Language Teacher

The Language Teacher

Feature Article My Share

3 EAP as a Bridge to EMI: Learning from 12 Classroom ideas from Mike de Jong, the UK Luke Houghton, Jamie Reay, and Susan Gregory Strong Brennan

TLT Interviews JALT Praxis 9 An Interview with Henry Widdowson TLT Wired Chantal Hemmi, Graham Mackenzie, & 16 Katsuya Yokomoto 19 Younger Learners Book Reviews 22 24 Teaching Assistance 27 The Writers’ Workshop 31 Old Grammarians

The Japan Association for Language Teaching Volume 43, Number 6 • November / December 2019 ISSN 0289-7938 • ¥1,900 • TLT uses recycled paper JALT Publications JALT Publications Board Chair JALT Focus Editors JALT Journal Caroline Handley }} SIG FOCUS }} JALT JOURNAL EDITOR [email protected] Joël Laurier & Robert Morel Eric Hauser [email protected] [email protected] TLT Editorial Staff }} JALT NOTICES EDITOR }} JALT JOURNAL ASSOCIATE EDITOR Malcolm Swanson Gregory Glasgow }} TLT EDITORS [email protected] [email protected] Theron Muller }} JALT JOURNAL JAPANESE EDITOR Nicole Gallagher Production Yo In’nami [email protected] [email protected] } }} TLT ADVISOR } COPYEDITORS & PROOFREADERS }} JALT JOURNAL JAPANESE ASSOCIATE Gerry McLellan Casey Bean, Brian Birdsell, Chris EDITOR Edelman, Decha Hongthong, Zoe }} TLT ASSISTANT EDITOR Natsuko Shintani Kenny, Robert Kerrigan, Andrew Peter Ferguson }} JALT JOURNAL REVIEWS EDITOR Leichsenring, Simon Park, Nick }} TLT JAPANESE LANGUAGE EDITOR Greg Rouault Roma, Kevin Thomas, David Marsh, [email protected] 杉野俊子 (Toshiko Sugino) Brian Dubin, Jeremy Eades, Colin [email protected] Mitchell }} JALT JOURNAL ASSISTANT REVIEWS }} TLT JAPANESE LANGUAGE ASSOC. EDITOR Bill Snyder EDITOR }} 和文校正・翻訳者植田麻実 (Mami Ueda) (JAPANESE PROOFREADERS & [email protected] TRANSLATORS) Post-Conference Publication }} TLT WEB ADMIN & EDITOR 宮尾真理子(Mariko Miyao) }} EDITORS-IN-CHIEF Malcolm Swanson 中安真敏 (Masatoshi Nakayasu) [email protected] 阿部恵美佳 (Emika Abe) Peter Clements 迫和子 (Kazuko Sako) Aleda Krause 伊藤文彦 (Fumihiko Ito) Phil Bennett [email protected] JALT Praxis Editors 野沢恵美子 (Emiko Nozawa) } }} TLT INTERVIEWS } INCOMING REVIEWS EDITOR Torrin Shimono & James Nobis }} DESIGN & LAYOUT Reginald Gentry Jr. [email protected] Pukeko Graphics, Kitakyushu }} MY SHARE }} PRINTING JALT Publications PR Koshinsha Co., Ltd., Osaka Steven Asquith & Lorraine Kipling John Gayed [email protected] [email protected] }} TLT WIRED Review Edo Forsythe & Paul Raine [email protected] }} TLT EDITORIAL ADVISORY BOARD Peer Support Group Eric Bray – Yokkaichi University } } BOOK REVIEWS Steve Cornwell – Osaka Jogakuin College }} PSG COORDINATOR Robert Taferner & Stephen Case Scott Gardner – Okayama University [email protected] [email protected] Chiaki Iwai – Hiroshima City University }} PSG MEMBERS }} PUBLISHERS’ REVIEW COPIES LIAISON Todd Jay Leonard – Fukuoka University of Paul Beaufait, Steve McGuire, Theron Education Muller, Brandon Kramer, Dawn Lucovich, Julie Kimura & Ryan Barnes Robert Long Kyushu Institute of [email protected] – Anna Husson Isozaki, Joshua Myerson, Technology Jarwin K. Martin, David Ockert, Brian School of Pharmacy and Pharmaceutical Sciences, Laura MacGregor – Gakushuin University Mukogawa Women’s University, 11-68 Koshien Gallagher, Jean-Pierre J. Richard, Vikki Bern Mulvey – Iwate University Williams, Daniel Bates, Adam Pearson, Kyuban-cho, Nishinomiya, Hyogo 663-8179, Tim Murphey Kanda University of JAPAN – Daniel Hooper, Hanon Junn, Amanda International Studies Yoshida, Veronica Dow, Suwako Uehara }} YOUNGER LEARNERS Jonathan Picken – Tsuda University Mari Nakamura & Marian Hara Stephen Ryan – Sanyo Gakuen University [email protected] Dax Thomas – Meiji Gakuin University JALT Central Office }} TEACHING ASSISTANCE Urban Edge Bldg. 5F, 1-37-9 Taito, }} ADDITIONAL READERS David McMurray Taito-ku, Tokyo 110-0016 [email protected] Dale Brown, Carol Borrmann-Begg, Peter Clements, John Eidswick, Naomi Fujishima, t: 03-3837-1630; f: 03-3837-1631 }} THE WRITERS’ WORKSHOP Austin Gardiner, James Hobbs, Brandon Kramer, [email protected] Jerry Talandis Jr. Aleda Krause, Paul Lyddon, Donald Patterson, [email protected] Greg Rouault, Vick Ssali, Toshiko Sugino, Jerry Talandis Jr., Blake Turnbull, York Davison } } OLD GRAMMARIANS Weatherford, Jennifer Yphantides Scott Gardner [email protected]

THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt NOVEMBER / DECEMBER 2019 • Vol. 43, No.6 Contents In this month’s issue . . . Feature Articles e hope that this arrival of The Language Teacher’s }} EAP as a Bridge to EMI: November/December issue in your mailbox finds Learning from the UK...... 3 you well and that your autumn semester got off to aW great start. It’s an honor to rejoin the TLT staff as Co-editor TLT Interviews after a brief six-year break from JALT Publications to finish my PhD. It’s been enlightening to reflect on what has changed and } } An Interview with Henry what hasn’t since I last filled this role from 2007 to 2009. Widdowson...... 9 We would like to thank Kazuko Sako, who has been an excellent Japanese Language Associate Editor, for all of her JALT Praxis contributions to our journal in that role, and to welcome }} My Share...... 12 Mami Ueda, who will be taking over for Kazuko. Thankfully, }} TLT Wired...... 16 Kazuko will stay on at TLT as a Japanese Proofreader and }} Younger Learners...... 19 Translator. We should also thank our Japanese Language }} Book Reviews...... 22 Editor, Toshiko Sugino, for staying on in that role and for all }} Recently Received ...... 23 of her tireless work for our journal. }} Teaching Assistance...... 24 In this issue we have one Feature Article by Gregory Strong, who discusses how English for academic purposes }} The Writers’ Workshop ...... 27 (EAP) classes can serve as a bridge to English-medium in- }} SIG Focus ...... 28 struction (EMI). Gregory uses data from interviews with UK- }} JALT Notices...... 29 based EAP program directors and course leaders to outline }} Old Grammarians...... 31 potential benefits and what factors can help contribute to the success of such programs. Other As we close out 2019, we are also finishingThe Language }} JALT Membership Information. . . 30 Teacher’s 35th year of continuous publication under this title. This is a perfect opportunity to thank all the all-volunteer staff who help and have helped to contribute to our journal’s JALT Publications Online continued success. As a JALT membership journal, it very much ‘belongs’ to the membership, so I would encourage Material from The Language Teacher (TLT)and JALT Journal (JJ) published in the last six months you to consider how you might contribute. Specifically, we’re requires an access password. These passwords always interested in receiving well-written and thought-out are only available to current JALT members. To contributions to our peer reviewed columns, Feature Articles access the latest issues of TLT and JJ: and Readers’ Forum. The other column editors would also https://jalt.org/main/publications likely be happy to hear from you about your ideas. If you have To explore our unrestricted archives: an idea for a column that you would like to see in TLT, an- http://jalt-publications.org other suggestion, or would like to ask about an idea you have, please get in touch. The best way to contact us is through the Follow us for the latest information and contact page at jalt-publications.org. news on JALT Publications: We hope you enjoy this issue. Here’s hoping for another 35 years and more of The Language Teacher!  facebook.com/jaltpublications — Theron Muller, Coeditor, The Language Teacher  #jalt_pubs Continued over

Learning to Teach TLT Editors: Theron Muller, Nicole Gallagher Teaching to Learn TLT Japanese Language Editor: Toshiko Sugino

THE LANGUAGE TEACHER 43.6 • November / December 2019 1 The Language Teacher • Foreword & JALT Information

のThe Language Teacher 11/12月号がお手元に届 2019年の締めくくりと同時に、The Language Teacherがく頃には、皆様お元気にすばらしい秋学期のスタ現在のタイトルになってからの35周年の節目の年も終わこートを切られていることと思います。博士課程修了ります。これは我々のジャーナルの発展のために、これまのためJALT Publicationsから6年間という長いようで短いでボランティアでご尽力くださったスタッフすべてに感謝お休みを頂いた後、共同編集者としてTLTに再び参加すの意を示すこの上ない機会です。JALTメンバーのためのることを大変光栄に思っております。かつて私がこの同じジャーナルとして、その会員の皆様にTLTは文字通り「属役目を担った2007-2009年から、何が変わり何が変わってして」います。皆様ご自身にも、どのような貢献ができるいないのかを省察することは、知的で刺激に満ちた経験のか、是非検討していただきたく思います。とりわけpeer です。 reviewed columns やFeatured Articles やReaders’ Forum 今月号まで、日本語のAssociate EditorだったKazuko に、よく練られかつ熟考された原稿をお寄せいただきたい Sako）迫和子）に感謝の意を表したいと思います。彼女と思います。他のコラムの編集者たちも、皆様の見解に喜は秀でた日本語副編集者として我々のジャーナルに多大んで耳を傾けるでしょう。TLTのコラムに掲載したいと思うなる貢献をしてくれました。また、その仕事を引き継いで見解や、新しい提案をお持ちだったり、今お持ちのアイデくれるMami Ueda（植田麻実）に歓迎の意を表します。幸ィアについて意見を聞いたりしたい場合には、ぜひご連絡いなことに、Kazukoは今後も日本語の校正と翻訳担当をください。我々に連絡を取る際にはjalt-publications.orgの者としてTLTにとどまってくれます。また日本語編集者の「問い合わせページ」を使って頂くのが最良の方法です。 Toshiko Sugino (杉野俊子)には、これからもこの職にとど皆様が今月号を楽しんでくださることを願っています。まってくれること、そして TLTのための彼女の精力的な仕次の35年、そしてさらにその先へThe Language Teacherが事すべてに感謝致します。続きますよう願いを込めて! 今月号にはFeature Articleとして、Gregory Strongの論文 — Theron Muller, Coeditor, The Language Teacher を掲載しています。彼は、学術目的の英語（EAP）の授業がどのように教授言語としての英語 (EMI)への橋渡しとなりうるかを論じています。Gregoryは、英国のEAPプログラ JALT2019 45th Annual International ムのディレクターとコース・リーダーへのインタビューから Conference on Language Teaching 得られたデータを用いて、プログラムの潜在的なメリット and Learning & Educational や、どのような要因がこのようなプログラムの成功に貢献 Materials Exhibition できるかについて述べています。 WINC AICHI, Nagoya City, Aichi, Japan November 1–4, 2019

The Japan Association for Language Submitting material to Teaching (JALT) The Language Teacher A nonprofit organization The editors welcome submissions of materials con- The Japan Association for Language Teaching (JALT) cerned with all aspects of language education, particu- is a nonprofit professional organization dedicated to larly with relevance to Japan. For specific guidelines, the improvement of language teaching and learning and access to our online submission system, please in Japan. It provides a forum for the exchange of new visit our website: ideas and techniques and a means of keeping informed about developments in the rapidly changing field of http://jalt-publications.org/tlt/submissions second and foreign language education. To contact the editors, please use the online contact form listed below, or use the email addresses listed on JALT Board of Directors, 2019-2020 the inside front cover of this issue of TLT. President ...... Richmond Stroupe http://jalt-publications.org/contact Vice President ...... Naomi Fujishima Director of Membership . . . . Joshua Krill JALT Publications Copyright Notice Director of Program ...... Wayne Malcolm All articles in our publications and on this site are Director of Public Relations . . . William Pellowe copyright© 1996-2019 by JALT and their respective Director of Records ...... Kenn Gale authors and may be redistributed provided that the articles remain intact with referencing information Director of Treasury ...... Robert Chartrand and the JALT copyright notice clearly visible. Under Auditor ...... Steve Brown no circumstances may any articles be resold or redistributed for compensation of any kind without Contact prior written permission from JALT. All other content in our publications, including To contact any officer, chapter, or Special Interest Group complete issues, is copyright© 1996-2019 by JALT, (SIG), please use the contact page at . and may not be redistributed without prior consent.

2 THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt ARTICLES JALT PRAXIS JALT FOCUS - 3 - - -

43.6 • November / December 2019 But Japanese universities promote EMI for a more a more EMI for promote universities Japanese But enough for the faculty’s EMI classes (p. 5). EMI classes (p. the faculty’s enough for A Description The UK as a Model: lack the language proficien in Japan students Many so do many EMI coursework; similarly, cy to take at the UK to study entering students international by UK taken The EAP approach there. universities stu international integrating toward universities than Japanese, improving the university’s profile, profile, the university’s improving than Japanese, greater call for to the government’s and responding stu international Bringing internationalization. Furthermore, seventh. only ranked to Japan dents many (2013) observe that for & Kobayashi Yokota taking EMI coursework in Japan students, Japanese serves appealing financially and as a convenient overseas. to studying alternative Language Proficiency and EMI Students’ to adopting EMI coursework at obstacle The chief English seems to be the low universities Japanese For Japanese students. of many language proficiency (2015) examined questionnaire Chapple example, in students Japanese 89 data from and feedback universities tier” two EMI courses at two “second receiving of institutions the level just below (those He 30 Project). funding in the Global government in EMI had enrolled of the students that 74 found found but 74% their English,” improve courses “to out dropping up, and 34% gave the courses too hard 4–5). Sauzier-Uchida (pp. withdrawing or officially one of 13 institutions University, (2017) at Waseda and in 30 project the Global chosen in 2009 for Program, Universities Global the Top 2014 for scores 509.8 TOEFL-ITP stated that the average and Science of Political in the School freshmen for was not high (SPSE), a B1 CEFR level, Economics important market: the domestic one. Summarizing one. Summarizing the domestic market: important EMI cours a survey offering of 258 institutions Japanese “preparing (2015) noted that es, Brown their and improving job markets global for students 420). (p. the top rationales” language skills were attracting domestic were reasons The next four English in better taught content offering students, ------THE LANGUAGE TEACHER FEATURE ARTICLE FEATURE Learning from the UK Learning from EAP as a Bridge to EMI: to as a Bridge EAP

increasing at Japanese universities with 40.9% with 40.9% universities at Japanese increasing MEXT surveyrecent it in the most offering nglish-medium instruction (EMI) is steadily instruction nglish-medium

Instruction）の授業や、すべての単位を英語で修得するプログラム

日本の大学では、教授言語としての英語（EMI: English as a Medium 日本の大学では、教授言語としての英語（EMI:

increase in EMI coursework.increase government funding of programs such as the Global funding of programs government with the Project University Global 30 and the Top Keizai Saisei Honbu, p. 56). Morizumi (2015) credits Morizumi 56). p. Saisei Honbu, Keizai revitalization strategy formulated the goal of attract strategy formulated revitalization (Nihon by 2020 students international ing 300,000 (ie. Dearden & Macaro, 2016; Doiz, Lasagabaster & & Macaro, Dearden (ie. 2013). In 2013,Sierra, economic the government number of universities teaching academic subjects teaching academic of universities number students international EMI to attract more through effort forms part of a global trend with an increasing trend forms part of a global effort profiles of Japanese universities, and attract interna Japanese universities, of profiles 2013). The latter & Kobayashi, (Yokota students tional aged this growth to help internationalize higher to help internationalize aged this growth the improve standards, raise academic education, (2017, p. 59). The Japanese government has encour government The Japanese 59). (2017, p. 意図する。さらに、日本の学習課程が本アプローチを採用する方法を探るための提案を行う。の資金と自治、大学コミュニティーによるプログラムの認知、教員・教科書・目的、プログラムと教員の評価、教員支援と専門能力の育成などをに、プログラムディレクターやコースリーダーとの（臨機応変に質問を変える）半構造化面接のデータについて述べる。前述の両者は、プログラム役立つと思われる。本論では、EAPプログラムを次の点から考察する。まず、英国における留学生の試験や入学要件の統計について述べる。次を大学の入学試験に利用するという、より伝統的なアプローチを考察することは有益である。英国におけるEAPプログラムが、そのモデルとして（ETP: Purposes）Academic English-Taught for English 定試験や学術目的のための英語（EAP: Programs）が増えてきているので、英語能力測 for objectives; program and teacher evaluation; teacher support objectives; program and faculty development. line program funding and autonomy; program perception by perception funding and autonomy; program line program university communities; course materials, goals, and teachers, entry language requirements, and semi-structured interviews and semi-structured entry language requirements, and course leaders who out directors with 10 EAP program just as they assist international coming to study in students statistics on through explored are the UK EAP programs UK. international students, a description of testing and degree classes remain challenges. Englishacademic purposes for classes remain used as a bridge to EMI coursework (EAP) courses might be gree gree English-taught programs (ETP), but language proficien cy and the integrationsupport courses and EMI of language Japanese universities are increasing their course offerings their offerings course increasing Japanese universities are English-medium instruction (EMI) and even full-de through

Gregory Strong Gregory E The Language Teacher • Feature Article dents might be worth considering in Japan. The UK development. Finally, if a student’s scores are too low has evolved national guidelines and is second only for a conditional offer, the student may take afoun - to the U.S. for the size of its English language edu- dation course, and after one or two semesters, gain cation industry. There were 442,375 international entry. Additional in-sessional lectures on academic students seeking degrees and professional certifi- skills as well as writing conferences support students cation contributing £25.8 billion to the economy in during their university studies. the years 2014-2015, creating or supporting 944,000 jobs (HESA, 2019, Universities UK, 2019). Standards for EAP Programs in the UK International Students Entering UK Universities These programs are attached to universities through semi-independent language centers and The UK lists 167 institutions offeringundergradu - institutes, or attached to particular departments. ate and post-graduate degrees (HESA, 2019). These The British Council which also assesses language range from 15 international students at St. Mary’s schools and other institutions has accredited 41 University, a research facility with 990 students, to EAP programs at universities (British Council, the 15,725 at University College of London which 2019). The British Association of Lecturers in has a total of 37,905 students. English for Academic Purposes (BALEAP), a profes- International students from non-English speaking sional educational organization promoting learn- countries primarily enter UK universities by taking ing, teaching, and research in EAP, has accredited the International English Language Test System 27 university EAP programs (BALEAP, 2019). In (IELTS). Typically, to enter a university department, both cases, an assessor observes classes (limited to out of a possible total of 9, a candidate’s IELTS score 16 students or less) and student library access, and must reach 5.5 for a department like Nursing and 6.5 reviews instructor qualifications. The British Coun- for one requiring higher language skills like Law. A cil also examines institutional standards for health student scoring low can retake the IELTS test and and safety, advertising, protection of copyright, staff re-apply. Alternately, if a student scores nearly high management, administration, and suitable facilities. enough, the university may make a conditional offer BALEAP assessors, working solely with universities, provided the student enrols in a pre-sessional course emphasize the institutional context, course man- supplied by the university’s EAP program, for which agement, teaching and learning, teacher qualifi- the student pays tuition. This intensive EAP course, cations, and professional development. Although taken before the regular semester begins, emphasizes seeking accreditation is voluntary, subsequent study skills, academic reading, writing, and language British Council and BALEAP endorsements provide

Table 1. EAP Program Informants and Enrolments in 2017 Name Enrolment International EAP unit Position Students 1 Alpha University 20,220 4,810 Center Director 2 Beta University 32,515 7,275 Center, Faculty of Social Course leader Sciences 3 Beta University 32,515 7,275 Center, Faculty of Social Course leader, past Sciences acting director 4 Gamma University 21,655 2,805 Language Institute, Course leader Faculty of Humanities 5 Delta University 18,385 5,060 Center Director 6 Epsilon University 29,370 3,935 Center, School of Arts Course leader and Humanities 7 Zeta University 15,840 4,115 Institute Director 8 Eta University 13,550 3,580 Student Services Course leader 9 Theta University 10,330 4,695 Center Course leader 10 Iota University 30,565 9,990 Center Course leader

4 THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt ARTICLES JALT PRAXIS JALT FOCUS ------5 - 43.6 • November / December 2019 However, a single short intensive EAP course short intensive a single However, We’re incredibly prescriptive in our pre-session prescriptive incredibly We’re got We’ve outcomes. got learning al. So, we’ve in North the tutors [“teachers” for handbooks the students. for handbooks English], American the outcomes for outline all the learning We overall course. described how a course leader, Participants I have one hour of prep and marking time for and marking time for one hour of prep I have a have in Education People one hour of teaching. expla The prep. and marking more ratio, 2-to-1 You’re academic. been, “We’re has always nation language teachers.” university instructors with inadequate times, At ranged from wholly original ones created by the original ones created wholly ranged from and original of textbooks staff to combinations In one of years. over a number materials developed com published case, these original materials were designed to be similar to Materials were mercially. would that students and writing tasks the reading studies. in future encounter skills serves to academic as an introduction more blamed their university’s EAP program. The Epsilon The Epsilon EAP program. their university’s blamed complained, “The finger is pointed course leader pass that on earth did you at us sometimes, ‘How might that some students countered He student?’” score the university with a high IELTS entered have in the EAP Program. and never even studied and Goals Materials, Course Teachers, a summer take in EAP programs students Most the university If they pass, they enter pre-sessional. of stu influx in the fall term. The sudden brief not enough full-time are means that there dents EAP program, teachers to meet the demand in any on short-term hired and adjunct staff members are and given course materials and verycontracts strict guidelines and supervised The teachers. by full-time explained: coordinator University Eta the takes director or assistant director, program materials Teaching a curriculum. for responsibility university eventually granted institutional status to institutional granted eventually university to and access autonomy it more gave the unit which co program University the Eta contrast, funding. In the university being attached to described ordinator as a serviceadministration unit and their personnel EAP unit, another At support.” termed “instructional and prestige instructors had less Beta University, university in a traditional benefits than faculty fewer and the past acting di leader A course department. between working in the differences contrasted rector university department: and in a traditional the center their classes in students international prepared ly - - - - They “ THE LANGUAGE TEACHER EAP as a Bridge to EMI: Learning from theLearning to EMI: a Bridge EAP as UK from Strong: Strong: Questions for EAP Program Informants

What types of faculty development does development What types of faculty offer? program your in your EAP program? in your and your program your evaluate do you How teachers? What part do teachers, course materials, and What part do teachers, course materials, in the program? goals have used are assessments What types of student How is your EAP program perceived within perceived EAP program is your How the university community?

An EAP unit’s designation impacted its status designation An EAP unit’s Interview questions were derived from descriptionsInterview from derived were questions 5. 4. 2. 3. 1.

of research and of publishing EAP textbooks. The EAP textbooks. and of publishing of research according to the Zeta University program director. director. program to the Zeta University according because of its history was unusual The Zeta program those courses. We’re a full part of the university.” a full part of the university.” those courses. We’re the number of students who are able to move into to move into able are who of students the number preparing students effectively for undergraduate effectively students preparing increasing and therefore and post-graduate study a half [pounds].” A few like Alpha University’s center center University’s Alpha like A few a half [pounds].” about “We’re the opposite position: took director weren’t even aware of how much money we were money we were of how much even aware weren’t and a million them . . . I think we make making for ones. The Epsilon course leader commented, course leader ones. The Epsilon Most participants felt their university never appre felt participants Most the financial especially ciated their contributions, University Perceptions of EAP Programs Perceptions University Results Table 2. Table and transcribed and common themes identified. of language curriculum development and organization development of language curriculum recorded 2001). Answers were 1995; Richards, (Brown, ences, through social networks, or by contacting the social networks, or by contacting ences, through university websites. personnel listed on in the field. The group of participants was a sample was a sample of participants The group in the field. confer at educational recruited of convenience from 10 to 41 years, and had either an MA or a PhD and had either an MA or a PhD to 41 years, 10 from as center directors and course leaders. They had and course leaders. directors as center language teaching, in English extensive experience student assessment, and faculty and program evalu and program and faculty assessment, student in supervisory roles worked The participants ation. to describe EAP programs in terms of their place in terms of their place to describe EAP programs of the operation their curricula, within universities, participants at nine different UK programs in order order in UK programs at nine different participants Interviews Personnel EAP Program with interviews with 10 conducted were Semi-structured institutions with a competitive advantage in attract a competitive advantage with institutions students. ing international The Language Teacher • Feature Article rather than thorough preparation for students en- development that year. Though a good review can tering a broad range of departments. The Eta Uni- lead to a bonus, these are very restricted; at Beta Uni- versity program director commented, “You’ll have versity, only the top 3% of the faculty are eligible. In an engineering student sitting next to a humanities contrast, adjunct faculty is only given pre-service ori- student.” A few participants described additional entations, provided with course curriculum guides, English for Specific (ESP) courses for international library access, and photocopying privileges. students who had been accepted into specific de- However, EAP programs benefit from their asso- partments such as Nursing, Accounting, or Pharma- ciation with BALEAP. The organization provides an cy. The departments concerned paid EAP programs annual institutional membership so that if a univer- to develop and staff these courses; however, because sity has this membership, all their faculty members, of this expense and personnel requirements, there whether full-time or adjunct, are entitled to free were not many of these courses. attendance at all BALEAP conferences held that year. Sometimes, EAP programs offer a transportation al- Student Assessments lowance to conferences as well. A further impetus is also from BALEAP which offers an individual teacher Pre-sessional courses have a final assessment to accreditation program consisting of three levels, determine if students graduate and start their degrees. which encourages continuing professional devel- Some programs employ the Test of English for Aca- opment and provides certification, which is helpful demic Purposes (TEAP). This four-skill test, developed when teachers apply for positions in EAP programs. in the UK, often serves as a follow-up to the IELTS test because of its similarity. Other programs assessed students solely by coursework done. The Delta Discussion University director described an “integrated academic This examination of UK EAP programs offers process approach” where students had to successfully suggestions that might improve EMI programs in complete tasks such as reading journal articles, book Japan. As described earlier, they offer standardiza- chapters, and attending academic lectures. tion of testing and entrance requirements, and an introductory EAP course for students who need it. Evaluating Teachers and Programs Support for these steps is already found in the literature on EMI in Japan. Chapple (2015) argued that All EAP program informants described a comput- EMI classes need language support and planning for er-graded evaluation form common to all univer- entry requirements, personnel, and pedagogies. He sity departments. In addition, most programs had proposed an introductory course to enable stu- course leaders or program directors conducting dents “to work their way up into high level content classroom observations, particularly of new faculty. courses” (p. 9). Brown (2017) found only 8% of the At Eta University, annual observations were even 118 institutions he surveyed offered EMI programs conducted of full-time instructors. that provided targeted EAP classes. He concluded One formative evaluation unique to the UK, that EMI programs would improve with bench- but found in every university department, is the marks for student performance, proficiency testing staff-student liaison committee. Each class elects a upon entry, and “better coordination between EMI representative to meet at least twice over a semes- and the students’ language classes” (pp. 15–17). The ter with a department administrator and to raise interviews described in this paper outline the main any student concerns about the class. This forma- features of UK EAP programs and potentially new tive evaluation shapes the teacher’s course while directions for EMI programs in Japan. students are still taking it and communicates to the students that they have an active role in their education. University Perceptions of EAP Programs In the UK, EAP programs and their contributions are seldom recognized in the wider university com- Faculty Development munity. Also, other university faculty are critical of University administrations in the UK provide faculty the abilities of international students that graduate development in the form of workshops, opportu- from EAP programs. In Japan, EMI programs are nities for faculty exchanges overseas, and a perfor- also marginalized; in this case because few stu- mance review of full-time faculty. For this review, a dents have high enough English proficiency to be senior faculty member in each department conducts successful in EMI coursework. Brown (2015) found a one-to-one meeting with each of his or her col- that “more than three-quarters of EMI programs leagues and asks them to describe their professional served less than 10% of students with most serv-

6 THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt ARTICLES JALT PRAXIS JALT FOCUS - - - - 7 ------43.6 • November / December 2019 the UK, EAP programs stress professional de the UK, professional stress EAP programs

guage teaching. Language programs in Japan that in Japan guage teaching. Language programs skills communication emphasized traditionally have provid specialization, greater need to move toward learning ing EAP coursework to support students of Overall, the expansion English. through content a broad-based calls for universities EMI in Japanese it effectively. to implement approach fortunately, universities in both the UK and Japan in both the UK and Japan universities fortunately, members adjunct faculty the many often overlook BALEAP in the UK teach in their programs. who additional serves by offering role an important institutional and by offering teacher certification Profes adjunct faculty. include memberships which should or JALT such as JACET organizations sional teachers in Japan. adjunct do the same for Conclusion of international of the integration An exploration through in English studies academic into students in the UK shows the importance of EAP programs appropriate testing, and evolving standardization, guidelines need to be developed National curricula. be made commitments institutional and long-term should Institutions to EMI coursework in Japan. of cre teachers Japanese on the burden recognize teaching in courses and for EMI for ating content either financially compensation and provide English Institu duties. departmental reduced or through foreign to better contracts also need to offer tions these as language support for teachers employed instructors experienced to retain courses in order development Faculty their motivation. and increase in EMI coursework is re all teachers involved for and lan of content and a better integration quired all UK university departments is the staff-student is the staff-student departments all UK university to im has the potential which liaison committee it. Such still taking are students a class while prove communications facilitates improved a committee also offer and might and students between teachers and development EMI program for possibilities in Japan. evaluation Development Faculty In than more faculty fulltime among the velopment (2017) found Brown do in Japan. EMI programs those in his survey of any two-thirds did not report EMI personnel teaching for development faculty has development noted that faculty courses. He since been mandatory universities only in Japanese it as often perfunc characterized 2007 and Brown tory Un engagement. of faculty levels with low ------THE LANGUAGE TEACHER EAP as a Bridge to EMI: Learning from theLearning to EMI: a Bridge EAP as UK from

Strong: Strong:

Whether or not UK EAP programs primarily use primarily Whether or not UK EAP programs es and teachers. However, a very unusual feature of a very feature unusual es and teachers. However, EAP programs in the UK are similar to EMI pro in the UK are EAP programs their class evaluate in that students grams in Japan Evaluating Teachers and Programs Teachers Evaluating study abroad. abroad. study tions and sometimes makes it difficult for them to it difficult and sometimes makes tions and on their students’ abilities. This makes it chal This makes abilities. and on their students’ between institu to transfer students for lenging Japan, there are no national standards for EMI, and EMI, for standards no national are there Japan, on their personnel courses based offer universities performance on academic tasks similar to those on academic performance In in their university studies. they will undertake IELTS exam, similar types of testing, or on students’ exam, similar types of testing, or on students’ IELTS Student Assessments Student In the UK, either based on the are assessments

materials tailored for such students’ needs as aca such students’ for materials tailored 21). writing (p. demic Akita International University produced EAP course produced University Akita International language support which was often unavailable, was often unavailable, language support which Only publicized. expensive, or was badly irrelevant, universities they studied most students and teach most students they studied universities with their university’s dissatisfaction ers reported traditional language teaching. Galloway, Kriukow, Kriukow, language teaching. Galloway, traditional Japanese that of the five (2015) found and Numajiri language classes that are meant to support EMI meant language classes that are Instead, the classes emphasize coursework in Japan. curricula. This is seldom the case with English This is seldom the case with English curricula. textbooks or original materials with their students, or original materials with their students, textbooks their tasks into academic their goal is to integrate every few years when personnel change. when years every few expertise and insight into their programs are lost lost are their programs into expertise and insight Iyobe (2013) note that EMI programs often employ (2013) often employ note that EMI programs Iyobe whose contracts teachers on short-term foreign as much work for Japanese teachers, making it an teachers, making it Japanese work for as much and Brown Furthermore, unattractive assignment. (2005) estimates that teaching in English and teaching in English (2005) estimates that to five times four an EMI course requires preparing members are frequently undervalued. Tsuneyoshi undervalued. frequently Tsuneyoshi members are as language teachers rather than university re as language teachers faculty EMI program in Japan, Likewise searchers. Teachers, Course Materials, and Goals and Materials, Course Teachers, status lower have in the UK often EAP faculty EMI courses. or 87 freshmen of the 991 at the School of Political of Political the 991 at the School of or 87 freshmen took University at Waseda Economics and Science EMI coursework “risk being disassociated from the from being disassociated “risk EMI coursework 8.7%, only 11). In her case, (p. of an institution” core ing fewer than 5%” (p. 419). Sauzier-Uchida (2017) Sauzier-Uchida 419). (p. than 5%” ing fewer associated with faculty and students warned that

ARTICLES JALT PRAXIS JALT FOCUS 9 - Japan Japan https://www. assets/.../2017/03/ , 119–128. 57 Internationalization Internationalization , Journal of Research in of Research Journal (1), 66–86. - 4 - . . Retrieved from from . Retrieved Curriculum development in language Curriculum . Tokyo: Gakubunsha. (Published in (Published Gakubunsha. . Tokyo: , professor , professor Educational Studies Educational 43.6 • November / December 2019 . Cambridge: Cambridge University Press. University . Cambridge: Cambridge http://www.universitiesuk.ac.uk/news/Pages/ abroad programs using English. using English. programs abroad Education International from International-students-now-worth-25-billion-to-UK- economy---new-research.aspx of Mindset and the International Universities of Japanese Students Japanese Japanese). implications. implications. (January Revitalization). Economic 13, 2013). Strategy Revitalization kantei.go.jp/jp/singi/keizaisaisei/pdf/en_saikou_jpn_ hon.pdf education English- for students Japanese to prepare English course in an era of global medium instruction Paper WINPEC Working knowledge. for competition Economy, Institute of Political Waseda No.E1617. Series from Retrieved Japan. Tokyo, University, Waseda http://www.waseda.jp/fpse/winpec/ _0321.pdf No.E1617auzierUchida of study and possibilities dilemmas The Japan: of teachers in Japan, China, of teachers in Japan, and Canada, his publica chapters in include tions works of fiction, a biography, books, TESOL various at greg can be reached He and graded readers. [email protected] Universities UK. (March 6, 2017). Retrieved May 30, 2018 May 6, 2017). UK. (March Retrieved Universities A. (2013). M., & Kobayashi, Yokota, Acknowledgements to thank the participants The author would like and the this study to be interviewed agreed who for on commented have who editors and colleagues drafts. various Gregory Strong and language coordinator Uni at Aoyama Gakuin English versity (Tokyo) the past for Department now works as an 26 years, consultant educational interests with research design and in curriculum As development. faculty both teacher and educator Morizumi, F. (2015). EMI in Japan: Current status and its status Current in Japan: EMI (2015). F. Morizumi, Japan’s for (Headquarters Saisei Honbu Keizai Nihon (2001). J.C. Richards, (2017). of teaching The practice E. Sauzier-Uchida, in strategies R. (2005). International Tsuneyoshi, , Files/ THE LANGUAGE TEACHER New York: York: New Studies in Studies (3), 455–486. (3), 6 Focus on the Focus , . Tokyo: JALT. JALT. . Tokyo: accredited- Studies in Higher in Higher Studies EAP as a Bridge to EMI: Learning from theLearning to EMI: a Bridge EAP as UK from OnCUE Journal, Journal, OnCUE

Strong: Strong: https://jalt-publications. research-papers/ http://www.mext. org/10.2167/beb337.0 International Education Studies International https://www.hesa.ac.uk/data- .

The elements of language curriculum:The elements of language A https://englishagenda.britishcouncil. (9), 1707–1421. doi:10.1080/0307507 (9), 38 ELT research papers 17.02, British Council. Council. British papers 17.02, research ELT . , Tokyo: JALT. doi JALT. Tokyo: JALT 2013 Conference Proceedings 2013 Conference JALT http://www.jasso.go.jp/en/about/statistics/intl_ https://www.britishcouncil.org/education/

(1), 3–20. Retrieved from from (1), 3–20. Retrieved (3), 1–13.(3), doi:10.5539/ies.v8n3p1

university reforms including those in educational those in educational including university reforms from Retrieved contents]. go.jp/a_menu/koutou/daigaku04052801/__ics afieldfile/2017/12/ 13/1398426_1.pdf from from student/data2015.html [Japanese kyouikunaiyoutounokaikakujyoukyounituite website. Retrieved from from website. Retrieved and-analysis/students/where-study org/research-publications/ -and-growing- internationalisation-higher-education demand-english-investigation-english-medium demand for English: An investigation into the English the English into An investigation English: demand for in China movement (EMI) medium of instruction and Japan from Retrieved linguistic strains in higher education. education. strains in higher linguistic Education and the growing higher education Internationalisation, doi:10.14746/sllt.2016.6.3.5 multilingualism internationalisation, Globalization, teachers’ attitudes towards English medium English attitudes towards teachers’ A three-countryinstruction: comparison. Second Language Learning and Teaching the Teaching of English. of English. the Teaching 8 instruction at universities in Japan. in Japan. at universities instruction 10 org/sites/default/files/pdf-article/jalt2017-pcp-036.pdf Discussing implications for language teaching. In P. language teaching. In P. for Discussing implications (Eds.) Brown A. Krause, & H. Clements, learner. medium instruction in Japan. In N. Sonda & A. Krause In N. in Japan. medium instruction (Eds.), accreditation/centers. development. program systematic approach to Heinle. & Heinle institutions institutions from https://www.baleap.org/about-baleap/ MEXT. (2017). Heisei 27 nenndono daigakuniokeru daigakuniokeru 27 nenndono (2017). Heisei MEXT. Japan Student Services Organization. (2019). Retrieved Retrieved Services (2019). Organization. Student Japan Higher Education Statistics Agency. (2019). HESA (2019). Agency. Statistics Higher Education Galloway, N., Kruikow, J., Numajiri, T. (2015) T. Numajiri, J., Kruikow, N., Galloway, Doiz, A., Lasagabaster, D., & Sierra, J. (2013). J. & Sierra, D., Doiz, A., Lasagabaster, Dearden, J. & Macaro, E. (2016). Higher education Higher education (2016). E. & Macaro, J. Dearden, Chapple, J. (2015). Teaching in English Is Not Necessarily Necessarily Is Not in English (2015). Teaching J. Chapple, Brown, H. (2017). Current trends in English-medium in English-medium trends H. (2017). Current Brown, Brown, H. (2015). English-medium instruction in Japan: in Japan: instruction H. (2015). English-medium Brown, Brown, H., & Iyobe, B. (2014). The growth of English of English (2014). The growth B. H., & Iyobe, Brown, Brown, J. D. (1995). D. J. Brown,

British Council. (2018). Accredited Centers A-Z. Retrieved Retrieved A-Z. Centers Accredited (2018). Council. British References from Retrieved Institutions. Accredited (2018). BALEAP. [JALT PRAXIS] TLT INTERVIEWS Torrin Shimono & James Nobis TLT Interviews brings you direct insights from leaders in the field of language learning, teach ing, and education—and you are invited to be an interviewer! If you have a pertinent issue you would like to explore and have access to an expert or specialist, please make a submission of 2,000 words or less. Email: [email protected] Henry Widdowson: Well yes, I think it does be- An Interview with Henry cause native speakers don’t own the subject, nor do they own the language. If one takes the view that Widdowson these developments in CLIL and EMI are ways of recognising how the linguistic resources available in Chantal Hemmi English can be made use of, or in the case of CLIL, how they can develop a sense of how to make use of Graham Mackenzie language by reference to the subject, then there is no logical reason why the E in EMI or the L in CLIL, Katsuya Yokomoto should be modelled on native speaker norms. One Sophia University has to ask what the appropriate language is, what language is appropriate to the purpose, and that Welcome colleagues! For the purpose may not at all require that either students last issue of 2019, we present or teachers conform to the norms of native speaker a very special interview with usage or standard forms. Professor Henry Widdowson, an acclaimed authority in the Graham Mackenzie: So, do you think that these sorts field of applied linguistics who of developments may mean there will be less of a ten- has made great contributions dency in classrooms to have native speaker like compe- to the development of com- tence as the desired target for learners of English? municative language teaching. In this conversation, Professor It depends, because I think certainly with CLIL, and Widdowson discusses English with EAP, it was clear that people could make use Language Learning in Japan of English very effectively without conforming to in the context of Content and native speaker norms. So then if people have devel- Language Integrated Learning (CLIL), English Medium oped what I call a “communicative capability” which Instruction (EMI), and English as a Lingua Franca (ELF). allows for, and gives momentum to, further learn- Professor Widdowson is Emeritus Professor at the Uni- versity of London, was Professor of Applied Linguistics ing, that raises the question as to whether the objec- at Essex University and is currently Honorary Professor tive of ELT, which traditionally is linguistic compe- at the Department of English and American Studies at tence, (which really means the competence of the the University of Vienna. He has published extensively native speaker), actually is an appropriate objective. on English language teaching and applied linguistics. The important thing at the end of the course is not Here he was interviewed by Chantal Hemmi, an Asso- how far learners can approximate native speaker ciate Professor, Graham Mackenzie, a Project Associ- norms but how far they have invested in a capabil- ate Professor, and Katsuya Yokomoto, a Lecturer at the ity for further learning because the end of a course Center of Language Education and Research at Sophia marks the end of teaching, but in many ways the be- University. ginning of learning. So, I think that when one asks questions like “Well, what is a language used for?” Graham Mackenzie: One thing that you have written and we recognise that it varies in the form it takes a lot about is the ownership of English, and with the depending on what purposes it is required to fulfil. growth of CLIL and EMI, in Japan we have lots of This inevitably raises the question about why what content teachers who don’t necessarily have English as has been traditionally conceived of as the necessary their first language. I wonder if you thought this may norm of native speaker competence has always been cause a shift in the way the ownership of English is set as the objective. This is really the significance of thought about, and a shift away from native speaker ELF (English as a Lingua Franca) because it’s clear models in English language learning? that people engage with each other, relate to each other, achieve communicative objectives, and nego-

10 THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt The Language Teacher • JALT Praxis: TLT Interviews tiate their relationships and their meanings without British person are you talking about? Most people in conforming to native speaker norms. They have the Britain don’t speak in the way that textbooks tell you capability to do it, and the more they do it, the more that you should speak. demands are put on their capability. And then their linguistic resources will extend. So, what becomes Katsuya Yokomoto: Within Japan there are many dif- clear from the evidence of ELF, is how effectively ferent kinds of settings, for example elementary school ARTICLES people in diplomacy, business negotiation, conflict teachers are not language experts, they have to teach resolution and so on, strategically use the language very many subjects. In junior high and high school, to achieve their objective. It’s that kind of strategic they are English teachers and in higher education capability that presumably, one needs to focus on in English teachers teach English and also subject teachers the teaching of language. use English to teach their subjects. But when we all aim for students’ learning of the language, what should we Katsuya Yokomoto: Related to communicative capa- keep in mind as we are trying to help them? bility, some Japanese teachers of English here are still Again for me, the first thing to question is whether worried about their language proficiency in English, so JALT PRAXIS • INTERVIEWS what general advice would you give to those teachers? there is such a thing as “the language.” There is an assumption that there is “an English language” and Well, my general advice would be “Don’t worry so that is what is described in reference books, and much!” The point that I would make is that correct- that is linguistic competence or communicative ness, which is really what they are worried about, has competence based on native speaker norms, and more to do with correct comportment and etiquette, that is “the language.” My own view is that this is than it has to do with communicative effectiveness. a fiction. There is no such thing. I mean people And this attitude to me is a deeply entrenched feeling believe there’s a language, and when it comes to the that communities have, that their identity is invested notion of language and community, it’s important in their language. It was very clear in Germany in the for people to think there is a language because it 1930s for example—one language one people. The holds them together as a community. But we can language and the community were seen to be very shift focus and ask, “How do people use language?” closely related. Although you can’t, of course, argue or “How do people communicate?” The key to this that with English, nor to varying degrees with some is that if one shifts the focus to communication, other languages, including Spanish. But there is still how people use linguistic resources to commu- a deeply entrenched feeling that somehow “My lan- nicate, what linguistic forms are needed for their guage is my social identity.” Now, I don’t know Japan purposes? Then I think you get a very different set well enough to make any statement about this, but of objectives for learning. The objectives then are, my impression is that because Japanese is so closely how do you actually motivate learners to use lan- linked with being Japanese, it’s quite natural for peo- guage? Often in the past when they have attempt- ple to feel that language, the correct social behavior, ed to use the language, they have been penalized JALT FOCUS and the conformity to social norms, are deeply en- because their use has not been sufficiently correct. trenched. English must also, therefore, have norms of Even if the teacher says “well, we’ll let that pass,” the correctness which we must conform to or otherwise learner knows that sooner or later they are going we are not behaving correctly. It’s a sense of proper to have to go back to get it right. And this focus on behavior, of comportment, rather than communica- correctness, conformity to native speaker norms, tion. Those countries which don’t have this strong inhibits the real language learning process which is sense of lingua cultural identity, I think are more the ability to extend your communicative resources likely to accept the idea of English as a Lingua Franca, from what you’ve already got in your own language or accept the idea of non-normative use of language to other linguistic resources, which we call English more readily. And also, I suppose historically, because or French or whatever it is. Why? Because it gives us there has been in the past anyway, a close associa- a wider possibility for interaction with other people, tion of language learning with learning the spoken and in so doing extends further our resource. The language. The problem is that, of course, speaking objective has to be some kind of dynamic invest- a language is the most potentially face-threatening ment in subsequent learning. And my own feeling activity and it’s very difficult, even if you wanted to, is that once students have got that learning mo- to change the way you speak. To change the way you mentum, your job is done. That’s it! You can do no write is much easier, which is why accent tends to more! Now, the problem is that assessment requires be so well imprinted in people’s behavior. But if you conformity. The real problem is that what is educa- say, “You’ve got to speak like a Brit” that’s a terrible tionally desirable is in conflict with what is insti- burden for anybody! And anyway, which Brit? Which tutionally required. The institution requires that

THE LANGUAGE TEACHER 43.6 • November / December 2019 11 The Language Teacher • JALT Praxis: TLT Interviews at the end of the course, there is a measurement in the European Union for this disastrous Brexit? as to how far the learners have achieved the objec- English. What language is being used for those tive. So, these tests are actually tests of teaching. seeking asylum in Europe? English. Marie Grazia They’re not tests of learning. In other words, they Guido has done some interesting work on the test the extent to which teaching has succeeded in use of English as a Lingua Franca in immigration making the learners conform. No matter how much situations with asylum seekers. There, the problem learning has taken place, which may in fact be a very often occurs that the immigration officers have a good dynamic investment for something to follow, concept of English which has been impressed upon that doesn’t count unless it’s also correct. Tests are them in their schooling: correctness – “Are you C1?” predicated on the primacy of teaching. But the diffi- or “Are you C2?” and so on. If an asylum seeker is culty is that institutionally speaking, it’s difficult to from Ghana, he or she will naturally use Ghana- see how else you could provide a test because you’ve ian English, which is a World English variety. So, got to have something that’s measurable. What I’m the Ghanaian will be using what the immigration talking about, capability, is not so easy to measure. officer thinks is incorrect English. And so, their con- Competence is easy to measure as you check it cepts of English are in conflict because they have against the standard norm. This is related to CLIL different norms of what is appropriate, and you can and EMI, and education in general. The real con- imagine that people are judged, as they have always temporary questions are “How do we decide what tended to be, on the language they speak. And we is educationally desirable, what is good for learners, all know that we tend to judge people as educated and what is institutionally constrained?” And, the or non-educated, or foolish or arrogant by the lan- real challenge is that institutions will want to sim- guage they use. Now if the judgement is based on plify because they want something measurable and native speaker norms, there are a lot of people that reliable, something straightforward that you can are in trouble if we persist in using that as the only explain easily. However, education is not like that. effective measure of language learning. Graham Mackenzie: Perhaps teachers need to find a References balance? Guido, M. G. (2017). ELF in migration. In J. Jenkins, W. Baker, & M. Dewey (Eds.), The Routledge handbook Well, first of all, I think they need to understand of English as a lingua franca (pp. 544–555). Abingdon: that there is this conflict. In the academic field, this Routledge. has become clear with publishing because what Sato, T., & McNamara, T. (in press). What counts in controls educational development in the universi- second language oral communication ability? The ties now is publishing. The publishers tell us what perspective of linguistic laypersons. Applied Linguistics. we are to teach basically, and what research we Seidlhofer, B., & Widdowson, H. (2018). ELF for EFL: A should do. change of subject? In N. Sifakis & N. Tsantila (Eds.), English as a Lingua Franca for EFL Contexts (pp. 17–31). Chantal Hemmi: I’m reminded of McNamara and Bristol: Multilingual Matters. Sato’s work, looking at non-native raters’ evaluations Widdowson, H. G. (1994). The ownership of of students. I think it’s very positive that researchers are English. TESOL Quarterly, 28(2), 377–389. looking into that aspect of things. I think our paradigm has to change a little when we think about equity in education in a diverse world because we tend to regard correctness in reference to the native speaker norms. It’s probably a new field that will open up a lot of research opportunities. Yes, well particularly when we talk about EMI and EAP, and ELF, Barbara (Seidlhofer) will tell you for example, that when she talks to people in conflict resolution or business people, they are not interested in how correct someone’s English is at all. It isn’t an issue for them. The issue is “Can we get along?” “Can we arrive at an understanding?” And you can well imagine how complicated this is. If you look at the kind of international negotiations that are going on around the world, what language does Trump use when he talks? English. What language is used

12 THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt [JALT PRAXIS] MY SHARE Steven Asquith & Lorraine Kipling We welcome submissions for the My Share column. Submissions should be up to 600 words describing a successful technique or lesson plan you have used that can be replicated by read- ARTICLES ers, and should conform to the My Share format (see the guidelines on our website below). Email: [email protected] • Web: http://jalt-publications.org/tlt/departments/myshare

Hi, everyone, and welcome to the final edition of My Share for 2019. Perhaps it is only me, but each year it Student Photojournalism is always with an element of surprise that I find myself already in November. It often seems as if the year has Project slipped by barely noticed, but then taking stock, I tend to be fairly satisfied with much of what I have accom- Mike de Jong JALT PRAXIS • MY SHARE plished. Of course, there are glaring omissions – not enough time spent on personal goals, devoting more Aoyama Gakuin University energy to long-term professional development, and sharing more of my ideas and research. If you have sim- [email protected] ilar thoughts, perhaps you would like to spend a little time writing up an idea for My Share. All contributions are greatly appreciated by us, and also, bring value to Quick Guide both the authors and the wider teaching community. »» Keywords: Journalism, news, media The authors of this edition’s four articles have excelled »» Learner English level: Advanced themselves in providing innovative ideas for a variety of »» Learner maturity: University teaching contexts. In the first article, Mike de Jong in- »» Preparation time: 20 minutes troduces a photojournalism project, in which, students »» Three class sessions learn how to create and present original narratives us- Activity time: ing photos often taken on their phones. I love the way »» Materials: Mobile phones or cameras, access to this project engages learners’ creativity while having computers and printers them develop practical skills in presenting real world issues. In the second article Luke Houghton presents a It is said that a picture represents a thousand version of spot the difference with a really cool twist, it words. That is certainly true in journalism, where is personalised to the students! This idea, with multiple different variations and extensions would be a fantastic, photos can tell dramatic stories about poverty, war, fun activity for almost any class. In the third article Ja- pollution, and other social issues. For students, mie Reay invites you to turn your Business English class- learning about journalism by taking photos opens JALT FOCUS es into an episode of the popular TV series ‘Dragon’s their world to the power of the media in a demo- Den’. This wonderful idea not only scaffolds students cratic society. through the use of the TV show but also provides them For this assignment, students use their own with the opportunity to deliver an authentic sales pitch. cameras or mobile phones to tell journalism-style In the final article, Susan Brennan, explains an interactive method of students practising cohesive language stories with photography. Learners must take a such as conjunctions, using a matching game. Lorraine series of 9-10 photos around one theme; perhaps a and I hope that you have an opportunity to try these social issue in their neighbourhood, an event such great ideas, and that you all have a fabulous festive pe- as a local festival, or an issue that impacts friends or riod. family. All photos must work together to support —Steven Asquith this theme, and short captions must be provided to explain the content. Students are told that high quality images and expensive printing are not nec- TBLT in Asia 2020 essary for this assignment. The goal is storytelling, The 5th Biennial Conference of the JALT TBL SIG not photo perfection. Ryukoku University, Kyoto • June 20 – 21, 2020 Confirmed plenary speakers: Martin Bygate (Lan- caster University) and Shoko Sasayama (Educational Preparation Testing Service) Students are asked to bring in smartphones or cam- Call for papers now open. See https://tblsig.org/ eras for the first session. conf/call-for-papers/ for details.

THE LANGUAGE TEACHER 43.6 • November / December 2019 13 The Language Teacher • JALT Praxis: My Share

Procedure students have fun while learning about an import- Step 1: The instructor prepares students for this as- ant aspect of the news media. signment with a brief lecture on famous photojournalists and their work. Here, the work of Magnum Resources photojournalists W. Eugene Smith and Robert Capa could be used. In particular Capa’s photos from the Magnum Photos. (n.d.) Retrieved from https://www. magnumphotos.com/photographers Spanish Civil War and Smith’s work in exposing the Minamata scandal in Japan are excellent examples. Step 2: Students are given some photos in which a narrative is clearly present. They are then asked What’s the Difference? to suggest captions. Working in groups, they also discuss possible themes for their own projects. This Luke Houghton prepares students for producing their own photo British Hills narratives. Step 3: The instructor confers with each student [email protected] to discuss themes and topics. Further instructions about story-telling narratives could also be ex- Quick Guide plained at this point. »» Keywords: Descriptive language, prepositions of Step 4: Students begin the assignment by shooting place, speaking, listening, turn-taking photos outside of class. »» Learner English Level: Lower intermediate and Step 5: The following week, students bring in their above first photos for review. Gathered in groups, students »» Learner maturity: Junior high school and above analyse each other’s work, while the instructor also »» Preparation time: 10 minutes gives an assessment on the photos and themes. Fur- »» Activity time: 10 - 15 minutes ther advice about developing story-telling narratives »» Materials: Two different photos of your classroom is also useful at this point. (see preparation), note paper for students Step 6: Students shoot more photos outside of class and complete their assignments by providing This is a communicative pair activity that requires captions and printing off their work. They also students to use descriptive language and questions prepare their photos for an in-class “exhibition” the for clarification and detail. The activity is easily per- following week. sonalized to individual classes and can be extended Step 7: Students participate in an in-class photo into collaborative projects for students. “exhibition” where they share their completed assignments with classmates. Each student is asked to give a brief presentation explaining their photos Preparation and narratives. Invitations might be offered to other Step 1: Take two photos of your classroom without classes to see the photo “exhibition.” This gives the students present. Label these A & B. There should photojournalism students motivation to produce be ten differences between the first and second professional-quality work. photo: for example, one photo before and one Step 8: Assignments are handed in to the instructor photo after a lesson, desks moved, windows opened for grading. or closed, or the spelling of words on the board altered. Ensure there are both obvious changes and less obvious ones. Note these changes yourself for Conclusion reference later. This assignment allows students to further develop Step 2: Print off enough pictures for one A & B pho- their language skills, while gaining a better under- to set per pair of students. standing of photojournalism and the power of the media. They get hands-on experience in producing a journalistic assignment and learn to take pho- Procedure tographs that tell stories. As they work on their Step 1: Ask students to form pairs facing each other, projects, students develop new vocabulary and com- and give each student note paper. munication skills, and expand their English fluency Step 2: Explain that each pair will have two photos, and pronunciation. This project proves enjoyable, as and race to find ten differences in ten minutes by

14 THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt The Language Teacher • JALT Praxis: My Share describing and asking questions about each other’s strategies to convey information, offers teachers an photo. The first pair to write down all ten (or the opportunity to identify areas of language need, and most, if not all are identified) differences and show can be personalized for each class, engaging and the teacher is the winner. motivating students to complete the task. Step 3: Elicit and pre-teach target language, as neces- ARTICLES sary, for example “Where are the textbooks? What is written on the board? There is a bag under the chair.” Dragon’s Den for Business Step 4: Hand out photo A to one of each pair, and photo B to their partner. Ensure students cannot English Students see their partner’s photos. Step 5: Start a timer for 10 minutes (variable). Jamie Reay Step 6: Monitor and note language needs as pairs Josai International University complete the activity. [email protected]

Step 7: Once the time is up, declare the winner. JALT PRAXIS • MY SHARE Step 8: As a class, go over the ten differences, noting the correct language forms on the board. Quick Guide Step 9: Once the activity is finished, address any »» Keywords: Multimedia, business pitch, peer language needs noted. evaluation »» Learner English level: Intermediate and above Step 10: Set pairs to make their own photo sets to »» University challenge others next class (see extension). Learner maturity: »» Preparation time: 2 hours »» Activity time: Two 90-minute lessons Variation »» Materials: Dragon’s Den (DVD from Amazon, or watch on YouTube), laptop, display, whiteboard, This is easily modifiable by changing the photos. pens Your classroom is easily adapted, and you can introduce surprising elements such as a giant stuffed panda in the teacher’s chair. You can also use other This activity enables students to use teamwork, areas of your school, or elsewhere. The more inter- creativity and organizational skills to formulate and esting the differences in familiar settings, the more present a business idea. The first lesson sets the students will be engaged. scene, provides examples of business pitches for the students, and gives them a chance to practice their The competitive element of the activity can be listening skills. In the second lesson the students removed if inappropriate. Instead, have a second set

pitch their business plan to teacher and peers, who JALT FOCUS of photos prepared for early-finishers. evaluate before deciding whether to invest in it. They then reflect and give feedback on each other’s Extension pitches. As an extension ask pairs to take their own two photos in their free time, writing down ten differ- Preparation ences and then challenging other pairs in the next Choose an episode of Dragon’s Den of relevance to class. Turn it into a creative project by having the your students. Pre-watch the episode and make a two pictures tell a story: a picture of their living note of useful vocabulary or cultural references that room first tidy then filled with deflated balloons might need explaining. and empty bottles hints at a party in between, for instance. Once students have identified all the differences in their friends’ photos, they can explain Procedure what they think happened in the time between the two pictures. Classes can also create sets of pictures Lesson 1 to challenge other classes. Step 1: Put students into groups and get them to discuss what constitutes a good business plan. Get each group to share their ideas with the class and Conclusion make notes. This activity provides learners with the opportunity Step 2: Introduce the premise of Dragon’s Den: to practise verbal and non-verbal communicative Contestants pitching their business ideas to poten-

THE LANGUAGE TEACHER 43.6 • November / December 2019 15 The Language Teacher • JALT Praxis: My Share tial investors - the dragons. Step 3: Pre-teach any difficult language points or Let’s Stick Together cultural references from the episode. Step 4: Watch an episode of Dragon’s Den. Tell Susan Brennan students to make notes about how the ideas are Seikei University pitched, the questions the dragons ask, and why the dragons invest in the product [email protected] Step 5: Review the episode, asking students for the ideas they made notes on. Ask the students to re- Quick Guide flect on how these ideas link to their original ideas. »» Keywords: Integrated activity, split sentences, Step 6: Tell the students they will participate in conjunctions, review their own Dragon’s Den and each group has to »» Learner English level: All levels think of their own product, something that they as »» Learner maturity: Elementary students might need or find useful. »» Preparation time: 15 minutes Step 7: Prepare a pitch following some of the busi- »» Activity time: 10-15 depending on number of ness plan ideas discussed in class. Each pitch should students be 2 to 3 minutes long. Review points on how »» Materials: Paper, scissors, selection of sentences to give a good pitch. For example: attracting the investor’s attention, highlighting your USP (unique Let’s Stick Together is an active and, at first, chaotic selling point), being sure of the facts and figures integrated activity that encourages students to interact about your product and knowing the competition. and listen carefully to one another while focusing on making logical connections. This activity is perfectly Lesson 2 suited to the revision of coordinating and subordinat- ing conjunctions. Variations are only limited by the Step 1: Give students 10 to 15 minutes preparation teacher’s imagination and preparation time. time. Then select 4 students from other groups to be your fellow ‘dragons’. Step 2: Sit with the other dragons at the front of the Preparation class, ask the ‘pitchers’ to stand in front of you and Decide what aspect of language you are going to re- begin the pitches. view. Depending on the number of students, write Step 3: After each pitch, encourage the dragons to half that number of sentences using the target lan- ask questions to the contestants, and then decide guage. Type the sentence, leaving a space between whether to invest or not in their product. Dragons the two clauses, for example I don’t want to put on must give reasons why they invested or not. What weight, but… /…I love eating pizza and ice-cream. attracted them to the product, why they thought it Print the sentences, and cut so that each sentence would succeed, and so on. half is on an individual strip of paper. Step 4: Repeat step 2 and 3 until all the pitches are complete, using different dragons each time. Get each group to give feedback on which pitches they Procedure thought were good and the reasons why. Step 1: Tell students you are going to give them half a sentence. Demonstrate on the board by writing a sample sentence, for instance I don’t want to put on Conclusion weight, but … and …I love eating pizza and ice-cream. This lesson proved to be one of the most popular Explain that the ellipsis (three dots) indicate whether on my Business English course. The first lesson pro- it is the first or second half of the sentence. Drawing vided the students with the context and words that boxes around the half sentences will help first timers. they could utilize in pitches, while the role play ele- Step 2: Tell students they will get one sentence half ment of the second lesson really allowed students to and they must memorise it. No writing it down or shine. Students who had been quiet throughout the telling anyone. course surprised me with their imaginative pitches, Step 3: Shuffle the strips of paper and go around the or in their role as an authoritative dragon. class having students randomly draw a strip. Step 4: Give students 1-2 minutes (depending on the level), then retrieve the strips.

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Step 5: Students get up and walk around the class. have been matched (and been confirmed by the Students with an ‘end half’ should wait for the stu- teacher), the students must then put themselves in dent with a ‘start half’ to speak first. When they think order. This activity is challenging, but students are they have found each other, they come and say it to motivated to get it right. With the teacher cheering the teacher. If they are correct, they can sit down. them on, they get a real sense of satisfaction when ARTICLES Step 6 (optional): Sentences can be redistributed the story is told correctly from start to finish. and the activity repeated. Students often want to have another go—especially if they’ve remembered their half incorrectly and been unsuccessful (or last) Conclusion at finding their match. Let’s Stick Together is a challenging activity that utilises students’ speaking, reading and listening skills. It works best when it focuses on a grammar Variations point, such as cohesive devices or coordinating Lower level students can be allowed to carry their conjunctions. In my experience, this activity works best at the end of a lesson that has been heavy on slips with them. In addition to conjunctions, this JALT PRAXIS • MY SHARE activity also works well for reviewing preposition- reading, writing or grammar. al phrases and conditionals. I have also used this activity to review classroom rules at the end of the Hiroshima JALT 2019 Conference & Book Fair first lesson, for exampleStudents should have a file which…/…they use only for this class. Teachers can Working Together—Learning Together also have students write their own sentences in Saturday, Nov 30 & Sunday, Dec 1 2019 pairs on blank strips of paper. A weekend celebrating the collaborative aspects of language learning and education. Join us for an in- Extensions formal tea on Saturday, and presentations, seminars and workshops on Sunday. For intermediate to high level students in smaller groups, the sentences can also be part of a lon- Further details at https://sites.google.com/view/ ger, coherent passage. Once the sentence halves hiroshima-jalt/conference JALT FOCUS

THE LANGUAGE TEACHER 43.6 • November / December 2019 17 [RESOURCES] TLT WIRED Edo Forsythe & Paul Raine 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: [email protected] Web: http://jalt-publications.org/tlt/departments/tlt-wired

patterns can be discovered and visualized using Visualizing Patterns to technology. A digital text can be searched for a particular language pattern. Once found, the pattern Help Language Learners can be colorized, enlarged and labelled. This is akin to using a powerful version of the find and replace John Blake function found in Microsoft Word. Using technol- University of Aizu ogy to foreground patterns helps language learners acquire language by increasing the chance that learners notice the target language (Truscott, 1998).

Natural Pattern-Matchers The Power of Regular Expressions Humans are natural pattern-matchers. In fact, Regular expressions, aka regex, are powerful search noticing patterns has made us better hunters tools used to find predetermined patterns. Re- and better farmers. Our brains are wired to find gex have been described as “mutant wildcards on patterns. We can discern patterns even when no steroids” (Christiansen & Torkington, 2003). Regex pattern exists. Figure 1 shows a random pattern, but work within computer programs or scripts. JavaS- I bet your mind can create a pattern. cript, a language often used to control the behaviour of web pages, commonly makes use of regex. For example, when you enter a credit card number online, but omit the final digit, regex and JavaScript work together to generate an error message. Microsoft Word also provides a graphical user interface that uses regex searches. This is accessible from Advanced findon the dropdown menu of Find on the Home tab.

Regex in AntConc Figure 1. Rorschach inkblot card. Teachers familiar with corpus tools may have already noticed an option to search corpora using regex. Laurence Anthony’s ever popular and free Patterns in Language concordance tool, AntConc, includes this feature as Language is permeated with patterns. Some pat- one of the Search Terms options on the Concordance terns are easily perceived, such as the presence of tab. A simple regex search can help you look up two prepositions before noun phrases. Having students words at once by simply inserting a pipe between highlight prepositions and then underline any noun two words (e.g., much | many). This search, shown phrases that follow the prepositions can help learn- in Figure 2, finds eithermuch or many. This search ers notice the pattern of prepositional phrases. The could be used to help students notice the pattern ability to recognize patterns is considered to be one that much is commonly used before uncountable of the traits of good language learners. nouns while many comes before plural nouns. I will introduce three language learning tools that Using Technology to Reveal Patterns visualize patterns. To learn a language structure or usage, students must first notice it and its pattern. Many language

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Pronunciation Scaffolder The Pronunciation Scaffolder (Blake, 2019) was spe- cially created for Japanese learners of English. This tool uses regex to help students read presentation scripts or other formal texts aloud. Users select the ARTICLES aspects of pronunciation that they need help with. Figure 4 shows a screenshot of the Pronunciation Scaffolder interface. JALT PRAXIS • TLT WIRED

Figure 2. Regex search in AntConc.

Passive Voice Detector Regex can be used to discover particular language features. For example, passive voice follows a pre- dictable pattern (1):

(1) Subject + be + past participle The following examples (2, 3, 4) show passive voice being used in different tenses with regular verbs (i.e., those ending in -ed):

(2) This officewill be cleaned soon. (3) The bank was robbed by two boys.

(4) They are being questioned. JALT FOCUS A basic regular expression can be used to discover passive voice when the past participle is regular and ends with -ed. Once the regex has discovered (or matched) the pattern, JavaScript can be used to colorize verbs. Figure 4. Pronunciation Scaffolder interface. To use the passive voice detector, simply input a text into the submission box and any verbs in the The Pronunciation Scaffolder uses colour, size and passive voice will be highlighted (see Figure 3). symbols to visualize pronunciation features, such as intonation, word stress, and difficult sounds. The Pronunciation Scaffolder can be accessed on any web-enabled device. Each student can input a text, for example a dialogue. This enables students to work on texts according to their interest and level. Users are recommended to focus on the first four elements (pausing, intonation, content word, and word stress) before trying the others. Students practise reading the annotated texts aloud. Once they have built up confidence, they can work with a Figure 3. Passive Voice Detector (Tyler, 2019). partner. As a follow-up activity, students could act out or record the dialogue.

THE LANGUAGE TEACHER 43.6 • November / December 2019 19 The Language Teacher • JALT Praxis: TLT Wired

Closed-question Responder Conclusion Regular expressions can also be used to help gener- Why not try out the Passive Voice Detector, Pro- ate examples of language use. The Closed-question nunciation Scaffolder or Closed-question Respond- Responder identifies the patterns of closed ques- er? If you want to suggest a language pattern that tions—those that are usually answered with yes or no. you would like to be visualized for your students, On identifying the pattern used, the responder auto- feel free to drop me a line. matically generates positive and negative answers. A Perhaps, some tech-savvy readers can make use of screenshot of the responder is shown in Figure 5. regex to visualize syntactic structures or lexical sets that are the most relevant to their students.

References Anthony, L. (2019). AntConc [Computer Software]. Tokyo, Japan: Waseda University. Retrieved from http://www. antlab.sci.waseda.ac.jp/ Blake, J. (2018). Visualizing language: Using regex and JavaScript. JALT 2018 Technology in Teaching Workshop. Retrieved from https://john6938.github.io/ JALT2018TnT/ Figure 5. Closed Question Responder (Blake, 2018). Blake, J. (2019). Pronunciation Scaffolder ver 3.0 [Online Tool]. Retrieved from https://jb11.org/pronscaff.html Christiansen, T., & Torkington, N. (2003). Perl Cookbook: Students can input questions as many times Solutions & Examples for Perl Programmers. O’Reilly as they like, making changes and seeing how the Media, Inc. suggested positive and negative answers are altered. Truscott, J. (1998). Noticing in second language This type of experimentation is a form of discovery acquisition: A critical review. Second Language Research, learning in which students use trial and error to 14(2), 103–135. learn how English works. This learning method not Tyler, S. (2019). Passive Voice Detector [Online Tool]. only encourages active learning, but also allows for Retrieved from https://datayze.com/passive-voice- personalization by users who decide the content detector.php of the sentences they input. Students particularly enjoy trying to create a question that the responder is unable to answer appropriately.

Second Annual Performance in Education SIG in Sapporo Conference/2020 JALT Hokkaido Winter Language Teaching Conference February 1–2, 2020 (just before the Snow Festival, although there will be activities available for the East Shikoku JALT Chapter whole family) Donna Brinton: Hokusei Gakuin University in Sapporo Dispelling Pronunciation Myths Getting Creative: Avenues to Successful Saturday, December 7 – 16:30–18:00 Kochi University of Technology (Eikokuji Campus) Practices in EFL JALT Four Corners tour https://qrgo.page.link/u1hJj This year the PIE SIG will join with JALT Hokkaido Chapter, Brain SIG, Toyohashi JALT is really looking forward to once and Critical Thinking SIG. The PIE more welcoming a Four Corners Tour speaker. This SIG conference will be embedded year it is Donna Brinton, She will talk on the topic: in the Hokkaido Chapter’s 2020 ‘Dispelling Pronunciation Myths: Best Practices for JALT Hokkaido Winter Language Teachers’ from 1:30 to 4:00 on Sunday 24th Novem- Teaching Conference. The PIE SIG ber at our regular meeting place at Room 541 in is now accepting presentations on Building 5 at Aichi University’s Toyohashi Campus. performance in education. Call for Papers and Registration Do join us at Toyohashi in Aichi Prefecture and en- information is on the conference website. Deadline for Call joy our friendly and supportive atmosphere. We look for Papers is October 27, 2019. forward to seeing you!

20 THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt ARTICLES JALTJALT PRAXIS PRAXIS • YOUNGERJALT FOCUS LEARNERSJALT FOCUS ------21 - for ) was How is the weather How teacher phrases Hello, everyoneHello, “let’s practice” were voiced in voiced were practice” “let’s

43.6 • November / December 2019 ). The 2018 study concluded that teachers concluded ). The 2018 study It is important to note that mere knowledge of knowledge to note that mere is important It and phrases can truly benefit teachers. can truly and phrases able for teachers to be is not sufficient useful phrases MEXT in the classroom. to use them in the moment, materials include instructional teachers) at Japanese elementary schools, Yamauchi elementary Yamauchi schools, at Japanese teachers) only is appointing concern that “MEXT expressed the coming for to be ready teachers as leaders 1,000 aside, even very basic 152). Numbers 2020” (2018, p. is not something that can easily proficiency English even third-hand. or second-hand be gleaned Development and App Website our team led over teacher preparedness Concern of a website and app to consider the development of that could support teachers in the self-study the classroom. very useful for phrases English basic (reported began with a needs analysis Our project informed The needs analysis, by Hirschel, 2018). by observations local in three lessons of six English interviews with teachers, and by informal schools greet adept at basic that teachers appeared found (e.g., questions ings and display today? and practicing studying benefit most from might man classroom and basic directions language for greet though each formal example, For agement. start (e.g. ing at the lesson’s one in only English, by the teacher in expressed English, and in “next” was spoken five instances of instances of all three language such as these words simple Very Japanese. ities found that 83.2% did not possess any qualifi any that 83.2% did not possess found ities English education or proficiency in English cations teachers for current prepare To 2018). (Fukushima, explained (2018) classes, Yamauchi the new English trained teacher model whereby the MEXT pyramid to subleaders expert knowledge impart their leaders to col along knowledge again pass the same who citing 2014 MEXT data reporting However, leagues. part-time 34,956 full time teachers (and 416,475 most lessons, and it is likely that most teachers do, at that most and it is likely most lessons, and expres these phrases review occasionally, least it can be very diffi however, practice, Without sions. moment. to find the language one needs in the cult ------THE LANGUAGE TEACHER YOUNGER LEARNERS YOUNGER ]

foreign language Mari Nakamura & Marian Hara & Mari Nakamura and teenagers with of children language teachers Learners provides column The Younger in this field with an interest guidance for making theadvice and of their most classes. Teachers also We below. to submit articles also encouraged to the and ideas editor at the address are welcome questions about teaching, and will endeavour to answer them in this column. Email: [email protected] JALT PRAXIS JALT [ to a mandatory, assessed subject that pupils assessed to a mandatory,

The problem is that many teachers may lack con teachers may is that many The problem 3,181 teachers in charge of foreign language activ 3,181 teachers in charge of foreign ability to pass prefectural licensing exams (Fukushi licensing ability to pass prefectural a 2014 MEXT survey of Furthermore, ma, 2018). quire a course in English oral communication, and oral communication, a course in English quire of English demonstration require not all prefectures programs for elementary re teaching only school for programs English (Kobayashi, 2018; Nakajima & Ozaki, 2013; 2018; Nakajima (Kobayashi, English university certification present, At 2018). Yamauchi, fidence both in teaching and in speaking very basic activity 2017). For fifth and sixth graders, the new curricula fifth and sixth graders, the 2017). For an ungraded from shifts English schools to be enacted by academic year 2020 (MEXT, 2020 (MEXT, year to be enacted by academic schools Among the most ambitious plans are the new cur are plans Among the most ambitious in elementary language education English for ricula 2020 Tokyo Olympics to boost business, construc Olympics 2020 Tokyo tourism, and education. technology, culture, tion, The Japanese government has capitalized on the government The Japanese Rationale [email protected] [email protected] Jon Rowberry Rob Hirschel Young Learners Young Japanese Teachers of Teachers Japanese A MEXT-Funded App for A MEXT-Funded language content than ever before. language content cant implication is that Japanese homeroom teachers homeroom is that Japanese implication cant English more now expected to teach considerably are English in earlier years though such provision is the is though such provision years in earlier English 112). One signifi (p. rather than the norm” exception for fourth grade and below was zero. Ohashi (2018) Ohashi was zero. grade and below fourth for activity-based do have schools stated that “some hours each year, whereas the previous requirement requirement the previous whereas hours each year, previously allotted 35. Third and fourth graders begin and fourth 35. Third allotted previously 35 language activity for as a foreign English studying study each year for 70 classroom hours--double the hours--double 70 classroom for each year study The Language Teacher • JALT Praxis: Young Learners

A further issue to consider is that many elemen- Elicitation Activities tary school English lessons are taught by a Japanese Elicitation activities require users to translate the Homeroom Teacher (HRT) in collaboration with target language from Japanese to English, listen to an international Assistant Language Teacher (ALT). the model answer, and repeat after the model. One concern in such team-teaching situations is that when the ALT makes an English contribution, the HRT, for ease of comprehension (or simply out Model: of habit) may inadvertently sabotage comprehen- Everyone, please sible input by promptly giving a Japanese transla- stand up. tion (Shino, 2019). This situation could possibly be remedied by having a set of go-to classroom phrases which the ALT can be reasonably confident that the HRT will understand. Model: Please make lines. With the above goals in mind, our team has developed a website and companion app that is free of charge and provides users with language in context that they can practice with several types of exercises. Technological limitations and finite resources Shadowing Activities have necessarily restricted the types of content that Shadowing activities focus on the target language can be offered, but we hope that teachers never- for different classroom contexts. Teachers first prac- theless find these resources useful. Some of the key tice with a recorded model and text. They subse- features are described below. quently shadow the audio without textual support.

Animated Videos of Language in Context Vocabulary Development The lesson modules Several sections present useful in the first section vocabulary along with audio of the app present models. The content includes useful classroom everyday items, timetables, language in con- numbers, school subjects, and text via animated dates. In addition to basic videos. “Miho, practice in memory retrieval please come here”; and pronunciation, there is content provided in “Please guess”; “Let’s begin”; and “What is enpitsu in question and answer format, in practice translation English?” are some of the many target phrases and exercises for phrases and short sentences, and in patterns covered. listening comprehension quizzes.

Target Language Cloze Tasks Fluency Building Users manipulate the target language presented in Available for the website (but not for the App) is a videos by dragging and dropping the words into the fluency building task that prompts users to speak in correct positions. Users can return to the video at English, records the user’s answer, and automatical- any point to hear the language again. When check- ly plays a model response. The user then can listen ing answers, users are shown green checks for cor- to their answer and self-assess their response. rect answers and red x marks for incorrect answers. Each activity can be attempted multiple times. Limitations One concern is that the activities may appear to suggest that there is only one correct English expression in a particular context. For example, “Please make lines” could just as easily be conveyed by “line up, let’s make lines” or any number of permutations. The target audience, however, are teachers with minimal English proficiency, and so we have decided to present just one expression for clarity and simplicity.

22 THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt The Language Teacher • JALT Praxis: Young Learners

Another concern is the extent to which the References language presented reflects the language individual Fukushima, M. (2018). English for elementary school teachers need to conduct their English classroom teachers in Japan: Ways of enriching teachers’ activities. Much of the content prepares teachers to experience in learning and using English. TUINS facilitate activities presented in previously pub- Journal of the Faculty of Child Development and lished resources, which with the introduction of Education, 9, 39-56. ARTICLES new textbooks and materials, may no longer be fully Hirschel, R. (2018). Teacher talk in the elementary school relevant. Furthermore, it is not possible to cover EFL classroom. Bulletin of Sojo University, 43, 31-41. the classroom language useful for each individual Kobayashi, Y. (2018). A suggestion about English as a teaching context. For these reasons, we encourage subject in elementary schools: Teaching reading with international teachers working with Japanese HRTs picturebooks. ICU Language Research Bulletin, 32, 55-64. to discuss what additional classroom expressions MEXT. [文部科学省]. (2017). 小学校学習指導要領 may be useful and to help facilitate the HRT being [Elementary School Course of Study]. Retrieved able to use those expressions. from http://www.mext.go.jp/component/a_menu/ JALT PRAXIS • YOUNGER LEARNERS

A final concern is the degree of ease with which education/micro_detail/__icsFiles/afieldfi JALT PRAXIS le/2018/09/05/1384661_4_3_2.pdf users can navigate the app and website. We have done our best to simplify navigation within the Nakajima, S., & Okazaki, H. (2013). Qualitative research confines of the platform and have also attempted on Japanese elementary school teachers and assistant language teachers’ perceptions about foreign language to make the site more accessible through short activities: Transition of English learning from instructional videos. elementary school to junior high school. University of Toyama Bulletin of the Faculty of Human Development, Future Directions 8, 181-199. Ohashi, Y. (2018). Innovation and the assessment Despite the limitations noted of elementary school English in Japan: Issues and above, we are hopeful that this concerns. Fukuoka Jo Gakuin University Bulletin, 4, 111- app and website may be useful for 125. teachers. Initial feedback has been Shino, A. (2019). Collaborative use of English and positive, though we have had some Japanese by HRTs, ALTs, and pupils in English lessons difficulty reaching our intended in a Japanese primary school. The Bulletin of the audience. Teachers and other par- Graduate School of Education of Waseda University, ticipants who attended our presentations and work- separate volume, 26, 217-230. shops were often those who already appeared com- Yamauchi, K. (2018). Teaching English at primary school fortably proficient in basic classroom English. We in Japan: Current situation and the issues. The Asian encourage teachers working alongside HRTs who EFL Journal, 20, 142-155. might benefit to have a look at these resources and JALT FOCUS consider introducing them. EIGO can be navigated Rob Hirschel teaches at the Sojo in either Japanese or English. The app can be found International Learning Center by searching for EIGO in the App store for Apple (SILC), at Sojo University in devices or in the Google Play store for Android. The Kumamoto. He has experience website version can be accessed through elemen- teaching English at various levels glish.org, preferably using the Chrome browser. in both Japan and the US. His Finally, the authors hope that this article leads research interests include CALL, to discussion among HRTs and ALTs about what vocabulary acquisition, and affec- English language is helpful in different classroom tive factors in the classroom. contexts and how best to prepare teachers to use Jonathan Rowberry is Director this language without hesitation. of the SILC. He has experience teaching English at secondary and post-secondary level in both Acknowledgements Japan and the UK. He has pub- This work was supported by JSPS KAKENHI Grant lished articles on diverse topics Number 15K02089. including curriculum development, assessment of listening skills, learner agency, and active learning.

THE LANGUAGE TEACHER 43.6 • November / December 2019 23 [JALT PRAXIS] BOOK REVIEWS Robert Taferner & Stephen Case 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: [email protected] Web: http://jalt-publications.org/tlt/departments/book-reviews

This month’s column features Brendan Garland and short listening about TV preferences, and a grammar Kevin Thomas’ review of Four Corners Book 2. explanation followed by fill-in-the-blank exercises. Finally, there is a Keep Talking segment, which leads to pair and group activities in the back of the book. The quality of these varies, but the better ones Four Corners Book 2 provide a break from the more confined vocabulary [Jack C. Richards & David Bohlke. Cam- and grammar lessons and a chance to use the target bridge: Cambridge University Press, 2019. language in a less controlled activity. The pedagogy pp. vii + 154. ¥2,850. ISBN: 978-1-108- is communicative and task-based, with each section ending with an “I can” statement (e.g., “I can talk 56021-4.] about types of TV shows I like”), which suited the Reviewed by Brendan Garland & Kevin needs of our learners. Part B focuses on oral commu- Thomas, Asia University nication, including functional language and pronunciation. Section D alone contains extended reading and writing activities in a variety of textual genres. our Corners is a This section also includes a final speaking activity series of four English intended to integrate everything learned in the unit. textbooks leveled One significant change in this edition is the inclu- Faccording to the Common sion of Presentation Plus software. This is a down- European Framework of loadable file which works as an all-in-one solution Reference (CEFR; Council for class materials. It can be used with interactive of Europe, 2001), each split whiteboards, screens, and projectors. Audio files into twelve general topic and answers are embedded in the electronic text themed units. Four Corners that forms the core of the software. It includes all 2: Second Edition is intend- other materials (e.g., videos and workbook), and ed for CEFR A2 learners. links to online resources. It even offers the option of The authors use the book embedding your own files and links in the existing four times a week for 45 text. All this makes it unnecessary to bring materi- minutes for a pre-interme- als such as DVDs and CD players to class. The new diate English communication course. Four Corners 1: interface is smoother than previous versions, with First Edition was reviewed in The Language Teacher less glitches. Drawbacks include the fact that the (Andrews, 2016); therefore, this review discusses software is not compatible with tablets and requires changes made between the editions, text content, relatively up-to-date computers. and supplementary material. Changes to the textbook are cosmetic, with many Each unit of Four Corners has four sections sharing photos changed to illustrate target language more a theme. These sections are clearly influenced by clearly. The photographs and design were assessed Nation’s four strands framework of second language positively in a class survey to gauge learners’ opinions acquisition, with each focusing on a mix of listen- of the book. However, minor mistakes have been ing and reading, speaking and writing, fluency, and added, including a duplication of an illustration and language skills development (Nation, 2007). Units the mislabeling of activities on the DVD worksheets. begin with a warmup intended to activate existing schemata. Sections A and C of each unit are com- The main strength noted by the authors and their prised of vocabulary and grammar focused activities, colleagues was the user friendliness of the text. starting with vocabulary matching exercises. For ex- Sections within units are self-contained, with clear ample, Section A of the television themed unit 6 has presentation, practice, and production elements. a matching activity involving types of TV shows, a The amount of grammar and vocabulary in each

24 THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt The Language Teacher • JALT Praxis: Book Reviews section seems appropriate for the designated CEFR level, allowing students to utilize language provid- Recently Received ed in the units without being overwhelmed. The unit topics are common in most widely-publicized Julie Kimura & Ryan Barnes English language teaching (ELT) textbooks and were easily comprehended and appreciated by re- [email protected] ARTICLES spondents according to the class survey. The topics A list of texts and resource materials for language teachers also give the teacher a good base for supplementary available for book reviews in TLT activities. In addition, an increase in difficulty of -vo and JALT Journal. Publishers are cabulary and grammar as the book progresses gives invited to submit complete sets it a logical structure. of materials to Julie Kimura at the Publishers’ Review Copies Liai- Although chapters being self-contained is useful son address listed on the Staff page on the inside cover of TLT. for the teacher, there could have been more recy- cling of previously introduced language through- Recently Received Online JALT PRAXIS • BOOK REVIEWS out the book; earlier units may be forgotten as An up-to-date index of books available for review can be found at: . listening tasks are staged and lack authenticity as * = new listing; ! = final notice — Final notice items will be noted by Andrews (2016) and Thomas (2017), which removed on December 31. Please make queries by email to may have led to some students describing the book the appropriate JALT Publications contact. as too easy. Overall, Four Corners is accommodating and Books for Students (reviews published in TLT) provides a solid base for a vocabulary and gram- Contact: Julie Kimura — [email protected] mar based general English course. As noted, more ! Discovering Cool Japan — Tsuda, A., Kinshi, K., & Valvona, integration of language as the book progresses and C. Tokyo: Seibido, 2019. [This text has been adapted from greater authenticity would make the textbook more the NHK program Cool Japan. The units are structured into attractive. However, the book is logically structured two parts. First, participants go out to report on an aspect of Japanese culture. This is followed by a studio discussion and has a range of supplementary materials for ex- where people from different countries talk about the differ- pansion. This material breaks up the monotony of ences between Japanese culture and their own. In addition following the units, which can be repetitive. In con- to exposing learners to several varieties of global English, clusion, the book can be recommended for teachers this coursebook also develops the ability to convey Japa- nese culture to the world in English. It comes with mid-term who teach short lessons and need a book to provide and end-of-term tests as well as mini-tests for each chapter. a basic curriculum. CD, DVD, and teacher’s manual available.] References Innovation in language teaching and learning: The case in Ja- pan. — Reinders, H., Ryan, S., & Nakamura, S. (Eds.). Tokyo: Andrews, R. (2016). Four corners book 1. The Language Palgrave Macmillan, 2019. [The series covers recent devel- JALT FOCUS Teacher, 40(6), 28-29. opments in learner-centered approaches and the impact of Council of Europe. (2001). Common European framework technology on learning and teaching.] of reference for languages: Learning, teaching, assessment. Pocket Readers—The following are by Boon, A. Tokyo: Hali- Cambridge, U.K: Press Syndicate of the University of co Creative Education, 2018. Cambridge. ! The meeting: Book 4. [A graded reader in a business context. In Book 4, as the new employee, you are going to Nation, I. S. P. (2007). The four strands. Innovation in chair your first business meeting.] Language Learning and Teaching, 1(1), 1-12. doi: 10.2167/ ! The email: Book 5. [A graded reader in a business illt039.0 context. In Book 5, you have to deal with many emails in Thomas, K. (2017). L1 literacies and possible implications your inbox. You are invited to attend an email training for the communicative language teacher. CELE Journal, workshop.] 25, 99–120. ! Entertaining overseas visitors: Book 6. [A graded reader in a business context. In Book 6, you are going to look after and entertain two business guests arriving from the United States.] * First business trip overseas: Book 7. [A graded reader in JALT2019 a business context. In Book 7, you are asked to attend a 45th Annual International conference in London, England.] Conference on Language Teaching and Learning & Educational * The office conflict: Book 8. [A graded reader in a business Materials Exhibition context. In Book 8, there is a big conflict between you and WINC AICHI, Nagoya City, a colleague at work.] Aichi, Japan * The product launch: Book 9. [A graded reader in a business context. In Book 9, you are asked to be in charge of a November 1–4, 2019 new product launch.]

THE LANGUAGE TEACHER 43.6 • November / December 2019 25 The Language Teacher • JALT Praxis: Teaching Assistance

* The mentor: Book 10. [A graded reader in a business Books for Teachers (reviews published in JALT context. In Book 10, you are promoted to a new position Journal) and asked to mentor a new employee.] Contact: Greg Rouault — [email protected] ! Speaking for Presentations — Robinson, L. Tokyo: Try- alogue, 2019. [A two-level coursebook featuring a wide Learning strategy instruction in the language classroom: variety of speech topics with well-ordered activities that Issues and implementation — Chamot, A. U., & Vee Har- allow speakers to organize their ideas and prepare their ris, V. (Eds.) Bristol, England: Multilingual Matters, 2019. presentations. Useful sentence structures are provided, and Practical research methods in education: An early research- high-frequency vocabulary is frequently recycled. There are er’s critical guide — Lambert, M. (Ed.). Abingdon, England/ QR code links to videos of sample presentations. The series New York, NY: Routledge, 2019. is suitable for CEFR A2-B1.] * Rethinking TESOL in diverse global settings: The language Winning formula for the TOEIC® L & R test (Revised Ed.). — and the teacher in a time of change — Marr, T., & English, Akaida, T., & Bruce, J. M. Tokyo: Cengage Learning, 2018. F. New York, NY: Bloomsbury Academic, 2019. [Revisions reflect updates to the new question format used in the TOEIC® Listening and Reading test. Students will learn test-taking strategies and tactics in each unit.] [JALT PRAXIS] TEACHING ASSISTANCE David McMurray Graduate students and teaching assistants are invited to submit compositions in the form of a speech, appeal, memoir, essay, conference review, or interview on the policy and practice of language education. Master’s and doctoral thesis supervisors are also welcome to contribute or encourage their students to join this vibrant de- bate. Grounded in the author’s reading, practicum, or empirical research, contributions are expected to share an impassioned presentation of opinions in 1,000 words or less. Teaching Assistance is not a peer-reviewed column. Email: [email protected]

This issue’s vibrant essay in the Teaching Assistance col- ince my final year of med school in Myanmar, umn was written by Yinmon Htun, a Teaching Assistant I’ve always wanted to try something new. I (TA) at Kagawa University located in Shikoku. Having wanted to get out of my comfort zone. Hence, completed medical school and a two-year clinical in- SI decided to do research in Japan, a country where ternship in Myanmar, the author is currently in her final I lived for a couple of years when I was little. Being year of a doctorate course in the Department of Pedi- able to communicate in the Japanese language was atrics. An afterword was provided by Takashi Kusaka, my advantage. In Myanmar, I prepared for study- a professor at Kagawa University who advised Yinmon Htun to try a stint as a TA. ing in Japan by passing the Japanese language N1 examination, which helped me stand out in getting Ian Willey, a professor of English at Kagawa Universi- a scholarship—an important source of financial sup- ty who also observed a few of the TA’s lessons, empa- thized with her feelings about facing students. Noting port when studying abroad. that one’s natural speaking voice is often one’s writing I joined the Department of Pediatrics. The depart- voice, and that it can take time in the beginning to mental members are dedicated to the better under- learn how to speak in front of others, Willey surmises standing of brain damage in newborns. When I first (Personal Communication, 2019), “I would not be sur- arrived in Kagawa, I was appointed to be a research prised if most teachers (and doctors) were to describe student for six months. At that time, I didn’t have themselves as introverts, at least to some degree. I my own research project yet. Adding to my worries, guess you have to be when you’re required to spend long hours studying.” my supervisor was absent because he was studying abroad. A professor, therefore, suggested that I try clinical observation at the Neonatal Intensive Care Unit, which could be useful in my future as a Small Group Teaching: clinician and also for my current doctoral studies. Learning medical terms in the Japanese language The Experiences of an was the greatest barrier I had to overcome (and I am still hitting that wall). Case conferences and ward Introverted TA rounds were extremely devastating because I didn’t understand a single word. However, my senior Yinmon Htun colleagues have been kind enough to be patient Kagawa University and understanding. They wanted to welcome me

26 THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt The Language Teacher • JALT Praxis: Teaching Assistance as a part of the team. Because of them, my clinical knowledge improved a lot. During my first year of doctoral studies, my su- pervising professor suggested that I should try small group teaching with undergraduates in pediatric ARTICLES clinical rotation. At that time, I was trying to get ac- customed to the new environment. I had numerous things to learn, and I also had a personal reason why I was terrified of this job offer. Since this column is about teachers and teaching assistants, let me describe myself a bit more and share my beliefs. Most remarkable teachers are extremely outgoing. They have excellent verbal JALT PRAXIS • TEACHING ASSISTANCE skills that draw the students in. On the other hand, Figure 1. Author with a group, teaching class. I am extremely introverted. I am empathetic, but a bad speaker. My passion has always been writing. I When I started teaching, my lectures were prob- am far from the image of a good teacher. I couldn’t ably boring. In the first few years, I struggled with imagine myself standing in front of people and teaching the class itself. I worried about wheth- talking for an hour! er the ice-breaking process would go smoothly. On the other hand, I wanted to try teaching According to my supervisor, other than for fresh- because I believed that teaching would help me men, first encounters in the classroom with med- improve my skills in Japanese medical terms. Also, I ical students often don’t go smoothly. I also felt wanted to assist my colleagues. Eventually, I decided some stress when trying my best to focus on how to take the job to teach 5th grade medical students I should explain myself in the Japanese language. who had just started clinical rotations. After discus- If my explanations in Japanese were to mislead the sions with my senior colleague, I came up with the students, they might always remember that wrong most basic theme: Examination of healthy newborns. information. Eventually, as an ice-breaking process, My lectures were to be conducted once every two I tried to talk more about myself, and the current weeks. The lectures would take about an hour. projects that I do. Research is a more familiar theme Small group teaching, unlike teaching in a lecture for me, which helped me feel confident enough hall, requires engagement with each student. In ad- to talk about it. After that, I’d listen to students dition, we must be able to provide knowledge that is introduce themselves and I would ask about their useful in clinical situations. However, these stu- hobbies, what they’d planned for vacation, and so

dents were just out of the lecture-room stage, and forth. I’d try to ask questions based on their brief JALT FOCUS had just started their fifth-year clinical rotations. talk. I tried to be attentive and immediately ask The Neonatal Intensive Care Unit focuses mainly questions about what I didn’t understand. I put the on how to resuscitate newborns. So, at the same importance of listening to the students; this is an time, TAs are responsible for smoothly transitioning advantage for introverts. By doing so, it was very students from bench to bedside. Therefore, lectures interesting to learn about students because they all must be simple but not boring. To fulfill this, most had diverse backgrounds and life goals which make clinical teachings in Japan use teaching aids such as them unique individuals. In that way, small group dummies and simulators. Examination of healthy teaching helped me realize how important it is to newborns is slightly different from resuscitation listen to everyone. of the newborns. For resuscitation, dummies and After breaking the ice, we connected with each simulators are excellent tools. They are specifically other by engaging with each other. Luckily, I am in designed for common situations that we’d come my late 20s so my age is quite close to the students. across in daily practice. However, examination of This was also an advantage for students because healthy newborns involves analyzing facial features, they felt familiar enough with me to ask questions skin changes, warmness of the skin, and so forth. about anything (Figure 1). Some told me that they At first, I used a dummy, but it was ineffective. This had visited my country! Another advantage that was probably due to the absence of features I men- helped me is that I am from a different background tioned above. I came to realize that choosing appro- with different experiences and do different research priate teaching tools is very important. Eventually, I than other TAs. During the lecture, I could also tell decided to use plenty of pictures and videos. students about the different clinical situations in

THE LANGUAGE TEACHER 43.6 • November / December 2019 27 The Language Teacher • JALT Praxis: Teaching Assistance our two countries and how doctors solve problems tive. To be honest, I want some negative feedback differently. too so that I can improve. Overall, I am quite happy about my class. My teaching experience may somehow be different from that of the typical teaching assistant. I consider myself a kind of friendly study-mate. Perhaps I am the one who is getting the most out of the small group teaching classes. I’ve gained new knowledge through the clinical questions my students ask me. I’ve learned about cultural differences and individual differences from my students. That has led me to be more open-minded and patient. Small group teaching provided me with a good opportunity for self-evaluation and self-reflection. My class may not Figure 2. Clip shot from a TA presentation. be the most captivating and entertaining one at my university, but there is a small joy in it. Accepting the Most importantly, I tried to accept the fact that challenge to teach has shown me how rewarding it not every student was interested in pediatrics can be to step outside my shell and share stories with (Figure 2). Not everyone can be in the mood for people so we can motivate each other. attending lectures. At times, most students were Takashi Kusaka, a medical professor at Kagawa sleepy. But sometimes the class was flooded with University, shared the following advice to conclude questions. In small group teaching, it is relatively this essay: easy to observe the individual condition of the students. If they are taking a lot of notes, I’m sure The best way to learn is teaching others. Learn- they are interested. Some might not take notes but ing is particularly important in research to find out one’s objectives; to figure out the methods do listen attentively. Some just fall asleep. There- that lead to results. I personally thought that it fore, after a brief talk and a few minutes of teaching, might be useful for Yinmon to have the oppor- I always decide quickly whether or not I should tunity to teach others to learn about her own re- change my lesson plan by skipping some parts of search and eventually about herself. She is trying the textbook, but still teach enough to emphasize to fit into the role as a TA as much as she can. I important information (Figure 3). Lesson planning believe that this experience will be helpful in her surely requires flexibility. further studies and future career.

Presentations related to the OLE SIG at the 45th International JALT Conference in Nagoya, Nov. 1–4, 2019 • Enhancing the Professional Development of Teachers — Morita, et al. [Saturday, 11:00 AM – 12:30 PM; Rm 1004] • Students’ Performance on the Language Stage — Sil- va, et al. [Saturday, 3:15 PM – 4:45 PM; Rm 1004] • Carefully Adapted Teaching to Support Learners — Ja- hedzade, et al. [Saturday, 5:00 PM – 6:30 PM; Rm 1004] • FFI in the Foreign Language Classroom — You [Satur- day, 6:45 PM – 7:10 PM; Rm 1004] • Using L1 in the ESOL Classroom: Spanish Example — Umberger [Saturday, 6:45 PM – 7:10 PM; Rm 1008] • Allophone Learners on the Rise in Japan — Szirmai, et al. [Sunday, 11:45 AM – 1:45 PM; Rm 1005] • Short Units for Introductory German as 2FL — Reinelt [Sunday, 12:20 PM – 12:45 PM; Rm 1008] Figure 3. Author displays a textbook. • French Forum: Teachers Promoting Learner Agency — Fortin, et al. [Sunday, 3:25 PM – 4:55 PM; Rm 1004] • Kazakh Language in the Process of Latinisation — Ibra- I am not regularly evaluated but sometimes, I re- yeva, et al. [Sunday, 5:10 PM – 5:35 PM; Rm 1004] ceive good feedback for being succinct and informa-

28 THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt ARTICLES JALTJALT PRAXIS • WRITERS’JALT FOCUS WORKSHOPJALT FOCUS - - - - - 29 - 43.6 • November / December 2019 contains sensitive or private information, or the sensitive or private information, contains in anoth for inclusion not approved findings are separately colleagues and your If you er project. solely as if it were on the same set of results present own work, in a waste of other your this can result as they go about time and resources researchers’ their own work for your or replicating reviewing posting” can happen when This “duplicate research. appear themselves attempt to make researchers understanding and respect for your integrity. integrity. your for understanding and respect Authorship Ghost of to gift authorship is the practice In contrast This occurs in the rather unfor authorship.” “ghost the deserving truly are you when tunate situation credit does not give you but the co-author author, done. This is one of the perils of have you what for negative impact a huge can have collaboration—it the con Estimating and workload. career on your can on a project time and effort of your tributions long stand have a you to gauge unless be difficult with the co-author(s). ing, trust-based relationship does not Sometimes the work we do in one project all However, bear fruit and fails to get published. work can be repur Often unpublished is not lost. servingposed in other projects, block as a building of inquiry new areas exploring and strengthen for reviews. ing literature Posting Duplicate a falling out with have you What happens when ends? In collaboration and your colleague(s) your of who the question situation, this unfortunate becomes complicated. claim to the research can lay research may be compounded if the The difficulties committee approvals, of ethical layers involves you may wish to include a friendly colleague with colleague a friendly wish to include may you to include someday the idea that they reciprocate These paper. on their research as a co-author you because gift authorship decisions dangerous are both by ethics research and violates is improper of authorship. and receiving in the giving parties clearly can you sure make problems, any avoid To that each listed author played the roles articulate Adopting this stance will command in the project. - - - - The THE LANGUAGE TEACHER WRITERS’ WORKSHOP WRITERS’ ] ” (p. 74). In order to In order 74). ” (p. Jerry Talandis Jr. Jr. Talandis Jerry (PSG). Articles in Group Peer Support Writers’ is a collaborative endeavour of the JALT Workshop The Writers’ who is looking writers, or nearly anyone writers, experienced and support for novice advice the column provide you would like academic purposes. If to write for a paper for consideration, to submit us. please contact http://jalt-publications.org/psg • Web: Email: [email protected] JALT PRAXIS JALT [

has just written his paper after the conclusion o here I am tryingo here under my to get publications comes a very and along belt, who kind senior

Another example of gift authorship is when you you of gift authorship is when Another example

to give weight to your own writing. Alternatively, own writing. Alternatively, to your to give weight have written a paper and try written a paper have a famous to include in order or authoritative person in the same field authors (Japan Society for the Promotion of Sci the Promotion authors (Japan for Society ence, 2015). research. Such people can be acknowledged for for can be acknowledged people Such research. but they should not be listed as their cooperation, for their research; It is not okay to list someone as is not okay It their research; for to the contribute did not actually an author who the research because authors are held accountable held accountable because authors are the research you both in a very difficult situation. It is ethically It is ethically both in a veryyou situation. difficult and both of you and would misrepresent improper this is the moment to thank your senior for their for senior to thank your this is the moment out that this would put point and clearly kind offer data, and intellectual properties at a later date, and impropriety confusion avoid guidelines as well as managing personal information,guidelines as well as managing personal responsible for ensuring that all procedures are care to variousfully followed according ethical policies and principal for conducting is responsible investigator research activities appropriately and, therefore also guidance on carrying (Japan sort of research out any 2015): “ of Science, Promotion the for Society tion is caused by a failure to follow standard ethical ethical standard to follow is caused by a failure tion Being listed as an author for doing little or no work doing little Being listed as an author for This situa authorship.” “gift is called on a project Gift Authorship Gift Anthony Brian Gallagher Anthony Brian Publication to Be True? Ethics in Ethics to Be True? Is Something Too Good Too Is Something Surely this is too good to be true, no? Well, yes, it is. yes, Well, this is too good to be true, no? Surely fore he submits it to his chosen journal, and I notice fore draft as a co-author. name written on his he has my of his study. He asks me if I can check the English be asks me if I can check the English He of his study. S The Language Teacher • JALT Praxis: The Writers’ Workshop more impressive than they actually are. Although authorship, duplicate posting and salami publishing not as clear a violation of research ethics as fabri- are common traps to be avoided by all researchers, cation, falsification, or plagiarism, this practice is new and experienced. A common theme connecting prohibited by many journals and academic orga- these dubious practices is the desire to cut corners nizations and should be redacted where possible and make things appear more than they really are. (MEXT, 2014). Stay vigilant and avoid that “too good to be true” opportunity at all costs. Your very career may de- pend on it. Salami Publishing For more information on the topics covered in Ok, so what happens if I am simply a single author this short article as well as other issues related to with no large funding, no partners, and I just want the ethics of research publication, please refer to to get as many publications as I can before my next For the Sound Development of Science—The Attitude job interview? There is a danger here because the of a Conscientious Scientist. This excellent book has act of dividing up my one research project into been edited by the Japan Society for the Promotion multiple smaller studies is referred to as “salami of Science Committee and printed by Maruzen publishing.” It is a way of artificially exaggerating Publishing. our accomplishments. Many papers that reap the same results are not promoting the advancement of science. This practice will be discovered by hiring References committees that investigate your research, and Japan Society for the Promotion of Science Editing won’t help your job prospects. People who evalu- Committee (Eds.). (2015). For the Sound Development of ate candidates are obligated to recognize salami Science—The Attitude of a Conscientious Scientist. Tokyo: publishing and act accordingly. If you are found out Maruzen Publishing. by one university to have done this, it will follow Japan, Ministry of Education, Culture, Sports, Science and you around and possibly tarnish your entire career, Technology. (2014, Aug 26). Guidelines for Responding to all because of a short-term need to increase your Misconduct in Research (pp. 1–31). Tokyo: MEXT. publication count for a particular job. The Ministry of Education, Culture, Sports, Science and In conclusion, there are a multitude of factors Technology (文部科学省 Monbu-kagaku-shō). that can land you in trouble when it comes to re- Available at http://www.mext.go.jp/a_menu/jinzai/ search ethics that go well beyond the basics of pla- fusei/__icsFiles/afieldfile/2015/07/13/1359618_01.pdf giarism, fabrication and falsification. Gift and ghost

[JALT FOCUS] SIG FOCUS Joël Laurier & Robert Morel JALT currently has 26 Special Interest Groups (SIGs) available for members to join. This column publishes an in-depth view of one SIG each issue, providing readers with a more complete picture of the different SIGs within JALT. For information about SIG events, publications, and calls for papers, please visit http://jalt.org main/groups. Email: [email protected] • Web: http://jalt-publications.org/tlt/departments/sig-news forming, lying, congratulations, compliments…and Pragmatics SIG the list goes on. Unfortunately, most of these areas are considered to be too challenging for language learners, and, if brought to class attention, they are What is Pragmatics? utilized as simply one-off exercises. Pragmatics is concerned with how we communi- For students to truly learn a language, they need cate, whether we use words or nonverbal means. to be made aware of the situation, specifically to This may sound rather simplistic and unbelievably whom they are speaking, where they are, and what general, yet it covers the true range of what is message they wish to convey and its outcome. To involved. A quick scan of research in pragmatics put it simply, they need to be situationally appro- reveals studies of politeness, apologies, making ex- priate. Textbooks and the classroom generally strip cuses, leave taking, sarcasm, reprimands, gratitude, the context in an effort to make the language more humor, criticism, requests, refusals, inferences, in-

30 THE LANGUAGE TEACHER Online • http://jalt-publications.org/tlt The Language Teacher • JALT Focus: SIG Focus generalizable. However, it should be the other more involved in research, or to simply attempt to way around. Teachers should create clear situa- raise awareness of students to pragmatic norms, tions where students can literally ‘feel’ themselves all teachers can find a good anchor in pragmatics. within that very context such that it is they who are The Pragmatics SIG is a good place to find other expressing themselves, and not just repeating or im- like-minded teachers. itating. Having these experiences under their belt, ARTICLES it is they themselves who can then generalize their own experiences to other instances. This is student What does the Pragmatics SIG offer? autonomy. Activities: In addition to our members’ presentations, every year we organize a pragmatics-related forum at the JALT international conference and the Why Should People Be Interested in Pragmatics? Pan SIG conference. We hold face-to-face meetings There is one thing that all of us share: we know organized by members in different regions. You how to be appropriate in our first language, and we can listen to pragmatics-related podcasts available

know when norms have been crossed. Our students online. JALT PRAXIS may not know this in their L2, and while some of Publications: Pragmatic Matters https://www.prag- their norms are the same as ours, there are others sig.org/cv is an online newsletter published three that could result in negative repercussions. A large times a year with research articles, practical activi- proportion of the norms we have learned in our ties, and reports on conferences and events. L1 are, unfortunately, unconscious. We have been We have an ongoing book series, Pragmatic socialized into our language and our culture to the Resources, about research and pedagogical practice. point where we assume that these norms are ‘com- An upcoming book, Pragmatics Undercover, explores mon sense.’ They are NOT. This is why research and how we can make textbooks more pragmatically inquiry into pragmatics is so important. useful.

One positive feature of pragmatics is that it is JALT FOCUS • SIG Web presence: Check our website at http://www. so wide ranging that every teacher can find some- pragsig.org, and the Pragmatics SIG Facebook page. thing of interest to teach. Whether it is to become

[JALT FOCUS] NOTICES Malcolm Swanson This column serves to provide our membership with important information and notices regarding the organ- isation. 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: [email protected] • Web: http://jalt-publications.org/tlt/departments/jalt-focus only enhance the individual affiliates, but also build JALT at JACET2019 and strengthen bonds between organizations. For Cooperation with Domestic Affiliate at example, we reviewed affiliate agreements with the JACET’s 58th International Convention goal of updating them across all groups. Doing so makes working and member relationships stronger and more beneficial. We also discussed how JACET The Japan Association for College English Teach- SIGs (Special Interest Groups) could collaborate ers (JACET) held their 58th annual international with other affiliate SIGs. This is something that can convention August 28–30 in Nagoya, Aichi, Japan at immediately be acted upon and made real. Ulti- Nagoya Institute of Technology (NIT). Affiliate -or mately, the coordination and collaboration between ganizations, this included JALT, were able to attend organizations benefits not only our constituent the JACET Academic Affairs Committee meeting on members, but also the language communities that August 28th. This was a great way to start the three we serve. (A full copy of the minutes of the meeting days of conferencing that took place. At the meet- are available upon request and will be posted in the ing colleagues met and exchanged ideas for how to 2019 conference JALT Executive Newsletter with bring together the various initiatives each orga- the Domestic Affairs Committee report.) nization are doing independently, as a way to not

THE LANGUAGE TEACHER 43.6 • November / December 2019 31 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 • AJET—The Association for Japan Exchange and - 1976年に設立された学術学会 Teaching • Working to improve language learning and teach- • IATEFL—International Association of Teachers of ing, particularly in a Japanese context English as a Foreign Language -語学の学習と教育の向上を図ることを目的としています • Almost 3,000 members in Japan and overseas • JACET—The Japan Association of College English - 国内外で約 3,000名の会員がいます Teachers • PAC—Pan-Asian Consortium of Language Teaching http://jalt.org Societies • TESOL—Teachers of English to Speakers of Other Annual International Conference Languages • 1,500 to 2,000 participants - 毎年1,500名から2,000名が参加します Membership Categories • Hundreds of workshops and presentations All members receive annual subscriptions to The Language - 多数のワークショップや発表があります Teacher and JALT Journal, and member discounts for • Publishers’ exhibition - 出版社による教材展があります meetings and conferences. The Language TeacherやJALT Journal 等の出版物が１年間送付されます。また例会や大会に割引価 • Job Information Centre 格で参加できます。 - 就職情報センターが設けられます • Regular 一般会員: ¥13,000 http://jalt.org/conference • Student rate (FULL-TIME students of undergraduate/graduate universities and colleges JALT Publications in Japan) 学生会員(国内の全日制の大学または大学院の学生): ¥7,000 • The Language Teacher—our bimonthly publication - 隔月発行します • 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 • JALT Journal—biannual research journal る個人2名を対象とし、JALT出版物は2名に１部): ¥21,000 - 年2回発行します • Senior rate (people aged 65 and over) シニア会員(65歳 • JALT Postconference Publication 以上の方): ¥7,000 - 年次国際大会の研究発表記録集を発行します • Group (5 or more) ¥8,500/person—one set of publi- • SIG and chapter newsletters, anthologies, and con- cations for each five membersグループ会員(５名以上を ference proceedings - 分野別研究部会や支部も会報、アン対象とし、JALT出版物は５名ごとに１部): 1名 ¥8,500 ソロジー、研究会発表記録集を発行します http://jalt.org/main/membership http://jalt-publications.org JALT Community Information For more information please consult our website Meetings and conferences sponsored by local chapters and , ask an officer at any JALT event, special interest groups (SIGs) are held throughout Japan. or contact JALT’s main office. Presentation and research areas include: Bilingualism • CALL • College and university education • Cooperative learning • Gender awareness in language ed- JALT Central Office ucation • Global issues in language education • Japanese Urban Edge Building, 5th Floor, 1-37-9 Taito, Taito-ku, as a second language • Learner autonomy • Pragmatics, Tokyo 110-0016 JAPAN pronunciation, second language acquisition • Teaching chil- JALT事務局：〒110-0016東京都台東区台東1-37-9 dren • Lifelong language learning • Testing and evaluation アーバンエッジビル５F • Materials development t: 03-3837-1630; f: 03-3837-1631; [email protected] 支部及び分野別研究部会による例会や研究会は日本各地で開催され、以下の分野での発表や研究報告が行われます。バイリンガリズム、CALL、大学外国語教育、共同学習、ジェンダーと語学学習、グロー Joining JALT バル問題、日本語教育、自主的学習、語用論・発音・第二言語習得、児 Use the attached furikae form at Post Offices 童語学教育、生涯語学教育、試験と評価、教材開発等。 ONLY. When payment is made through a bank http://jalt.org/main/groups using the furikae, the JALT Central Office receives only a name and the cash amount that was trans- ferred. The lack of information (mailing address, chapter designation, etc.) prevents the JCO from successfully processing your membership appli- cation. Members are strongly encouraged to use the secure online signup page located at https:// jalt.org/joining. ARTICLES JALT PRAXIS JALTOLD FOCUS GRAMMARIANS ------33 - - 43.6 • November / December 2019 [email protected] for more [email protected] for more When I saw my letter published in the paper I published letter my When I saw I had Of course I was disappointed, but secretly I myself have never dared comment on an online comment never dared have I myself The TD SIG will host a Video in Language Teacher Edu The TD SIG will host a Video in Language Teacher Univer December 3, at Toyo cation forum on Tuesday, Hakusan campus. An interactive evening of pre sity’s Stevesentations and interviews, featuring Professor and other invited the University of Warwick, Mann from or email the SIG at jalt. speakers. Visit https://td.jalt.org newspaper, saying it was a tragedy to see such a it was a tragedy saying newspaper, by this glaring, face marred beautiful mountain at pointing icons set of alphabetic self-important or to aliens taunt a basketball-game like the sky, satellites passing overhead: “We’ve Korean North got spirit, how ‘bout you?!” novelist. I couldn’t an award-winning beamed like even dis follow, would responses wait to see what the paper ev two weeks I checked ones. For agreeing indictment ecological to my a reply ery morning for goose eggs. No The result: hubris. of the university’s worse, it was autumn and What’s said a word. body a hired season was starting, so the school the football a and give the letters to go up on the mountain crew campaign was ended. My coat of paint. fresh of my that the main point to myself to acknowledge move was not to start an environmental exercise The name in the newspaper. but to see my ment will. Not if you “mountain,” page was my opinion letter, fan griped about my the football even Dad have, might He out of familial respect. probably had written it instead of me. though, if “censorthis” news story. But I did once write a letter to the editor a letter I did once write But news story. I dreamed in college one point At of a newspaper. activist, and I decided to of being an environmental 50-year-old the giant campaign to “erase” a create whitewashed initials that were school block-letter behind the uni of a mountain slope on the bare to the local letter a carefully-worded I sent versity. - - - - THE LANGUAGE TEACHER [email protected] OLD GRAMMARIANS OLD ] Scott Gardner Gardner Scott Like Avatars... Are Opinions JALT PRAXIS JALT [ ne of my least favorite things in the world things favorite least ne of my with drinking laxativeto do—down there and removing a colonoscopy before shakes

Reader comments on news sites today are like a a like are on news sites today comments Reader Back in the old days of made-of-paper newspa of made-of-paper days Back in the old on the head with them. on the head with them. were in the same room with newspapers in hand, with newspapers in hand, in the same room were them up and batting each other be rolling they’d from either genetically-inherited or self-inflicted or self-inflicted either genetically-inherited from can imagine that, if they all actually You stupidity. who question his/her question who suffering authority on A are a mountain of evidence signaling the impending of evidence signaling the impending a mountain other commenters and B, demise of civilization; this”—has decided at least two things: A, the two things: A, decided at least the this”—has datum in is one more in question article particular commenter—acting behind an identity-masking behind an identity-masking commenter—acting or “censor “i’mrightyou’rewrong” like moniker reading the same storyreading at the same time. Each bus station full of patience-impaired sociopaths, sociopaths, full of patience-impaired bus station a newspaper of his/hereach holding own and that raised his ire when he saw them in the paper. he saw when that raised his ire mainly only football scores and liberal politicians and liberal politicians scores football only mainly he had it to himself most of the time. Besides, Dad Besides, Dad he had it to himself most of the time. so it was guy, good-natured a pretty was actually tunately these responses were somewhat limited, somewhat as were these responses tunately and one paper in the house each day, was only there the snide retorts of the person who happened to be happened of the person who the snide retorts dad. For my the paper at the time: usually reading available to me at least—was the harrumphing and the harrumphing to me at least—was available were doing so out of a sense of moral and civic duty. duty. doing so out of a sense of moral and civic were response— kind of reader immediate more Another, composed “letters to the editor” which had been to the editor” which composed “letters to tell it was easy whom written by other readers an “opinion” section in each day’s paper, where where paper, in each day’s section an “opinion” as five or six thoughtfully as many we could read pers, reader response was different. First, there was First, there was different. response pers, reader never does. news, and I soldier on, hoping the next commentnews, and I soldier It faith in humanity. of my some at least will restore civically bar-lowering online comment about the online comment bar-lowering civically somehow often end up doing despite my better judg better up doing despite my somehow often end suspect, each grammatically through I suffer ment. reader comments at the end of an online news story. at the end of an online news story. comments reader I task which depressing This is a monumentally wood splinters from under my toenails—is reading toenails—is under my from wood splinters O NEW

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