develop the cognitive alent to 138 pages. As a total for six years, 157 pages cycle from the point of social aspects of reading at a were read. Since a paperback usually has about 250 Japanese university. pages, about 60% of one paperback is read during the six years. It means that an average of 26 pages Small Amounts of English in Textbooks is read every year and about 2 pages are read per month. This naturally has made teachers in Japan It has long been said that although Japanese people consciously provide students with more reading learn English for six years from junior to senior high material in English in addition to the authorized school, they cannot utilize English as a means of school textbooks. communication. This criticism has led the Educa-

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(Day, (Day, - pro (Bamford & (Bamford Extensive Extensive (Sustained Silent Silent (Sustained SSR 39.2 • March / April 2015 39.2 • March self-determination theory New Ways in Teaching Reading Reading in Teaching Ways New From the perspective of the three psychological psychological the perspective of the three From the FVR and SSR methods, over the past 10 Unlike When it comes to motivation, however, we however, When it comes to motivation, with their classmates during the class. Language for Teaching Activities Reading 2004) and Day, for activities of classroom 2012) collections have the of priority since the However, reading. extensive of a large quantity class is strictly extensive reading with others is interaction books, reading input from virtuous in the element as an essential not regarded of the good reader. circle reference to the reference They argue that as (1996). posed by Deci and Ryan to be motivated humans for sources fundamental needs psychological three the following to learn, competence, and autonomy, should be satisfied: studies experimental many are There relatedness. psychological show that satisfying the three which English to learn needs motivated their students and Clement Pelletier, Noels, 2006; Hiromori, (e.g., 2008). 2000; Sakai & Koike, Vallerand, needs, the FVR autonomy and SSR methods include they can choose what and competence. Students that and they also feel autonomously to read want to enjoy able are (they readers competent they are of the the relatedness As for books). English reading both the FVR and SSR theory, self-determination of stu methods do not consider the relationships to motivate their role an important as playing dents in that the virtuous circle is clear It act of reading. on focuses and exclusively 1 lacks relatedness Figure of reading. the cognitive process popular become increasingly it has gradually years, by re more to read to be encouraged students for to other language skills, such they read lating what as listening, speaking, and writing and interacting Takase (2008) implemented implemented (2008) Takase time as pos as much gives students which Reading), during the class, on reading concentrating for sible helpful advice giving teachers time for and gives students includes also on the spot. It students for reach outside class to inside and reading continuing The SSR advocates words. the goal of one million as Henry to witness, (1995) describes it, “the like that of students on earth, most beautiful silence xv). (p. in their reading” engrossed the Virtuous of Circle Review behind the popularity and The common factors success of both FVR and SSR methods can be clearly of “virtuous circle of the in the fulfillment explained 1. shows in Figure (2006) as Nuttall the good reader” with should also examine the virtuous circle THE LANGUAGE TEACHER ------and considers Input Hypoth Input [Reading one million one million [Reading Input Hypothesis Input Input Hypothesis Input cognitive approach. 1 Kyoshitsude yomu eigo hyaku Kyoshitsude From Reading Books to Sharing Books: Going Beyond the Virtuous Circle of the Reader Good Reading the Beyond Books: Going Sharing Books to Virtuous Circle From . Visual Image of the

Mizuno: Mizuno:

proposed by Krashen (1985) has been laid out as (1985) has been by Krashen proposed

Furthermore, to enhance the hypothesis of to enhance the hypothesis Furthermore, Krashen (1993) also suggested that Free Voluntary Voluntary also suggested that Free Krashen (1993) As the image shows, the

Cognitive Approach Cognitive Figure 2 Figure

ing ‘comprehensible input’”(p. 2). This view can be can 2). This view input’”(p. ing ‘comprehensible 2012, 12): 2 (Masamura, p. visualized in Figure argued that “humans acquire language in only one in only language acquire “humans argued that messages, or by understand understanding way—by esis He extensive reading. for foundation a theoretical Japanese students’ English input, the input, English students’ Japanese Cognitive Approach Approach Cognitive to increase how for of searching In the context of the method of extensive reading in Japan. Also, in Japan. of the method of extensive reading words in the classroom: encouragement for exten for encouragement in the classroom: words the beginning marked sive reading]. Their book mango: tadokujugyo no susume extensively, Sakai and Kanda (2005) advocated it Sakai and Kanda (2005) advocated extensively, titled, in their book comprehensible input through reading books books reading input through comprehensible of the TOEIC and TOEFL tests. and TOEFL of the TOEIC was effective to improve vocabulary, grammar, and grammar, vocabulary, to improve was effective the scores improved and writing, as well as reading, tion method class was half of those of the FVR method class was half of those of the tion class. Mason (2006, 2011) also showed that a FVR class and at the end of the semester. The growth rate of growth The and at the end of the semester. in the grammar-transla of the students the scores opted the grammar-translation method. Both classes opted the grammar-translation test at the beginning of the semester a cloze took by the teacher in class with another class which ad which by the teacher in class with another class a FVR class where students read books during and books read a FVR students class where aloud read outside the class and listened to stories Mason and Krashen (1997) conducted an experiment of this method. They compared showing the efficacy Reading (FVR) is the best way to implement the idea. (FVR) to implement Reading is the best way language is called the language is called put and output—from the 1970s (McLaughlin, 1987; (McLaughlin, the 1970s put and output—from learning 1977). of This view a Shiffrin & Schneider, inside individual heads, which comes from the infor comes from inside individual heads, which science—in model in computer processing mation learning as an internalized cognitive process bound cognitive process as an internalized learning The Language Teacher • Feature Article

Interactive Reading Community Project In 2011, questionnaires were given to 434 stu- I would argue that relatedness, that is, interaction dents who joined the IRC project from five universi- with others, should be incorporated into the virtu- ties. The results were analyzed from the perspective ous circle to enrich students’ reading experiences of a sociocultural approach (Mizuno et al., 2013). and further facilitate their act of reading. In order to I will reexamine the questionnaire data focusing justify my thesis, I would like to present the Interac- on how relatedness (interaction with others in the tive Reading Community (IRC) Project, which was classroom and on the IRC website) could facilitate created and has been utilized since 1999 (Mizuno, the virtuous circle and enrich their reading experi- Kawakita, Toya, & Nishino, 2011; Mizuno, Toya, ences in the IRC project. Kawakita, & Nishino, 2013; Mizuno, 2013). To clarify the interactive nature of the IRC project, the whole Students’ Attitude idea of the IRC project can be visually described by The existence of others at the first interface (in the the Doughnut Theory for Learning (Saeki, 1995). classroom) and at the second interface (the IRC The Doughnut Theory claims that there are three website) changed students’ attitude toward reading phases in the process of learning at school: the and had a positive impact on the cognitive process I-phase, the YOU-phase, and the THEY-phase (Figure of reading. 98.1% of the students believed that since 3). The I-phase signifies the learning process of a stu- they had to discuss books they read with those in dent. The YOU-phase signifies the interaction with the classroom and on the IRC website who had not classmates and a teacher. The THEY-phase signifies read them yet, they began to read books keeping people in the outer world surrounding the world of others in mind while thinking about the story line I and YOU (WE). Figure 3 shows that when learning and the details of the story. 89.6% answered that expands from I to YOU and from WE to THEY, the they reflected on the scenes and English expressions student will move through the first interface and the that made an impact on them, so they could share second interface. In the context of the IRC project, them with others in the classroom and on the IRC the first interface indicates a classroom where I see website. YOU face-to-face and introduce our favorite books to each other. The second interface indicates the IRC website where WE can read reaction Students read one book every week. In groups of reports about books posted by THEY who are stu- four, they introduced the book they had read to dents at other universities on the IRC website, and their classmates. 81.7% found the book talk very ordinary readers who post their reviews on and . duction and information about the books they were given helped them read more fluently and have a Other univer- better understanding. 84.3% also thought that being sity students First interface: part of a reading community encouraged them to and ordinary continue reading. Classroom readers in the outer world Students’ Second Interaction As for writing reaction reports, using the Japanese language is key to making valuable shared reading experiences. As Cook (1992) insists on multicompe- I YOU THEY tence, where the mother tongue always exists in the learners’ minds, it would be unnatural and sometimes inefficient for students not to use the Japa- Second interface nese language as a learning tool. It is their mother tongue that enables them to appreciate and think deeply about the stories and fully express their ideas and feelings. 89.1% perceived that through writing IRC Ver. 4 reaction reports they could better understand and discuss the books. 92.6% also thought that writing Figure 3. The Structure of the IRC Project from the about books they had read was essential to prepare Perspective of the Doughnut Theory for Learning for small group classroom discussions. (Mizuno, Toya, Kawakita, & Nishino, 2013)

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- - - which which cognitive ap Hirvela (1996) sociocultural approach, sociocultural 39.2 • March / April 2015 39.2 • March reader-response theory. reader-response in Figure 2, the approach taken by the IRC by the IRC taken 2, the approach in Figure A reader’s response to a text is a ‘story of read to a text is a ‘story response A reader’s ‘tell will reader the it discussing in that and ing,’ interpre That is, the reader’s a story of reading.’ but the text itself not the text describes of tation it. It reading it while re-created how the reader process and his or her reading is, then, the reader of a an interpretation when that we encounter 128) (p. text is supplied. a story the what is exactly of reading Telling sented as an end in itself, an activity that has no that has no end in itself, an activity as an sented and experience and knowledge to real relevance 180) meaning. (p. no real therefore Jap that when essential it is pedagogically Thus, text and evaluating interpreting to say, Needless considers learning as a mediated process where where as a mediated process considers learning their cognitive development individuals increase such as language tools with cultural interacting and artifacts (Mizuno et al, 2013). of This view 4 (Masamura, can be visualized in Figure learning 2012, 396): p. students in the IRC project learn to do both in the learn project in the IRC students talk during the class and in writing a reaction book of the question results to the According report. in the classroom the existence of “others” naires, role. an important website played and on the IRC to others and books they needed to explain Since books, their favorite them to read to entice wanted under motivated and their they were inevitably To deepened. standing of the text was significantly more they enjoyed, they were the books promote reports. writing their reaction when thoughtful Conclusion Contrary image of the to the visual proach the is called project anese students enter a university, they should learn they should learn a university, enter anese students what is to relate which of reading, another aspect and to their own world of knowledge they read encouraged to ask questions and be experiences, to also learn They should and give their opinions. as social as well as cognitive by consider reading and and ideas in the books utilizing the information with others after reading. doing something relevant & Devine, (Carrell, person to person from differs to reading approach This interactive 1988). Eskey, the follows the reader-re of describes the notion succinctly sponse theory: THE LANGUAGE TEACHER ------From Reading Books to Sharing Books: Going Beyond the Virtuous Circle of the Reader Good Reading the Beyond Books: Going Sharing Books to Virtuous Circle From

Mizuno: Mizuno:

meaning or to follow these directions into their their into these directions meaning or to follow repre is thus own conceptual worlds. Reading required to use the information they acquire, they acquire, to use the information required facilitate to process interaction an within either towards directions access to the most salient monly require the learner to rummage around to rummage around the learner require monly indis in a totally information in the text for purpose to what without regard criminate way, be servedmight seldom in so doing. Learners are Comprehension questions, for example, com example, for questions, Comprehension When we examine the act of reading and read When we examine the act of reading The most distinct feature of the IRC website at at website IRC of the distinct feature The most severely criticized by Widdowson (1979): by Widdowson criticized severely considered autonomous readers. This situation is This situation autonomous readers. considered relationship between the student and the writer. and the writer. between the student relationship not examinees and only are students High school engaged in answering questions with only one right one right with only engaged in answering questions the the test giver removes In other words, answer. exclusively. In order to pass the university entrance entrance to pass the university In order exclusively. entirely are students high school examination, ination, however, comprehension is focused on is focused comprehension however, ination, reading: comprehension and interpretation (Ur and interpretation comprehension reading: quhart, 1987). When it comes to taking an exam ing ability, it is essential to consider two aspects of it is essential ing ability, ing in the IRC project upon entering a university. entering upon project ing in the IRC Looking closely at the differences between the two, at the differences closely Looking to participat value educational is significant there texts for the University English Entrance Exam Exam Entrance English the University texts for project. as a member of the IRC books and reading beyond the virtuous circle of the good reader. This of the good reader. the virtuous circle beyond reading between a big difference makes situation report (not a summary) about the book for other a summary) for about the book (not report they go In other words, project. members of the IRC the text in the book better due to writing a reaction better due to writing a reaction the text in the book will interpret as well as comprehend (read faster, faster, (read as well as comprehend will interpret and enjoy reading) better, understand more, read As the analysis of the questionnaires (Mizuno et al., of the questionnaires As the analysis project the IRC join who 2013) students indicates, Reader-Response Theory Reader-Response website at the second interface has provided cogni provided has interface website at the second each student. for development tive and mental there were many interpretations of the book. In this of the book. interpretations many were there and sharing on the IRC writing and reading way, believed that reading several reaction reports posted posted reports several reaction that reading believed that made them realize book one particular for from other classes and other universities. 95.9% 95.9% classes and other universities. other from access this rich database and read reaction reports reports reaction and read database rich access this students were who the past by THEY posted in tains about 100,000 reaction reports and comments and comments reports reaction 100,000 tains about can Students posted since 2010. been that have the second interface is that the IRC version 4 con version is that the IRC interface the second The Language Teacher • Feature Article

minds and hearts through reading experiences, allowing their imaginations to grow. To this end, students should not only read alone but also should have interaction with others helping them cultivate their minds and hearts and see the world from multiple perspectives. In this respect, the IRC project has been designed and practiced to have cultivated students’ reading experiences collaboratively and produced positive results as the analysis of the questionnaires (Mizuno et al., 2013) distinctly show. The IRC project will continue cultivating students’ Figure 4. Visual Image of the Sociocultural minds and hearts through not only having them Approach to Learning a Language1 read books in the virtuous circle but also through interactions with others utilizing the Japanese language to deepen their understanding of the con- The straws are tools (IRC website, Japanese lan- tents of books and each other. guage, and English language) which mediate between the two people and enable them to share the contents of the glass (books) with each other. Clearly, Endnotes the best characteristic of the sociocultural approach 1. Figure 2 and Figure 4 are each originally an is sharing, making the IRC project special compared image of the words account and share. in An with the cognitive-based FVR and SSR methods. illustrated dictionary of English words. (Masamu- Finally, what must not be forgotten is that most ra, 2012). extensive reading classes in Japan are offered to freshmen and sophomores as part of the general education curriculum. From the perspective of general References education where students learn culture, including Bamford, J., & Day, R. R. (Eds.). (2004). Extensive reading humanities, natural science, social science, health activities for teaching language. Cambridge: Cambridge science, and language, the IRC project should be University Press. examined to see how it makes a contribution to Carrell, P., Devine, J., & Eskey, D. (Eds.). (1988). Interac- learning culture. tive approaches to second language reading. Cambridge: Cambridge University Press. Dewey (1915) defines culture as the “growth Cook, V. J. (1992). Evidence for multi-competence. Lan- of the imagination in flexibility, in scope, and in guage Learning, 42(4), 557–591. sympathy” (p. 56). Culture etymologically means the Day, R. R. (Ed.). (2012). New ways in teaching reading. tilling of land. To learn culture can be interpreted as Virginia: TESOL International Association. cultivating our minds and hearts in an educational context. Putting Dewey’s idea about culture and Deci, E. L., & Ryan, R. M. (1996). Why we do what we do: Understanding self-motivation. New York : Penguins the etymological meaning of culture at the center Books. of general education, a reading class can create an environment where students can cultivate their Dewey, J. (1915). The school and society. Chicago: Universi- ty of Chicago Press. Henry, J. (1995). If not now: Developmental readers in the college classroom. Portsmouth, NH: Boynton/Cook, Heinemann. Never had an article Hiromori, T. (2006). The effects of educational interven- published before? Lacking tion on L2 learners’ motivational development. JACET confidence, or just unsure of Bulletin, 43, 1–14. what to do? Hirvela, A. (1996). Reader-response theory and ELT. ELT TLT’s Peer Support Group can help. Journal, 50(2), 127–134. Krashen, S. (1985). The input hypothesis: Issues and implica- Learn to write with the help of our tions. Culver City, CA: Language Education Associates. experienced collaborative Krashen, S. (1993). The power of reading. Englewood, CO: writing team. Libraries Unlimited. Masamura, H. (2012). An illustrated dictionary of English words. Tokyo: Kokusai Gogakusha.

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, 1–66. 84 , Reading one mil Reading JALT Journal, 30 Journal, JALT (2nd ed.). New (2nd ed.). New 387–409. [The meaning of Kinki University English English University Kinki - - - (pp.74-75). Tokyo: ALC. Tokyo: (pp.74-75). Explorations in Applied Linguis Explorations Psychological Review Psychological 39.2 • March / April 2015 39.2 • March Do it! is an as Kokojidai ni bokuraga yomu eibun yomu eibun ni bokuraga Kokojidai Teaching reading skills in a foreign lan skills in reading Teaching [What high of English amounts small Manabu’ toiukoto no imi Manabu’ Reading without nonsense Reading For more information: information: more For Sunday, June 21, 2015. Sunday, http://jalt.org/er/events , 19-36. The Kinki University English Society. English The Kinki University , 19-36. What is Extensive Reading? ]. Tokyo: Taishukan Shoten. Taishukan ]. Tokyo: (3rd ed.). Oxford: MacMillan. ed.). Oxford: (3rd Reading in a Foreign Language, 3, in a Foreign Reading . Oxford: Oxford University Press. University Oxford . Oxford: Seinan Jo Gakuin University, KitakyushuSeinan Jo Gakuin University, York: Teachers College Press. College Teachers York: Learners to Read]. Reluctant for 2 Journal, tions. tics guage wa koreppochi? In Editorial department in Japan!]. read students school (Ed.). of ALC Press Shoten. Iwanami learning]. Tokyo: no susume [ tadokujugyo hyakumango: for extensive in the classroom: encouragement lion words reading of Effects English: to learn motivation versity students’ event. in an international volunteering (1), 51–67. I. Detection, processing: information human automatic and attention. search, The JALT Extensive Reading SIG invites you to: you Reading Extensive SIG invites JALT The The 8th Annual Extensive Reading Seminar Extensive 8th Annual The Smith, F. (1985). F. Smith, [SSR jugyonaitadoku okosaseru Yarukio A. (2008). Takase, and Interpreta A. H. (1987). Comprehensions Urquhart, (1979). H. G. Widdowson, Mizuno Kunitaro at Fukuoka sociate professor His University. Prefectural creating are interests research utiliz community a learning learning, data-driven ing ICT, and peda dictionary, learner’s grammar. gogical Nuttall, C. (2006). (2006). C. Nuttall, (1999). Y. Okumura (1995). ‘ Saeki, U. eigo yomu (2005). Kyoshitsude Sakai, K., & Kanda, M. uni Changes in Japanese H. (2008). Sakai, H., & Koike, and Controlled & Shiffrin, R. M. (1977). W., Schneider, THE LANGUAGE TEACHER ------New Ways Ways New 143–171. [Let’s read read [Let’s 41–69. (1), 91–102. Modern English Teach English Modern System, 25 System, International Journal of For Journal International 57–85. (1), 2–5. (1), 1–5. Retrieved from ing one year of comprehensible input, with no output or input, with no output of comprehensible one year grammar study. 7 Language Teaching, in second language acquisition: Improving TOEFL TOEFL Improving acquisition: in second language alone. reading from scores 2 Teaching, eign Language glish as a foreign language. language. glish as a foreign Noels, K. A., Pelletier, L. G., Clement, R., & Vallerand, R. J. J. R. R., & Vallerand, Clement, L. G., K. A., Pelletier, Noels, Modern English Teaching. (1996, May). Study on the on Study May). (1996, Teaching. English Modern Mizuno, K. (2013). Creating “Reading Circles” in the class Circles” “Reading Mizuno, K. (2013). Creating Mizuno, K., Toya, M., Kawakita, N., & Nishino, H. (2013). & Nishino, N., M., Kawakita, Mizuno, K., Toya, Mizuno, K., Kawakita, N., Toya, M., & Nishino, H. (2011). Nishino, M., & Toya, N., Mizuno, K., Kawakita, Mizuno, K., & Editorial department of ALC Press (Ed.). (Ed.). of ALC Press department Mizuno, K., & Editorial McLaughlin, B. (1987). B. McLaughlin, Mason, B. (2011). Impressive gains on the TOEIC after on the TOEIC gains (2011). Impressive Mason, B. Mason, B. (2006). Free voluntary reading and autonomy voluntary and autonomy reading Free (2006). Mason, B. Mason, B., & Krashen, S. (1997). Extensive reading in En in reading (1997). Extensive S. & Krashen, B., Mason, READERS’ FORUM

Cooperative and Collaborative Learning in the Language Classroom

in the language-learning classroom. Two well-known Yoshitaka Kato approaches within the new paradigm of knowledge Kyoto University building are cooperative learning and collaborative learning. In recent years, these approaches have Francesco Bolstad enjoyed increased attention among researchers and practitioners in foreign language education both Kyoto University within Japan and abroad (e.g., Erikawa, 2012; Ka- mimura, 2006; McCafferty, Jacobs, & DaSilva Iddings, Hironori Watari 2006; Storch, 2013). Waseda University While both of these approaches show potential in improving language education, a growing concern is that many practitioners tend to use these two Cooperative learning and collaborative learning are two of the central approaches that utilize pair or group activities in terms (i.e., cooperative learning and collaborative 1 the language learning classroom. However, despite the fact learning) interchangeably. The ambiguity needs to that these approaches have been developed under different be clarified because these two approaches have been historical backgrounds and thus have different pedagogical developed under different historical backgrounds aims to be pursued, a tendency to use the two terms inter- and thus pursue different pedagogical aims. Bruffee changeably has obscured their respective merits in foreign language education. This paper therefore attempts to dif- (1995) states: ferentiate them through an extensive review of the relevant literature. It reveals that cooperative learning, which empha- …describing cooperative and collaborative sizes the necessity of developing learners’ social skills, tends learning as complementary understates some to be described as a more structured and teacher-centered important differences between the two. Some approach than collaborative learning, which presupposes the of what collaborative-learning pedagogy recom- learners’ autonomy to a greater extent. This paper, rather than arguing any primacy of one of the two approaches, introduces mends that teachers do tends in fact to undercut some issues to assist practitioners and researchers to identify some of what cooperative learning might hope which approach would be most beneficial for their individual to accomplish, and vice versa. (p. 16) teaching and research goals.

「協同学習」と「協調学習」は、言語学習におけるペア・グループ学習 Unless language teachers understand the roots を有効活用するための2つの中心的なアプローチである。しかし、両者が and aims behind the two, it is unlikely that they can 異なる歴史的背景、教育目的のもとで発展したにもかかわらず、これら2 fully utilize peer activities in their classroom. This つの用語は外国語教育において混同されて用いられる傾向があり、互い paper therefore attempts to clarify the differences の利点が十分に活かされてはこなかった。そこで本論は、従来の先行研究を幅広く概観することで、両者の相違点の明確化を試みた。その結果、 through an extensive review of the relevant liter- 学習者の社会スキルの向上を重視する「協同学習」は、学習者の自律性 ature. After describing cooperative learning and を前提とする「協調学習」に比べ、より構造的で、教師中心のアプローチ collaborative learning respectively, it will summa- として記述される傾向があることがわかった。本論は、これらのアプロー rize the distinctions between the two approaches. チいずれかの優位性を示すものではない。言語教育の実践家や研究者 Rather than insisting on any primacy of one of the が、各々の教育や研究の目的にとってより有益なアプローチを見出すための指針を提供するものである。 two approaches, this paper introduces some issues to assist practitioners and researchers to identify which approach would be most beneficial. ince the 1980s, the emergence of construc- tivism has shifted much of the discussion on effective language teaching, from a focus Cooperative Learning Son knowledge-transmission to knowledge-building Cooperative learning was originally developed in frameworks of learning (Brown, 2000; Crandall, the field of general pedagogy, and it is often con- 1999). This paradigm shift has coincided with the trasted with competitive or individualistic learning. prevalence of a wide variety of small group activities Its roots are said to lie in the democratic view of

22 THE LANGUAGE TEACHER Online • ARTICLES RESOURCES JALT FOCUS JALT PRAXIS ------23 - -

Matthews, , 1995). Rather than 39.2 • March / April 2015 39.2 • March Although we cannot say this conclusively, collabo this conclusively, we cannot say Although As mentioned before, while the primary while interests before, As mentioned rative learning in foreign language education seems language education in foreign rative learning writing of collaborative the form to most often take learning 1990), (Wajnryb, 2013), dictogloss (Storch, 1999), with peers (Storch, grammar in collaboration Ka on writing (e.g., or interaction peer feedback Sato & Lyster, and on speaking (e.g., 2006), mimura, In these ac 2012), activities. and other small group ment “with more capable others (teachers, advanced advanced others (teachers, capable “with more ment assistance and guidance” provide peers, etc.), who 444). definition p. 1997, The broadest (Oxford, in situation would be “a learning of collaborative or attempt to learn learn people two or more which 1), but 1999, p. something together” (Dillenbourg, is unsatisfactorythis definition needs to be and himself discusses as Dillenbourg sophisticated more the purpose of this to achieve Here, in his article. it with cooperative learning. we compare paper, of in its elaborate process lie of cooperative learning can maximize so that students learning small group are learning in collaborative students their learning, have who participants” assumed to be “responsible the social skills re acquired, extent, to some already task ( a and complete to undertake quired & Hawkes Davidson, Cooper, among learn process the collaboration prescribing outcomes learning on any ers, it puts an emphasis to be This is likely collaboration. gained through is and prescriptiveness of structure the degree why 1997), and it (Oxford, learning in collaborative lower does not approach learning the collaborative is why teachers intervenerecommend in working groups learning 1995). In this sense, collaborative (Bruffee, ap student-centered can be described as a more 1999). (Panitz, than cooperative learning proach here is that cooperative learning presupposes to presupposes learning is that cooperative here in of a teacher dominance the relative some extent learning cooperative Although cooperation. learner it join in an activity, to actively learners expects the determines most preliminarily who is their teacher In the classroom. in learn going to are they of what be described as can learning this sense, cooperative 1999). (Panitz, approach of teacher-centered a form is an teacher-centeredness” “covert This so-called will which of cooperative learning, feature essential later. be further discussed Learning Collaborative mainly developed has been learning Collaborative of thought. school within a social constructivists’ collabora concepts underlying One of the featured develop zone of proximal Vygotsky’s is tive learning engage facilitates learners’ It 1978). (Vygotsky, ment

THE LANGUAGE TEACHER - -

- - - - , - - Ar (see (see , falls feeling among feeling Cooperative Collaborative and Learning in the Classroom Language . What should be noted individual accountability positive interdependence individual accountability and positive interdependence McCafferty et al., 2006; Millis McCafferty ). sink or swim together Kato, Bolstad, & Watari: & Watari: Bolstad, Kato,

individual accountability

Thus, cooperative learning is different from from is different cooperative learning Thus, The first principle, The first principle, Cooperative learning is often characterized by is often learning Cooperative and situation can be created in classrooms by meeting in classrooms can be created situation of principles the two basic task design, in which group members are required required members are group task design, in which goal. This a shared to work together to achieve typical pair or group activities in its well-structured in its well-structured activities pair or group typical to succeed. feelings of personal responsibility in task comple of personal responsibility feelings likely more cooperative learning makes which tion, 2009, p. 368). Meeting this principle leads to the leads this principle Meeting 368). 2009, p. to the individual and the group to compare against to compare to the individual and the group (Johnson & Johnson, of performance” a standard “exists when the performance of each individual the performance when “exists given back are member is assessed and the results the foundation on which cooperative learning is cooperative learning on which the foundation Another principle, built. in student collaboration, it is necessary collaboration, in student to provide Johnson, 2009, p. 366). Though positive interdepen 366). 2009, p. Johnson, to higher achievements does not lead dence alone dependence exists “when the actions of individuals the actions dependence exists “when (Johnson & goals” of joint the achievement promote pressed as “a as “a pressed inter 13). Positive 2009, p. (Kimura, mates” group (positive, negative, and none), which can be ex which negative, and none), (positive, into one of three types of social interdependence types of social interdependence one of three into (Jacobs & Ball, 1996; 1998 & Cottell, positive interdependence ciples. The principles vary The principles ciples. among research widely are accepted principles ers, but the two generally makes group interaction less efficient. To prevent prevent To efficient. less interaction group makes prin sets out several basic this, cooperative learning the case that some learners, called “free riders,” do “free called the case that some learners, which activity, in a group get involved not actively a shared goal. In an actual classroom, it is often goal. In an actual classroom, a shared ing outcomes. It designs activities where learners learners where activities designs ing outcomes. It each other to achieve with need some interaction its well-defined structure of activities, aiming at aiming of activities, structure its well-defined maximizing learn social skills as well as fostering work together to maximize their own and each work together to maximize 5). (p. learning” other’s Johnson and Johnson (1999). They define it as “the as They define it (1999). and Johnson Johnson so that students use of small groups instructional of techniques), a frequently cited definition in the cited definition a frequently of techniques), would be that of education language foreign of field Johnson, Johnson, & Stanne, 2000 for a summary 2000 for & Stanne, Johnson, Johnson, Achievement Divisions (Slavin, 1978), Jigsaw ( Jigsaw 1978), (Slavin, Divisions Achievement 1978) & Snapp, Sikes, Stephan, onson, Blaney, various teaching techniques, such as Learning techniques, such teaching various Teams Student 1999), (Johnson & Johnson, Together education advocated by John Dewey (see Sugie, Sugie, (see Dewey by John advocated education 17). term itself connotes the Although 2011, p. The Language Teacher • Readers’ Forum tivities, though there are some exceptions, teachers Cooperative Collaborative do not specify the structure of collaboration by, for learning learning example, the division of labor among participants. The ways and means of interaction are usually More structured Less structured negotiated by the learners themselves. In addition, Less learner-centred More learner-centred in contrast to covert teacher-centered cooperative learning, the authority of learning in collaborative The dotted line shows linkage between the two approaches learning lies with the learners themselves, which is to say that they are expected to negotiate with oth- Figure 1. A Relationship Between Cooperative ers to achieve more than they would alone. Thus, Learning and Collaborative Learning these small group activities (e.g., peer feedback) can be categorized as collaborative learning rather than cooperative learning. Cooperative Learning and Collaborative Learning in Action How Different Are They? The differences highlighted between cooperative As discussed so far, there seems to be at least two and collaborative learning imply that language features that distinguish cooperative learning from teachers have to determine which approach to take collaborative learning: the degree of structure and depending on their teaching goals. If a teacher aims learner-centeredness (see Figure 1). Regarding the at fostering social skills or motivating students with first feature, Oxford (1997) states that cooperative a highly structured task, it would be better to utilize learning “is considered more structured, more a cooperative learning approach. Conversely, if the prescriptive to teachers about classroom techniques, primary focus of the teaching is on learning out- more directive to students about how to work to- comes and if students are autonomous enough to gether in groups” (p. 443), than collaborative learn- have responsibility in their own learning, a collabo- ing. This highly structured approach is one of the rative learning approach would be a better choice to reasons why cooperative learning has developed so achieve the purposes. far a lot of teaching techniques (e.g., jigsaw) to make small group activities successful. Conversely, collab- Because both approaches have respective advan- orative learning generally allows learners to be more tages, it is ultimately the teaching goals that should flexible in the working process with their peers. determine which approach to use. Priority of one over the other cannot be assessed without taking The second feature that differentiates the two is into account teaching environments such as the the degree of learner-centeredness. As discussed purposes of the class, learners’ proficiency, learn- above, cooperative learning can be considered ers’ motivation, the degree of autonomy, the past less learner-centered because the teacher decides experiences of peer learning, and so forth. With a beforehand most of the learners’ behavior during a good understanding of the different backgrounds small group activity and she or he “controls most of of cooperative and collaborative learning, language what is going on in the class” (Dooly, 2008, p. 21). teachers and researchers are expected to apply both On the other hand, collaborative learning allows approaches appropriately to fulfill their teaching learners more freedom to negotiate their ways and research goals. and means of interaction among peers because it assumes they are already “responsible participants” (Matthews et al., 1995), who can learn autonomous- Note ly through collaboration with others. 1. In the case of Japan, this confusion partially Figure 1 describes a relationship between the two comes from a translation problem. Cooperative approaches. By reference to Macaulay and Gonzales’ learning and collaborative learning are trans- 1996 study (as cited in Millis & Cottell, 1998, p. 7), lated inconsistently into Japanese as kyodo-ga- this model views cooperative learning and collab- kushu or kyocho-gakushu, which are written orative learning as lying on a continuum. Please with several patterns of kanji. This lack of note that “less” in this figure does not mean “no:” uniformity may well induce misunderstanding “less structured” does not mean that collaborative among researchers as well as practitioners in learning has no structure, where learners interact foreign language education. Sekita and Yasu- with others in a completely free way. Likewise, “less naga (2005) offer a possible solution for such learner-centered” does not mean that learners have translation problems. no determination over the path the class takes.

24 THE LANGUAGE TEACHER Online • ARTICLES RESOURCES JALT FOCUS JALT PRAXIS - - - -

25 - - - Studies in Studies

(3), 363–374. (3), [An invitation to [An invitation Oxford: Oxford. Oxford. Oxford: - The Modern Lan The Modern - Cambridge, MA: Cooperative learning Cooperative - - System, 27 System, (4), 591–626. (4), Phoenix, Arizona: American American Arizona: Phoenix, [Cooperation and Educa [Cooperation 39.2 • March / April 2015 39.2 • March Mind in society. Mind is currently a is currently Grammar dictation. Grammar (4), 443–456. (4), Collaborative writing in L2 classrooms. Collaborative is currently a doc is currently Kyodo gakushu nyumon Kyodo Kyodo to Kyoiku to Kyoiku Kyodo Cooperative learning reach and second language Cooperative , 10–17. Journal of Research and Development in Education, of Research Journal , 1 New York: Cambridge University Press. University Cambridge York: New , 39–49. to kanren yogo no seiri [A proposal for proper use of proper for proposal no seiri [A yogo to kanren in learning” “collaborative and learning” “cooperative Japanese]. tion] sions. 12 accuracy. work and grammatical Matters. UK: Multilingual Bristol, Nakanishiya. cooperative learning]. Kyoto: Press. Harvard University Press. University (2006). (2006). ing. faculty. for higher education and The Oryx on Education Council Press. communicative Three and interaction: tive learning, classroom. strands in the language 81 guage Journal, will help the two concepts which ing: A comparison of of interactive nature us understand the underlying MA. Retrieved College, Community Cape Cod learning. from development: and fluency accuracy for tive feedback and proceduralization. Ppractice, Monitoring, 34 Second Language Acquisition, Francesco Bolstad Francesco where University at Kyoto lecturer writing and he teaches academic and chemistryESP biology cours include interests es. His research childhood language acquisition, and academic team-teaching at can be contacted writing. He . Sekita, K. & Yasunaga. S. (2005). Kyodo gakushu no teigi gakushu (2005). Kyodo S. Sekita, K. & Yasunaga. divi teams and achievement Student (1978). R. E. Slavin, two heads better than one? Pair Are (1999). N. Storch, (2013). N. Storch, (2011). S. Sugie, (1978). L. S. Vygotsky, R. (1990). Wajnryb, Kato Yoshitaka of in the Department toral student and Language Acquisition Foreign His University. at Kyoto Education coopera include interests research language learning tive/collaborative language teach and task-supported at . McCafferty, S. G., Jacobs, G. M., & DaSilva Iddings, A. C. A. Iddings, DaSilva G. M., & Jacobs, G., S. McCafferty, (1998). G. P. Jr., & Cottell, J. Millis, B. collabora learning, R. L. (1997). Cooperative Oxford, learn versus cooperative Collaborative (1999). T. Panitz, and correc interaction R. (2012). Peer Sato, M., & Lyster, THE LANGUAGE TEACHER ------The ELT ELT (pp. 1–19). 1–19). (pp. (2), 12–39. [Promoting co [Promoting Affect in language Affect Cooperative Collaborative and Learning in the Classroom Language Change: The Magazine Change: The Magazine Educational Researcher, Educational Researcher, Collaborative-learn Allyn and Bacon. Allyn of language learning and of language learning Beverly Hills, CA: Sage. Beverly Change: The Magazine of Higher of Higher Change: The Magazine (1), 12–18. (8), 13–16.(8), J. Arnold (Ed.), Arnold J.

Principles Telecollaborative language learning: Telecollaborative TESL Canada Journal, 23 Journal, TESL Canada Kyodo gakushu wo toriireta eigo jugyo Kyodo ed.). New York: Longman. York: ed.). New (4), 35–40. (4), (5th ed.). Boston: (2), 99–107. : Eigo kyoiku niju isseiki sosho kyoiku : Eigo (4th Kato, Bolstad, & Watari: & Watari: Bolstad, Kato, (pp. 226–245). Cambridge: Cambridge Univer 226–245). (pp. The jigsaw classroom. (pp. 21–44). Bern, Australia: Peter Lang. 21–44). Peter Bern, Australia: (pp.

(5), 365–379.

P. (1995). Building bridges between cooperative and (1995). Building P. learning. collaborative Learning, 27 learning: An interview with Dr. George M. Jacobs. George M. Jacobs. An interviewlearning: with Dr. 33 Language Teacher, dent writers at different levels of English proficiency: A English proficiency: levels of writers at different dent context. Japanese Cooperative learning methods: A meta-analysis. methods: A meta-analysis. learning Cooperative of The University Learning Center, The Cooperative al psychology success story: al psychology Social interdependence theory learning. and cooperative 38 and alone: Cooperative, competitive, and individualis Cooperative, and alone: learning tic structure of group activities in ELT coursebooks. coursebooks. ELT in activities of group structure 50 Journal, no susume classes: The 21st learning in English operative learning Taishukan. Tokyo: century series]. education English In M. Dooly (Ed.). In M. Dooly collaboration intercultural A guidebook to moderating online learning? In P. Dillenbourg (Ed.), (Ed.), Dillenbourg In P. learning? and computational approaches ing: Cognitive Elsevier. Oxford: learning sity Press. ing versus collaborative learning. learning. ing versus collaborative Learning, 27 of Higher In factors. affective teaching (1978). (1978). Matthews, R. S., Cooper, J. L., Davidson, N., & Hawkes, & Hawkes, N., L., Davidson, J. Cooper, Matthews, R. S., Kimura, H. (2009). Controversy over cooperative Controversy H. (2009). Kimura, Kamimura, T. (2006). Effects of peer feedback on EFL stu of peer Effects (2006). T. Kamimura, Johnson, D. W., Johnson, R. T., & Stanne, M. B. (2000). (2000). M. B. & Stanne, R. T., Johnson, W., D. Johnson, Johnson, D. W., & Johnson, R. T. (2009). An education (2009). R. T. & Johnson, W., D. Johnson, Johnson, D.W., & Johnson, R.T. (1999). Learning together (1999). Learning R.T. & Johnson, D.W., Johnson, Jacobs, G. M., & Ball, J. (1996). An investigation of the An investigation (1996). M., & Ball, J. G. Jacobs, Erikawa, H. (2012). Erikawa, Dooly, M. (2008). Constructing knowledge together. together. knowledge Constructing M. (2008). Dooly, Dillenbourg P. (1999).What do you mean by collaborative collaborative mean by do you (1999).What P. Dillenbourg Crandall, J. J. (1999). Cooperative language learning and language learning Cooperative (1999). J. J. Crandall, Bruffee, K. A. (1995). Sharing our toys: Cooperative learn Cooperative Sharing our toys: K. A. (1995). Bruffee,

Brown, D. H. (2000). D. Brown, References M. & Snapp, J. Sikes, C., Stephan, N., Blaney, E., Aronson, sity for his insightful comments and warm encour and comments his insightful sity for study. the throughout agement gratitude to Professor Akira Tajino at Kyoto Univer at Kyoto Akira Tajino to Professor gratitude Acknowledgement their express to sincerely would like The authors The Language Teacher • Readers’ Forum

Hironori Watari is currently a OCUS Nov. 20–23, 2015 research associate in the Global F O Education Center at Waseda Uni- N Shizuoka Convention & Arts

versity. His current research inter- J LT Center “GRANSHIP”,

ests include pedagogical grammar E 2015 Shizuoka City, JAPAN H

E R

A L and second language writing E *Watch future TLTs for more education. He can be contacted at conference information .

[RESOURCES] MY SHARE SPECIAL Jonathan Reingold We welcome submissions for the My Share column. Submissions should be up to 700 words describing a successful technique or lesson plan you have used that can be replicated by readers, and should conform to the My Share format (see the guidelines on our website below). Email: Web:

confidence. Unfortunately, in many settings there Before and After a Study is little opportunity for pre-SAP students to interact with post-SAP students in order to benefit from Abroad Programme: their advice. This activity encourages meaningful English Prompt Cards to Facilitate communication between these two groups. It aims to ease pre-SAP student concerns, allow them to Discussion practice authentic English and simultaneously giving post-SAP students the opportunity to reflect on Brett Davies their experiences more deeply. Showa Women’s University, Tokyo Preparation Step 1: Arrange a time and place for students to Quick Guide meet a week or two before pre-SAP students depart. Ideally there will be equal numbers of pre-SAP and »» Key words: Study abroad, peer learning, authentic interaction post-SAP students, though the activity is adaptable for uneven numbers. »» Learner English level: Intermediate and above »» Learner maturity: High school to university Step 2: Make and copy a set of six prompt cards (one set per pair of students; see appendix). These »» Preparation time: 10 minutes »» 60 – 90 minutes can be simple (Food; Weather) or more complex Activity time: (The most surprising thing I saw; My biggest regret). »» Materials: Prompt cards (one set of six per pair of students), blank cards (three per student) If the destination is the same for all students, the cards can be tailored accordingly; for example, Clam chowder (for Boston). As MEXT aims to make Japanese students more internationalized, Study Abroad Programmes (SAP) are becoming increasingly common in universi- Procedure ties and high schools. While the benefits of such Step 1: Give three blank cards to each student and programmes are clear, students often display high ask them to write their own topic ideas – one per levels of anxiety before going abroad, most notably card. Post-SAP students can choose something they regarding their perceived lack of English ability. particularly liked or disliked during their stay, or In contrast, after returning to Japan, almost all something they believe the pre-SAP students ought students express satisfaction with the experience to know. Some recent examples: Best ice cream; and show a marked increase in English fluency and Slang; I wish I took... Meanwhile, Pre-SAP students

26 THE LANGUAGE TEACHER Online • The Language Teacher • Resources: My Share Special can write down any concerns or questions; for example: Safety? Is the subway easy? Clothes! Engaging Students’ Step 2: Pair up students, one pre-SAP with one post- SAP, and give a set of the teacher-made prompt Knowledge of IMRAD cards to each pair. Ask each student to add their ARTICLES own three cards to the pile, shuffle the deck, and Chieri Noda, PhD candidate place the cards face down on the desk. Birkbeck, University of London Step 3: Set a time limit for pairs to talk. 10-12 minutes each round allows students to speak to at least four people in an hour, giving everyone some variety in their discussions. The time limit also adds Quick Guide a sense of urgency to the activity, increasing fluency. »» Keywords: Research articles, IMRAD, reading Step 4: Ask the pairs to turn a card and talk about strategies the topic in English. When students feel the topic is »» Learner English level: Advanced RESOURCES exhausted, they can turn the next card to discuss a »» Learner maturity: University new topic. »» Preparation time: 30 minutes Step 5: When the time is up, have the pre-SAP stu- »» Materials: Research articles, handout dents find a new post-SAP partner, taking their own »» Activity time: 25 minutes three cards with them. This allows pre-SAP students to hear a range of opinions about their chosen top- Learning to scan for information in research ics, and keeps things interesting for all participants. articles is an important skill for students in the field Step 6: Repeat steps 2 to 5 until the end of the of science. Typically, a research article reading class scheduled time. starts with an introduction on the standard format of research articles published in major biomedical JALT FOCUS Extension journals. This format is commonly referred to as the IMRAD, taking the initial letters of the four At the end of the session, each group (pre-SAP and main sections: Introduction, Methods, Results, and post-SAP) debriefs separately. Write some prompts Discussion. Each of these sections bears an import- on the whiteboard: What was the most interesting ant function in communicating scientific research thing you heard? How do you feel about your trip now? (Glasman-Deal, 2010; Nair & Nair, 2014). A clear Encourage students to share their impressions. understanding of these functions is important in developing effective reading strategies. The simple Conclusion activity described below enables the teacher to deepen students’ understanding of these functions, JALT PRAXIS Pre-SAP students benefit from the real information following an introduction to the IMRAD format, by they can glean from their seniors and often com- engaging their critical thinking. ment that the activity has helped calm their nerves. Additionally, the English fluency of post-SAP students acts as a positive language model for their Preparation juniors to emulate. Step 1: Find a well-written research article on a Post-SAP students have also reacted enthusiasti- topic relevant to your students. cally. For some, this activity is their first chance to Step 2: Select a sentence from each section contain- discuss their overseas experiences in English. Fur- ing elements that hint at the section it is from. thermore, they welcome the opportunity to offer the benefit of their knowledge, and, as one partici- Step 3: Arrange the sentences in random order in a pant put it, “I wish we’d done this before my trip.” handout (See Appendix for an example). Step 4: Make copies of the research article. Appendix The appendix is available from the online version of Procedure this article at . distribute the article and handout. Step 2: Explain that the objective of the activity is to find the sentences as quickly as possible.

THE LANGUAGE TEACHER 39.2 • March / April 2015 27 The Language Teacher • Resources: My Share Special

Step 3: When students have finished, go over the answers and have students point out key informa- Activities for Large tion in the sentences that helped them find the sentences within the article. Classes: Tell Me About Step 4: Supplement students’ explanations as necessary. Your House… Jim Chapman Conclusion Nanzan University In a lesson I taught at a medical school, a student who had finished this activity much more quickly than the others explained her reading strategies, pointing out the pertinent information that enabled Quick Guide her to surmise where the sentences (See Appen- »» Keywords: Large classes, prepositions of loca- dix) could be found: a specific date of what the tion, furniture, teams authors did meant sentence A was likely to be from »» any level, mixed levels the methods section, ‘limitations’ indicated B was Learner English level: probably from the discussion section, the mention »» Learner maturity: N/A of previous research signaled C was likely to be in »» Preparation time: 15 minutes the introduction section, and a report of results in »» Activity time: 30-45 minutes a table indicated sentence D was from the Results »» Materials: Handouts (see Appendix A), scissors, section. Her explanation is a good example of step 3 and glue for each team in the procedure above. While locating sentences in a text is a straight- It can be challenging to manage large groups forward task, finding them quickly in a full-length (35+) of students while keeping everyone interested. article requires learners to use their knowledge This is an active, noisy, info-gap activity requiring of the rhetorical functions of the sections in a students to combine several teaching points: the research article. In this activity, students develop names of furniture, prepositions of location, and knowledge-based reading strategies using authentic basic survival phrases such as “Could you repeat research articles. Searching for complete sentences that?” I always make this a competition where is less daunting a task than looking for answers teams of three to five students compete against to comprehension questions and can help build each other for a bonus point, no homework, or confidence in tackling research articles. The key the chance to leave early. Students have comment- to success with this activity is choosing sentences ed frequently how much they like working with that contain hints about which section they are different classmates each week. This activity offers a from. Ideally, the activity is repeated several times re-invigorating break from textbook-based lessons using different articles. Once learners have the hang but retains a pedagogical focus through reinforcing of it, the activity can be made more challenging by several teaching points at one time. Teachers can mixing sentences from two different articles. use this activity to energize a quiet class or to start off the lesson with a bang. References Glasman-Deal, H. (2010). Science research writing for Preparation non-native speakers of English. London: Imperial College Each team requires one blank copy of the floor plan, Press. one copy of the furniture, a pair of scissors, and Nair, P. K. R., & Nair, V. D. (2014). Scientific writing and a glue stick. One large master floor plan (two A3 communication in agriculture and natural resources. sheets preferably) with the furniture already affixed Heidelberg: Springer. must be prepared in advance.

Appendix Procedure The appendix is available from the online version Step 1: The instructor divides the class into teams of this article at . bers and two moving members. The sitting members remain at their seats and are given the blank apartment floor plan, scissors, glue, and a printout

28 THE LANGUAGE TEACHER Online • The Language Teacher • Resources: My Share Special of the furniture items (teams should be spaced apart ed that it is the most fun they have ever had in an if possible). English class! Step 2: The moving members from each team move to the front of the room and are given the materials Appendix to deliver to their teams. When they return to the ARTICLES front, they are shown the master floor plan with the The appendix is available from the online version furniture affixed and the room names written in the of this article at . Step 3: The teacher instructs the moving members to tell their sitting partners the location on the floor plan of each of the furniture items, but they cannot leave the assigned space at the front of the room -- Reformulative Audio they must tell their team, not show them. It may be helpful to establish an area where movers can freely Feedback: A Sound RESOURCES roam back and forth between the master floor plan and the edge of the area closest to their team (see Approach to Error Appendix B). Step 4: The teacher says “Go!” and movers start Treatment in L2 Writing shouting information to their teammates—“There is a table in front of the TV, ” “The dining room is David H. Faulhaber next to the kitchen,”—while sitting members listen, Kanda University of International Studies ask questions to clarify and cut and paste furniture in the correct location on the blank floor plan. Upon completion, the teacher lifts up each team’s JALT FOCUS paper to ensure that all items are securely attached Quick Guide and awards points as appropriate. »» Keywords: Error correction, audio feedback, *** There are three mystery items on the balcony writing, noticing, technology-enhanced language that students must explain and sitting members learning must draw the items in the correct location: a pool, »» Learner English level: Intermediate and above a BBQ, and a slide. »» Learner maturity: High school and above »» Preparation time: Varies by length of writing samples Alternatives »» Activity time: 1-2 class periods (50-90 minutes

• Movers and sitters change places after 10 min- each) JALT PRAXIS utes. »» Materials: Computers or mobile devices, and • A second master floor plan can be prepared and headphones set at the back of larger rooms. • At the end, students report back about the floor Audio feedback on written assignments often plan for additional team points: “there is a sofa takes the form of one-way conferencing from teach- in the living room next to the book case.” er to student. Less commonly explored is the poten- • Students compare the floor plan to their own tial of the aural mode to address localized treatment houses, “there is a sofa in my living room, too!” of errors. To this end, I have been developing what I term reformulative audio feedback as a novel alterna- • Students prepare a short report about their tive to the hand-drawn symbols and cryptic mark- own houses for homework. up schemes typically employed in error correction on student writing. Rather than starting from a Conclusion returned assignment the teacher has “bled all over” in red ink—generally a disheartening, mechanical This is an interactive exercise for large groups that exercise in amending decontextualized errors—stu- can serve as a functional reinforcement of in-class dents revise by hearing their work read back to them, study points or as a lesson wrap up activity. It is a the repairs having been seamlessly integrated into noisy but energetic activity that my students enjoy. the instructor’s reformulation without disruption to It can easily be adapted for lower or mixed levels by the contextual integrity of the work itself. arranging teams accordingly and can be effective for classes of all ages. My mature students comment-

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Preparation Conclusion Step 1: Record yourself reading the student’s writ- I have found that with a little practice, creating ten piece while simultaneously correcting treatable reformulative audio feedback takes no more time errors on the fly. Here, atreatable error refers to than marking a paper with error codes and com- non-standard usage, such as, He goed to the park. ments. It is ultimately more satisfying, and I actual- This is key. While recording, use emphasis, pauses, ly enjoy the process. Students have also responded and intonation cues to draw attention to points in positively to this activity: they enjoy the challenge the text that need revision. At the same time, con- of close listening and appreciate being presented sider that overtly flagging every error in this manner with alternate ways to express their ideas. Even may cause the student to tune out any material read when I do get it wrong, the breakdown in commu- at a more natural pace. You may elect to address nication often nudges student authors in the right instances where awkward vocabulary or stilted direction. Above all, students cite the personal as- language interferes with comprehension. At such pect of having their work read back by their teacher times, you can suggest alternate words or turns of as motivation to do better. Though still a work in phrase in your audio recording. Take caution not progress, reformulative audio feedback is staking to put words into the student’s mouth. Where you out new terrain on the corrective feedback land- cannot work out what a student is struggling to scape, straddling the implicit/explicit divide, and communicate, simply make an aside to that effect in bears further investigation. It may be just the thing your recording or provide multiple interpretations to turn error treatment in L2 writing on its ear. of what the student may be getting at. Step 2: Save the audio file and make it ready for distribution via email, portable memory device, or online course management system, preferably just before the start of class. Which Sound Did You Hear, /r/ or /l/? Pronunciation Procedure Step 1: During the first class period, have students Pyramid Game listen to the reformulative audio feedback as they read along with their previously submitted written Tetsuko Fukawa draft. Kanda University of International Studies Step 2: When they note a discrepancy between the instructor audio and what is written on their page, students should pause to consider what triggered the repair and revise accordingly. Make yourself Quick Guide available to answer any student questions during »» Key words: Pronunciation, group work this process. »» Learner English level: Beginner and above Step 3: Collect the revised drafts. Listen to the »» Learner maturity: University audio feedback once more for each. Use the fast »» Preparation time: 20 minutes playback feature found on most media players to »» Activity time: 20 minutes save time. While listening, highlight any items that »» Material: Pronunciation pyramid handout, /r/ and students overlooked or got wrong. /l/ signs, scotch tape Step 4: In a subsequent class, or even as homework, direct students to revisit the audio feedback and Teaching /r/ and /l/ sounds is challenging for focus on the areas you have highlighted as being in many English teachers in Japan. To help students need of attention. become familiar with and acquire these sounds, I will introduce a pronunciation pyramid game that Extension is used in my Language Lab class. This is a fun, reflective, student-centered, and practical activity. Have students keep a journal to track commonly occurring errors over the course of future written work or to share with classmates. Time permitting, Preparation have students edit a paper together as each may Step 1: Prepare a pronunciation pyramid handout hear different features within the audio feedback. of /r/ and /l/ minimal pairs and five countries that

30 THE LANGUAGE TEACHER Online • The Language Teacher • Resources: My Share Special have /r/ and /l/ in their names. Put pictures of each the teacher for assistance in order to make sure he national flag below each word on the bottom of or she produce the target sounds correctly. the pyramid. The handout sample is available in This game format can be adapted for teaching other Appendix A. phonemes by replacing the words with /r/ and /l/ Step 2: Using two hand-sized notecards write /r/ on with minimal pairs that contain your target sounds. ARTICLES one card and /l/ on another. The final destinations (i.e., countries) can also be re- Step 3: Make copies of the handout and notecards placed with countries which names have the target for each student. phonemes.

Procedure Appendix Step 1: Instruct students to sit in groups of three The appendix is available from the online version and distribute the handout and /r/ and /l/ cards. of this article at

departments/myshare>. RESOURCES Step 2: Teach the pronunciation of all the words written on the handout, focusing on the differences between /r/ and /l/. Give feedback on students’ pronunciation if necessary. Step 3: Tell students to attach the /r/ cards on their Job Fair Project right hands and the /l/ cards on their left using scotch tape. Andy Hockersmith Step 4: Instruct students to listen to the teacher’s Toyo University pronunciation carefully. Tell students to raise their right hands when they hear a word with /r/ and left hands when they hear a word with /l/. Read one JALT FOCUS word in each line, including “start.” After reading five Quick Guide words ask students where their final destination is. »» Keywords: Job hunting, fluency, presentations, Step 5: Repeat Step 4 until students become familiar creative thinking with /r/ and /l/ differences as well as the rules of the »» Learner English level: Intermediate game. »» Learner maturity: University Step 6: Tell students to practice pronouncing the »» Activity time: Four classes, 90 minutes each minimal pairs individually for two to three minutes. »» Preparation time: 30 minutes per class Step 7: Assign each of the three group members a »» Materials: Templates for creating companies, re- sumes, and interview questions (See appendices) unique letter: A, B, or C. JALT PRAXIS Step 8: Instruct B and C to sit next to each other, while A sits behind B and C, all facing the same This is a creative, practical project used as the final direction. listening and speaking project for the semi-intensive Step 9: Have A read one word in each line on the academic English course at my university. Students handout while B and C respond to A’s pronuncia- work in pairs to create their own companies, intro- tion by raising their hands. After reading five words duce them to the class, recruit new employees, and A asks B and C which country they arrive at. participate in interviews, both as company presidents and job seekers. In doing so, students get a significant Step 10: Repeat Step 9 two more times with B and C amount of spoken English practice, increase confi- taking turns as the speaker. dence, develop a greater awareness of what they can offer prospective employers, and get valuable insights Conclusion into the job-hunting process. This activity can benefit students in two ways. First, students can produce challenging sounds in a game Procedure format. Second, the reflective aspect: students can Step 1: In the first classroom meeting, instruct stu- observe how listeners perceive the speakers’ pro- dents to form pairs to create a company, and to fill nunciation by noting listeners’ responses. in the questionnaire template you have prepared, Due to poor listening skills, responders may give a such as what their company does, where the com- false response even when the speaker pronounces pany headquarters are, who their clientele is, what /r/ and /l/ correctly. In this case the speaker can ask their slogan is, and other basics.

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Step 2: Next, students create a job opening for Conclusion their company, giving information regarding the The Job Fair Project is consistently one of our position, job responsibilities, required experience, program’s most popular activities. It gives students and so on. Later in the project, students will recruit excellent opportunities to be creative, learn how to other students to work for their company. market themselves, and use English for authentic Step 3: Each student prepares a resume, filling in a communication. template with educational background; work experience, including part-time jobs and internships; special skills and talents; strengths and weaknesses; Appendix and their job-seeking objective. The appendix is available from the online version Step 4: In the second class, students give a brief of this article at . class, sharing the basics of their company and information about their job opening. Afterward, students sign up for interviews at the three companies they are most interested in and give these companies a copy of their completed resume. Using Student BYODs Note: Each student will participate in six interviews on interview day, three in the role of job seeker and (Phones) for a Getting- three as company president; this is the most logis- to-Know-You Extension tically challenging part of the project. Because each interview takes place during a specific time slot, Activity ensure that students pay close attention to their interview times to prevent double booking. Tim Knight Step 4: During the third classroom meeting, stu- Shirayuri College dents help each other prepare for the interviews that will take place during the fourth class period of the project. They create interview questions, practice responses, and drill each other. Quick Guide Step 5: Before class begins on interview day (class »» Keywords: Speaking, listening, learning about 4), arrange the classroom desks to create interview classmates, BYOD, computers stations, one for each company. Assign each com- »» Learner English level: High beginner and above pany to an interview station, and put the compa- »» Learner maturity: High school and above nies’ signs on the interview stations so everyone »» Preparation time: About an hour for a class of 20 knows where to go. The schedule for interview day between the first and second class is tight: each interview lasts 12 minutes. Students »» Activity time: About 50 minutes in class; 30-40 have 1 minute between interviews to go to the next minutes out of class interview station. There is a 5-minute break after »» Materials: Students’ mobile phones and comput- the third interview so that students have a chance ers, computer (or tablet), audio editing software, to talk with their partners before switching roles. document-making software (for the teacher). Have students take notes at all interviews, both as job seekers and as company presidents. This activity has three aims: first, to build on the Step 6: Because it is impossible to monitor multiple getting-to-know-you activities many teachers use interviews simultaneously, you can assess students in the first or second class of a term; second, to afterward based on their participation and comple- provide a homework listening assignment based tion of the related preparation tasks: the resume, on students’ own interviews; and third, to show company presentation, and interview questions. At students that their mobile phones are useful devices the end of the project, you may choose to hold an for their foreign language oral communication assessed speaking conference where you ask stu- development, as Hockly (2012) and others have dents which company they would like to work for explored. The speaking part of the activity is done and which candidates they would like to hire. in class. The listening part is done out of class, tra- ditionally not a time for getting-to-know-you tasks, and the final part is done in a follow-up class.

32 THE LANGUAGE TEACHER Online • The Language Teacher • Resources: My Share Special

Procedure Conclusion Step 1: Get the students to team up in pairs (a ‘three’ I have found this activity to be both useful and fun. can also work if necessary). Both the teacher and the students learn about all Step 2: Students should prepare one or two ques- the members of the class, while getting language practice outside of class time, as well as introducing tions they would like to ask their partner. At this ARTICLES stage you can give more specific directions. For new technology in their language development. example, if you are teaching a content course, you can specify that the questions are focused on a Reference particular topic. For easy identification later, each Hockly, N. (2012). Tech-savvy teaching: BYOD. Modern interview should start with an introduction, such as English Teacher 21(4), 44-45. “Hi, my name is X and I’m talking to Y.” Step 3: Ask the students to use their mobile phones to record their introduction and the interview. It should last between about 45 and 90 seconds. It’s RESOURCES important to limit the time of the interview. Some Learning English Through students may have never used the voice memo function or even have an appropriate app and need Constructing Infomercials a little guidance. Step 4: Write your email address on the board and David O’Flaherty tell the students to send their recordings to you. Kyoto Girls’ High School Most universities now have Wi-Fi on campus and the students should make use of that. It is better if you can make sure you have received the recordings before the end of class, so you need to have your Quick Guide JALT FOCUS own device with internet access in the classroom. »» Keywords: Group work, presentation, describing You need to allow enough time to check that you objects, infinitive, gerund have received them, too. Tell the students to expect »» Learner English level: Intermediate an email with instructions for their next task. »» Learner maturity: High school Step 5: Load the recordings into an audio editing »» Class size: Approximately 20 students software program such as Audacity and join the files »» Preparation time: 1 hour together. For a class of 20, you will receive 20 short »» Activity time: Three 50-minute lessons interviews. Rather than joining all of them into one »» Materials: Handouts (see appendices), fake big file, I recommend dividing up the interviews to money make 3 files of seven or eight minutes each. Export JALT PRAXIS as mp3 files and upload them to an audio file-sharing site such as SoundCloud. The goal of this activity is for students to describe the appearance and functions of everyday objects. Step 6: Listen to the interviews and make one They achieve this by selecting a product from their comprehension question for each, so you have one classroom and then preparing and performing a question about each student. TV infomercial-style sales presentation in small Step 7: Type the questions with spaces for students groups with the aim of selling that product to their to write answers and make a PDF (or Word) docu- fellow classmates. The students acquire the neces- ment. sary grammar and vocabulary for the presentation Step 8: Send an email to your students (I make a through a mixture of pre-teaching and brainstorm- group email for my classes) to which you attach the ing. Groups compete against each other to earn the question sheet and in which you provide a link to most money for their product. the audio files in SoundCloud. Remind the students to listen to the interviews, answer the questions and bring the completed document to class. Preparation Step 9: Check the answers with the students in a Step 1: Put students into groups of three or four. follow-up class. Step 2: Prepare ¥10,000 (10 x ¥1,000) for each group by buying some fake yen or by making your own. Step 3: Make a copy of each handout for each student (all handouts can be found in the appendices).

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Procedure Step 10: Give brief feedback about each group’s pre- Lesson 1 sentation. As a short review, elicit the goals of the activity and the key grammatical structures. Allow Step 1: Put students into groups and, with reference 15-20 minutes for steps 8-10. to Handout #1 (Appendix A), explain the purpose and format of the presentations. Step 2: Using Handout #2 (Appendix B), set a Conclusion two-minute limit and have students brainstorm Students always approach this activity with enthusi- materials, sizes/shapes, and colors (one at a time). asm. They often start their presentations with a skit For colors, encourage creativity. For example, shock- emphasizing the need for their product and then ing pink, ruby red, snow white, etc. Elicit words from move onto describing the product and its various each group after brainstorming each category, write features and uses by utilizing the vocabulary and them on the board, and label them nouns or adjec- structures they studied in their preparation lessons. tives. Highlight the ones you deem to be the most The result is a set of presentations that are original useful for their presentations. After brainstorming, and creative, but also very structured in terms of write “It is adjective” “It has (adjective) noun” and “It the English used. Student feedback has shown that is made of material noun” on the board. Choose an they enjoy the format of the presentation and its object in the classroom and make sentences about it competitive element. using these structures. Choose another object and elicit sentences about it. Appendix Step 3: Teach students how to explain the function The appendix is available from the online version and merits of a product. Handout #2 contains the of this article at . students to practice by making sentences of their own.

Lesson 2 Step 4: In groups, have students choose an object in Environmental School the classroom to be their product (pencil case, bag, dictionary, etc.). They must then give it an original Photo Hunt name. Tamatha Roman Step 5: Pass out Handout #3 (Appendix C) and show the example of how to make an everyday Kanda University of International Studies object sound more appealing. Have groups use the questions provided to discuss how they will sell their product and organize their presentation. Step 6: Groups begin to write and prepare their pre- Quick Guide sentations using Handout #4 (Appendix D). If time »» Keywords: Photo hunt, environment, perspective permits, an extra lesson can be allotted to prepare »» Learner English level: Intermediate and practice. »» Learner maturity: University »» Preparation time: 10 minutes »» 90 minutes Lesson 3 Activity time: »» Materials: Blackboard, chalk, worksheet, stu- Step 7: Students give their presentations. dents’ phones or cameras, timer Step 8: After the presentations, give each group their money. Students must allocate this money to Environmental issues are a hot topic in today’s the other groups’ products based on how much they press, and in Japan, students may or may not realize liked the presentations. Students have 5 minutes the extent to which these issues surround them to discuss this. During this time, line the products in their own school setting. This activity sends up at the front of the class. One student from each students around their school, taking pictures of the group comes and places the money they have allo- ways that the environment is present in their daily cated for each product in front of that product. lives. This activity can be used as an introduction Step 9: Count the money. The product with the to environmental issues and an awareness-raising most money is declared this year’s “best-seller”. opportunity before delving into more specific envi-

34 THE LANGUAGE TEACHER Online • The Language Teacher • Resources: My Share Special ronmental topics. As most students have personal between the pictures? Which items were difficult smartphones, this is a great way to also incorporate to find and why do you think this is? What extra technology and encourage creativity. Furthermore, pictures did you take and why? During this time, the students can be introduced to new vocabulary and teacher should walk around, answer any questions, engage in discussion using this vocabulary. and help encourage deeper analysis of the questions. ARTICLES Step 6: As an extension, have students select their Preparation favorite photo and discuss why they chose it and the environmental issues surrounding the photo. Step 1: Take a walk around your school and note Also, ask them to find a news article related to the potential photo opportunities that are somehow issue. connected to the environment. Two examples already on the worksheet (see appendix) are “a place where you can fill up your water bottle” and “someone Conclusion wearing Coolbiz.” Customize the worksheet so that This activity can be a great way to help teachers be- RESOURCES it includes any original ideas. Items can also be come aware of students’ prior knowledge about the tailored to incorporate topics that will be presented environment in their own localized setting, while in future classes. Also, customize the number of introducing some content-related vocabulary. I photos in order to fit your class time schedule. have found that students genuinely enjoy the timed Step 2: Print out the worksheet. aspect of this activity and using their own phones Step 3: Ask students to bring their smartphone or for the purpose of taking pictures. This activity digital camera to class for this activity. allows students to creatively express their own perspectives on their environment as well as choose their own pictures. In future lessons, it is possible to Procedure refer back to what they learned from this activity.

Step 1: Get students to make pairs and hand out the JALT FOCUS worksheet. On the board, write “eco-friendly” and Appendix “not eco-friendly.” Have student pairs brainstorm ways that their school is environmentally friendly, The appendix is available from the online version and ways that it is not. For example, maybe the of this article at . it only provides disposable chopsticks in the cafete- ria. After about 10-15 minutes, have some students come to the board and write examples under each category. Discuss any new vocabulary presented. Step 2: Explain the rules of the photo hunt. Teams A Stepping-Stone to Skills JALT PRAXIS must go around the school and take pictures of items on the list. Have students read the items and Building with Students’ go over any unknown vocabulary (vegan, for example). Also note that there are a few free spaces for Chosen Topics students to add items they encounter on their hunt. Simon Thomas Step 3: Send the students off on their hunt. Make Osaka Prefecture University sure to stress that there is a time limit and teams that come back after the time limit will lose points. Also, it’s important to note that teams cannot sepa- rate! As the teacher, feel free to wander around with the students and help clarify any items on the list. Quick Guide »» Keywords: The Stuff of Genius, integrating stu- Step 4: When the students come back, ask them dents’ topics, multiple skills to sit together in small groups with another team »» Learner English level: Intermediate to advanced or two. Have the groups go through the checklists »» University together and calculate the total number of pictures Learner maturity: »» 15 minutes or more they took. Preparation time: »» Activity time: From one 90-minute lesson up to a Step 5: After calculating their points, have teams whole semester compare pictures and answer a series of post-activity »» Materials: Computers, projector, Internet con- questions. For example, what was similar or different nection or previously downloaded video, study materials relevant to chosen goals

THE LANGUAGE TEACHER 39.2 • March / April 2015 35 The Language Teacher • Resources: My Share Special

Students who are not language majors can find it is used, and rate it using the three given scales with stimulating to bring interests from their academ- ideas to support their opinions. ic fields into language classes to develop within a Step 4: After a teacher demonstration, students can class theme or format. The Stuff of Genius videos by apply these ideas to a mini presentation using key How Stuff Works are a series of two to three minute, phrases from the original video. animated videos that introduce inventions or ideas that have in someway affected our lives. These videos introduce a format that teachers can utilize as a Expansion stepping-stone into further skill building activities Step 1: Ask students to identify one topic (man- for a number of different learning goals that stu- made invention/object or theory/idea) they have dents can use with their chosen topics. studied within their major academic field and feel deserves the title of “Stuff of Genius”. Preparation Step 2: Provide students with examples of activities to be completed, grading criteria, and rubrics for Step 1: Visit The Stuff of Genius website, podcast, or these activities. YouTube site. Select a video and topic suitable for your students. Step 3: With examples, help students to identify key words related to their topic. Teach Internet Step 2: Decide on the initial procedures to use research techniques followed by reading and para- based on the level of your students. Script gap fill, phrasing strategies to assist in identifying history vocabulary and grammar exercises with compre- and background descriptions of their topics. hension questions offer listening, reading, shadowing, pronunciation, speaking, and discussion Step 4: Using the three typical component parts expansion activity potential. of The Stuff of Genius videos, teach and practice step-by-step procedures for writing elements of a Step 3: Decide the range of goals and skills you three-paragraph report with references. Assist stu- would like students to work towards and how far dents in writing about their topic. you would like to expand this theme. Step 5: Clarify differences between written reports and spoken presentations with examples, and Procedure support students in converting their report into a Step 1: Introduce the video and the accompanying presentation with slides or a poster. exercises. At this stage, content and vocabulary are Step 6: Coach students on necessary presenting the focus. skills, asking questions, and forming responses. Step 2: Break the video down into its component Give students opportunities to practice and reflect. parts, typically including: Step 7: Provide a suitable situation for students to 1. The history and background to the invention present to their peers, with opportunities to ques- and inventor. tion and interact with other topic choices. 2. A description of the invention, how it is made, Step 8: Create a system for students to exchange works or can be used. reports and test each other on their own topics. 3. Opinions about it based on: I. The American Dream Scale (fame & fortune Conclusion of the inventor). The Stuff of Genius series introduces and provides a II. The Benefit to Humanity Scale (how much format that can be built upon to support research, humanity has benefited). reading, speaking, writing, and presentation activ- III. The Ripple Effect Scale (how far the effects ities. Utilizing this format and applying it to their of the invention have spread around the interests, students are able to study topics relevant world). to them in English, acquire a range of skills, and reinforce their academic major studies. Ask the students to recount each part of the video, focusing on language form and grammar. These CUS Nov. 20–23, 2015 first two steps provide a base understanding of the FO O format. N Shizuoka Convention & Arts J LT Center “GRANSHIP”,

Step 3: Ask students to choose an item from their

R Shizuoka City, JAPAN

E 2015 H

bags, creatively imagine the background and history N

A L E *Watch future TLTs for more to its invention, describe how it is made, works and conference information

36 THE LANGUAGE TEACHER Online • The Language Teacher • Resources: My Share Special

Procedure TV Commercial Retelling Step 1: Show students the example TV commercial. Pause it at the appropriate time, and have students Matthew Wilson think about what product the commercial is trying to sell. After hearing some ideas, show the end of Miyagi University ARTICLES the commercial and clarify what the commercial was selling. Step 2: Have students make pairs and choose A and Quick Guide B roles. Distribute the worksheets accordingly. »» Keywords: Speaking, authentic video, learn- Step 3: Have the B students close their eyes or look er-centered away for the first commercial. (Note: It is OK for »» Learner English level: Intermediate to advanced them to listen to the commercial.) The A students »» Learner maturity: High school to university watch commercial #1. Stop the commercial before RESOURCES »» Preparation time: 25 minutes any brand name or product images are shown. Have »» Activity time: 10 – 15 minutes each A student explain what they saw in English »» Materials: Computer, projector, worksheet, TV to their partner. B students listen, look at their commercials choices for commercial #1, and circle the product they think the commercial was selling. At this time, students should not look at or discuss each other’s TV commercials are a great language learning answers. resource as they are short, high quality, culturally distinctive narratives, and are already sometimes Step 4: After all the B students have chosen their used in English classrooms as a form of cultural answers, show all the students the complete exposure. However, rather than simply showing the commercial and confirm the answer. Alternatively, commercial to students, a more engaging modifi- before showing the end of the commercial, replay it JALT FOCUS cation is to stop the commercial before the product from the beginning with the sound off, describing and/or product name appears, and have students in simple English what is happening in order to guess what is being sold. Advertisements can often give students feedback on their language usage and be abstract and obscure which makes this a chal- provide a language model. lenging, yet entertaining activity. The following Step 5: Repeat Steps 3 and 4 three more times, alter- pair-work activity provides one such variation that nating roles so that each student has two opportu- emphasizes oral production and listening in a fun, nities to both explain and listen. motivating, yet low-anxiety situation.

Conclusion JALT PRAXIS Preparation TV commercials have great potential in the lan- Step 1: Put together a selection of five interesting guage classroom as they can provide a wonderful TV commercials that are appropriate for showing stimulus for English oral production and listening in class: one example commercial to introduce the tasks. Having students retell a TV commercial in activity, and four commercials for the pair work a low-anxiety pairwork situation not only allows activity. them the chance to practice speaking with fluency Step 2: Prepare “A” and “B” handouts that have and accuracy, but also lets them exercise the mi- different sets of at least five or six product choices, croskills involved in conversational speech, such as either in words or pictures, for each commercial self-correction, delivery variation, and backtracking (see appendix). Handout A will have product choic- for clarity. es for commercials #2 and #4, while handout B will have options for commercials #1 and #3. Appendix Step 3: Preview the commercials to choose an ap- The appendix is available from the online version propriate time to pause before products or product of this article at . Optional: Upload all the commercials onto presentation software (e.g., PowerPoint) to smooth the timing of the activity. Also, depending on the class level, a vocabulary list for each commercial could appear on the handouts or a preceding slide.

THE LANGUAGE TEACHER 39.2 • March / April 2015 37 The Language Teacher • Resources: My Share Special

Procedure Stop the Story: A Step 1: Put the students into pairs and hand out a worksheet to each student. Game for Encouraging Step 2: Tell them they are going to play a simple game with their partner in which one will attempt Interruptions and Practice to read to the end of a story within two minutes (they will need to time themselves) while the other of Short Question Forms will attempt to stop them by interrupting and Josef Williamson asking short clarification questions. The only rules are that the reader must answer the question (by Nippon Steel & Sumikin Intercom inventing missing details) and that they cannot say “I don’t know.” Step 3: Ask for (or pick) a volunteer to help you demonstrate. Choose a story and begin to read. Quick Guide It is unlikely that your volunteer will interrupt »» Key words: Interrupting, fluency, question forms, you much, if at all, and you should be able to read game through the story pretty quickly. »» Learner English level: Lower intermediate to advanced Step 4: Next, reverse roles with your volunteer. Have them read through the same story while you »» Learner maturity level: Junior high school and above interrupt and pepper them with questions, thereby »» Preparation time: 30 minutes to make a one-time showing the class what is expected. reusable handout, 5 minutes to make copies Step 5: Have pairs play the game a few times together. »» Activity time: 15 – 25 minutes Step 6: Options at this point would be to finish »» Materials: Single handout (see appendix) there, have champions from each team compete with each other, or to highlight some short question I developed this activity in response to a lack of forms or other strategies to speed up questions and willingness on the part of learners in corporate practice again. language training classes to engage in interrupting speakers to clarify information and to abbreviate Conclusion question forms in informal speech. It’s a fast-paced, competitive activity that brings shy or reluctant This activity has been successful at giving learners learners out of their shell and can be easily used as an authentic context to practice real world English a filler activity at the beginning or end of lessons in speaking strategies such as abbreviated question any teaching context. forms and requests for clarification. In addition, it has helped my students overcome their reluctance to contravene Japanese turn-taking rules. Even Preparation more importantly, it has proven to be a lot of fun, Write three or four short stories, each lacking in both for me and my students, in every context I’ve detail, and, therefore, requiring clarification. A suit- tried it. able example would be the following: “It was a cold, rainy day. A woman waited inside Appendix a café. She was looking at the clock. The radio The appendix is available from the online version was on. A man came in. He sat down next to her. of this article at . she smiled. They stood up, she paid her bill and they walked out of the café together.” CUS Nov. 20–23, 2015 FO O Alternatively, you can copy the handout in the N Shizuoka Convention & Arts

appendix as it has four suitable stories. J LT Center “GRANSHIP”,

E 2015 Shizuoka City, JAPAN H

E R

A L E *Watch future TLTs for more conference information

38 THE LANGUAGE TEACHER Online • The Language Teacher • Resources: My Share Special

discussion and show them the video of the paper Puppet Theatre Workshop puppet show. Step 3: Divide students into groups of 3 or 4. Have to Review Passive Used in students choose a process from the list or let them come up with their own. Ask groups to decide ARTICLES Processes roles for each member: cameraman, narrator, and actor(s). Michelle Wong Step 4: Give students time to brainstorm and write Tokyo University of Foreign Studies down the instructions for their chosen role. Limit explanations to about 5-7 steps to ensure that there is enough time for making puppets and filming. Quick Guide Encourage students to use their imaginations. The »» Keywords: Puppet show, passive form, creativity roles do not necessarily have to reflect reality. »» Learner English level: Pre-intermediate and Step 5: Monitor progress, assist where necessary, RESOURCES above and be strict about time. »» Learner maturity: Junior high school and above Step 6: When students are ready, demonstrate how »» 5 minutes Preparation time: to make a simple paper puppet by sticking a cutout »» Activity time: 50 minutes drawing onto a pen with tape. »» Materials: Tablet or video camera, coloured paper, felt-tip pens, scissors, transparent adhesive Step 7: Hand out coloured paper, felt-tip pens, tape scissors, and tape. Give students time to make paper puppets, backdrop(s), and a title sign. Puppet theatre workshop is a learner-centred Step 8: Have students rehearse the show before filming.

activity that involves students creating and film- JALT FOCUS ing their own puppet shows. Unlike what often Step 9: Tell students they only have one take, so happens with role-play activities, students do not even if something goes wrong, they will have to need to face the fear of performing in front of other keep going. Instruct the cameraman to record the classmates and the teacher, and instead can concen- performance while the narrator reads the script and trate on producing their show. the actors manipulate the puppets. This activity can be adapted to practise various Step 10: Let students watch a playback of their language points, but for the purpose of this arti- performance (or each other’s performances in the cle I have chosen the passive voice. The aim is not case of larger groups) and have a good laugh. If time to teach the passive form as such, but rather to allows, have an informal feedback session.

demonstrate and review the functions of describing JALT PRAXIS a process. Variations This activity was designed for after-school classes of Preparation 3-6 students, but can be adapted for larger groups Step 1: Find a video of a simple but entertaining and different levels to practise various language paper puppet show. points. Step 2: Brainstorm a list of processes (e.g. produc- Some successful variations I have tried are creat- tion of coffee, paper, etc.). ing a “Kewpie (a well-known Japanese doll) 3 minute cooking” video to practise instructional language; and recreating a fairy tale as part of a narrative writ- Procedure ing exercise. These can also easily be transformed Step 1: Using illustrations or props, elicit how milk into longer projects over several lessons. is manufactured (e.g. cows are milked, milk is taken to the factory). Hopefully students will recall the passive form from previous lessons. If not, give Conclusion them some guidance. Highlight transition words for Through doing something hands-on together, sequence order (e.g. first, next, after that). students create a more memorable connection Step 2: Explain that they will be making and filming between language and context, and even shy or low- their own puppet show and elicit information to er-level students can easily find ways to participate. see what they know about puppetry. Have a brief With a bit of luck, some may even discover their hidden artistic side.

THE LANGUAGE TEACHER 39.2 • March / April 2015 39 [RESOURCES] BOOK REVIEWS Robert Taferner If you are interested in writing a book review, please consult the list of materials available for review in the Recently Received column, or consider suggesting an alternative book that would be helpful to our membership. Email: Web:

This month’s column features Brad Perks’ review of Any should have to disregard your own preconceptions. Questions? This is very similar to De Bono’s (1970) definition, which states, “lateral thinking requires changing concepts and perceptions” (p. 85). Any Questions is not specifically targeted to Japa- Any Questions? nese students. However, it is mainly culture neutral, [Simon Capper, Nagoya: Percep- with the exception of a few topics that presuppose tia Press, 2014. pp. 96. ¥2,160. ISBN: some knowledge or experience of Western culture. 9784939130625.] However, this posed no problems I simply avoid using those puzzles in which background knowledge Reviewed by Brad Perks, Ritsumeikan deduction was vital to solve them. University and Osaka Shoin Women’s Any Questions’ puzzles usually take about 40 min- University utes to complete. Student feedback was always positive and they mention that it was unlike any other class they had experienced. Lateral thinking in the ny Questions is an classroom offers something new to the field because EFL lateral thinking it breaks the mold whereby Japanese students puzzle textbook. The expect to participate passively in language lessons. book’sA stated aim is to solve The puzzles have a bizarre outcome, and finding the lateral puzzles through ac- answer requires students to think outside the box. tive English communication. The textbook is ideal for The text follows a notional-functional approach intermediate level university to syllabus design it that it provides opportunities speaking classes that focus to practice pre-selected, pre-sequenced linguistic on form communication structures through meaning-focused activities and want to develop their (Kumaravadivelu 2006). The sequential order of problem solving skills. the question format is repeated in all units and the receptive language allows students to gain informa- Each unit sets out to solve a puzzle in a two-paged tion and meaning. structured sequence. The first page has a question jumble and a match-the-question head to the tail The textbook also follows the Task Based Lan- section to help students grasp the topic and linguis- guage Teaching (TBLT) approach as solving the tic content. The second page requires students to puzzles requires a work plan that necessitates fill in question heads and question tails; then each learners to process language pragmatically in order puzzle ends with students making their own ques- to achieve a successful outcome (Ellis 2003). It also tions. Students accomplish the task through focus involves extensive meaningful repetition, which on form questions and remedial grammar tasks. enables high student involvement through information gathering and problem solving. The teacher’s manual supports the textbook by explaining what lateral thinking is, and how to help Any Questions can support either student-cen- the learners solve the puzzles. There is also an En- tered or teacher-fronted lessons. In my case, I like glish grammar guide and a lateral thinking puzzle to demonstrate the format and explain the rules; explanation in Japanese. The textbook uses rela- then, after a routine is formed, I delegate a student tively well-known lateral puzzles, some taken from or group to take on the role of answering the other gleaned contemporary news stories. students’ questions. These puzzles are versatile because they can be assigned to individual students Most students look forward to the puzzles, even for homework, or given in pairs, or given as a group though they display frustration in trying to solve activity. them. One articulate student theorized that you

40 THE LANGUAGE TEACHER Online • The Language Teacher • Resources: Book Reviews

I only use the Puzzle section because the oth- a consolidation activity and helped assist in both er sections such as; Speed questions, Questions for understanding and retention of key vocabulary. A communication, and What did you say? are only used strong point is the repetitive nature of the puzzle to challenge groups that have completed the tasks. completion tasks as I find that they develop stu- Since my class consists of four students, after we dents’ active questioning skills and provide a clear solve the puzzle we continue with a different activi- focus on form. ARTICLES ty. The unexpected answer to the puzzle can gener- Any Questions offers exciting ways to regularly ate discussion for follow-up activities. For example, practice English grammatical questioning forms has this happened to you? Alternatively, do you through puzzles, which arouse students’ curiosity in agree with the answer to the puzzle? Is it realistic? a fun and challenging learning environment. Overall, Any Questions is an ideal textbook for challenging students’ problem solving skills and providing genuine information gap tasks. The ques- References tions range from general to specific. The questions De Bono, E. (1970). Lateral thinking: creativity step by step. RESOURCES can receive one of only three possible answers: Cambridge: Harper & Row. yes, no, or irrelevant. The aim of the task is to ask Ellis, R. (2003). Task-based language learning and teaching. many questions and eliminate irrelevant lines of Oxford: Oxford University Press. questions until the students get closer to solving the Kumaravadivelu, B. (2006). Understanding language puzzle. A weak point I found is that the additional teaching: from method to post-method. Mahwah, N.J.: communication tasks and crossword puzzles did Lawrence Erlbaum Associates not relate to the unit puzzles. However, it acted as

DVD, teacher’s manual, classroom DVD and CD, and Lin- guaporta access].

Resources • Recently JALT FOCUS *Catch the World: International Culture Magazine (2nd edition)—Various authors. Tokyo: Macmillian Language House, Received 2014. [4-level reading skills-based course with articles con- tributed by journalists from around the world incl. teacher’s Steve Fukuda manual with answers and audio script and audio CD]. Drive—Various Authors. Tokyo: Compass Publishing, 2014. [4-level course focused on vocabulary building through re- A list of texts and resource materials for lan- peated exposure and skill building via scaffolding w/ text guage teachers available for book reviews in for each of the 4 skills incl. workbook for each skill]. TLT and JALT Journal. Publishers are invited to submit complete sets of materials to Steve ! English Practice Grammar—Macfarlane, M. Reading, UK: Fukuda at the Publishers’ Review Copies Li- Garnet Education, 2013. [Grammar course for intermedi-

aison address listed on the Staff page on the ate learners containing 100 units of practice with essential JALT PRAXIS inside cover of TLT. grammar necessary for successful communication]. *Face to Face: To Better Understand Japanese and American Culture—Someya, M., Ferrasci, F., & Murray, P. Tokyo, Sans- Recently Received Online husha, 2014. [14-unit course based on cross-cultural under- An up-to-date index of books available for review can be standing incl. teacher’s manual with passage translations, found at: ! First English Words—Various authors. H. London: Harper- * = new listing; ! = final notice—Final notice items will be Collins Publishers, 2014. [Collins’ dictionary for young learn- removed Mar 31. Please make queries by email to the ers w/ audio CD incl. 2-level activity books and teachers appropriate JALT Publications contact. book which incl. lesson plans, games, and photocopiable activities]. Nice to Meet You: Academic (Japanese Edition)—Barker, D. Books for Students (reviewed in TLT) Nagoya, Japan: BTB Press, 2013. [7-unit course focused on Contact: Steve Fukuda language used when meeting someone for the first time]. Atama-ii Books Graded Reader Series (Books #1 to #5)—Var- *Positively English: Developing Speaking Fluency—Diem, R. ious authors. Tokyo: Atama-ii Books, 2014. [Print edition of Carpe Diem Learning Solutions, 2013. [12-unit conversation 5 high-beginners and above titles; Journey to Mars, Zom- course incl. downloadable teacher’s manual and e-learning bies in Tokyo, The Lost Cup, Backstage Pass, Hunter in the companion website with assessments and activities]. Darkness, at the 300 headwords level w/ M-Reader quizzes Real Reads: An Introduction to Literature—Nakanishi, W. J., available]. Bibby, S., & Ota, M. Nagoya, Japan: Perceptia Press, 2014. ! AFP: World News Report 2—Shishido, M., Allen, B., & Taka- [12-chapter literature-based reading course study book hashi, M. Tokyo: Seibido, 2014. [16-unit integrated skills text w/ glossary and translations incl. online teacher’s guide w/ designed with up-to-date AFP video material incl. student downloadable audio and additional materials].

THE LANGUAGE TEACHER 39.2 • March / April 2015 41 The Language Teacher • Resources: Recently Received

*Student Teacher: Introductory English for Education Ma- Books for Teachers (reviewed in JALT Journal) jors—Williams, S., & Morooka, V. Tokyo: Nan’un-do, 2014. Contact: Greg Rouault [12-unit course focused on communication needs of education majors using educational themes and issues incl. audio * Introduction to Instructed Second Language Acquisition— CD]. Loewen, S. New York: Routledge, 2015. Welcome to Kyushu, Japan—Cutrone, P., & Beh, S. Tokyo: Motivational Dynamics in Language Learning—Dörnyei, Z., Shohakusha, 2014. [15-unit task-based course incl. class- MacIntyre, P. D., & Henry, A. (Eds.). Bristol, UK: Multilingual room audio CD and teacher’s manual]. Matters, 2015.

[RESOURCES] OUTSIDE THE BOX Adam Lebowitz “Outside the Box” is a column that not only challenges the community to address a problem, but proposes a creative solution without concerns of being unrealistic. The focus is on originality and creativity, not rigor. More information on submissions can be found online, or contact the editor. Email: Web:

through multiple, stable studies (Schmidt, 1996). Require Confidence Graphing effect size intervals also makes it easier to visualize where that “true” region lies among over- Intervals for Effect Size lapping intervals. Just as comparable effect size values within CIs Estimates in JALT Journal could establish plausible parameters for a national In issue 38.4, I proposed that university Foreign population, they could show if differencesbetween Language Centers network for research collabo- nationalities truly exist. For example, different ration. Methodologically, these networks could correlations between international posture and the improve test power and help JALT as a national ideal self have been reported between Hungarian organization fulfill its primary purpose to “…(im- (r = .51) and Nihonjin students (r = .43) (Kormos & prove) language teaching and learning in Japan…” Csizér, 2008; Yashima, 2009), converting to η2=.26 (emphasis added, Article 3 of the Constitution). and η2= .19 respectively. However, how truly “differ- Most empirical research is assumed significant for ent” are these two values? Without CIs it is impos- the whole population. Therefore, the most import- sible to see if parameters containing these values ant outcome should be effect size (as opposed to overlap, or not. between group variance), and perhaps eta-squared, Calculating effect size CIs may seem daunting in particular since sample factors are “naturally because it is not an SPSS function. Instead, use the occurring”—age, gender, international posture, Methods for the Behavioral, Educational, and Social etc.—for all students (Kline, 2004). Sciences (MBESS) package from the open source However, until Language Center networks are es- R free-downloadable software . tice to clarify “true” population scores by requiring confidence interval (CI) reporting around effect size results. Jacob Cohen (Cohen, 1994) advised 90% CI, References and soon after the American Psychological Associ- Cohen, J. (1994). The Earth is round (p < .05). American ation Board of Scientific Affairs Task Force on Sta- Psychologist, 49(12), 997–1003. tistical Inference recommended (but not required) Kormos, J., & Csizér, K. (2008). Age-related differenc- the same for its publications (Wilkinson & APA es in the motivation of learning English as a foreign Task Force on Statistical Inference, 1999). Effect size language: Attitudes, selves, and motivated learning CIs are a plausible requirement since JALT Journal behavior. Language Learning, 58(2), 327–355. follows APA guidelines. They also aid meta-analysis Schmidt, F. L. (1996). Statistical significance testing and by inferring the importance of replicability (Steiger, cumulative knowledge in psychology: Implications 2004; Thompson, 2002). That is, “true” popula- for training of researchers. Psychological Methods, 1(2), tion parameters can only be realistically estimated 115–129.

42 THE LANGUAGE TEACHER Online • The Language Teacher • Resources: Outside the Box

Steiger, J. H. (2004). Beyond the F test: Effect size confi- Wilkinson, L. (1999). Statistical methods in psychology dence intervals and tests of close fit in the analysis of journals: Guidelines and explanations. American Psy- variance and contrast analysis. Psychological Methods, chologist, 54(8), 594–604. 9(2), 164–182. Yashima, T. (2009). International posture and the ideal Thompson, B. (2002). What future quantitative social L2 self in the Japanese EFL context. In Z. Dornyei & E.

science research could look like: Confidence intervals Ushioda (Eds.), Motivation, language identity and the L2 ARTICLES for effect sizes.Educational Researcher, 31(3), 25–32. self (pp. 144-163). Bristol: Multilingual Matters.

[RESOURCES] TLT WIRED

Edo Forsythe RESOURCES In this column, we explore the issue of teachers and technology—not just as it relates to CALL solutions, but also to Internet, software, and hardware concerns that all teachers face. We invite readers to submit articles on their areas of interest. Please contact the editor before submitting. Email: Web:

author from a publication’s website, the site specific Internet Search Tools and command author-name:publication-url, such as Noam Chomsky:http://jalt-publications.org/tlt, usual- Resources for EFL ly works well. Alternatively, users can use a website’s special search box when provided. Learning a few

Gary Henscheid search tricks such as these can be a huge help for JALT FOCUS students when navigating Google’s vast domain. Nihon University Web Ranking Sites: Alexa.com and SimilarWeb.com ince the advent of the Internet in the early Two useful supplements to Google for finding 1990s, the amount of new resources available teaching resources online are Alexa and SimilarWeb . Sers and students seems to have multiplied exponen- Users will quickly note that the method of search tially. Indeed, the variety of resources in cyberspace is differs when using these types of sites. With Google, JALT PRAXIS so vast that finding the best materials can be chal- a regular search begins with keywords, whereas lenging. This paper first introduces some Internet with Alexa and SimilarWeb, a search begins with a commands and tools useful for obtaining quality website domain name. search results; then it recommends sites that have particularly appealed to many Japanese high school One of Alexa’s best features is its search index. To and university students; and finally, it offers ideas access it, open the main page and click on “Browse and websites useful for finding language exchange Top Sites,” which is found just to the left of the partners. search box in the top right corner of the screen. Then, click on “By Categories” on the left side of the next screen and you will find the All Categories in- Google Search Tips dex. As an example, a teacher helping a student look According to comScore.com (2014), around two- for information about student exchange programs thirds of Internet users in 2013 typically started would find information on 29 different programs their Internet searches with Google. To help users by using the following search sequence: All Cate- get the best information possible, Shaw (2007) gories>Reference>Education>International. Note provided tips to search Google like an expert. To that there are also 352 links under language schools, illustrate how these might be useful in an EFL class, which a student interested in international student examples of PowerPoint slideshows can be found by exchange might also find useful. using the specific document-type search command The most popular sites will usually rank highly of topic:document-type, as in Japanese history:ppt. To in all search engines. While the use of keywords retrieve published works or references to a specific is a major advantage for Google and other large

THE LANGUAGE TEACHER 39.2 • March / April 2015 43 The Language Teacher • Resources: TLT Wired search engines, an advantage of using a web ranking they are looking for more easily. One that is free service such as Alexa or SimilarWeb is that a regular and relatively simple to use is Carrot2 . Another clustering service that is terms and links, as well as referring and destination free and user-friendly is Yippy . sites; the latter tell where users found the site and In addition to clustering the data, Yippy also filters the ones they most often visited next. unwanted material such as pornography from the results. Everyone has their own preferences and Alexa or SimilarWeb and cluster engines can help teachers and students find high quality EFL materials. Figure 2 shows the Carrot2 search results for practice EFL.

Useful English Learner Websites Two sites which have a variety of audio and visual materials as well as good quality business English materials are BBC Learning English and VoA Learn English. The BBC’s cloze exercises, located under “General and Business,” are great for higher levels Figure 1. Screenshot of Alexa.com category search since they include a good but rather challenging for international education mix of business vocabulary. Upon completion, learners are given a score and are allowed multiple attempts at repeating the task until a perfect score Clustering Engines is attained. The BBC site also has a great diversity of Other powerful search tools are clustering engines, audio materials about topics ranging from a centu- which conveniently organize search results into ries old time capsule that was thought to have been subtopics. Many algorithms for analyzing large laid by American revolutionaries in 1795 to a drama fields of data exist, but cluster engines typically series about Frankenstein. begin with Google’s search results and then group The VoA site also includes materials on a variety or cluster them, allowing users to find exactly what of contemporary issues at different levels. The audio lessons are downloadable as MP3 files and they are each narrated slowly and clearly at rates appropriate for most EFL learners. Moreover, the VoA site provides numerous video materials on global issues and each provides a transcript, discussion questions, and a blog for students to share their reactions. Another site that many students enjoy is Kids’ Web Japan, which is part of the Web Japan provided by the Japanese Ministry of Foreign Affairs . The 19 Japanese children’s stories listed under Folk Legends and the numerous articles under Hi-tech are excellent. As a caveat, the latter are written on a level that would sufficiently challenge most university level EFL students. On the other hand, those teaching young children would probably find GenkiEnglish.net even more useful than Kids’ Web Japan because the topics and grammar are clearly intended for young English beginners. For practicing English conversation, there are numerous websites that help students connect with other students who are also seeking language exchange partners worldwide; one excellent Figure 2. Search results of Carrot2 website search example is The Mixxer (for details, see

44 THE LANGUAGE TEACHER Online • The Language Teacher • Resources: TLT Wired articles/2008-jump-mixxer>). Adult learners who tively simple search commands can help users find prefer practicing face-to-face can peruse ads in better quality results with less time and effort. Even the free Metropolis Magazine . Friends of the author have met language develop new ways to improve the search experience, partners through this site and they have enjoyed and it behooves us all to utilize them. Web ranking friendship and good language interactions. Other sites such as Alexa and SimilarWeb, and cluster en- ARTICLES options are sites matching students with private gines such as Carrot2 were provided to supplement teachers such as or .These sites allow students to of educators is to foster learner independence in search the profiles of hundreds of English and other our students, and ever more new tools are available foreign language teachers, and for a fee of around to assist educators. It has been a pleasure sharing Y4,000 students can get the names and contact some online resources which have proven effective, information of several instructors. Students then particularly those sites that might help colleagues

contact the teacher and negotiate details such as find new and better materials for their classes. A RESOURCES a meeting place and lesson fees. Students can also better learning experience for students will hope- arrange to take lessons online via services such as fully also inspire in them a lifelong love of learning Skype. Students brave at heart and truly determined English. to learn English might want to consider living in a foreign residence house, or share house. Around half of the residents are usually Japanese and References information can be found at or at . Retrieved from Conclusion Shaw, D. (2007). 12 quick tips to search Google like an JALT FOCUS Cyberspace is an appropriate metaphor for the expert. HubSpot Blogs. Retrieved from teachers online is so vast. This article has provided English teachers with information on online resources that the author has found useful. The Editor’s Note: I hope that some of the tips and paper has also provided examples of search tech- websites discussed above were helpful. For a LOT niques and resources that teachers and students will MORE information and suggestions for using hopefully find useful in discovering new resources technology in language learning, be sure to join the JALTCALL 2015 Conference in Fukuoka on June to suit their own teaching and learning styles and JALT PRAXIS needs. Google is surely among the most powerful 5 – 7, 2015. For more information, visit —conference attendees always learning materials online, but learning a few rela- come away Wired!

[JALT FOCUS] NOTICES Malcolm Swanson This column serves to provide our membership with important information and notices regarding the organisation. It also offers our national directors a means to communicate with all JALT members. Contributors are requested to submit notices and announcements for JALT Notices by the 15th of the month, one and a half months prior to publication. Email: Web: New JALT Associate Member ambridge Michigan Language Assessments (CaMLA) is a not-for-profit collaboration between the University of Michigan and Cambridge Michigan CCambridge English Language Assessment, two institutions with long and distinguished histories in the Language Assessments field of language assessment, teaching, and research.

THE LANGUAGE TEACHER 39.2 • March / April 2015 45 The Language Teacher • JALT Focus: Notices

institution and provide a highly reliable measure of test takers’ overall language proficiency. Scoring is quick, easy, and performed by your staff. We also offer a range of high-stakes tests that are administered by official CaMLA test centers. These proficiency and certification tests include the Young Learners Tests of English (YLTE), a fun With more than sixty years of experience deliver- and interactive test aimed at children aged 7-12, as ing internationally recognized language tests, CaM- well as the Michigan English Test (MET) and the LA can address your assessment needs. We offer a MELAB. The MET is a high-beginner to low-ad- variety of products, focusing on American English, vanced EFL examination measuring general profi- that enable institutions to accurately test the lan- ciency in a variety of contexts, while the MELAB is guage proficiency of nonnative English speakers. recognized as evidence of proficiency for university These placement and progress tests include the En- admissions or professional certification purposes. glish Placement Test (EPT), MTELP Series, CaMLA For more information about these and other Speaking Test, and CaMLA Writing Test. These are products, visit our website at .

[JALT FOCUS] SHOWCASE Mitchell Fryer Showcase is a column where members are invited to introduce themselves to TLT’s readership in 750 words or less. Research interests, professional affiliations, current projects, and personal professional development are all appropriate content. Please address inquiries to the editor. Email: Web:

In this edition of Showcase, Morten Hunke shares with ments of speech in various target languages, supraseg- us Speaking is communicating-always and his experi- mentals (prosodic cues) slowly revealed themselves as ences with prosody in language learning and how this a powerful means to benefit one’s speaking and thus forms an integral part of his language teaching. communication abilities in both native and foreign or second languages. Improving students’ public speaking has been Speaking is a distinct focus in my classes for at least a dozen years. The presumption I am working from is that communicating – always understanding is no absolute category—either fully reached or miserably failed at. It is a process, a more Morten Hunke or less deliberate negotiation of meaning, pursued Prosody and its relevance to by speaker and listener in mutual engagement, speech and successful communi- communication. In languages like English and Ger- cation entered my life gradually man, the speaker has a high degree of responsibility in different phases and guises. towards tailoring speech acts to the listeners’ ability, Decades before I ever encountered needs, or fancies. And here intelligibility is key. Am words like pitch or contour, I was I providing the listener with the prosodic cues as to playing music by ear and took a what is new/important information? Is my com- distinct dislike to reading from munication easy on the listener’s ears and where sheet music. Later, studying lan- appropriate, supported by posture, gestures, and/or guages at university I came across facial expressions? acoustic and articulatory phonetics and was also Aspects of prosody and performance are woven introduced to prosody through working as a student into my teaching from the earliest beginner all the assistant researcher in a prosody acquisition project. way through to highly proficient levels. All through- Understanding more and more about prosodic ele- out their studies, my students are being challenged

46 THE LANGUAGE TEACHER Online • The Language Teacher • JALT Focus: Showcase to tailor their speech performances to the listeners’ with performance poetry. In this step, canonical needs. And thus, they are also learning about how poetry is brought to life by drama pedagogy inspired the target language (TL) works in terms of pragmat- performances. Students are required to produce ka- ics, mentality of speakers/listeners, or quite simply mishibai pictures, mark phrasal stress, and produce in a broader sense: culturally. Students actively en- intonation curves. Students are being given basic gaging with TL prosody begin to realise that there vocal coaching, and they are introduced to various ARTICLES is language (learning) beyond grammar, vocabulary theatre performance techniques. Throughout the lists, and translations exercises. course of one semester, they intensively work with Step 1) At absolute beginner level students are one chosen poem. Four video recordings are being challenged to write haiku and tanka poetry in the shot, including one at a semester final performance TL. Since the smallest rhythmic unit in Japanese— event for the wider public. By completing the mora—differs from that in syllable-based languag- course, students regularly exhibit signs of being es, the first task to be undertaken is to develop a much more confident in speaking in the TL, being practical understanding of this unit: i.e., syllables. able to envisage a prospective audience, and to This is not an easy feat to be accomplished, and modify their speech acts accordingly. RESOURCES it takes practice, repetition, and time. Only when In their formative feedback students often com- possessing a concept of the syllable can one begin to ment positively on the active role they have to take address overarching prosody issues like word stress, in my classes. They largely appreciate the respon- phrasal stress, intonation, and eventually rhythm. sibility they are being given to take charge of their Step 2) At later—more intermediate—stages speaking. Success stories are those like the fourth- students are required to apply a simplified take on year student who attended the poetry performance phrasal stress to existing communicative scenarios. class twice and won second place in a competitive These are often group presentation tasks, where recital contest recently. Another student, an Inter- students are scripting for others in the group. In national Relations major, completed a number of JALT FOCUS the group performances, students additionally use my classes and managed to secure a much sought self-produced kamishibai pictures to further illus- after study abroad place with one of our partner trate their content. Whilst one student presents the universities in Germany—out competing the Ger- other students are accompanying with what is being man majors. said and shown in the pictures by using gestures, facial expressions, spoken interjections—signalling Morten Hunke was educated in Germany, Ireland, approval, surprise, applause—and even spoken lan- and Sweden. For many years, he has been using guage comments. These performances are regularly literary formats creatively with students. Further- video recorded for peer and self-feedback purposes more, fostering learner autonomy, engagement, and to showcase students’ achievements. prosodic, public speaking, and performance skills JALT PRAXIS Step 3) At an intermediate to higher proficiency are also key concepts in his teaching. level students are challenged by having to engage

[JALT FOCUS] GRASSROOTS OUTREACH David McMurray Grassroots Outreach (GO) is a place for essays and short reports that can motivate readers to take action and bring about positive change in our language teaching profession, here at home, as well as around the world. The GO editor invites 750-word reports, essays, and interviews about grassroots movements going on inside and outside of Japan that can change the way second languages are learned. Email: Web: In this issue’s Grassroots Outreach, readers have an study in a higher education setting. While on sabbat- opportunity to compare a review about a conference ical, Gregory Strong reports from Sheffield, England on English for Academic Purposes (EAP) with one for on a meeting of The British Association of Lecturers English for Specific Purposes (ESP). The ESP field -in in English for Academic Purposes that showcased the cludes the teaching of English for the workplace such development of EAP in language teaching at univer- as Business English, Scientific English, and English for sities. Paul McAleese reports on an ESP symposium medical professionals as well as EAP, which entails organized in Tokyo by the College and University Ed- training students to use language appropriately for ucators Special Interest Group that offered a range of

THE LANGUAGE TEACHER 39.2 • March / April 2015 47 The Language Teacher • JALT Focus: Grassroots Outreach

perspectives on teaching materials, learner language should be “familiar with the methods, practices and needs, and trends in research. techniques of communicative language teaching” (BALEAP, 2011, p.3) and be able to apply them to academic contexts. The conference I attended was a Professional New Developments in EAP Issues Meeting (PIM) on the subject of teacher Gregory Strong education. This is one of the several meetings that BALEAP organizes each year in addition to holding a Aoyama Gakuin University biennial conference. It drew about 180 participants, proving so popular that organizers had to turn away ne of the most exciting changes in language a number of people who wished to attend. teaching at universities in the UK has been The first plenary speaker, ELT Consultant Simon in the field of English for Academic Purposes Borg, formerly a professor of TESOL at Leeds O(EAP). I found this out at Sheffield Hallam University University, outlined the role of practitioner research while attending the 29 November, 2014 meeting of in professional growth. According to him, teach- The British Association of Lecturers in English for ers are typically “consumers of knowledge.” Borg Academic Purposes (BALEAP). BALEAP is an institu- (2014) argued that their professional development tional reboot of a much older association, founded in is better sustained when they become “creators of 1972 for the development of language materials for knowledge” through action research, study groups, overseas students. The group took its current name discussions, and other collaborative efforts. in 1989, and rebranded itself in 2010 to help promote Phil Martin at the University of East Anglia a new approach. described how ELT teachers felt after transition- That approach proves impressive in both scope ing into EAP teachers. Among the differences they and execution. First of all, it recognizes that described were “the higher stakes” for students and language teaching at British universities is very teachers and the focus on building learner autono- different than providing ESL teaching in elementary my. Martin Seviour of Nottingham Trent University or secondary education, or in community-based spoke of the challenges in getting new EAP teachers adult language education that is generally for immi- to provide quality feedback on student writing. grants. In contrast, language teaching at universities Other presentations ranged from peer coaching, the prepares students for academic work and may also differences between ESL/EFL and EAP, ways of scaf- provide some assistance to students during the reg- folding teacher reflection, and efforts to promote ular academic term, particularly in writing. professional development. It also acknowledges the economic importance of During one presentation, an audience member this educational sector at a time when universities commented on the applicability of The Common around the world, including prominent Japanese European Framework of Reference (CEFR) which ones, are competing for foreign students. Summa- is being adopted by some universities in Japan and rizing an article by the British Council on High Ed- elsewhere as a tool for assessing language ability. ucation, Sellgren (2014) reported that International However, the presenters made it clear that BALEAP’s and EU student numbers at British universities value was not primarily in assessment, but in ad- were 307,205 in 2012-13. That academic year, these dressing students’ academic needs, and in suggesting same students brought an estimated £3 billion to how teachers and institutions can meet them. the universities. For almost 29 years, their numbers On a lighter note, some cultural and linguistic in the UK have been steadily growing. Often, British differences between JALT and BALEAP became universities will accept these foreign students pro- immediately apparent to me. While we refer to vided that they take pre-sessional courses to prepare teachers as “instructors,” “part-time teachers,” and them for academic work. “professors,” British educators refer to themselves as To cope with the demand while ensuring a “lecturers,” “tutors,” and “senior teaching fellows.” high quality of education, BALEAP has developed Equally bewildering, BALEAP offers sophisticated standards for teacher training and qualifications; teacher and program accreditation plans that are for courses, and their design, outcomes, and as- termed “schemes.” In American and Canadian En- sessment; for program development; for student glish, a “scheme” suggests something underhanded welfare; as well as for institutional requirements in or subversive. The BALEAP (2014) scheme, however, terms of resources and facilities, management, and is a valuable document that provides a roadmap for administration. As an example of a required compe- assessing professional development and institution- tency related to teaching practices, an EAP teacher al practice.

48 THE LANGUAGE TEACHER Online • The Language Teacher • JALT Focus: Grassroots Outreach

The second plenary speaker, Olwyn Alexander of Heriot-Watt University, a past president of BALEAP A Variety of ESP Topics and co-author of a very lucid and readable description to teaching EAP (Alexander, Argent & Spencer, Covered at the JALT CUE 2008) presented “a transformative model” of teacher expertise. She described how it develops through SIG Symposium ARTICLES experience and reflection. Alexander contrasted “experienced teachers” with those who were “expert,” Paul McAleese continually seeking new challenges in the class- Nara Institute of Science and Technology room. She also outlined how teachers could become accredited through BALEAP as “associate teachers,” “fellows,” and “senior fellows,” the latter, enhancing he third JALT College and University Educa- the teaching practice of others through scholarship. tors (CUE) English for Specific Purposes (ESP)

At the conference I also learned about a new Symposium was held on September 13,2014 publication by Edward de Chazal (2014) that has Tat Waseda University in Tokyo. The one-day event RESOURCES concise summaries of relevant research on EAP and aimed at bringing together educators from across excellent suggestions for everything from teaching Japan to build on their knowledge and share ideas in reading to dealing with student plagiarism. the field of ESP. The symposium attracted over 70 attendees and included three keynote presenters, a Unlike more broadly-defined organizations such round table, panel discussion, and two poster presen- as TESOL, IATEFL, or JALT, BALEAP emphasizes tation sessions. language teaching at the university level. As such, it offers a valuable look at EAP through targeting student skills, teacher and course development, and Keynote Presentations the institutions that support them. The first keynote presenter was Yasushi Ikebe from JALT FOCUS the National Museum of Emerging Science and References Innovation (Mirai-kan). He has extensive experience researching and working abroad including two Alexander, O., Argent, S. and Spencer, J. (2008). EAP Essentials: a teacher’s guide to principles and practice. years at the NASA Goddard Space Flight Center Reading: Garnet Education. in the United States. His presentation began by focusing on how his language needs evolved as he BALEAP. (2014). The BALEAP Accreditation Scheme for English Language and Study Skills Courses in Universities, grew up and started pursuing his career. While (rev. ed. 2011). Retrieved from the ability to interact effectively in spoken English, even in informal social contexts like parties, and BALEAP. (2011). Competency Framework for Teachers of JALT PRAXIS English for Academic Purposes. Retrieved from interaction challenging on a professional level, Borg, S. (2014). Teacher Research in Language Teaching. especially in roundtable-type discussions or group Cambridge: Cambridge University Press. teleconferences. de Chazal, E. (2014). English for Academic Purposes (Oxford The next keynote presenter to take the floor was Handbooks for Language Teachers). Oxford: Oxford Michael Handford who lectures at the University University Press. of Tokyo on professional discourse analysis and Sellgren, K. (2014). Decline of overseas students at En- intercultural communication. Handford contended gland’s universities. BBC News. Retrieved from and what is found in teaching materials, particularly in the area of spoken language in professional contexts. Referring to his research using authentic data from engineering and IT companies combined with corpus analysis, he further argued that, while educational materials contain ample language describing business, there is a general lack of content related to language used by people actually doing business. He further focused on the large degree and nature of language devoted to the function of JALT member Gregory Strong in Wiltshire, England problem-solving.

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The final keynote presenter was Brian Paltridge, a Each group was given 45 minutes to discuss the professor of TESOL at the University of Sydney and topic from slightly different perspectives and then widely published in fields such as ESP and discourse asked to present their ideas to the other groups analysis. In the first part of his presentation, Pal- with the three keynote speakers given the option to tridge provided an overview of current ESP research add comments. Ideas ranged from comprehensive including the origins and development of the genre needs-analyses to building intercultural awareness concept, specialized corpora, and English as a lingua and the use of English as a lingua franca. It was franca. In the second part of his presentation, Pal- also mentioned that such events provide not only tridge outlined future directions of ESP, including unique opportunities to further motivate ESP learn- areas that are still underexplored in research. Giving ers, but also unique research opportunities for ESP particular mention to learner needs and identity educators based in Japan. in ESP, he emphasized the increasing importance of needs-analyses that address this issue in more depth, specifically, helping learners to see them- Poster Sessions selves more clearly in their contexts and becoming Each of the two poster sessions had about ten post- their “ideal selves”. Ethnography in the ESP class- ers on display, allowing the audience to experience a room, ESP for community membership, and moving range of ESP topics including quantitative research, beyond native-speaker models were also outlined as teaching methodology, and syllabus design. Partici- future directions in the field. pants mingled freely and shared ideas while visiting the posters. Roundtable and Panel Discussion Overall, I felt the symposium was well worth attending. The caliber of the keynote speakers was Following the final keynote presentation, the partic- particularly impressive and, with the wide range ipants were split into three groups and were asked ESP topics covered, it offered something for every- to discuss how an ESP approach might contribute one. More information can be found on the CUE to the success of the upcoming Tokyo Olympics. website < jaltcue.org>.

[JALT FOCUS] SIG NEWS Jennie Roloff-Rothman JALT currently has 26 Special Interest Groups (SIGs) available for members to join. This column publishes announcements of SIG events, mini-conferences, publications, or calls for papers and presenters. SIGs wishing to print news or announcements should contact the editor by the 15th of the month, 6 weeks prior to publication. Email: Web:

minority language and also the various educational options in Japan and abroad. We also promote research and publish an PanSIG2015 in Kobe annual peer-reviewed journal, newsletters, and monographs. PanSIG2015, May 16-17, Kobe City Uni- Most of the articles in our publications come from our members. Two of our latest monographs are on Third Culture Kids versity of Foreign Studies • “Narratives: (TCK) and adding biliteracy to bilingualism. Raising the Happiness Quotient” Mark your calendars! Two upcoming events include: JALT PanSIG2015 is shaping up to be an exciting conference, with Yokohama Chapter meeting in September will feature Mary interesting presenters, inspiring plenary speakers, entertaining Nobuoka, speaking about the basics of raising bilingual banquet, and a multitude of chances for networking. For more children in Japan, and Marybeth Kamibeppu, covering ev- information see the PanSIG website at . If you are interested in working on the conference, area; the B-SIG conference forum in November will focus on contact the conference chairs, Donna Tatsuki and Donna Fu- adding biliteracy to bilingualism. Email for more information: jimoto, at . See you in Kobe! .

Bilingualism Business English BIL SIG provides support and inspiration to families who are The JALT Business English SIG seeks to develop the discipline bringing up children in two or more languages in Japanese of teaching English, conducive to participation in the world busi- contexts. If you have children or are planning to, Bilingualism ness community. We aim to provide instructors in this field with a SIG will help you on your journey with ideas on keeping up the means of collaborating and sharing best teaching practices.

50 THE LANGUAGE TEACHER Online • The Language Teacher • JALT Focus: SIG News

JALT Business English SIGは、世界のビジネス界に通用する英語教育 8th Annual Extensive Reading Seminar: “What is ER?” の発展を目的に持ち、結成されました。連携体制を組み、最善の教育方 The JALT ER SIG is planning to hold the annual seminar on 法を共有することにより、英語教育に携わるインストラクターの皆様のお Sunday, June 21, 2015 in Kitakyushu. Go to the Vocab Sympo- 手伝いを致します。 sium in Fukuoka on Saturday and come to the ER Seminar on Sunday! Check our website for up-to-date details.

College & University Educators ER Forum at PanSIG 2015 - “What is ER?” ARTICLES Recently CUE celebrated its 20th anniversary by organizing A panel of ER practitioners and researchers will discuss (re) various professional events from Hokkaido to Kyushu. CUE of- defining ER. Come joins us for this at PanSIG in Kobe. ficers would like to thank each and all of its members for their Write for us: support and involvement in SIG-related activities. We hope you will continue to be engaged! Please feel free to contact Use the links to our publications ERJ and JER to find out about us at for further information how to submit articles. Get started at . from you and seeing you soon at one of our events! Join us: If you aren’t yet a SIG member, please join us. You’ll get our twice-yearly printed Extensive Reading in Japan, usually sent

Computer Assisted Language Learning with a sample graded reader, discounted admission to our RESOURCES The JALT CALL SIG is in the midst of preparations for the seminar, and our regular e-newsletter. JALTCALL 2015 Conference. The conference will be held from 5-7 June at Kyushu Sangyo University in Fukuoka. The theme for the conference will be Language Learning Technologies Framework & Language Portfolio and Learner Autonomy. Ema Ushioda, a specialist in language Activities in 2015: learner autonomy and CALL curriculum design, has generous- The first FLP SIG kaken project,CEFR informed EAP textbooks ly agreed to be one of our featured speakers. We will release for Japan, is in its final stages. Watch this space and the web- more information about the other featured speakers, the call site for updates. for proposals, and other conference details as our planning progresses. This information will be made available via social The FLP SIG will be delivering presentations this spring: media and on our website: . We hope to • Poster presentation at Bremen Symposion (20-21 Feb, Bre- JALT FOCUS see many of you at JALTCALL 2015 next summer. men University, Germany) commenting on progress in the second kaken project—Critical, constructive assessment of CEFR-based language teaching in Japan and beyond Critical Thinking • Symposium at Language Expo 2015 (15 Mar, Waseda Uni- In January and February members of the Critical Thinking SIG versity) on the CEFR in the classroom in Japan—challenges (CT SIG) presented in various places throughout Japan. Visit and chances our website to see reviews of • Workshop at JALT Shinshu chapter (18 Apr, Matsumoto) all events, as well as announcements for coming attractions. addressing CEFR implementations at institutional and Currently, the Critical Thinking SIG is openly soliciting ar- class level at universities in Japan ticles for the next issue of our flagship publication – Critical The second kaken project is ongoing—and we need you to Thinking and Language Learning (CTLL) (you can download a get involved and contribute. We are still looking for contribu- copy from our website). We are also seeking content for our

tions highlighting classroom level implementations. JALT PRAXIS newsletter CT Scan (again, please visit our website for past issues of CT Scan and ways to submit your research to our Ongoing work: publications). SURVEY – HELP needed – Please take the survey at: , spread the news and help JALT conference in Shizuoka at the Granship, and your area us collect data. Thank you very much! of research/teaching focuses on critical thinking, consider the In June we will hold a second conference on Critical, con- Critical Thinking SIG Forum. The 2014 forum at the JALT constructive assessment of CEFR-based language teaching in ference in Tsukuba was a great success! Not only were the Japan and beyond. The precise venue, time, and date are presenters informative, but attendees were treated to a hard- currently being deliberated with all prospective participants. copy of the first issue of CTLL. Watch our website for details Please keep checking our homepage regularly: . the Critical Thinking SIG Forum at the 2015 JALT conference in Shizuoka. Finally, you can always engage with CT SIG members Gender Awareness in Language Education by leaving messages and comments at our website forum All JALT members are encouraged to consider attending fu- . Hope to see you ture GALE forums and events and read GALE publications so in cyberspace! as to encounter a range of perspectives about gender issues, teaching, and learning. We also have a Facebook page, an online discussion list for Extensive Reading all members, and an executive discussion list for officers and We have a new URL for the ER SIG website: . Please update your bookmarks and visit it! You can also know more about, GALE business. find a link to our Facebook page there. For more information about GALE, visit our website at . If you have any questions

THE LANGUAGE TEACHER 39.2 • March / April 2015 51 The Language Teacher • JALT Focus: SIG News about joining GALE, please send a message to . The LLL-SIG invites those teaching languages to young, middle-aged, and older adults to share information through our website , newsletter, at Global Issues in Language Education various SIG conferences and events (including PanSIG), and at GILE aims to promote global awareness, international under- the JALT International Conference, where an annual LLL-SIG standing, and action to solve world problems through con- forum is held. tent-based language teaching, drawing primarily from the Our Facebook page can be accessed at . As of this writing, we have nearly 200 likes and education, and human rights education. The SIG produces we always welcome more. If you “like” us, you will not only be a quarterly newsletter, organizes presentations for local, na- able to find out about our SIG’s events, but you will also be tional, and international conferences, and maintains contacts able to get tips about lifelong language learning and teach- with groups ranging from Amnesty International to Educators ing, and find out about opportunities and events in the com- for Social Responsibility to UNESCO. Contact us for a sam- munity that stretch your capabilities and broaden your hori- ple newsletter or for more information about the SIG’s work zons, including volunteering possibilities. in “teaching for a better world.” Visit or contact Kip Cates . Literature in Language Teaching Japanese as a Second Language LiLT SIG members engage with literature through film, creative writing, poetry, the short story, classic literature and world liter- The mission of the Japanese as a Second Language Special ature, as well as literature in translation. We welcome interest Interest Group (JSL SIG) is to serve as a resource for promot- from those working with cultural studies, politics through liter- ing JSL/JFL teaching, learning and research. We welcome ature, language learning, and applications of literary texts in JSL/JFL teachers, learners, and researchers to join and take an different contexts. If you are thinking about getting involved active role in our SIG. Would you like to make a contribution we welcome you to contact us! to our SIG newsletter by sending your article? We are accept- ing articles, book reviews, JSL announcements, conference Upcoming events this year include the PanSIG in Kobe, reports and reviews, interviews, lesson plans, student essays, 2015, which links together the ideas of storytelling and hap- etc. from JSL SIG members and their students and colleagues. piness. We also welcome suggestions on possible lit-themed Write your article either in Japanese or English and send it to events for future conferences. We are always interested in vol- . unteers to help out with things such as events planning, reading and proofing for our journal, and helping the SIG grow. If you are thinking about getting involved we welcome you to Junior & Senior High School contact us! The JSHS SIG is now on Facebook! If you are a JSHS SIG mem- All important guidelines and information for contributors ber, then come and check out our exclusive group at . To join the facebook.com/groups/jshsig>. Whether you want to ask a SIG tick Literature in Language Teaching when renewing your question, help someone out, or just share something, this is SIG membership. the place for junior and senior high school teachers to be. We also have a public page at , so anyone can have a look. Click “like” and our news will be Materials Writers your news! Everybody is welcome! The MW SIG shares information on ways to create better language learning materials, covering a wide range of issues from practical advice on style to copyright law and publishing prac- Learner Development tices, including self-publication. Our newsletter Between the The Learner Development SIG is a friendly network of more Keys is published three to four times a year and we have a than 200 members who are interested in exploring and re- discussion forum and mailing list. Our website is . To contact us, email . teaching. We organize forums at the JALT national conferences and hold local get-togethers to discuss research and practice. We publish research, reports, reviews and more in Mind, Brain, & Education our biannual newsletter and are planning a new annual journal The Mind, Brain, and Education (BRAIN) SIG is a forum for on key research issues. We support community outreach proj- language educators and researchers to share insights in neu- ects in Tohoku and education-related NGOs. We offer grants roscience. We hope to be a driving force in bringing relevant for membership, subscription, research, conferences and out- new discoveries in psychology, cognitive neuroscience, and reach projects. For more information, visit . neurolinguistics to language teaching in Japan.

学習者ディベロプメント研究部会は200名以上の会員から組織され Neuroscience is changing many parts of the world, but not る、オートノミーのある学習とその教育の実践を探求する研究グループで ours. It is disturbing how slowly new findings are coming into す。学会でのフォーラムと東京や広島での地域別集会の開催をはじめと the language classroom. We feel that if we wait for findings in し、研究報告やブックレビューを含めた年２回のニュースレター発行、同 neuroscience to percolate through linguistics and the other 時に現在新たな年刊誌制作を予定しています。また東北においてや教育 academic fields not directly related to our profession, we will 関連NGOとのアウトリーチ活動支援や会費、研究、学会参加、アウトリー miss too many opportunities to improve our practices. There- チ活動等への助成金支給も行っています。詳細はをご覧下 fore, we plan to learn as much as we can and teach each other. さい。 Since only a few of us are neuroscientists, we will have to (a) maintain standards of rigor in the work we do, (b) reach out to neuroscientists and psychologists abroad to inform us, and (c) remain appropriately humble about our own work. At this

52 THE LANGUAGE TEACHER Online • The Language Teacher • JALT Focus: SIG News point, our primary goal is not to conduct our own research, but 1. Workshop: Drama Workshop at the University of Yokkaiichi, rather to study what others have discovered and consider the 22 Feb implications for our classroom practices. 2. Conference: Presentations and Workshops at PanSIG2015 in Kobe, 16-17 May Other Language Educators 3. Conference: Yokohama Chapter/SDD Conference ARTICLES OLE has issued NL 72, containing the detailed coordinator’s 4. Conference: Presentations and Workshops at JALT2015 in report and an updated report from the ALE-SIG meeting with Shizuoka new officers, as well as an extensive schedule with information 5. Publication: Something new—we plan to publish an activi- on OLE related events in JALT and beyond in 2015, including ties book, so if you have ideas for teaching speech, drama, PanSIG and OLE’s 3rd SIG conference. Copies are available debate, or oral interpretation, or would like to be an edi- from the coordinator at . tor of the book, send inquiries to the SDD contact email address on the official JALT SDD page or . The format will be the same as the My Share articles in The Pragmatics Language Teacher. Pragmatics is the study of language from the point of view of 6. Publication: We are preparing the next issue of our peer-re- users, especially of the choices they make, the constraints they viewed journal, Mask & Gavel. Please consider submitting encounter in using language in social interaction and the ef- an article. (See to download some of the of communication. The Pragmatics SIG is in the process of cre- back issues.) ating a library of humorous comics and videos that highlight 7. Speech Contest: JOESC2. The first annual JOESC (Japan pragmatic matters in everyday conversation. Look for some Online English Speech Contest) was so successful that we new videos on our website soon! will repeat it this year. Pragmatic Resources Series—Call for papers (deadline: Finally, we are happy to provide speakers to chapters/ 1 Jun 2015): Back to Basics: Filling the Gaps in Pragmatics events. Send inquiries to the SDD contact email address on Teaching Materials. Editors: Donna Tatsuki & Donna Fujimoto the official JALT SDD page or . The teaching of pragmatics to language learners has been

advocated because of empirically demonstrated needs and JALT FOCUS benefits (Bardovi-Harlig, 1996, 1999, 2003; Kasper & Schmidt, Study Abroad 1996; Kasper & Rose, 1999). Furthermore, language textbooks The Study Abroad SIG provides a supportive place for dis- rarely include pragmatic information and teacher manuals cussing areas of interest regarding study abroad and inter- generally fail to offer any supplements (Vellenga, 2004). Over cultural training. We welcome submissions for our newslet- the past decade, efforts have been made to collect and publish ter, Ryuugaku, and we are looking for new officers to join the pedagogical guides and materials for use by language teach- team. Visit our new website at or contact ers. A recent cataloguing and analysis (Tatsuki, forthcoming) of us at . pragmatic topics addressed by several prominent pedagogical collections indicates that directive and expressive speech 当研究部会は、留学や異文化教育に関して議論し、また支援できる acts (especially requests, apologies, compliments, refusals, 場を提供しています。当部会のニュースレター Ryuugaku ”への皆様から and suggestions/advice-giving) are the most common topics の投稿をお待ちしております。新役員の募集をしております。詳細は新 for teaching materials/lesson plans. Awareness-raising activi- ウェブサイトへお問い合わせは、へお願いします。 by teaching materials include deixis, commissive speech acts, JALT PRAXIS and other topics such as implicature/explicature. Prospective authors are encouraged to contact the editors Task Based Learning with other suggestions for rare/underrepresented topics. For The TBL SIG was created for teachers and other professionals information on manuscript formats contact Donna Tatsuki who currently use or are interested in using task-based ap- . proaches in the classroom. It focuses, in particular, on issues related to task-based language teaching and learning in the Asian EFL context. The SIG serves as a useful forum for the ex- School Owners change of practical teaching ideas, theoretical discussion, and JALT2014, our SIG elected a new coordinator, Ryan Hagglund. academic study of TBLT issues. Our journal, OnTask, focuses Welcome to the team! on both research and theory, in the form of feature articles as well as more practical TBLT-informed lesson plans. Potential Please consider signing up for our newsletter! The sign-up contributors to OnTask are invited to contact our publications form to the SO SIG’s free quarterly newsletter is now active officer at . on the SO SIG website . To sub- scribe, visit the site and enter your email address. Subscrib- ers receive articles, freebies, and news on upcoming SO SIG Teacher Education & Development events. The Teacher Education and Development (TED) SIG is a network for those who want to help themselves and others Speech, Drama, & Debate become better teachers. TED SIG had a big presence at the JALT 2014 conference, but as we herald spring, we also start SDD SIG is continuing its winning combination of conferences, looking towards PANSIG and the next EFL Teacher Journeys workshops, publications, and events. This is the exciting line- conference, so please check our website for more details as up we have planned for you: they are confirmed.

THE LANGUAGE TEACHER 39.2 • March / April 2015 53 The Language Teacher • JALT Focus: SIG News

The beginning of a new academic year also heralds some Teaching Children changes. Peter Hourdequin is passing the baton of SIG coor- As always, if you have any ideas, activities, advice or experi- dinator on to Bill Snyder. Jan Visscher will also be retiring after ences you would like to share with your fellow teachers, please many years as Membership chair with Steve Morgan taking consider submitting them to some of our upcoming issues over his duties. The success of TED has been down to both of the TLC Newsletter! Email your submissions to the editor our officers and the active participation of our members, so at . For more information about the check out TED’s website, for more de- Teaching Children SIG and all our activities, please visit our tails about the SIG and how you can participate. TCSIG Facebook page . Teacher Education. The journal welcomes stimulating articles across the field. Submission guidelines for articles can be found on the website. You can also stay in touch with us via Testing & Evaluation Facebook or Google+ or by following <@tedsig> on Twitter. The Testing and Evaluation SIG is concerned with all aspects of testing and evaluating language performance and language programs, and welcomes both experienced teachers Teachers Helping Teachers and those new to this area who wish to learn more about it. THT will have its usual complement of programs this year as Our interests encompass quantitative and qualitative ap- follows: proaches to language assessment, including alternatives to 1. LAOS (Vientiane): The Laos program is now underway. If traditional testing such as peer and self-assessment, portfo- you are interested in participating next year, please con- lios, and project evaluation. Shiken, our refereed newsletter, tact Chris Ruddenklau at . research reports, interviews with prominent authors, book reviews, as well as instructional columns on statistical analysis, 2. VIETNAM (Hue) will be from Aug 7-11, 2015 at Hue Uni- Rasch measurement, and assessment literacy. versity and our theme is Activities and Motivation for the Language Classroom. Please contact Joe Tomei at for more details. Vocabulary Those with time should also consider BOLT’s programs in Call for submissions to our 2015 Vocabulary Symposium! Dalat, Vietnam August 14-15, 2015. Contact Peter Wanner at for details. • Date: 20 Jun 2015 3. KYRGYZSTAN (Bishkek) will be on Sept. 3rd and 4th (Thurs./ • Location: Kyushu Sangyo University Fri.) (Travel to Osh) and the programs with Bishkek Human- • Featured Discussants: Dr. Stewart Webb and Dr. Rie Koi- ities University and FORUM are scheduled for the week of zume Monday, 7-11 Sep. Those interested, please contact Brent To submit a poster presentation (deadline 30 Mar) please Jones at follow the link from the symposium web page. You can also 4. BANGLADESH (Dhaka) is tentatively scheduled for mid see our publications page for more info about our latest SIG Sept. For more information, contact either Steve Cornwell publications. or Patrick Dougherty . sion and research into second language vocabulary acquisi- Information about these official programs and two related tion and assessment, particularly as they pertain to language volunteer opportunities in Nepal and Myanmar can be found education in Japan. . at our website . If you are interested in Nepal please contact Randall Bollig or Ann Mayeda . Myanmar liaison is Frank Berberich .

[JALT FOCUS] CHAPTER EVENTS Gary Wolff Each of JALT’s 36 active chapters sponsors from 5 to 12 events every year. All JALT members may attend events at any chapter at member rates—usually free. Chapters, don’t forget you can add your event anytime to the online JALT calendar at the URL shown below. Email: Web: .

GIFU—Re-writing classic foreign literature as graded read- that would be popular as graded readers in English. Sat 18 ers by Alastair Lamond. The presentation will focus on the Apr, 19:00-21:00; JR Gifu Station, Heartful-Square-2F (East- mechanics and retelling process of writing a graded reader Wing); One-day members ¥1,000. at a low level, as well as look at the sociocultural benefits of low-level graded reader versions of non-Western classic HIROSHIMA—Pragmatics and language education work- literature. The presenter will share how he approached the shop by Noriko Ishihara, Hosei University/ Temple University, project to ensure a connection with a modern audience. Par- Japan, and others. This 2-day workshop will explore many of ticipants are asked to bring ideas for classic foreign literature the sociocultural aspects of language acquisition. Ishihara is a

54 THE LANGUAGE TEACHER Online • The Language Teacher • JALT Focus: Chapter Events renowned researcher and practitioner in the field of pragmat- upperclassmen have been trained to advise students on their ics and language education. Other speakers will include S. writing. Sun 19 Apr, 14:15-16:20; M33, Aidai Muse, Ehime Fukazawa, R. Nagata, M. Kasuya, M. Konakahara, and Y. University, ; One-day members ¥1,000. Plaza; Pre-register at and see ; Non-members ¥7,000, mem- NAGOYA—Teaching the question of culture by Brett Hack, bers ¥4,000, full-time students ¥4,000, JALT student members Aichi Prefectural University. Language education at Japa- ARTICLES ¥2,000. nese universities has shifted towards cultivating a “global” mindset, which includes cultural instruction. However, set HIROSHIMA—Ideas and inspiration for raising bilingual images of a “target culture” carry the risk of reinforcing a kids by Adam Beck, Bilingual Monkeys. Beck, founder of the stereotyped worldview. This presentation will investigate popular blog “Bilingual Monkeys” and co-editor of JALT’s monograph “The ABCs of standing of culture—and language—as always in process, Bilingualism,” will examine key issues associated with raising always in question, and always open to invention. Sun 15 Mar, bilingual children in Japan. Sun 19 Apr, 15:00-17:00; Peace 13:30-16:00; Nagoya International Center, 3F, Lecture Room Park, 3F Conference Room; ; 1, ; Non-members ¥500, students ¥200. One-day members ¥1,000, 1st visit free.

RESOURCES KITAKYUSHU—Assessment for learning: Dynamic assess- NAGOYA—Re-writing classic foreign literature as graded ment by Joseph John Simpson, Fukuoka Prefectural Board readers by Alastair Lamond. The presentation will focus of Education. This presentation will examine the negative on the mechanics and retelling process of writing graded effects that standardized tests have on the learning process readers at a low level, as well as look at the sociocultural and present an alternative approach that is increasingly gain- benefits of low-level graded reader versions of non-Western ing in popularity in the field of language learning: dynamic classic literature. The presenter will share how he approached assessment. Sat 14 Mar, 18:30-20:30; Wel Tobata; Non-mem- projects to ensure a connection with a modern audience. bers ¥1,000. Participants are asked to bring ideas for classic foreign literature that would be popular as English graded read- KITAKYUSHU—Literacy and gender by Michael Berg, Kyu- ers. Sun 19 Apr, 13:30-16:00; Nagoya International Center, sandai University. Boys and girls use literacy in different ways, 3F, Lecture Room 2, ; One-day members-¥1,000, 1st visit free. Girls generally score higher on average than boys on tests revolving around reading and writing, and fewer girls are OKAYAMA—Content-based instruction workshop by Brent diagnosed as dyslexic. Why is this? How important are books Jones. Content-focused language teaching approaches for boys? Sat 11 Apr, 18:30-20:30; Wel Tobata; Non-members such as Content-Based Instruction (CBI) and Content and ¥1,000. Language Integrated Learning (CLIL) continue to gain both recognition and credibility. Participants will be introduced to KYOTO—Basic applied statistics for language education both the theory and practice of such approaches. The aim research by Matthew Apple, Ritsumeikan University. This is to highlight each step in the instructional design process workshop aims to provide language teachers with the statis- as well as some of the various considerations at both the tical tools they need to conduct classroom-based research. macro (curriculum) and micro (task) levels. Sat 18 Apr, 15:00- The first half of the workshop will consist of an overview of 17:00; Notre Dame Seishin University, Logos Hall, Room 7-2; common statistical analyses and other key issues. The second Non-members ¥500. half of the workshop will give participants the opportunity to JALT PRAXIS practice statistical analysis using ersatz data files of vocabu- SHINSHU—Can-do statements & assessment in a Japanese lary quiz scores and questionnaire results. Sun 15 Mar, 9:00- context by Morten Hunke and Yumiko Miyamoto. Many 12:00; Campus Plaza Kyoto; See for teachers are under immense pressure to prepare Can-Do more information; Members free, one-day members ¥500. statements that specify what aspects of communicative competence their courses are designed to develop, and MATSUYAMA—Useful websites and apps for language how students are assessed. To explore this issue, Hunke will education by Kevin Tang, Ehime University, and Ian Brown, discuss how the Common European Framework of Reference Matsuyama University. This presentation will introduce for Languages can be applied at the university level in Japan, websites and apps ideal for learners of all levels. It will show and Miyamoto will discuss assessment at the senior high participants how these technologies help manage classes, school level. Sat 18 Apr, 14:00-17:00; Venue: Matsumoto City, and incorporate aural and visual elements to foster greater Nagano Prefecture; For latest details, see communications and creativity. It will also outline the benefits event page; JALT members free, Non-members ¥1,000. of using these technologies to supplement language learning and extend classroom interactions. Sun 15 Mar, 14:15-16:20; M33, Aidai Muse, Ehime University, ; One-day members CUS Nov. 20–23, 2015 ¥1,000. FO O N Shizuoka Convention & Arts

MATSUYAMA—Beyond the red: Approaches to student J LT Center “GRANSHIP”,

writing feedback by Junko Otoshi, Okayama Universi- R

E 2015 Shizuoka City, JAPAN

ty, and Luke Draper, Ehime University. This presentation will H

E R

A L consider various effective methods of feedback beyond E *Watch future TLTs for more comments written in red pen. The first speaker will present conference information a case study and student evaluation of peer feedback workshops. The second speaker will discuss a project in which

THE LANGUAGE TEACHER 39.2 • March / April 2015 55 [JALT FOCUS] CHAPTER REPORTS Tom Mahler The Chapter Reports column is a forum for sharing with the TLT readership synopses of presentations held at JALT chapters around Japan. For more information on these speakers, please contact the chapter officers in the JALT Contacts section of this issue. For guidelines on contributions, see the Submissions page on our website. Email: Web:

AKITA: December — Let’s examine Ondoku-based learning by Japanese learners of English. Using simple vocabulary strategies from various perspectives by Yo Hamada, Akita items such as look, see and watch, he explained how com- University. This workshop focused on learning strategies for plex it was for students to learn the contextual meaning of listening and communication from three different perspec- these three words. As these perception verbs caused great tives: as a teacher, as a learner, and as a researcher. The concern among his students, he compared the effectiveness presenter’s university developed a unique English language of core schema-based instruction (SBI) and translation-based learning environment, called ALL (Autonomous Language instruction (TBI) in helping teach the meaning of the respec- Learning) ROOMs, in which teachers instruct student staff tive meanings. A set of three questionnaires were devised in members in SLA and learning strategies, the staff then assist order to examine learner ability to choose the right verb in students’ English learning. The presenter described the context. Sato concluded that overall, the results show that learning strategies and considered their effectiveness by SBI is as effective as TBI in the short run and more effective examining them from a teacher’s perspective, a learners’ per- than TBI in the long run. The results showed that the SBI spective, and a researcher’s perspective. Specifically, the pre- taught students retained high scores even after two weeks af- senter introduced various types of “Ondoku” based activities ter the instruction session, while the TBI group’s performance including shadowing, repeating, and dictation. The presenter leveled off. Sato ably fielded an array of questions which introduced the activities academically and practically, and the looked into the level of the vocabulary usage and the varying participants engaged in these various activities to understand usage of the three perception verbs. Gunma JALT members them better. were also treated to a nice display of visuals to help develop Reported by Stephen Shucart schema with students. Reported by Joël Laurier GIFU: November — Gifu JALT conference preview by Mike Stockwell, Kathleen Cahill, Brent Simmonds and John GUNMA: November — Where do new ideas come from? Spiri. Participants were treated to a tag-team style preview by Alan Maley. Maley suggested five possible sources for performance of the JALT National Conference, as four Gifu new ideas. The first was Teacher Interaction such as teacher members ran through their scheduled presentations. Firstly, training, conferences, staffroom conversation and informal Mike Stockwell presented Crossing Borders: Projects with Au- teacher circles. Including teachers from other disciplines is thentic Audiences. Stockwell noticed that students get mo- necessary to break down the walls that both protect and tivated when the discussion is authentic, particularly in four sequester. The second is Heuristics—simple ‘rules of thumb’, important areas: input, task, output, and audience. A number which, when applied inevitably change teaching interactions. of examples were given of students engaging in authentic Many new insights can be gained by trying new things and use of English, such as getting involved in English language breaking from your normal teaching styles and methods. The conferences and creating websites. Kathleen Cahill then gave third was Re-explorations of Traditional Technique, where- her presentation, Classroom Interaction in Elementary Eikai- in Maley introduced “old-fashioned” language teaching wa Classes, which reported on her investigation into teacher techniques that have been renovated: dictation, homework, question and feedback strategies with young learners in vocabulary, reading and grammar. He also suggested some English conversation classes. Congruent with past research, others ripe for re-development, such as repetition, questions, Cahill found that the most common type of questions were dialogues, drills and translation. In his fourth source, borrow- display questions, and closed questions greatly outnumbered ing from Feeder Fields he suggested the potential benefits open questions. to be had from considering areas outside education such as Brent Simmonds and John Spiri then treated participants to neuroscience, the psychology of consciousness, and creativi- their poster presentations. Simmonds’ NGO Gender Aware- ty theory. Maley’s last and most obvious source for new ideas ness Material showed how resources from organizations such was Information Technology and social networking services. as UNICEF and OXFAM can be integrated into EFL classes to In less than two hours, Maley gave attendees a hundred new teach and raise awareness of global issues. Spiri, in his presen- roads to walk down to find new ideas. Most of these roads tation Academic Topics for English Language Learning, took may lead to dead ends, but it is the search which is most us through the process of developing academic (scientific) ma- important for the motivational and developmental progress terials for use in tertiary EFL classes. of teachers and trainers. Reported by Paul Wicking Reported by John Larson — E-learning systems workshop GUNMA: November — Acquisition of basic vocabulary HAMAMATSU: October using two different methods of instructions: Core sche- by Adam Jenkins and Gregg McNabb. The purpose of the ma-based vs. translation-based by Masanobu Sato. It was a workshop style presentation was to show that becoming long time in the works, but finally Gunma JALT was able to proficient in e-learning systems is simple and explain how it host Masanobu Sato on November 1st and he lived up to the contributes to teachers’ best practices as regards to peda- billing. Sato, as a graduate student at Keio University, showed gogy. The basics of Moodle, the current world standard in us how he explored the thought pattern and learning done learning management systems, were demonstrated. Jenkins

56 THE LANGUAGE TEACHER Online • The Language Teacher • JALT Focus: Chapter Reports explained that e-learning and blended learning will soon IWATE: December — Developing automaticity in reading: be facts of life and that MEXT has already determined that A study of university students in Japan by Bryan Hahn, e-learning will be part of teachers’ futures. He explained Akita International University. Akita International University numerous reasons why using a learning management system has a strong emphasis on English and they have a goal to (LMS) is sound pedagogy. Primarily, it allows teachers to focus bring their students’ reading levels up as high as possible. on aspects of active learning and collaborative learning. Hahn worked with students who were enrolled in advanced He explained how using an LMS effectively can save hours reading classes at the University and tested whether or not ARTICLES and hours of work, especially when collaborating with other there was progress to be gained by having them read words educators. McNabb further explained how to use the LMS in “chunks” that allowed them to gradually read more words feature by feature, intoning that as LMSs will become a de at a time. He showed us some of the techniques he used facto part of education in Japan for five core subjects within to get the students to practice their readings, followed by a the next five years, teachers must familiarize themselves with pre-test and then a post-test to allow him to determine if any new technologies. All detailed explanations about using progress had been made. His hypothesis is that substantial Moodle are still available in Japanese or English from either progress can be made with this kind of reading practice. of the presenters and both also have Japanese language Hahn stated that having the students read in more manage- presentations available that explain important rationales for able chunks and getting them reading more words at a time adopting a nationwide standard. helps them improve the number of words-per-minute they

Reported by Gregg McNabb can read. We want to thank Bryan for taking the time out of RESOURCES his busy schedule to speak to us. HAMAMATSU: December — My share and year-end get Reported by Jason Hill together by various presenters. On December 13, Hamamat- su had its annual My Share presentations and year-end get KITAKYUSHU: November — Pecha-kucha night by together. Gregg McNabb led off with a Canadian version of various presenters. In The Japanese Languages, Michael “The Twelve Days of Christmas” to demonstrate how learners Phillips went over the genetics of language/linguistics and can use Quizlet and Moodle’s quiz plug-in to do review or the relationship of the Japonic language family, briefly self-study (listening and vocabulary). Sue Sullivan shared going into the different language groups across the world with us in some detail how she has flipped classrooms by and the debate of which groups are related or not, as well having student-led lessons to empower them. Abbi Spen- as touching on diglossia and how it applies to the topic.

cer exposed us to a variety of informative and extremely Roderick van Huis told us about Pronunciation Prediction JALT FOCUS well-designed short videos, such as the effects of caffeine for the Classroom, offering suggestions on how we can do on our system. Jon Dujmovich brought his children in to spot treatment pronunciation in class with no preparation on perform a heartwarming Canadian version of “The Twelve things that suddenly pop up. In Marcus Yong’s Game Design Days of Christmas.” Toward the end we really believed it was and Motivation presentation, Yong explained what makes “10 salmon leaping, 9 Mounties riding….” Jane Joritz-Nak- games so addictive and how we can use those elements in agawa provided meticulously prepared handouts and spoke our classroom. To further his point, he demonstrated how about gender-balanced poetry. We learned that there are the free online game “Classcraft” can be used in classes. In many accessible, appropriate poems we can and probably Stephen Case’s presentation, 20 Websites for 20 Lessons, he should introduce into our classes. Adam Jenkins also talked went over some websites that were intended for education about the flipped classroom from several perspectives, but use and others not specifically intended for education use mentioned something that we tend to overlook: we need and how they could be applied to classrooms in unique ways. not flip an entire lesson (we tend to think in whole-lesson Reported by Jamar Miller blocks), just 15 minutes may be enough. From considerations JALT PRAXIS about which poems to use to an actual poetry recital, Dan KITAKYUSHU: January — Gamification and language learn- Frost recited three seasonal classics: “The Road Not Taken” ing by Markus Yong. Yong talked about game theory, what by Robert Frost, the first and last section of Walt Whitman’s constitutes a game from a theoretical standpoint, and how it “Song of the Open Road” and “Stopping by the Woods on a can be applied to a classroom setting. He began by introduc- Snowy Evening” also by Robert Frost. Finally, Serena Samsel ing the online role-playing game “Classcraft”, a free online wrapped up the evening with a brief demo lesson to encour- application designed specifically for a classroom setting, and age beginning speakers to become more active. explained the rules by having the audience participate in the Reported by Gregg McNabb actual game itself. He then went into detail on how he has implemented this game in some of his university classes, list- HIROSHIMA: November — Storytelling from the begin- ed some of the advantages and drawbacks to the game, and ning by Bill Harley. Bill Harley, a two-time Grammy-winning provided suggestions for how to adapt the game specifically children’s musician from the United States, was one of the for Japanese learners. plenary speakers at JALT2014 in Tsukuba in November. Reported in honor of Dave Pite Before the conference, he stopped by Hiroshima to lead us in a very special workshop on storytelling. He offered basic KOBE: November — The teaching power of stories by Bill advice and practice in the telling of stories, with an empha- Harley. See Osaka Chapter for more details. sis on telling stories in your own way, appropriate to your own setting. Bill gave many examples and insights on using KYOTO: November — The teaching power of stories by personal stories, the effect and functions of storytelling in the Bill Harley. See Osaka Chapter for more details. classroom, storytelling ideas you can use in your class, and lots of encouragement. And of course, he told and elicited KYOTO: December — Teacher employment issues by many good stories! Richard Miller and Michael Parrish, JALT Career Development Reported by Ariel Sorensen Centre. This informative talk touched upon a number of points of interest to teachers seeking part-time, contract, or tenured positions in Japanese universities. Miller and Parrish

THE LANGUAGE TEACHER 39.2 • March / April 2015 57 The Language Teacher • JALT Focus: Chapter Reports encourage jobseekers to think about four areas to consider NAGASAKI: November — A four-step process for critical and improve for their job-hunting: publications and presenta- thinking instruction by David Gann, Tokyo University of tions, academic qualifications, work experience, service. They Science. In November, Nagasaki JALT members were treated also noted that the requirements for each of these four areas to an informative and interactive workshop-style lecture changes depending on the level of position one is applying centered on critical thinking. As the co-author of a podcast for. For publications and presentations, Miller and Parrish , Gann knows the ins and suggested a number of venues both within and outside of outs of taking students through a comprehensive curriculum JALT for beginning speakers and writers, and noted that centered on critical thinking with the outcome of learning many seeking their first university jobs often fail because they English as a second language. The online resources and do not have academic publications, particularly since this is classroom discussion and explorations provide a full range of increasingly required for even part-time work. Another major listening goals and text reconstruction activities designed not point in this talk was the importance of service, since it shows only to develop English ability but to also increase meta-lin- potential employers that you don’t just do the minimum re- guistic awareness in students. quired, as teachers are often called to go beyond that. Active Reported by Thom W Rawson participation in JALT chapters and SIGs can be a real boost in job applications and interviews, as can education-related NARA: November — The teaching power of stories by Bill volunteering. In all the work one does to keep a CV updated, Harley. See Osaka Chapter for more details. the presenters encouraged attendees to constantly add to their CVs and to see what is lacking. Keeping an up-to-date OKAYAMA: November — “We’re going global?” A look CV on hand, along with summaries of articles and translations at local efforts to implement Japan’s national English of these summaries, can greatly speed up the relentless education goals by Tom Fast. Fast recently spoke to a group job-hunting process. Following the presentation, the discus- of high school English teachers from 67 schools in Okayama sion continued, with both speakers and attendees sharing Prefecture. The group included JETs and JTEs. His presenta- their experiences and advice. tion reviewed the results of a survey he administered to those Reported by Thomas Amundrud teachers. Beginning with a history of government programs and guidelines for teaching English, the speaker moved on NAGASAKI: July — Blending your classroom with Moodle to the differences demonstrated by JTE’s ideals and reality by Thom Rawson, Nagasaki International University. In in teaching communicatively. More than 60% have spent a his presentation, Rawson introduced the participants to year or less abroad and 50% spend 10% or less of class time the possibility of using Moodle as a tool for enhancing a speaking in English. Students’ inability to follow instructions classroom. First he gave a brief overview of Moodle and its and JTEs lacking confidence were the main reasons for not capabilities, explaining the current state of Moodle imple- using English more. Fast then outlined fallacies many teach- mentation around the world and giving numerous examples ers were operating under and provided ways to motivate of possible situations in which it can be used. Rawson then students in a communicative classroom. In concluding, the provided those in attendance with the opportunity to try presenter listed what is now being done in the prefecture to using Moodle in a controlled and organized environment. He improve English instruction and what steps remain to be tak- had the participants create several practice activities that one en in order to reach goals set by M.E.X.T. The chapter AGM might use in an EFL classroom. These practice activities in- and installation of new officers followed the presentation. cluded making a questionnaire that might be used to gather Reported by Richard Lemmer feedback from a class, as well as making a digital assignment. Additionally, Rawson demonstrated the process of creating OKINAWA: December — Trends in language teaching con- a digital rubric to aid in assessing the previously created ference. On December 13, JALT Okinawa hosted a Trends in assignments. Rawson suggested that instructors could use Language Teaching Conference. Seventy people attended the information presented in the presentation to begin using the conference, and presentations were given by about 30 Moodle in conjunction with their normal teaching methods. people, two-thirds of whom traveled from outside Okinawa The presentation proved to be both interactive and thought to attend. Andy Boon of Toyo Gakuen University and David provoking. Kluge of Nanzan University served as keynote speakers. Reported by John Patrick Owatari-Dorgan Awards were given for poster presentations and included Charlotte Lin for Outstanding Poster Presentation, Samantha NAGASAKI: October — Japanese high school English May for Excellent Poster Presentation, and Lorraine Kipling curriculum changes by Cory Koby, Sendai Shirayuri Gakuen. for Outstanding Poster. We also had three presentations Koby outlined the changes in the Japanese High School En- from young scholars: Wataru Gima (Study Abroad, Hawai’i), glish Curriculum outlined by MEXT. One of the bigger chang- Yu Hsiang, and Hsu Jia Ping (Study Abroad, Japan). This es to the new curriculum is the addition of 800 words to the groundbreaking and historical event for Okinawa JALT was list of words required in study for JHS and SHS. This makes made possible thanks to an energetic group of volunteers the total of words studied by the time Japanese students who worked 24/7 to help create and promote an atmosphere graduate from high school to be around 3000 words. This is of learning, sharing, and professional development. We’re the first time in 30 years that the number has been increased. very grateful to the seven students from the University of the The overall number of hours to study English per week for Ryukyus and Meio University who worked as interns. Promo- students hasn’t changed; the maximum number of hours is 21 tional support was provided by Cengage Learning, and JALT and the minimum number is just 2 hours. Koby then took us Okinawa would especially like to thank Rika Kojima for her through MEXT learning objectives and the challenges Japa- kind and generous assistance. Additional support was pro- nese teachers of English face in implementing the somewhat vided by the University of the Ryukyu’s Center of Community unclear policy that they have been asked to follow. (COC) Project. Reported by Thom W Rawson The list of presenters included: Shizuyo Asai, Ritsumeikan University; Andy Boon, Toyo Gakuen University; Stuart Cham- pion, Kanda University; David Kluge, Nanzan University; Jere-

58 THE LANGUAGE TEACHER Online • The Language Teacher • JALT Focus: Chapter Reports my Eades, Kanda University; Norman Fewell, Meio University; sentations were interspersed with Heather Fukase’s Twenty Tetsuko Fukawa, Kanda University; Wataru Gima, University of Things to Do with Flashcards (that aren’t Karuta), such as Beat the Ryukyus; Tim Greer, Kobe University; Chad Hamilton, Kan- the Clock and Mastermind, all of which were designed for da University; Takaaki Hiratsuka, University of the Ryukyus; language acquisition in a non-competitive, highly engaging Joseph Hosback, Ritsumeikan University; Yu Hsiang, Univer- and meaningful way. sity of the Ryukyus; Shawn Hupka, Kanda University; Lorraine

Reported by Mary Aruga ARTICLES Kipling, Kanda University; Fernando Kohatsu, University of the Ryukyus; Nicholas Lambert, Toyo University; Ryan Lege, Kan- SHINSHU: December — An afternoon with Juan Uribe and da University; Chris Leyland, Kobe University; Charlotte Lin, Christmas social by Juan Uribe. In a stop on his worldwide Kanda University; George MacLean, University of the Ryukyus; trek, Uribe shared his insights on Affective Language Learn- Samantha Marta, Kanda University; Bill Pellowe, Kinki Universi- ing (ALL). To Uribe, ALL is about going to the core of what/ ty; Kristina Peterson, Ritsumeikan University; Jia Ping, National how students feel. It is not about our teaching but about Taiwan University of Science; Kim Rockwell, University of Aizu; the students’ learning, with everyone being able to learn in Paul Shimizu, Fukuoka; Tokuyu Uza, Meio University; Kevin their own way. Uribe described three kinds of teachers: 1) the Watson, University of the Ryukyus, and; Madoka Yabiku, Uni- lecturer, who expects a mass of detailed knowledge to be versity of the Ryukyus. understood by the students, 2) the teacher, who focuses on Reported by Meghan Kuckelman group dynamics, or the “how” of teaching and 3) the facili-

tator, who knows the students, where they are coming from, RESOURCES OSAKA: November — The teaching power of stories where they want to go and what they would like to change. by Bill Harley. As part of the Four Corners Tour, JALT2014 The facilitator builds the course together with the students, National Conference plenary speaker, Bill Harley, brought his reflects and empathizes. Uribe provided a myriad of ideas stories and music to a chapter presentation co-sponsored the facilitator can use, including welcoming the students, by the Kansai area chapters. Grammy award-winning Harley allowing the occasional use of L1, planning the students’ opened the session with a song reminding us that rhyme, success with achievable goals and clear instructions, making rhythm, and repetition are ways that teachers can make their decisions together, offering choices, and above all, smiling. work memorable. Throughout the session, Harley blended In his words, “children do not care how much you know until findings from neuroscience and educational psychology with they know how much you care.” experiences from the classroom and his own personal stories. Reported by Mary Aruga

His message included the notion that a teacher is someone JALT FOCUS who gives a story to others so that people may then be an TOKYO: November — Song and story (lecture/concert) agent of their own shared memories. Harley showed how by Bill Harley. In this workshop, participants looked at how meaning is context-embedded and explained that the real stories work in people’s lives, what stories define their own purpose of stories is to get listeners to think about them- lives, and how to use stories in educational settings. Teachers selves. He also explained how stories exist even before they gained new ideas for using stories in the classroom and are coded into language. Participants were asked to identify a deeper understanding of their work as teachers. Harley stories that defined their own lives (e.g. an early childhood explained that the story is the beginning—we can add memory and where our name comes from) and all were re- movement, voices, props, puppets, or fireworks but none are minded that since teaching is relational to tell our own stories as important as the telling of the story. This workshop offered to engage with students. Another of Harley’s songs closed basic advice and practice in the telling of stories, with an out the session and those in attendance certainly left with emphasis on telling stories our own way, appropriate to our greater depth of reflection into their own stories and how own setting. Harley gave insights on using personal stories, they might use the technique in upcoming classes. the effect and functions of storytelling in the classroom, JALT PRAXIS Reported by Greg Rouault storytelling games we can use in our class, and offered lots of encouragement. He also explained that song and story go SHINSHU: October — My share, coordinated by Heather hand in hand—one starts where the other stops. Workshop Fukase. In this installment of our Teaching English to Young participants explored the connection between song and sto- Learners (TEYL) series, five educators shared a wide vari- ry, did some simple exercises, and gained practical sugges- ety of activities which could be used in the young learner tions on how to use music in storytelling. classroom. Charles Ward introduced his Homework for Kids Reported by Sayaka Amano worksheets which incorporate listening, reading and writing components. The exercises appear in order of increasing TOKYO: November — The future of English language difficulty and include matching, answering yes/no, open and teaching: International perspectives by Dr. John Hope. The discussion questions, conversations, dictation, Odd One Out, English language-teaching world, as Hope explained in this filling in the blank, putting words in order, math problems, presentation, is changing in ways never previously envisaged. creating one’s own questions and much more. Jonathon Loch As English rapidly becomes ubiquitous across Europe and in- presented Active Activities, starting with a dance which be- creasingly, across Asia, more countries are offering programs came progressively faster. He also explained how songs and taught in English and more countries are adopting English as games can be made more exciting by including students’ a mode of instruction in schools. English instruction is begin- names in the lyrics and using a blindfold and coins in his ning earlier and earlier in school systems, reducing demand version of Simon Says. Karen Ricks and David Varnes demon- for introductory English courses at the secondary and tertiary strated activities, based on the Montessori Method, which level. A number of other driving forces are combining in respect the needs and curiosity of the child and engage the unique ways to change the demand for English language in- child physically as well as mentally. Various activities based on struction. The Generation Y students entering higher educa- TPR were also introduced. Many of the activities Masumi Kina tion are different to previous generations and no longer want presented were customized for the holidays and included traditional senior secondary and higher education programs. How many eggs, Mr. Wolf?, Easter egg hunt, Christmas bingo The increasingly widespread offerings of Massive Open On- and Christmas dodgeball, among many others. These pre- line Courses (MOOCS) are beginning to address the demand

THE LANGUAGE TEACHER 39.2 • March / April 2015 59 The Language Teacher • JALT Focus: Chapter Reports

for English language tuition. What does all this mean for ed into pedagogical practice through curriculum planning, Japan? To answer this question, Hope provided a resume of classroom medium of instruction, and materials develop- international trends, followed by interactive discussion of the ment. Glasgow drew from his experiences as a curriculum implications for Japan. coordinator, lecturer and instructor in upper secondary and Reported by Sayaka Amano tertiary education. The presentation was also combined with opportunities for participants to engage in reflection TOKYO: November — The role of extensive reading (ER) in and discussion. The overall goal of the presentation was to developing global awareness by Alan Maley. In this presenta- provide participants with a sounder conceptualization of the tion, Maley began by rehearsing what ER is according to his pedagogical principles of EIL and incorporate them in ways understanding. Attendees discussed some of its undoubted that are effective and compatible with their local teaching benefits. Maley suggested that, alongside its purely language contexts. learning benefits, ER can also be a valuable resource for Reported by Sayaka Amano developing “Life Skills and Critical Thinking.” Awareness is increasing, so as language teachers we need to be more than TOTTORI: October — Workshop on activity development passive technicians for delivering a package. In Kumaravad- theory and practise by Shirley Leane. In the lecture portion ivelu’s terminology, we need to become “transformative intel- of this presentation, Leane led an exploration of the history lectuals.” That is to say, as educators, we have a responsibility of various language education movements, including the for raising our students’ awareness of the world they live in. audio-lingual method, with discussion of the advantages and Material was drawn from currently available graded readers. disadvantages of pedagogy informed by the philosophical Attendees engaged in discussion of these issues. foundation of each. Emphasis was given to the distinction Reported by Sayaka Amano between ‘exercise’ (such as pattern practise) and ‘activity’ (involving communication), and the need to include activities in TOKYO: November — The way forward: Translating lessons. The workshop involved pair and small group work in the pedagogical principles of English as an international constructing activities, which were then shared and discussed language (EIL) into classroom practice by Gregory Paul by all participants. Glasgow. In this presentation, Glasgow intended to clari- Reported by Tremain Xenos fy any misconceptions about the pedagogy of EIL and to demonstrate how EIL principles can be gradually incorporat-

[JALT FOCUS] CONFERENCE NEWS

n behalf of the Please let us know what you thought about the conference following aspects of the conference team I would E G NI P NA Olike to thank every- JALT2014 one who helped make Quality of presenta- 96 201 37 4 10 tions and workshops JALT2014 that huge success. The overall Conversations Across Borders Conference Handbook 137 185 19 1 6 November 21–24, 2014 in Tsukuba, Ibaraki reaction was positive. Plenary presentations 110 136 23 5 74 In this column I will share some of the feedback we Featured Speaker 50 92 10 2 194 received while answering some frequently asked Workshops questions. Technology in Teaching 19 42 9 0 278 We had 1,474 participants from 26 countries. (TnT) Workshops There were 47 prefectures represented. Over 1000 Poster sessions 45 127 35 7 134 attendees were members. We had a good response JALT Junior 25 35 3 0 285 to our online questionnaire at 348 (23.6%). Over Atmosphere 172 155 18 1 2 89% rated the conference excellent or good and 94% stated they would recommend the conference Cezar’s Kitchen (Lunch 51 113 50 15 119 to colleagues. And of the respondents, 56 were first & Snacks in the EME) time attendees while 80 had attended more than 11 Educational Material 95 182 26 3 42 conferences. Here is some key information. Exhibition (EME)

Key: E excellent, How many other JALT annual international G good, conferences have you attended? NI needs improvement, • First time 57 P poor, • 1 18 NA not applicable • 2-4 87

60 THE LANGUAGE TEACHER Online • The Language Teacher • JALT Focus: Conference News

• 5-7 75 those cities are priced out of our range. Tsukuba • 8-10 31 being only 45 minutes away from Akihabara is our attempt to have a site close to Tokyo. We are now • 11+ 80 considering rotating among these cities: Tsukuba, Shizuoka, Nagoya, Kobe. Overall, how would you rate your experience at the ARTICLES conference? What we look for in a site • Excellent 154 We are often asked what are the requirements for • Good 158 a conference site. The following describes some of • Adequate 33 what the conference team considers when picking • Poor 3 a conference site. Ideally a site would have most, if not all, of these features. • Have good air and/or train access to the city Would you recommend attending a future JALT conference to a colleague? • Have adequate hotels at a variety of price ranges RESOURCES • Yes 328 • Have easy accessibility to the site from the hotels • No 17 • Have close access to restaurants for lunches and dinners • Have a large main hall for plenaries and the Conference Costs OGM, capable of holding 600-700+ people Each year we receive comments about the cost of a • Have about 25-28 other rooms of varying sizes, JALT conference. We try to provide good value for with most capable of holding 40 people, and with the money participants must spend. We also use the several in the 80, and a few in the 120+ range. We JALT FOCUS money from the conference to support program- can consider having some of these rooms be in ming throughout the year. The following list pro- an annex or space close to the main conference vides conference fees for a number of conferences site (within 5 minutes walk). in the language teaching field that members have attended in the past arranged from lowest priced to • Have a large area for the Educational Materials 3 highest (taken from various homepages). JALT has Exhibition (about 1,000 m ) and an area for the the fourth lowest fee among the 11 conferences list- SIGs (although depending on the layout they 3 ed here. We are providing the costs in US Dollars. might fit in the 1,000 m EME). • KOTESOL $46 • Have access to internet in the EME and presentation rooms • JACET $60 (Member)

• Be within our budget, which in recent years has JALT PRAXIS • Asia TEFL $140 been 1.5-2.0 million yen per day for the confer- • JALT $187 (Member) ence site. If the city or region has grants to help • CamTESOL $200 (Standard Rate) offset conference expenses that is also a consid- • ThaiTESOL $250 (International eration when looking at costs. participants) • Allow us to use outside vendors. Although not • AAAL $270 (Member) a requirement, we like to find out if the site requires us to use their vendors or if they allow us • IATEFL $295 (Member normal) to use outside vendors for food and drink. • ILTA $300 As JALT conferences have grown over the years, • IAFOR $425 (Regular Rate) we seem to have outgrown university sites, as most • TESOL $450 (Member onsite) do not have the large hall needed for the plenaries. Also, since there is often not a national holiday on (Prices listed are from various homepages and as much as the Monday of the conference, or if there is, univer- possible are for full conference attendance at membership sities have classes, it is difficult to “take over” part of rates). a campus for four days. However, we are reassessing this and considering a slimmer conference of three Conference location and site requirements days. Each year we get comments on the site and its If you have a site suggestion or any comments, location. Many suggest that we only have confer- please contact Steve Cornwell at . ences in Tokyo or Osaka. Unfortunately, venues in He can send you the complete list of requirements.

THE LANGUAGE TEACHER 39.2 • March / April 2015 61 The Language Teacher • JALT Focus: Conference News

Vetting Process Signage Many attendees have questions about the presen- Each year we have comments on signs and finding tations and vetting process. Last year we received the site registration. This year we had interns at over 750 proposals. Each proposal was read by three the station and signs outside the conference center. readers and then assigned a score using the follow- And specific instructions on how to get to the site ing criteria: were posted on our homepage. At the venue there • Clear/Organized were signs at each entrance pointing the way to • Theoretically/Pedagogically Sound registration and main events. It is unfortunate that • Original/Innovative some participants report not seeing the signs. We • Appropriateness for Time and Audience will continue to improve signage and arrange for interns to guide participants to the site; at the same • Holistic Score time we strongly encourage attendees to help us by Of course, proposals and presentations are differ- noting the url to sites; here is JALT2015’s site’s url: ent. With 500+ actual presentations it is impractical . Fortunately, the site can be seen from the sentations they attend, a suggestion that has been station’s Higashi Shizuoka exit. made in the past. We work with readers each year trying to improve the selection process and we have an 87% satisfaction rate regarding the quality of Additional Feedback presentations and workshops. • Provide free coffee, a nice conference bag like in We can always use additional qualified readers. Kobe, and an app that works on multiple plat- If you are interested, email the proposal vetting forms. All of these requests take funding. We coordinator, Paul Stapleton at . were made by a volunteer group in Cambodia and cost over 2 million yen by the time we had them delivered to the site. Accommodations • Have the conference in October. This is risky—in Periodically we select a travel agent to handle JALT 2013 two typhoons almost hit Kobe right as the conference participants’ lodging needs through a conference was getting underway, and in 2014, bidding process. They book a block section of rooms we had typhoons on back-to-back weekends in at a variety of hotels and with a range of prices. Last October. year in Tsukuba JTB reports we used 392 rooms on • The submission deadline is too early. The Saturday evening, the evening of the Tsukuba mara- deadline was much earlier last year, but we were thon. The marathon is one reason there was not an fortunate to have had over 500 presentations and extra room to be found on Saturday. JTB had initially even more submissions; as presenters get used reserved 440 rooms for JALT but after the deadline to the February deadline we hope this will cease passed, some unreserved rooms were released. being an issue. • Make the conference cheaper for students. Two Projectors years ago we implemented a discount rate for full We receive comments about presenters having to time students. rent projectors annually. To rent all the projectors we need at some past sites would cost over a million I welcome feedback on all of this feedback. A yen—sometimes well over. In 2013 JALT, with help well-informed membership will help JALT as it from chapters and SIGs, purchased projectors to works hard to serve the varied needs of our con- help reduce expenses. The fee we charge helps us stituency. This feedback will help us improve the maintain the projectors we have purchased, and conference where we can, and perhaps some of ship them from around Japan to the conference site. these explanations will help you understand the Owning projectors helps us keep the fee reasonable. constraints we operate under. Please enjoy the This past year at the last moment we learned the photo spread of JALT2014. site intended to charge us to use the screens. It Steve Cornwell would have added several hundred thousand yen to an already tight conference budget so we choose JALT Director of Program not to rent the screens. We have already checked at the JALT2015 site and using screens in all the rooms will not be a problem.

62 THE LANGUAGE TEACHER Online • The Language Teacher • JALT Focus: Conference News ARTICLES

JALT2014 RESOURCES Conversations Across Borders November 21–24, 2014 in Tsukuba, Ibaraki JALT FOCUS JALT PRAXIS

THE LANGUAGE TEACHER 39.2 • March / April 2015 63 The Language Teacher • JALT Focus: Conference News

JALT2014

Conversations Across Borders November 21–24, 2014 in Tsukuba, Ibaraki

64 THE LANGUAGE TEACHER Online • The Language Teacher • JALT Focus: Conference News ARTICLES RESOURCES JALT FOCUS

[JALT PRAXIS] CAREER DEVELOPMENT JALT PRAXIS Michael Parrish To list a position, please submit online or email the editor. Online submission is preferred. The notice should be received before the 15th of the month, two months before publication, and should contain the following information: location, name of institution, title of position, whether full- or part-time, qualifications, duties, salary and benefits, application materials, deadline, and contact information. Be sure to refer to TLT’s policy on discrimina- tion. Any job advertisement that discriminates on the basis of gender, race, age, or nationality must be modified or will not be included in the column. All advertisements may be edited for length or content. Email: Web: .

formal training (in my case on the JET Programme). We Don’t Need No A great deal about ELT can be learned on the job, and many successful teachers have learned this Education! way and continue to teach effectively. Although the English language teaching (ELT) as a profession has benefits of professional development and formal been criticized for a lack of professional standards education cannot be denied, ELT practitioners as entry barriers to employment are often quite low have a litany of reasons for refraining from these (Rimmer, 2011). Many ELT instructors got their first activities. Andy Curtis (2006) lists several common job mainly by being a native speaker with little or no reasons cited for not doing a program of profession-

THE LANGUAGE TEACHER 39.2 • March / April 2015 65 The Language Teacher • JALT Praxis: Career Development al development: lack of funding and institutional ence, Temple University offers master’s and doctoral support, lack of time, lack of motivation and energy, programs at their Osaka and Tokyo campuses. reluctance to change, or belief in the disconnect Japanese universities are also an often-overlooked between theory and practice. Despite these excuses, resource. They are conveniently located, affordable, ELT is becoming more professional and requiring and offer options in English. It also is easier for em- more qualifications than before, particularly in the ployers to verify the authenticity of a degree earned Japanese market. locally (though it may not be as valuable for tenured In general as you move up in the ELT hierarchy academic jobs outside Japan). in Japan, from eikaiwa to business classes, or into In addition to time, another scarce resource is the formal educational system of primary and money. The cost of a higher degree can be daunt- secondary schools, most positions require at least a ing, two to five million yen for a master’s and 5-10 bachelor’s degree and preferably some formal ELT million yen for a doctorate, but if you think about training, such as CELTA. That is the first barrier to the increased earning potential (comparing a three entry. To teach in tertiary education, there is a fur- million yen per year eikaiwa job to a five million ther barrier, a master’s degree, preferably in applied yen university job), you can recoup your investment linguistics or TESOL, but not always (e.g., my MA within the first year at a good job. Financial aid is degree is in Latin American Studies). This require- typically available if you choose to pursue a degree ment officially applies to both part-time and full- in your home country. For example, the Australian time positions (there are exceptions, employment government offers the Research Training Scheme through outsourcing companies or “grandfathering to its citizens (and Kiwis, too) which pays tuition for in” of previous staff). Previously, an MA backed up students pursuing “research-based” higher degree with research and teaching experience and Japanese programs. ability, could be enough to secure a tenured uni- If the monetary or time commitments of a full versity position. In recent years, the MA has ceased graduate degree are too much, short-term, low- to be a terminal degree in ELT. Universities are er-cost graduate certificate programs are also avail- searching for instructors with higher qualifications able. They offer certificates in specific areas, such as at all levels of employment and requiring more literacy or educational technology or management. research publications than ever before. The recent If you feel you want to improve the practical side Global 30 program encourages universities to hire of your teaching the short-term, practicum-based more teaching staff with doctorates. As the number programs such as CELTA and DELTA are perfect of university jobs shrinks abroad and in Japan, more as they cram a great deal of practice (and theory) highly qualified candidates are competing with into a short, manageable course of study. A focused those with only MAs for even limited-term contract program may help potential students maintain jobs; causing an educational “arms race” and “degree motivation or give them a taste of graduate level inflation.” study. Even though a certificate may not substitute It is clear that the market is changing in a direc- for a gate-keeper degree, it can balance a CV or tion that requires more formal education. Now to make a minimally qualified person more attractive address some of the reasons given for not starting (in my case earning a CELTA in addition to my a program of professional development. The first is MA outside TESOL made me more marketable). lack of time. Until recently, the opportunity cost of Although difficult to list on a CV, free online educa- getting a respected higher degree was prohibitively tion through MOOCS is also available and of ever high, requiring students to stop working to attend increasing quality and relevance. Some sites offer school full-time. Distance learning has become a various certifications. In the end, as the ELT market respected and practical way to earn a degree, hun- increases in competition and professionalism, any dreds of universities offer advanced degrees online. kind of education can be very rewarding personally Time management is still essential, but courses are and professionally. modular, requiring as little as 10 hours per week. It is beyond the scope of this column to recommend any one program, but beware of diploma mills; References verify that the school is approved by a respected ac- Curtis, A. (2006). Weighing the whys and why nots of pro- creditation body such as the Council for Higher Ed- fessional development. Essential Teacher, 3 (1), 14-15. ucation Accreditation (US) or Accreditation Service Rimmer, W. (2011). Getting ahead in ELT. English Teach- for International Schools, Colleges and Universities ing Professional, 74(3), 4-6. (UK). If you prefer the physical classroom experi-

66 THE LANGUAGE TEACHER Online • [JALT PRAXIS] OLD GRAMMARIANS

Scott Gardner Take Your Grammar to Alabama ARTICLES

or many years now I’ve been supplementing an to those in, say, a punk song, for reasons no one can English lesson on “Honesty” with a song from really explain. Johnny Cash can sing “I shot a man the 90s called “Been Caught Stealing.” The in Reno just to watch him die,” but your parents Fsong, by a band called Jane’s Addiction, is sung from would still rather have him joining the family at the viewpoint of a rebellious youth who enjoys steal- dinner than “No Future” Johnny Rotten. ing things from local shops. Once during a presen- Second, country songs like to take normal every- RESOURCES tation on teaching English with music I handed out day English phrases and push them to their seman- the lyrics of “Stealing” as part of a sample worksheet. tic limits: “Work your fingers to the bone and what Almost immediately a teacher in the audience raised do you get? Bony fingers!” Or take this classic song her voice to say that the song was inappropriate as about a man who falls in love with the recorded language learning material. phone message from his local cable TV provider: “I could never use this song with my kids,” she “Tell me what it takes, Woman. Don’t be cold.” said. When I asked why, she replied, “Just look at “Your call means a lot to us. Please hold.” these lyrics. The first line of the song—‘I’ve been caught stealing once, when I was five’—that’s an “I need you, Darling. Stay with me and support egregious misuse of the present perfect. He can’t say me.” JALT FOCUS he ‘has been’ caught stealing, and then pinpoint a “A representative will be with you shortly.” time that it happened in the same sentence. My students try to do that all the time, and I’m not going to validate that kind of error by playing examples of If you find that using country lyrics in their it in a so-called ‘authentic’ English song!” entirety for language practice is too risky, you can stick with just the song titles, which offer plenty of Of course I was relieved to hear that her objection linguistic uniqueness you can throw at students: was based on grammar and not on the moral ram- ifications of teaching English through songs about Tumbling Tumbleweeds (redundancy) shoplifting. But it got me thinking: Maybe I need to Don’t It Make My Brown Eyes Blue? (noun/verb JALT PRAXIS be more responsible with the songs I use in class. I agreement) went to my lesson plan pool (I affectionately call it Stand by Your Man; Take This Job and Shove It my “lesson crib”) and reluctantly began sifting out (directives) favorite tunes by the likes of Napalm Death, Bong- You’re the Reason Our Kids are Ugly (sentence water, and the Carpenters (everyone knows that complements and optional use of that) “Won’t Last a Day Without You” is about alcohol addiction, right?). Still, I didn’t want to overdo it. Otherwise I’d be And if the vocab/grammar oddities in real titles stuck teaching “Honesty” with Billy Joel songs or don’t quite meet your needs, you can always make some other such nonsense. I struck upon a suitable up more blatant titles of your own: compromise in the form of a musical genre which Having Told You You Had a Dangling Participle, is, almost paradoxically, both more direct in its Would You Hold It Against Me? general linguistic attack and at the same time more Sleeping Singular in a Plural Bed roundabout with its innuendo. That genre is Ameri- Mamas, Don’t Let Your Phrases Grow Up to be can country music. Compounds Country music is a great choice for a lot—er, for Before He Conjugates a whole caboose-load—of reasons. First, it is music that, somehow, regardless of subject matter, meets Droppin My Gs over You with the approval of your mother. The rebels you All My Reflexives Find Themselves in Texas hear about in country music are far more preferable

THE LANGUAGE TEACHER 39.2 • March / April 2015 67 JALT MEMBERSHIP INFORMATION The Japan Association for Language JALT Partners JALT cooperates with domestic and international partners, Teaching (JALT) including (JALTは以下の国内外の学会と提携しています): • A professional organization formed in 1976 • IATEFL—International Association of Teachers of - 1976年に設立された学術学会 English as a Foreign Language • Working to improve language learning and teach- • JACET—the Japan Association of College English ing, particularly in a Japanese context Teachers -学の学習と教育の向上を図ることを目的としています • Over 3,000 members in Japan and overseas • PAC—the Pan Asian Conference consortium - 国内外で約 3,000名の会員がいます • TESOL—Teachers of English to Speakers of Other Languages Membership Categories Annual International Conference All members receive annual subscriptions to The Language • 1,500 to 2,000 participants Teacher and JALT Journal, and member discounts for - 毎年1,500名から2,000名が参加します meetings and conferences. 会員はThe Language TeacherやJALT • Hundreds of workshops and presentations Journal等の出版物を購読出来、又例会や大会にも割引価格で参加出 - 多数のワークショップや発表があります来ます。 • Publishers’ exhibition - 出版社による教材展があります • Regular 一般会員: ¥10,000 • Job Information Centre • Student rate (undergraduate/graduate in Japan) 学生 - 就職情報センターが設けられます会員（日本にある大学、大学院の学生）: ¥6,000 • Joint—for two persons sharing a mailing address, one set of publications ジョイント会員（同じ住所で登録する個人2名を対象とし、JALT出版物は2名に１部）: ¥17,000 JALT Publications • Group (5 or more) ¥6,500/person—one set of publi- • The Language Teacher—our bimonthly publication cations for each five members団体会員（５名以上を対象 - を隔月発行しますとし、JALT出版物は5名につき１部）：1名 ¥6,500 • JALT Journal—biannual research journal - を年2回発行します • Annual Conference Proceedings Information - 年次国際大会の研究発表記録集を発行します For more information please consult our website • SIG and chapter newsletters, anthologies, and , ask an officer at any JALT event, conference proceedings - 分野別研究部会や支部も会報、 or contact JALT’s main office. アンソロジー、研究会発表記録集を発行します

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;; Bring a non-member friend! At the next chapter or SIG event you attend, bring a new face along. Pay their entrance fee, make them feel welcome, and introduce them around. ;; Join a SIG! It costs just a few yen, gives you access to a whole new world of knowledge, and helps the SIG grow. ;; Lend (don't give!) a non-member colleague a copy of your TLT or JALT Journal to read. Show them what's available online at the JALT Publications website . ;; Make copies of the membership information page at the back of any TLT, staple surplus postal bank transfer forms from TLT to the pages and drop them in staff mailboxes. ;; Come to JALT2015 in Shizuoka next November. Go back to your chapter or SIG and organise a post-conference sharing session to encourage people to come to the next conference! ;; Write something small—a review, a conference report, an interview, or a column article—and submit it to any national or SIG publication. Everyone starts somewhere! ;; Get J - A - L - T tattoed across your knuckles . . . ;; Download conference advertising material from the conference website, print out copies on good quality paper, and put them on notice boards around your school. ;; Organise a group JALT membership with your colleagues or friends. It costs less, and helps introduce new people to JALT. ;; Volunteer to do something small. Bake scones for a chapter meeting. Introduce a speaker at a SIG event. Spend a few hours helping at a conference desk. For more information on JALT, visit watch, http://youtu.be/ZJAZ7HtAHtc like, https://facebook.com/ JALT.conference follow, https://twitter.com/ jaltconference and go . . . OCUS F O JALT2015 N 41st Annual International Conference on Language Teaching

J LT and Learning & Educational Materials Exhibition

R November 20 – 23, 2015

E 2015 Shizuoka Convention & Arts Center “GRANSHIP” H

E R

A L Shizuoka City, Shizuoka Prefecture, JAPAN

E http://jalt.org/conference