accent argot articulation brogue cant The communication conversation dialect diction Languagedictionary discourse doublespeak expression gibberish Teacher idiom
CONTENTS In this month’s issue . . . Plenary Speaker Articles JALT2012: Making a Difference }} Plenary speaker articles from Suresh October 12-15, 2012, Hamamatsu, Japan Canagarajah, John Eyles, Alan Firth, Özge Karaoğlu, & Jeanette Littlemore. . . . . 3 his issue of TLT comes with the Featured Speaker Articles T Conference Preview, a very helpful bulletin of }} Featured speaker articles from Charles information that is designed Browne, Carolyn Graham, Marjo Mitsutomi, Garold Murray, Ted O’Neill, Diane to help you get ready Nagatomo, John Wiltshier, & Sean Wray. 18 for JALT’s major profes- sional event, Asia’s biggest Feature Article language-education conference. This year the conference will be held in Hamamatsu; it’s our second time there, }} Using the L1 in the L2 classroom: but it’s been a few years, so for many of you this will The students speak...... 41 be your first visit to the superb conference facilities of Readers’ Forum ACT CITY. Because we will be meeting in early October instead of late November, there’s a bit less time to get }} Developing learner autonomy in a ready. We hope that this special issue of TLT will be grammar class ...... 49 helpful as you make your conference preparations. } } One size fits all: Two activities that As Co-Chairs of this year’s conference, we want to wel- transcend level and age...... 55 come you very warmly to Hamamatsu. The conference is Resources shaping up to be an impressive series of talks, workshops, presentations, and social events. Plenary speakers from }} My Share...... 61 New Zealand, Great Britain, the United States and }} Book Reviews ...... 67 Turkey will give it an exciting international flavor, while }} Recently Received ...... 70 dozens of sessions offered by local teachers, writers, and }} Outside the Box...... 71 researchers will continue to illuminate the high quality
JALT Focus Continued over }} JALT Notices...... 72 JALT PUBLICATIONS ONLINE }} Showcase...... 84
}} Online Access Info...... 1 TLT Editors: Jennifer Yphantides, Jason Peppard TLT Japanese-Language Editor: Emika Abe
THE LANGUAGE TEACHER: 36.4 • July / August 2012 1 The Language Teacher » Foreword & Information
回のTLTは年次 of pedagogy and professional development that 大会特集号で is currently happening right here in Japan. The 今 す。JALTの主要 annual “conference within a conference” that we なイベントであり、アジアで call JALT Junior is one of the fastest growing areas 最大の言語教育大会に備え of JALT, due to the new elementary school English るための役に立つ情報を掲 載しています。今年の大会 curriculum that was recently introduced, so we は静岡県浜松市で開催され also look forward to welcoming a large number of ます。ここでの開催は2回目 local teachers to the conference this year. ですが、数年経ちましたので、今回初めてACT CITYとい う素晴らしい会場にいらっしゃる方も多いのではないでし Making a Difference: this theme has encouraged ょうか。今年は、通常の11月ではなく、10月の開催ですの us to look back over our professional lives and で、参加のための準備時間が少し足りないかもしれませ to identify the experts, events, and episodes that ん。TLTの年次大会特集号が皆様の大会への参加準備の helped make us who we are today. All of us in 手 助けとなることを願っています 。 JALT stand on the shoulders of those who helped 今年度の年次大会委員長として、私たちは浜松へ皆様 us, taught us, and mentored us. We sincerely のお越しをお待ちしています。大会では、さまざまなワー hope that JALT2012 will be a memorable and クショップ、口頭発表、交流イベントなどがたくさん予定さ れています。ニュージーランド、イギリス、アメリカ合衆国、 important event in your life! Whether you come トルコからいらっしゃる基調講演者は、刺激的で国際的な to the conference as an experienced “old hand” 雰囲気を大会に与えます。国内の教師、著者、研究者の or as a “newbie” doesn’t really matter: learning 講演は、日本で現在起こっている教育や教師研修の質の is a life-long process, and everybody benefits 高さを示すでしょう。私たちがJALT Juniorと呼んでいる大 from the vital exchange of ideas that goes on 会の中の大会は、昨年小学校へ新しい英語が導入された ことにより、JALTの中で最も成長している分野です。今年 when hundreds of thinkers, writers, teachers, の大会には多くの教師の方に来ていただけることを期待 and learners get together for three days. This しています。 could be the year that your presence at JALT is Making a Differenceという大会テーマは、私たちのプロ the one that makes a real difference to you. としての人生を振り返り、今日に至るまでの歩みを手助け See you in Hamamatsu! してくださった多くの専門家、出来事を明らかにするでし ょう。JALTのひとりひとりは、私たちを助け、教え、助言し Steven & Deryn てくださった人々に支えられて立っています。JALT2012が 皆様の思い出深く重要な大会になることを願っています。 elcome to our Pre-Conference Special 経験豊かなベテランとして、あるいは新人として参加され るかどうかはあまり重要ではありません。学びは一生涯つ Issue! In this edition of TLT, readers づくプロセスです。3日間数多くの教師、著者、学習者とと W will find short papers and interviews もにアイディアを交換することで、全ての人に得るものが previewing the Plenary talks of Suresh Cana- あります。JALT大会への参加が皆様の人生に大きな違い garajah, John Eyles, Alan Firth, Özge Karaoğlu, を生むことになるかもしれません。 and Jeanette Littlemore. We are also pleased to 浜松でお会いしましょう！ present a series of papers from our Featured Steven & Deryn Speakers: Charles Browne, Carolyn Graham, Marjo Mitsutomi, Garold Murray, Ted O’Neill, 次大会特集号へようこそ。このTLTでは、Suresh Diane Nagatomo, John Wiltshier, and Sean Wray. Canagarajah、John Eyles、Alan Firth、Özge In addition to our special content, we also have 年 Karaoğlu、Jeanette Littlemoreの基調講演に our regular line up of Features and Readers’ Fo- ついて簡単にご紹介します。招待講演であるCharles rums. Our Feature Article by Eleanor Carson and Browne、Carolyn Graham、Marjo Mitsutomi、Garold Murray、Ted O’Neill、Diane Nagatomo、John Hidenori Kashihara looks at student preferences Wiltshier、Sean Wrayの論文もあります。特集に加えて、 on L1 use in the foreign language classroom. Our 通常のFeatureとReaders’ Forumもあります。Featureでは Readers’ Forum articles come to us from Simon Eleanor Carson とHidenori Kashiharaが、外国語の授業で Cooke and Chris Wharton. Simon’s paper looks 学習者がL1使用をどう好むかを調べ、Readers’ Forumで at teaching grammar with a focus on autonomy は、Simon Cookeが自律に焦点をあてた文法教育につい て研究し、Chris Whartonがレベルと年齢を越えて使用で and Chris’s article outlines two teaching activi- きる2つのアクティビティを紹介しています。この特集号を ties that transcend both level and age. We hope お楽しみいただき、10月に年次大会でお会いできるのを you enjoy this special issue and we look forward 楽しみにしています。 to welcoming you to the conference in October! Jennifer Yphantides, TLT Coeditor Jennifer Yphantides, TLT Coeditor 2 THE LANGUAGE TEACHER Online •
now argue that these varieties of English should An interview with Suresh be treated as having equal status as the tradi- tional elite varieties such as American or British Canagarajah English. The Pennsylvania State DV: Where is the line between varieties with status University and what are essentially interlanguage varieties? SC: The distinction between interlanguage and Deryn Verity new varieties is complex. When a community of speakers shares certain norms, even though they may appear distant from native speaker norms, Deryn Verity: You are probably best known in Japan they should be considered a variety in their own as a former Editor of the TESOL Quarterly, and as a right. Also, the distinction between these terms is scholar whose focus is on the global role of Englishes relational. That is, an item that may appear like a and questions of voice and agency in academia. In fossilized item of interlanguage can gain uptake what ways would you say that you have “made by many others in the local community and a difference” to the field of TESOL and language become normative. At that point, scholars are education? prepared to acknowledge such usage as part of the local norm and not interlanguage. Multilin- Suresh Canagarajah: The changes I can think guals in those settings use their English varieties of cannot be attributed to me alone, but to all confidently for their own purposes without multilingual scholars from the periphery like me bothering about native speaker norms. who have started making our presence felt in the profession. Firstly, we have broadened the pro- DV: What are some other changes you’ve been a part fession’s understanding of the English language. of? When I came to the US for graduate studies in 1985, I was asked by my university to do a test SC: We have raised the awareness of our profes- to prove that I can communicate in English. Yet I sion about diverse language teaching methods. came from a community where English had been When I came to the United States for teacher used for about 200 years. training, the methods we used in Sri Lanka, Now, there is more appreciation of the different resembling grammar-translation and teacher- varieties of English spoken all over the world. fronted methods, were considered inferior and The notion of World Englishes makes the point ineffective. The fashionable methods in the that English has become diversified to the point profession, such as communicative language where it cannot be considered a single language teaching or task-based method, were considered anymore, but a package of diverse varieties, to be superior and backed by research. However, each having its own norms and functions for the fact that these methods kept changing specific communities. The marks of local norms periodically made some of us suspect their effec- (such as unique accent or idioms) shouldn’t be tiveness. We wondered if these shifting fashions disparaged as evidence of ignorance. Scholars were motivated by commercial interests.
THE LANGUAGE TEACHER: 36.4 • July / August 2012 3 The Language Teacher • JALT2012 Special Issue • Plenary Speaker Article
Gradually, we picked up the courage to analyze teachers are second class citizens in the profes- how our local teaching methods were motivated sion. by our own cultural values, language needs, But the inequalities and discrimination and learning traditions. The profession has now multilingual periphery scholars faced in the come to the realization that there is no “best profession made us sensitive to the politics of method” in language teaching. We have all English language teaching. We also became started developing our teaching methods ground more sensitive to the role of English as a global up, in relation to the learning objectives, needs, language. We had to ask if English was a threat and interests of our students and communities. to our local languages and cultures in our own DV: Should changes in pedagogy be driven more by local communities. We realized that we can’t tradition or by developments in global access and teach English innocently. We had to ask uncom- exchanges of ideas? fortable questions about its implications in the lives of our students and our communities. We SC: There are two kinds of tradition. In one developed pedagogies for appropriating English sense, traditional methods are those that belong according to our values and interests. My first to the tradition of our profession. So, people ever academic article explored these connections would consider methods such as grammar- in TESOL Quarterly in 1993, one of the earliest translation or direct method as part of the articles on critical pedagogy in our field. professional tradition. Tradition in the second For a variety of reasons, English speaking sense relates to cultural and educational tradi- scholars from developed countries dominated tions that belong to the local community. I find publishing in our field. It appeared as if they these traditions useful to tap into. They often were the custodians of superior and true knowl- resonate better to the needs and interests of local edge! It seemed as if all others from other parts teachers and students, although they don’t relate of the world didn’t have anything useful to say. to the professional orthodoxy. They were just expected to read the research Sometimes local communities lack the confi- and textbooks of these advanced scholars and dence to creatively borrow from their commu- apply them in their local communities. I myself nity traditions to develop suitable pedagogies. grew up with this understanding for a long time. This grounding in one’s own local cultural and Later, when I tried to publish my own research educational traditions can also be a good stand- from Sri Lanka after my doctoral degree, I expe- point from which to critically appropriate new rienced certain disadvantages that revealed the global ideas and developments. In other words, I biases in academic publishing. Reviewers of the am thinking of a critical appropriation of the old elite journals in the US treated my British English and new according to the needs and objectives in spelling as implying badly edited articles. the ground. DV: Is there a “one-principle-fits-all” guideline you DV: So local teachers of English are important could offer for publications that want to publish more participants in this process of critical appropriation? articles from writers of different backgrounds?
SC: Now the profession has an increased appre- SC: I hold that editors and reviewers have to ciation of the contributions and roles of nonna- first acknowledge that the articles are coming tive teachers. At the 1996 TESOL convention in from different parts of the world where there are Chicago, some of my nonnative colleagues and I different norms for writing and using English. got together and organized a colloquium about What bothers me is editors or reviewers who the perspectives of nonnative teachers in the can’t look beyond their own norms. They end up profession. The contributions later came out as insulting authors because they are so ethnocen- a book Non-native Educators in English Language tric. However, after the review process, authors Teaching (Erlbaum, 1999). Soon a caucus was should be open to negotiating their usage with formed in the TESOL organization to represent the dominant conventions of the journal. Some our interests. The rest is history! Now, there journals, such as TQ, are open to using either are very few who think that nonnative speaker British or American spelling, as preferred by the
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DV: What changes or trends in research styles do you see in the next ten or twenty years? JALT Journal SC: Genres of academic communication have is a refereed research journal been changing. Gone are the days when scholars of the Japan Association for used to believe that using the “I” in research was not permitted. Now we have a frank expression Language Teaching of one’s voice in research writing. We have many (全国語学教育学会). other ways of organizing the research article It invites practical and beyond the stereotypical IMRD (Introduction/ Methodology/Results/Discussion) structure. I theoretical articles and have published articles that are structured as a research reports on second/ dialogue or a narrative, not to mention hybrid foreign language teaching texts that shuttle between data, introspection, and learning in Japanese and and stories. TESOL Quarterly has led the way in Asian contexts. representing a range of research approaches and writing genres in its pages. For more information and My effort to give voice to diverse research- submission guidelines see ers thus goes beyond publishing the work of
THE LANGUAGE TEACHER: 36.4 • July / August 2012 5 6 | JALT2012 • PLENARY SPEAKER Technology as an enabler Interview with John Eyles
students with a pathway of influence and a Eyles and Associates, Ltd. pathway of action came into being.
EON Foundation SH: Can you elaborate on what you mean by students [email protected] feeling less empowered? JE: Sure–we would expose them to a text or Steven Herder listening about these huge issues and then they would leave with the weight of the world on their shoulders. They were suddenly exposed to Steven Herder: We are very excited to have you as a this, the heaviness of all of it, and didn’t know plenary speaker at JALT2012. Can you give us a little what to do. So, my friend, Graham, started doing background information about yourself and some of project work with a high school in Kamakura the experiences that have influenced your life? and the Shiseido cosmetics factory, and put together what we called an “English for sustain- John Eyles: Sure, I was born in the UK and edu- ability” curriculum. It looked at the main pillars cated there. I went to a Rudolph Steiner school of sustainability, which are economy, society, and from age 3 until about 17. Then I took a year off environment. It takes the students on a col- and went to India. You ask about influences… . laborative journey with an organization to do One day, I was walking down the street in Delhi project work, where the students go in and kind and in the gutter there was this strange shape, of do an environmental audit of the organization. and as I got closer I saw it was a human form—a Then, in English, they advise the company as to person died in the gutter right across from the how they can make more money by doing more hospital. It struck me then, the inequality that with less, and by being more sustainable in their there is in the world. business practices. I went back to the UK and did four years of study. My focus was on photography and SH: So, do you actually see yourself more as a teacher sculpture. After I graduated, I met a fashion or more as a businessman? designer and we decided to travel to Japan. It was originally going to be for six weeks. This JE: Well, whenever I come into New Zealand, stretched to six years. or go into another country, I have to fill out the immigration form and I still write teacher as my SH: How has Japan, in particular, influenced you? occupation. I mean, fundamentally, I see myself first as an artist, then the teacher, and then a JE: I realized at some point that one way that Ja- businessman. But, my great passion is educa- pan influenced me was from my teaching there. tion, and I try to bring in the creative world We would bring global issues into the classroom of art, design, and new media, and also the such as global warming or acid rain, but while business side. Of course, governments mostly we felt we were doing something positive pay for education, and there is a strong idea that in bringing these ideas into the classroom, the education should be free, but realistically it’s also students were leaving feeling less empowered a business and you are a teacher and you expect than when they arrived. And from that, the to get paid. So, there is a kind of business model whole concept of needing to provide the that underlies education. 6 THE LANGUAGE TEACHER Online •
SH: I really like that self-description of artist, educa- currently doing or to the state of education in gen- tor, and businessman…. In reading about you online, eral? one skill that came up over and over again on your LinkedIn page was that people love working with you. JE: Okay, if I stand back, and think about why How important is connecting well with people or I’m motivated in the ESL area, it’s very much having people skills? from a humanity perspective. Within the current state of the world we have a lot of issues and JE: I think the people skills set is important. a lot of problems. It’s the context we all live in I loved hitchhiking when I was a kid. I started and we have to deal with. So, when I think about hitchhiking around Europe when I was 15. Being teaching language students in a classroom, we on the open road, jumping into a car, not know- talk verbs, vocabulary and all of that structural ing quite where you might end up or who you stuff, but what actually are they learning lan- were going to sit with, it fascinated me how peo- guage for? What’s the bigger need? What does ple would open up and share intimate aspects the world require of language teachers at this of their lives over a couple of hours and then time? you would never see them again. That ability As I see it, these global problems that exist are to get on with people, I think I get on with most often shared, and so the first step to solving these people, was always meaningful for me. problems is having a common language where Nobody does anything that doesn’t make sense we can articulate what the problems are, iden- to them; it often doesn’t make sense to other peo- tify those that are the same, and build mutual ple, but for them it always makes sense. So, I’m respect, understanding, and trust. Then, work always very respectful of that. And as for con- together to find solutions. And that need has necting with people, I’m just curious, really curi- never been greater. Right or wrong, English has ous to know their ideas and perspective on the become the de facto language in the world. world. We are all different and that’s the magic So, through the medium of English, you are of the world. In terms of work, I like things teaching all sorts of other things: leadership to be fun. If something’s not fun, then, life’s a bit skills, collaboration skills, and all of that good short and why would we be doing it? Even quite stuff. And where I see it going is that it’s all serious things, there’s always the opportunity to becoming about co-creation, collaboration, be playful. I think play is underrated. In terms of and conversation. The technology is simply creativity, play is absolutely vital. there as support, and it has become an enabler in itself. You know, they say, “knowledge is in SH: Another thing that many people highlight is your the networks and the content is in the conversa- ability to see the big picture. Have you always had tions”. And I see, increasingly, that technology that skill? is allowing us to speed up our adaptive learning JE: I noticed early on that I have a visual mind. with portable devices. I perceive things very strongly in pictures and I So the learner and the knowledge are now can rotate those pictures. I also have the capacity fluid, so you can be in a situation where you can to hold a number of different elements, some- download inspiration or instruction, or open up what like a jigsaw, dreaming tendency. And, it’s a channel to have a live video feed, and bring similar in my career and my own skills set as in a mentor or guide. Wherever you are, pretty well. It kind of happened in pieces like a jigsaw much in the whole world, you have that con- puzzle. Now that I look at it, my career has quite nectedness. a strong picture on the lid of the jigsaw box, but when I started there was no picture on the SH: Well, this naturally brings us into the whole IT lid and I’ve drawn a number of different strands technology side of the interview. What projects are together. But that big picture thinking began you investing your time in these days? early on, probably from age eight or nine… . JE: One is with the BBC, called BBC Janala SH: So, looking at the big picture, how do you see in Bangladesh. This is a multi-screen, multi- technology at present as it relates to the work you are medium English language program using TV
THE LANGUAGE TEACHER: 36.4 • July / August 2012 7 The Language Teacher • JALT2012 Special Issue • Plenary Speaker Article
broadcasts with TV soap operas and quiz shows bile phones to teach English. Prior to this he was as springboards to learning. This is tied into a Head of Research and Alliances at Telecom mobile application as well as an online website New Zealand—looking three to five years into that can be accessed by computers or by mobile the future at opportunities and threats for the phones. It’s very much a kind of mass adop- business, a Senior Lecturer at Auckland Univer- tion program aiming for the non-formal sector. sity of Technology, and CEO of English-To-Go It’s actually targeted at some of the poorest in Limited, which, in association with Reuters Bangladesh. news, ran the world’s largest lesson in 2001. He Another project is working for Urban has led one of New Zealand’s largest English Planet Mobile, an American outfit, which as the language schools, worked in Europe, the Middle title suggests focuses on mobile learning. The East, and South East Asia, and spent six years in first product that we launched was in Indonesia, Japan as a university lecturer and consultant to using simple cell phones (not smart phones) to the Japanese government. Visit
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are not predetermined, but co-constructed by the community. I argue that findings permit a interactants in-situ. reconceptualisation of established notions of L2 My conceptualisation of language learning is competence and L2 learning. therefore embedded in the local, micro-interac- In terms of JALT and the interests of language tional details of talk. In this paper I view lan- teachers more widely, I also focus on the ques- guage learning in two ways: first, as a member’s tion of how analyses of Skypecast behaviours notion, that is, as something the participants can be utilised in the L2 classroom. It is my talk about, discuss, thematize, draw attention to, contention—argued in papers such as Firth and and show awareness of, in more or less explicit Wagner (1997, 1998, and 2007)—that for too long, ways, as interaction is underway. Second, as a applied linguists and teacher education have locally achieved, ubiquitous element of social been overly and exclusively preoccupied with and communicative competence underpinning the language classroom, with the result that our meaningful, orderly, intersubjective practices. In understandings of competence are inevitably order for meaningful communication to occur, limited and shaped by the institutional environ- learning must, of necessity, be operationalised ment where teachers, lesson plans, pedagogy, within micro-moments of talk and social interac- etc., are primary. What happens outside class- tion (see Kasper, 2009). Thus, topical coherence, rooms remains, mystifyingly, terra incognito for orderly turn-taking, the design, and formatting most language teachers and applied linguists. of talk, inter alios, are dependent on learning. Learning in and through language is almost By deploying Conversation Analytic methodol- undoubtedly a ubiquitous social activity. If Firth ogy, I uncover and explicate the social practices and Wagner (1998) are correct in arguing that through which Skypecast users practise English. communicative competence is a fundamentally I ask, how is practising English brought about transitional, situational, and dynamic process, within the cyber-environment of Skypecasts? My then any language users will always be ‘learners’ findings reveal a variety of participant orienta- (or ‘acquirers’), regardless of the social setting, tions, including those that closely resemble more because “[n]ew or partly-known registers, styles, conventional conversation activities character- language-related tasks, lexical items, terminologies istic of L2 classrooms. I show how participants and structures routinely confront language users, negotiate the content, tenor and ‘rules of calling for contingent adaptation and transforma- engagement’ within Skypecasts. Skypecasts tion of existing knowledge and competence, are frequently the site of contest: contest over and the acquisition of new knowledge” (Firth & how English practice is optimally undertaken, Wagner, 1998). Nevertheless, notwithstanding over what is allowable in English practice, the small but growing number of studies of L2 over language choice, over the conversational outside the classroom, we know very little about floor, and over topic content, and duration. Not what happens in the complex interplay between L2 surprisingly, we find that some forms of interac- use, L2 learning, and L2 competence in naturally- tion occurring in Skypecasts are intricately occurring interactions outside the classroom. As connected to the medium itself, which impacts several recent studies have shown, language use upon how ‘presentation of self’ is accomplished, and language learning are not only conceptually how ‘lurking’ is dealt with by the interactants, inseparable; they are also context sensitive and how leave-taking is managed, and more. context dependent (Lave & Wenger, 1991; Candlin I argue that, because the communicative & Sarangi, 2002; Leung, 2005; Canagarajah, 2007; norms, expectations, number of participants, Firth & Wagner, 2007; Kramsch & Whiteside, 2007). proficiency levels, and cultural backgrounds of Learning of any kind is rooted in and shaped by newly arriving participants are subject to change particularized social practices. This is the core on a moment-by-moment basis, Skypecasts are insight of Lave and Wenger’s (1991) influential profoundly dynamic “communities of practice,” notion of situated learning and underpins Vygot- where skilled and experienced participants dem- sky’s (1978) theories of learning. Classrooms and onstrate their Skypecast competence and adeptly experimental settings where ‘L2 learners’ perform socialise novice participants into the Skypecast tasks and interact with teachers and fellow stu- dents are communities of practice, with their own 10 THE LANGUAGE TEACHER Online •
(pre-ordained and emergent) rules of engagement, acquisition and their relevance in multilingual impacting social relations, the identity work that contexts. Modern Language Journal, 91, Focus gets done in classrooms (Duff & Uchida, 1997), and Issue, 907-922. not least the structures of talk (some of which have Lave, J., & Wenger, E. (1991). Situated learning: been described in Markee, 2000, 2004) and other Legitimate peripheral participation. Cambridge: semiotic resources, and, presumably, the processes Cambridge University Press. and products of learning. Leung, C. (2005). Convivial communication: What, then, of L2 learning in naturalistic en- Recontextualizing communicative competence. International Journal of Applied Linguistics, 15(2), counters outside the classroom? How might L2 119-144. learning be conceived and said to occur beyond the classroom/educational setting? How, if at Markee, N. (2000). Conversation analysis. Mahwah, NJ: Erlbaum. all, is learning oriented to—by the participants in their dealings with one another, when the Markee, N. (Ed.). (2004). Special Issue: Class- setting is not educational and L2 instruction is room talks. Modern Language Journal, 88 (4). not the order of the day? How is L2 competence Masuda, K. (2012). Acquiring interactional managed and developed outside the classroom competence in a study abroad context: Japanese setting? And how might research into L2 use language learners’ use of the interactional particle. Modern Language Journal, 95(4), 519–540. and learning in non-instructional settings such as Skypecasts contribute to and possibly expand Miller, E. R., & Zuengler, J. (2012). Negotiating our general stock of knowledge of L2 learning access to learning through resistance to class- room practice. Modern Language Journal, 95, and L2 acquisition? These are the questions I will 130–147. seek to address in this paper. Vygotsky, L.S. (1978). Mind and society: The devel- opment of higher mental processes. Cambridge, References MA: Harvard University Press. Canagarajah, S. (2007). Lingua franca English, multilingual communities, and language Alan Firth is Senior Lecturer acquisition. Modern Language Journal, 91, Focus in Applied Linguistics at the Issue, 923-939. School of Education, Com- Candlin, C., & Sarangi, S. (2002). Foreword. In munication and Language Kramsch, C. (Ed.). (2002). Language acquisition Sciences at Newcastle Univer- and language socialization: Ecological perspectives (pp. xi-xiv). London: Continuum. sity, UK. His major research interests are institutional Duff, P., & Uchida, Y. (1997). The negotiation of interaction, second language sociocultural identity in post-secondary EFL classrooms. TESOL Quarterly, 31(3), 451–486. learning and use, and English as a lingua franca. In 2005, he coedited (with Firth, A., & Wagner, J. (1997). On discourse, com- Carolyn Baker and Michael Emmison) Calling for munication, and (some) fundamental concepts in SLA research. Modern Language Journal, 81, Help: Language and Social Interaction in Telephone 285–300. Helplines (Benjamins). In 2007, Modern Language Journal featured a special focus issue entitled, Firth, A., & Wagner, J. (1998). SLA property: No trespassing! Modern Language Journal, 82, 91–94. “The impact of Firth and Wagner 1997: SLA Reconceptualized?,” which examined Firth’s Firth, A., & Wagner, J. (2007). Second/foreign language learning as a social accomplishment: work (with Johannes Wagner) on respecifiying Elaborations on a reconceptualized SLA. Mod- the field of Second Language Acquisition. He has ern Language Journal, 91, Focus Issue, 800-819. published in Applied Linguistics, Modern Language Kasper, G. (2009). Locating cognition in second Journal, IRAL, Intercultural Pragmatics, Journal of language interaction and learning: Inside the Pragmatics, Discourse and Society, American Journal skull or in public view? International Review of of Sociology, amongst other journals. His mono- Applied Linguistics, 47, 11-36. graph Talk International: English as a Lingua Franca Kramsch, C., & Whiteside, A. (2007). Three at Work will be published by Oxford University fundamental concepts in second language Press in late 2012. THE LANGUAGE TEACHER: 36.4 • July / August 2012 11 12 | JALT2012 • PLENARY SPEAKER Technology is for every- one: Take the leap!
Özge Karaoğlu oday the world is undergoing a digital Terakki Foundation Schools change that cannot be dragged back, T changing our newest generation of digital Özge_Karaoğ[email protected] users as well. If we look around, we can easily see the effects and the radical impact of the latest www.twitter.com/Özge technologies on our children that are growing up in this digital wave. It is reshaping the way www.ÖzgeKaraoğlu.edublogs. they live, think, and learn, allowing our children to collaborate, interact, and create more things org than ever before. It is as if our children have been normalized by all these new gadgets of this new era. In one of his talks, Sir Ken Robinson said, The immense and growing change in technology in the last “Technology isn’t technology if it already existed decade has opened up a new door in education, creating new when you were born.” He is quite right because opportunities to learn, collaborate, and connect to each other what we actually call “technology” today our by exponentially expanding the physical limits of school. This children simply accept as a natural part of life. digital revolution has unleashed creativity and new insights with unlimited resources to facilitate language learning. Our newest Today’s children are interactive, online, more generation has already demonstrated to us how it has impacted collaborative than ever, and they are much more the way they learn, think, and interact, pointing us to learning motivated to respond when they do the things technologies and their potential uses in and out of our classes. that they are passionate about. They have a wide This talk will explore the whys and hows of integrating technol- ogy in small steps; making learning fun with web tools that range of hobbies and they are multi-taskers. every teacher should know and take advantage of to heighten They like to be challenged and they can easily the learning experience in young learners’ classes. Hang onto get bored if they are not. Every day, they are your hats because technology is for everyone and we are spending countless hours using these popular about to take that leap! technologies. They are in a way learning to use この10年のテクノロジーの多大な変化で、学校の境界線が物理的に急拡 the digital devices before they learn to tie their 大し、学び、協働し、お互いにつながり合う新しい機会が作られ、教育の 新しい扉が開かれた。このデジタル革命は、言語学習を促進させる無限 shoes or even speak and they are good at adopt- のリソースで創造力と新しい洞察を引き起こした。最も新しい世代の人々 ing and using them, most of the time they are は、テクノロジーがいかに彼らの学び方、考え方、インタラクションの方法 に強い影響を与えているかを私達に見せつけ、教室内外における学習の much better than us. I have always had children ためのテクノロジーと、その使用の可能性についても示している。本講演 in my young learner classes who are trying to では、テクノロジーを取り入れる理由と、その方法について検討する。年 少者のクラスでの学習経験の質を高めるために教師が知るべき、利用す help me figure out how to make the computer or べきウェブツールを使って、学習を楽しいものにすることを提案する。皆 the CDs work when they think I am not capable さんの準備はできているだろうか。テクノロジーはすべての人々のもので of doing so. I am sure you have had similar あり、私達はまさにそこを飛び越 えようとしているのだ。 experiences in your life with children at home or in classes.
“Our students have changed radically. To- “If we teach today as we taught yesterday, we rob day’s students are no longer the people our our children of tomorrow.” John Dewey educational system was designed to teach.” Marc Prensky In fact, integrating technology in education is no longer a new area. It’s always been a part 12 THE LANGUAGE TEACHER Online •
THE LANGUAGE TEACHER: 36.4 • July / August 2012 13 The Language Teacher • JALT2012 Special Issue • Plenary Speaker Article
or for every bit of our curriculum. We can’t with her young learners for the last four years. use technology just for the sake of using it or it She has won many prestigious awards for her certainly cannot replace what we are teaching. work including the “Creativity and Innova- We should consider technological tools just like tion,” award, the “Highly Commended 2010,” any other tool such as a new game or a new spice “Highly Commended 2011,” “Microsoft Award for cooking to help us to teach, motivate our for Outstanding Teachers - Runner up,” and students, blow their minds, and make them learn most notably, “ESU - Cambridge University or practice the language. New Writing Award,” which earned her a visit Answering the call of the new century with to Buckingham Palace to receive her award from small steps, even if it is only on a trial basis Prince Philip. She has a blog where she writes means a lot (Klopfer, Osterweil, Groff, & Haas, about teaching English through technology and 2009). You may think that you do not have web-based tools. She is currently teaching young the facilities to use these tools at the moment. and very young learners in Turkey and enjoying But who says that you won’t forever? Let’s be every minute of it. prepared. Let’s not limit ourselves from seeing the potential of the tools that are ready in our hands, because we are teachers who are build- ing the steps towards the future. It means that Speakers at JALT2012 we believe in lifelong learning and continuous This year’s conference brings to Japan five respected professional development. Let’s juggle one plenary speakers from five distinct fields which means more thing to take another leap forward with that whatever your area of interest, there is some- our students to do our best to engage them in thing for you. On top of this, there are eight featured this globally connected world, by giving them speakers and a specially invited Asian Scholar. something new, something better. In the end, Even a brief look at the biographies of the plenary taking this leap is sure to be a journey that we speakers suggests that among them, they have worked in, taught in, lived in, or been to a large per- and our students will enjoy and benefit from. centage of all the countries in the world.
References Klopfer, E., Osterweil S., Groff J., & Haas J. (2009) John Eyles Using the technology of today, in the classroom . . . speaking on Saturday today. Retrieved from
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Studies of metaphor and metonymy have Jeannette Littlemore, shown that they perform key functions, such as the signalling of evaluation, agenda manage- University of Birmingham ment, mitigation through humour, irony, and euphemism, reference to shared knowledge, the I report the findings from a Cambridge ESOL-funded research building of rapport, and discourse-community project (Cambridge ESOL Funded Research Programme membership (Cameron, 2003; Littlemore & Low, Project number 17092010), which investigated how an ability 2006). An ability to use metaphor and metonymy to use metaphor and metonymy contributes to successful performance in the written component of Cambridge ESOL appropriately can thus contribute to a language examinations. Learners are significantly more likely to do learner’s communicative competence. One might unusual things with metaphor at the First Certificate level. They therefore expect an ability to understand and do this in response to the very particular requirements of the produce metaphor and metonymy to contribute examination. For these reasons, I argue that, at FCE level, it is to language proficiency. important to adapt a tolerant attitude towards uses of language that some may refer to as ‘creative’ but which others might At this year’s JALT conference, I will be simply describe as ‘wrong’. I also outline the different things presenting research that I have conducted, in that learners need to do with metaphor and metonymy at each collaboration with a number of colleagues, into level, illustrating my points with short examples taken from essays written by students who have been successful in their the use of metaphor and metonymy by language examinations. learners. In particular, I will be reporting the メ タ フ ァ ー（ 隠 喩 ）と メト ニ ミ ー（ 換 喩 ）を 使 い こ な す 能 力 findings from a research project, funded by と、Cambridge ESOLのライティング試験における成績との関連性につ Cambridge ESOL (Cambridge ESOL Funded いて、Cambridge ESOLが資金提供する調査プロジェクト結果を報告す る。First Certificate（FCE）レベルでは、学習者がメタファーを使って独 Research Programme Project number 17092010) 特の表現をする傾向がはっきりと見られるが、この傾向があるのは、かな (Littlemore et al., 2012a), in which we looked at り特定の試験課題に対してである。したがって、FCEレベルでは、「独創 的」あるいは単なる「間違い」と意見が分かれ得る言語使用に対して、寛 how an ability to use metaphor and metonymy 容な態度を持つことが重要であることを論じる。また、学習者それぞれ contribute to successful performance at the のレベルに応じたメタファーやメトニミーの様々な扱い方について概説 different levels of the Common European し、試験で好成績を収めている学生の書いたエッセイから短い例を引用 し て 、重 要 と 思 わ れ る 点 を 述 べ る 。 Framework of Reference for Languages (CEFR) as measured by the written component of the Cambridge ESOL examinations. These include etaphor involves describing one thing in the Key English Test (KET), the Preliminary terms of another, such as when Hama- English Test (PET), the First Certificate in English M matsu is described as an important (FCE), the Cambridge Advanced Certificate in industrial hub, or when The Tomei Expressway is English (CAE), and the Cambridge Proficiency in described as the main artery through the Chubu English test (CPE). In this study, we found that region. Metonymy is a related trope which the amount of metaphor that learners produce involves a kind of figurative shorthand, such as increases as each level, very much as one would when Hamamatsu is described as the City of Mu- expect. However we also found that learners sic or when the Hamamatsu Museum of Musical are significantly more likely to try to do ‘strange Instruments is described as having a hands-on things’ with metaphor around the First Certifi- room where one can play many different types of cate level; it is at this level where they start to instruments. try new things out, make mistakes, and transfer metaphor from their own language, as well using THE LANGUAGE TEACHER: 36.4 • July / August 2012 15 The Language Teacher • JALT2012 Special Issue • Plenary Speaker Article
much more open class metaphor. They do this one’s interlocutor and refine and develop them in response to the very particular requirements is therefore an important interactive skill. In of the FCE test and the CEFR can-do statements addition to this, an important aspect of spoken that the test is aligned to. For these reasons, I will communication that differentiates it from written argue that, at FCE level, it is important to adapt communication is that it can involve gesture, and a tolerant attitude towards uses of language that research has shown that a substantial amount some may refer to as ‘creative’ but which others of gesture involves metaphor (Cienki, 2008), might simply describe as ‘wrong’. Our findings especially when abstract concepts are being for metonymy are much less systematic, but discussed. Metaphor and metonymy have been interesting nonetheless. shown to work together very closely in dis- I will also outline the very different things that course, with the same words being used literally, learners need to be able to do with metaphor metonymically, and metaphorically over the and metonymy in each of these examinations. course of the conversation (Cameron, 2011; Mac- For example, while for the KET examination, Arthur & Littlemore, 2011). Moreover, metonymy one would not expect learners to do much more has also been found to play an important role in than use metaphorical prepositions and fixed gesture and is arguably at least as pervasive as expressions, whereas for First Certificate, one metaphor in this respect (Mittelberg & Waugh, would expect learners to use metaphors with 2009). I will therefore provide examples from our an evaluative function as well as what might be study showing how a learner’s use of metaphor called ‘creative’ metaphors for dramatic effect and metonymy (in both language and gesture) in order to support their points of view. When can contribute to, or in some cases detract from, learners reach CAE and Proficiency, one would their spoken communicative competence. expect them to be able to use metaphors to Finally, I will argue that learners need to be show relationships between their ideas and to able to make subtle changes in their use of reinforce their evaluations, to express abstract metaphor and metonymy according to genre and complex issues, highlight salience, and write and register, and that the ability to do this is a emotively about topics that they feel strongly real mark of the ‘communicatively competent’ about. It is at this level where one would hope learner. In order to support my case, I will to see learners producing metaphor clusters that provide linguistic evidence from authentic have a degree of coherence, and to use these settings involving different discourse communi- clusters to make their writing vivid, memorable ties, which illustrates how a ‘one size fits all’ and persuasive. In the talk, I will expand upon approach to figurative language is simply not and exemplify these ideas, illustrating my points appropriate (Deignan, Littlemore, & Semino, with short examples of figurative language use forthcoming). I will demonstrate how genre taken from essays written by students who have and register features shape figurative language been successful in their examinations. use in important ways, and argue that language I will then go on to discuss the role of meta- learners need to be made aware of this. I will phor in spoken interaction and present prelimi- use these data to show how ability to adapt one’s nary findings from a study funded by the British use of figurative language to different forms of Council (Littlemore, et al., 2012b), in which we communication is a key component of language investigated the ways in which metaphor con- proficiency. tributes to successful spoken interaction between At various points in the talk, I will discuss native and non-native speakers of English. the psychological processes involved in the Qualitative analyses of conversations between production and comprehension of metaphor native speakers of English have shown that and metonymy, emphasising the respective roles when a metaphor is working in a conversation, played by declarative and procedural knowledge it will often get refined and elaborated upon and in the development of metaphoric/metonymic tossed backwards and forwards between speak- competence in a foreign language, arguing that it ers, but if it is not working, it is swiftly replaced is important to view metaphor and metonymy as by another one (Cameron et al., 2009). An ability both cognitive processes and linguistic products to pick up on the metaphors that are used by used in real communicative situations. Through- 16 THE LANGUAGE TEACHER Online •
THE LANGUAGE TEACHER: 36.4 • July / August 2012 17 18 | JALT2012 • FEATURED SPEAKER Maximizing vocabulary development with online resources
especially with regard to teaching vocabulary Charles Browne and developing reading skills will be more Meiji Gakuin successful than my own first attempts! When I was at Sony, I remember that during summer vacations they would send me to visit Although there are now many online resources for accessing junior and senior high schools around the coun- authentic video in and out of the classroom, this presentation argues that the gap between the average vocabulary size of try to help the schools to be able to make more typical EFL language learners and the amount of vocabulary effective use of the high tech Sony language labo- needed to comprehend those videos is usually quite daunting. ratories they had purchased. Back in the 1980s, In this session, the presenter will begin by developing the argu- the only room in the entire school that had air ment for the importance of teaching high frequency vocabu- conditioning was usually the language lab room, lary, citing some of his background research on the serious vocabulary gaps that face EFL learners in Asia. He will then de- so I had assumed that the language lab would scribe the theoretical underpinnings of several online scaffolding be the most popular room among both teachers tools he helped to develop for assisting students to be able and students as a way to escape the terribly hot to better comprehend unsimplified videos (as well as some and humid Japanese summers. Imagine my excellent freeware and shareware equivalents). Participants will surprise when I discovered that in almost every also be introduced to an approach for rating the difficulty of videos by their vocabulary content and simple techniques school I visited, the rooms were empty and the for developing targeted special purpose vocabulary lists based machines were unused and covered in dust! on corpus research of the transcripts of the video. Why did this happen? Well, there are several 教室内外でオンラインによって生のビデオ入手が容易になっている。本発 reasons. Perhaps the biggest problem was that 表では、典型的なEFLクラスでの学習者の平均的語彙数とビデオを理解 するのに必要な語彙数のギャップが、通常かなり大きい点について論じ both teachers and students were unfamiliar with る。まず、高頻出単語を指導する重要性を指摘し、アジアのEFLクラスの and a little intimidated by the technology. Most 学習者が直面する深刻な語彙数のギャップに関する先行研究を例証す schools, when budgeting for the purchase of a る。次に、学習者が（すぐれた無料・有料のネットソフトなど）生のビデオ をより理解できるように著者自身が開発に関わった、いくつかのオンライ language laboratory, would spend almost their ン基礎育成ツールの理論的基盤を説明する。また、ビデオの語彙内容に entire budget on expensive hardware, but almost よって難易度をランク付けする試みと、ビデオ原稿のコーパス研究に基づ いて用途に応じた語彙リストを開発するための簡単な手法も紹介する。 nothing on training for teachers and students or on hiring the very necessary support staff (in almost EVERY case of the successful use of ver since the late 80s when I worked as language labs I observed, there was inevitably coordinator for a large chain of English good full or part-time support staff to help teach- E language learning schools owned by ers and students to use the equipment more ef- Sony Corporation, I have been intimately fectively). Another very important reason is that involved with trying to figure out ways to the approach to teaching English with language utilize technology to improve and enhance labs was based on the so-called “Audio-Lingual” Japanese students’ language learning experience. method of language teacher, an ineffective and Unfortunately, much of what I’ve learned was outdated approach to teaching developed in through the painful process of trial and error. As the 1950s, based on the principles of repetition, a featured speaker at JALT this year, I would like error-correction, and rote memorization. to share some of my insights, so that your own As unsuccessful as the methodology for use of technology in and out of the classroom, language lab-based English teaching was, I’ve 18 THE LANGUAGE TEACHER Online •
use of tech in language learning and teacher Browne, C. (1996). Japanese EFL textbooks: How training
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dropped, and I realized that what my friend had the singing should not distort the language but uttered fit exactly to the beat of the music I was should stay as close to natural intonation as pos- playing. It was from this realization that Jazz sible. Nursery rhymes are particularly popular in Chants were born. many EFL classrooms. But there are two reasons In my own classroom, I immediately found why they are not the best material for learning: them to be a useful tool for working on the • The language is not high frequency and is sound system of English, and in particular for often irrelevant to communication in the real developing an ear for the correct stress and into- world. nation patterns of the spoken language. I experi- • The intonation of words is often stretched mented with all sorts of regular conversational to fit the melody rather than keeping the phrases in my classes at the American Language natural pattern of English. Institute at NYU where I was Master Teacher of With Jazz Chants, students don’t have to be ESL developing the technique. Jazz Chants in good singers as they are chanting – closer to fact became an integral part of the curriculum at actually speaking – rather than singing. When I the American Language Institute. They are now use music to back up my Jazz Chants, I almost used in classrooms all around the world. always prefer the New Orleans Preservation Hall Many people falsely assume that Jazz Chants Jazz Band. One of the best numbers to start off are just for kids. In actual fact, they can be used with is Joe Avery, which offers a perfect tempo with students of any age. In addition to teach- and a sound that is happy and bright. The best ing at Harvard University and NYU School music is that which has no vocals, as the singing of Education, I have also conducted classes at voice in the background can distort the chant Teachers College Columbia University in New and break concentration. York and Tokyo. US State Department grants What follows is an overview of the steps of took me to places as far afield as South Africa, creating a Jazz Chant: Egypt, Ethiopia, Mali, Russia, the Baltic States, Georgia, Ukraine and Peru, where I was able 1. Choose a topic of interest to your students or to share the technique. These days, I regularly use the topic or language point that is being spend and present workshops in April and May covered in your regular textbook. in France, at NYU every June and October. I also 2. Use “real” language that is useful and ap- usually visit Japan in November and December. propriate for the age of your students. The theme for this year’s JALT International “What’s your name?” is real language, but Conference will be “Making a Difference”. In “What is your name?” is not real language, my Featured Speaker Workshop titled “Making because nobody really talks like this. The use of it Memorable through Songs and Chants” I will contractions is one example where Jazz Chants show you ways that you can bring Jazz Chants really come into their own in helping students into your classrooms and even ways to create to master natural English pronunciation and your own chants to help you make a difference intonation. in the lives of your students. 3. It is often easier and more effective to build I am often asked about the use of music students up to longer phrases and sentences with Jazz Chants. Strictly speaking, chants by starting with vocabulary in isolation first. are different to songs in that songs are always This can be done by starting with a vocabu- set to music. It is important to remember that lary chant. Jazz Chants are not a poetic distortion such as Choose three vocabulary words – a 2-syllable rapping, songs, or nursery rhymes. But when word, a 3-syllable word, and a 1-syllable word practicing chants, they should mirror exactly and put them together with a bit of repetition: the way the phrases would sound outside the Soccer, basketball, golf. classroom in the real world. Soccer, basketball, golf. In addition to Jazz Chants, I have created many songs for the EFL and ESL classrooms. When Soccer, basketball, soccer, basketball I create songs, I always try to remember that Soccer, basketball, golf. 22 THE LANGUAGE TEACHER Online •
4. Once the students are confident with the Carolyn Graham is vocabulary, you can then put the vocabulary synonymous with Jazz into sentences. This allows the students to Chants®, a technique practice language in a natural context that which she created that can be tied to the real world. It also has the connects the rhythm of effect of reinforcing and internalizing key spoken American English grammar and structures in the students’ to the beat of jazz. She minds. I call these “Grammarchants”. developed the technique He plays soccer. during her twenty-five years’ teaching ESL in She plays basketball. the American Language They play golf. Institute of New York University. They play golf. She has also taught at Harvard University, the 5. Have fun and don’t be afraid to play with NYU School of Education, Columbia Teachers language! Many teachers like to experiment College in New York and Tokyo, and elsewhere with various different items in the vocabu- throughout the world. Ms. Graham is the lary chants and grammarchants. This is a author of numerous Jazz Chants® books, and great way to deepen the students’ knowl- contributed the songs and chants to series such edge and confidence. It also helps them to as Tiny Talk and Let’s Go, published by Oxford see that the language is real and versatile. University Press.
JALT2012 • FEATURED SPEAKER | 23 The Ten Commandments of SLA
的な教育システムの原動力は、言語教育に関する仮説、考え方、信念から なっているが、それが最終的に学生の到達状況に影響を与えるような決 Marjo Mitsutomi 定を後 押ししていると思われる。 Akita International University or many years I have taught graduate and This workshop will address the most prevalent challenges in undergraduate courses on second language Japanese English education. The attendees will explore some F acquisition (SLA) theories in higher educa- key components which must be present for foreign language tion institutions in the US and in Japan. Each education to be successful. The speaker will examine case time, my teacher candidates want to know the studies from California, Finland, and the aviation industry to ONE theory or teaching method that would draw some parallels of language education systems in different contexts. It appears that the underlying system motivation, guarantee L2 (second/foreign language) learn- which consists of assumptions, attitudes, and beliefs about ers’ success in their endeavors. And, each time language education, drive the decisions that ultimately affect I tell them that there is no one way that works student achievement with every student every time. Each teaching このワークショップでは、日本の英語教育のもっとも一般的な問題点を context is unique. Each teacher is unique. Most 取り上げ検討する。参加者は、外国語教育がうまくいくために不可欠であ る、いくつかの主要な構成要素について調べる。講師は、異なる状況にお importantly, each learner is unique. There is ける言語教育システムの類似点に注意を喚起するために、カリフォルニア no one-curriculum-fits-all approach to second や、フィンランド、そして航空業界のケーススタディを検討する。その基本 language acquisition. This is the bad news. THE LANGUAGE TEACHER: 36.4 • July / August 2012 23 The Language Teacher • JALT2012 Special Issue • Featured Speaker Article
Teachers’ responsibility is to do all they can us of our own responsibilities as learners and to motivate the students and to know their teachers of English. During my presentation and particular levels and challenges. Teachers also workshop at JALT2012, however, I will speak of need to know the curriculum and textbooks in some deeper issues that go beyond the learner, order to supplement their lessons in appropriate the teacher, and the classroom but are all the and high-interest ways whenever possible and same fundamental ingredients to effective L2 necessary. Equally importantly, teachers need instruction in Japan. to stay current with the development of their professional field and model life-long learning Commandment 1: Do not fear mistakes and to their students, whether native or nonnative errors. You will make them. speakers of the target language themselves. All language learners and teachers know that Then the good news: All normal people are ca- developmental errors are part of parcel of the pable of learning second and foreign languages learning process. The language student may at any age. The ultimate rate of success may vary learn a rule but often impartially. Trial and considerably from one person to another, but error is an integral part of finding out how the we all tend to go through the same processes. language works. Most L2 students experience L2 students, like their teachers, often ask for what is called the “interlanguage” stage of the ONE right way to study, the one set of CDs language development (Selinker, 1972). It is that will help them to become fluent, or the one an approximation of the target language. Even software program that will guarantee their rapid though learners know mistakes are inevitable, advancement toward communicative compe- they may feel intimidated and shy away from tence. The answer is always the same: there is language production to protect their fragile no one way that works every time with every (second language) ego. Communicative efforts learner. The learners’ responsibility is to take should not be sacrificed at the altar of accuracy. ownership of their own learning and get to know There is a time and place for error correction, but themselves as students. They need to know their it is not all the time. preferred learning strategies, their interests in life in general, and use their natural curiosity to learn about various topics through that second Commandment 2: Do not translate. In real language. Learning languages is really learning communication there is no time for it. about life. When communicating with speakers of the L2, Decades of being on both sides of the teacher’s the learner should try to negotiate meaning desk in foreign language classrooms has led me instead of remaining in a state of linguistic to conclude that the biggest asset in language paralysis, which often results in complete silence. study is the right mindset. I have observed what Attempting to translate the intended message in successful L2 learners do and have noted that one’s head from the first language to the second they all share some basic characteristics. It is as if is time-consuming and native speakers seldom they were obeying an internal set of commands have the patience to wait for the completed mes- that guides their reactions to new linguistic sage. They move on while you are still thinking stimuli and directs them to proactively seek of what to say. meaningful learning experiences. The successful language learners’ mindset Commandment 3: Tolerate ambiguity. You seems to be programmed to obey the following do not need to understand everything all the Ten Commandments. Teachers would do well to time. share these with their L2 students. Teaching our Focusing on discrete points and details is a language students includes teaching them how detrimental practice when trying to get the gist to learn a language. of something that is being said. Learners should The Ten Commandments of SLA are my go for the “big picture” and allow for a steady summary of the many things I have learned over flow of language to enter their mind. Once the the years, and they are listed here to help remind main idea, the framework becomes clear, the
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THE LANGUAGE TEACHER: 36.4 • July / August 2012 25 The Language Teacher • JALT2012 Special Issue • Featured Speaker Article
of government shifts from linguistic isolation to Sponsored to JALT2012 that of multilingual acculturation. In the mean- by Cengage, Marjo while, we have the Ten Commandments. Mitsutomi (Ph.D) is professor of applied References linguistics and adminis- trator at Akita Interna- Gass, S. (1982). Intergrating research areas: tional University (AIU). A framework for second language studies. A native of Finland, Dr. Applied Linguistics 9(2), 198-217. Mitsutomi is fluent in Krashen, S. (1982). Principles and practice in second three languages and language acquisition. Oxford: Pergamon. conversational in another Long, M. (1983). Native speaker/non-native three, and has lived for speaker conversation and the negotiation of more than a decade in each of three continents: comprehensible input. Applied Linguistics, 4(2), Europe, North America, and Asia. Dr. Mitsutomi 126-41. has participated in several cross-disciplined projects involving language planning and policy. Norton, B. (2000). Identity and language learning: Her most notable contribution was to be the gender, ethnicity and educational change. London: co-author of English proficiency standards for Longman/Pearson Education. pilots and air traffic controllers. The proficiency Selinker, L. (1972). Interlanguage. Internatonal standard governing both native and non-native Review of Applied Linguistics, 10, 219-31. speakers of English is the first global language Swain, M. (1985). Communicative competence: mandate of its kind. Some roles of comprehensible input and comprehensible output in its development. In S. Gass and C. Madden (eds.), Input in Second Language Acquisition (pp. 235-53). Rowley, MA: Newbury House.
26 | JALT2012 • FEATURED SPEAKER To make a difference, imagine a difference
and sustain visions of future selves as foreign language speakers Garold Murray and possible participants in target language communities. The rest of the workshop will focus on ways to do this. Participants Okayama University will have an opportunity to consider specific suggestions for classroom practice in relation to their own teaching context. They will also be invited to engage in activities which draw on This workshop will explore how teachers can work with narratives of their own teaching experience and rely on their imagination, narrative and autonomy in order to foster learners’ imagination as they devise ways to support learners’ visions and motivation. The introduction will provide an overview of the make those visions a reality. key constructs and situate the topic in the literature by briefly このワークショップでは、学習者の動機づけを高めるために教師がどの discussing Norton’s imagined communities and Dörnyei’s L2 ように想像力と語ることと自律を用いて指導できるかを検討する。最初 Motivational Self System. These theories suggest that teachers に、Nortonのimagined communitiesとDörnyeiのL2 Motivational Self might enhance learners’ motivation by helping them to develop Systemについて簡単に論じて基本概念と本論の位置づけを示す。これ
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らの理論によれば、教師は学習者に目標言語コミュ二ティにおける外国 語話者、さらにそのコミュニティへの参加者としての将来の自分を想像さ and communities of practice, explains that im- せ、その未来像を維持させることで、動機づけを高めることができると agination is “a process of expanding our self by している。次に、ワークショップ後半では方法論に焦点を当てる。参加者 transcending time and space and creating new は、自分の教育現場に関して、教室実践への具体的な提案を考える機会 を持つ。また、教師が学習者の未来像を支え、その未来像を実現させる images of the world and ourselves” (p. 176). In 方法を考案できるように、自分達の教育経験を話し、想像力を活用する language learning it is through the imagination アクティビティに参 加する。 that learners can see themselves as future foreign language speakers and entertain the possibility he recent focus on self and identity in of participating in target language communities. language learning motivation research Most learners will probably not have imagined T points to an intriguing area of inquiry— a future self capable of conversing in a foreign the role of imagination. In her work, Norton language. For language teachers, the challenge is (2001) noted that learners can see themselves as to create learning environments and to devise tasks members of communities with which they do not which enable learners to develop and sustain such have everyday, face-to-face contact. Their sense visions. To achieve this, teachers might consider an of belonging to these imagined communities has approach like Davis and Sumara’s (2007) pedagogy the potential to influence their second language of the not-yet-imaginable, which focuses on “that (L2) identity and motivation. More recently, space of possibilities that is opened up through the Dörnyei (2009) has proposed the L2 Motivational exploration of the current space of the possible” (p. Self System in which learners’ ideal self—their 58). The role of the teacher is to create the condi- vision of the person they would like to be- tions for the emergence of the not-yet-imaginable come—can serve as a source of motivation to by orienting the attentions of learners and helping learn a language. From the research surrounding them to explore what is currently possible within imagined communities and the ideal L2 Self, one and beyond the classroom. can make three observations. First, the constructs If teachers are to support the emergence of are closely related. If learners are to picture a learners’ L2 selves, they are going to have to future self as a target language speaker, it will engage their imaginations to come up with alter- most likely be in relation to some context or native pedagogical possibilities. They will need community. Secondly, teachers concerned about to ask the question: “What if...? What if we did motivation need to consider learners’ identities. things differently?” However, Liu and Noppe- Thirdly, teachers can foster students’ motivation Brandon (2009) see “what if” as being more than by helping them create visions of themselves as a question. They define “what if” as an art form L2 speakers and picture the contexts or com- which encompasses a number of capacities, munities in which this future self might use the such as noticing deeply, embodying, question- language. In order to do this, teachers will need ing, identifying patterns, making connections, to understand and facilitate the functioning of exhibiting empathy, creating meaning, taking the imagination in the learning process. action, reflecting and assessing. Fortunately, Primarily, imagination serves to reveal a world these capacities are not new to language teachers of possibilities. Liu and Noppe-Brandon (2009), who regularly employ them in various contexts. who promote imagination as an essential cogni- However, the art of “what if” is not only for tive skill, describe it as “the ability to conjure teachers. Learners also have to engage in this new realities and possibilities: in John Dewey’s practice, starting by asking themselves, “What if words, ‘to look at things as if they could be I were able to speak a foreign language?” Once otherwise’” (p. 19). Egan (1992), whose work learners have a vision of a possible L2 Self, they focuses on stimulating the imagination through are going to need a concrete action plan aimed at classroom instruction, defines imagination as making that future self a reality (Oyserman et al., “the capacity to think of things as possibly being 2006). Here, the imagination is instrumental in so” (p. 43). He writes, “It is by imagination… “defining a trajectory that connects what we are that we make ourselves, seeing the directions in doing to an extended identity, seeing ourselves in which we might move and the possible selves new ways” (Wenger, 1998, p. 185). Learners will we might inhabit” (Egan, 1992, p. 33). Similarly, have to consider a series of “what if” questions as Wenger (1998), known for his work on identity THE LANGUAGE TEACHER: 36.4 • July / August 2012 27 The Language Teacher • JALT2012 Special Issue • Featured Speaker Article
they engage in the processes of planning and car- Liu, E., & Noppe-Brandon, S. (2009). Imagina- rying out their learning: What if I set these goals? tion first: Unlocking the power of possibility. San What if I choose these materials and strategies to Francisco: Jossey-Bass. help me meet these goals? Imagination also plays a Markus, H., & Nurius, P. (1986). Possible selves. crucial role in critical reflection and self-assessment. American Psychologist, 41, 954-969. Markus and Nurius (1986) argue that “possible Murray, G. (2011a). Imagination, metacogni- selves furnish criteria against which outcomes are tion and the L2 Self in a self-access learning evaluated” (p. 956). In my research I have seen environment. In G. Murray, X. Gao, & T. Lamb evidence to suggest that learners assessed their (Eds.), Identity, motivation and autonomy in learning my comparing their present L2 self with language learning, pp. 75-91. Bristol: Multilin- their ideal L2 self (Murray, 2011a, b). To facilitate gual Matters. the realization of their possible selves, learners need a pedagogical context which enables them Murray, G. (2011b). Metacognition and imagina- to set goals, determine a concrete course of action, tion in self-access language learning. In D. and reflect on the process and outcomes (Dörnyei, Gardner (Ed.), Fostering autonomy in language 2009). In other words, the learning environment learning (pp. 5-16). Gaziantep: Zirve University. has to offer a degree of autonomy. Retrieved from
side the workplace. This paper briefly outlines Diane Hawley Nagatomo several core issues that shape Japanese women’s professional lives in general, followed by those Ochanomizu University that are directly related to university teachers.
Teachers’ identities form through constant movement between Japanese women’s participation in society their personal and professional lives, and they are shaped by the wider sociocultural context in which they live and work. In 2010, the Global Gender Gap Index, which In Japan, a distinct gendered division between the educational takes into account economic participation and and professional opportunities available for women and men may be at the heart of how teachers see themselves and how opportunity, educational attainment, health and others see them. This featured speaker workshop at JALT survival, and political empowerment ranked will be comprised of two parts. The first part will be a guided Japan as 94 out of 134 countries. Because Japa- discussion covering gender issues that influence the lives of nese women have the longest life expectancy in Japanese and non-Japanese female and male teachers. The the world and because they receive high levels second half of the workshop will explore ways of interpreting identity formation through a guided analysis of data obtained of education, this low ranking signifies Japanese from Japanese female university teachers’ narratives. Upon women’s severe underrepresentation in political completion of this workshop, participants should have a greater and economic spheres. They comprise 50% of the understanding of a useful analytical tool for exploring gender- workforce, but they work mainly in low-status related issues in personal and professional settings. and low-wage ‘feminine’ occupations related 教師のアイデンティティは私生活と職業上の生活の絶え間のない活動か to clerical work, nursing, and childcare because ら生まれ、彼らを取り巻く社会文化的背景によって形成される。日本では 教育と職業の機会に男女間で明確な差があり、教師が自分をどのように of ideologies that “view women as naturally 捉え、他者が彼らをどう捉えるのかに多大な影響を及ぼしている可能性 peripheral to the world of work, and define them がある。このワークショップは2部構成で、前半では、日本人・非日本人の 男性教師と女性教師の生活に関わるジェンダー関連の問題についてディ primarily by their relationship to domesticity, スカッションを行う。後半では、日本人の女性大学教師の話から得たデ reproduction and the family” (Liddle & Naka- ータの分析を通してアイデンティティ形成の解釈方法について検証する。 本ワークショップを通じて、参加者は私的・職業的場面におけるジェンタ jima, 2000, p. 317). ー関連の問題を検証するための有益な分析ツールについて理解を深める ことができる。 Gendered paths in Japanese education These ideologies reflect the two educational n my research of Japanese teachers of English paths taken on by male and female students in Japanese higher education (Nagatomo, that result in a gendered-stratified workforce I 2012), I found that the professional lives of (Amano, 1997). For boys, the function of educa- my female participants were intricately bound to tion is to gain “entry to professions and jobs with societal expectations of women in Japan. Their high income and social status”; for girls it is to narratives suggested that their paths toward signify “the social class and culture to which becoming English teachers, even university they belong” (Amano, 1997, p. 217). Parents may professors, were motivated by ideologies that feel that ‘examination hell’ is an appropriate have traditionally limited Japanese women in the pathway toward their sons’ futures, but they sorts of careers to which they can aspire. Even as often decide to spare their daughters from it by professionals in a prestigious occupation, their sending them to less-competitive schools, which gender influenced their treatment inside and out- tend to be private, all-female, and usually within THE LANGUAGE TEACHER: 36.4 • July / August 2012 29 The Language Teacher • JALT2012 Special Issue • Featured Speaker Article
easy commuting distance. Because of deep- opportunities by senior professors, and have rooted beliefs that women should marry men fewer chances for overseas sabbaticals than with greater academic credentials, parents worry their male counterparts (Sodei, 2005). Reported that if their daughters become too educated, instances of sexual (sekuhara) and academic the pool from which they can select eligible (akahara) harassment include the withholding husbands will be reduced. In other words, there of research funds, not having the cooperation may be less pressure to provide an elite educa- of a supervising male professor, being denied tion for daughters than for sons (Ono & Piper, first authorship on papers they had written, and 2005). Prestigious universities located in Tokyo being gossiped about in a sexually inappropriate are often literally out of reach for girls, but many manner (Normile, 2001; Sodei, 2005). However, businesses have linkages with local institutions what may be the biggest problem for profes- that hire female graduates through a recom- sional women is the burden of balancing work, mendation system. Fujimoto (2005) explains housework, and childcare. Kubo (2006), former that many companies only hire graduates living director of the Gender Equality Promotion Divi- at home, believing them to be dependent upon sion in the prime minister’s Cabinet Office said authority. This supplies a continual obedient in a workshop on “Women in Science, Engineer- and docile workforce for the “OL [office lady] ing, and Technology” that Japanese husbands market,” which is one of the main career choices in duel income families are “lazybones” (p. 3), for women, which also “move[s] women from citing statistics showing that they spend less school into suitable marriages” (p. 256). than 30 minutes per day on household tasks while their working wives spend more than four Successful Japanese women hours. It is important to note, however, that there are a Hopes for improvement number of professional women in Japan. Liddle and Nakajima (2000) found in their longitudinal In spite of the difficulties described above, there study of 120 professional women, that the may be a different trend in the future. Action is cultural capital obtained from their elite educa- being taken by the Headquarters for the Promo- tion provided professional respect generally tion of Gender Equality in Japan to ensure that unavailable to the majority of Japanese women women will hold 30% of leading positions by working in short-term positions. One woman in 2020 (Fujita, 2006). MEXT (2006) hopes that the their study reported that it was not until she had harassment and discrimination against female obtained a PhD from the United States, that the students will decrease in academic institutions company’s clients treated her with respect, and through improving environments and raising not as one of the ‘girls’. In other words, an elite awareness. The University of Tokyo established education is essential, but as noted in the previ- the Todai Model Support Plan “10 Years to Estab- ous section, is not always available to female lish a Career” to increase the number of female students. researchers to 50% in the long term. They hope to do this by removing gendered barriers, establish- Japanese female researchers ing a harassment-free environment, improving maternity and child-care leave systems, and Considering societal attitudes toward the educa- increasing safety features in laboratories (The tion of and the employment of women, it is not University of Tokyo, n.d.). surprising that women comprise less than 15% Another important step was taken to close the of full-time faculty in Japanese higher education career gap experienced by female scientists. A and that female academics engage mainly in two-year postdoctoral reentry fellowship was areas pertaining to home economics, humanities, created to begin in 2006 and 2007 to assist female and education and rarely in areas pertaining to scientists to recommence research after taking science and engineering (MEXT, 2006). It is also maternity or childcare leave. Applicants for the not surprising that female academics face numer- 60 places (30 each year) this fellowship offered ous difficulties: they lag five years behind men in exceeded 350, indicating, a strong desire by terms of promotion, experience fewer mentoring 30 THE LANGUAGE TEACHER Online •
Japanese women to return to full-time research Kubo, M. (2006). Support for female researchers (Japan Society for the Promotion of Science, 2006). in Japan: Current actions of Japanese funding agencies to assist female researchers. JSPS Conclusion Quarterly 18 Winter. Retrieved from
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World Economic Forum (2010). The Global numerous EFL textbooks for Gender Gap Report 2010. Retrieved from the Japanese market, and
32 | JALT2012 • FEATURED SPEAKER Writing for your readers: Tools and approaches
ルや、ほかのリソースなどの実例を提示する。参加者には、これらのリソ ースを英語学習者向けの言語で書く際にどう使うか理解してもらうため Ted O’Neill に、タスクを試してもらう。 このワークショップで、教師は英語学習者の ために易しく書かれた本の言語的内容について、より良い情報を得るこ とができるし、練習を積むことで、自分で書いたり教えたりするのに応用 Tokyo Medical and Dental できるようになる。 University few years ago, I made a somewhat rash As teachers, we adjust our language to meet our students’ decision that deepened my appreciation needs, but these choices can sometimes be based on flawed A of language for learners and connected intuitions. In planning a lesson, we intentionally include or exclude forms or vocabulary to support learning goals. But research with practice. I was planning a course once in the classroom, even the most experienced teacher’s ad with a narrow reading approach in the science- hoc judgments can be wrong. Learners’ immediate responses fiction genre. The capstone assignment was should provide feedback, but this loop is broken when writing Vonnegut’s satiric, dystopian Harrison Bergeron. for learners; we do not have direct access to their under- I wanted accessible texts to help students build standing. Therefore, external checks on our linguistic choices become helpful. This workshop will demonstrate real world background knowledge and work with genre examples of using of corpora, text analysis tools, and other conventions in English. Some existing graded resources to analyze language. Participants will try tasks to readers supported this goal, but I needed some- see how these can be used to inform decisions when writing thing a little bit darker so I chose to adapt and graded language. Teachers will leave better informed about the self-publish my own as ebooks. linguistic content of graded readers and with practices they can apply to their own writing and teaching. Public domain source texts, basic reading level 教師は学生のニーズに合わせて自分の使う言葉を調節するが、時に不完 indices, online corpus tools, and ebook stores 全な直感に基づいた選択をすることもある。授業準備の際は、学習目標 may not match the resources of major publishers, に沿って、表現形式や語彙を意図的に取り入れたり省いたりする。しかし 授業中は、最も経験豊かな教師の臨機応変な判断でも間違いを起こす but are enough to let any teacher begin. I took ことがある。学習者の直接の反応は教師にとってフィードバックになる the plunge and soon found myself recapitulating が、学習者のために執筆しているときには、この呼応が成り立たない。読 者が理解しているかどうかは、直接情報が得られないからである。その the last few decades of discussion around the ため、使用言語をどう選ぶかについては、外部の判断材料が役に立つ。 benefits and problems of simplification. このワークショップでは、言語分析のためにコーパス、テキスト分析ツー
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Anne Lamott wrote, “You take the action, and Methods of simplification the insight follows.” Having already wrestled I started off down a well-worn path by select- with writing graded readers gave me a better ing texts and then interpreting each paragraph understanding once I turned to research find- and refactoring each sentence into simpler ings, commentary, and argument. I made crea- elements as close to the original as possible. This tive decisions and looked to theory for guidance reformulation approach is common and can be later. I doubt I would have finished those first faithful to the plot, but the experience of reading couple of readers if I had set out from within the the story suffered. I began to depart further and narrowed constrictions of the ongoing argument further from the original. Later, when working and various prescriptions. with an editor, I felt even more of a license to make changes. Through this approach, I had Not a simple debate reinvented the most popular wheel. Most arguments against simplification begin The other approach is prescriptive. Using with Honeyfield’s Simplification in 1977. Day and existing series as models, I resolved to follow an Bamford (1998) reframed the perceived weak- exacting grammatical syllabus. However, I soon nesses of simplification in opposition to a strict put the list aside and went with what felt best demand for authenticity, but left the discussion for a known audience–my students. My feelings open. Nation and DeWeerdt (2001) continued of failure for not slavishly writing from the with a vigorous argument for simplified reading rulebook were assuaged by learning that such an materials written with known vocabulary. How- intuitive approach is sometimes recommended ever, the argument is far from over, and it is still (Day & Bamford, 1998). There are indications common to hear the same concerns again and that intuitive simplification at the low level tends again–especially around authenticity, simplified towards more features related to comprehensible content, and vocabulary. input than simplification at higher levels (Cross- ley, Allen, & McNamara, 2012). So, perhaps I had Authenticity been on safe ground all along. Widdowson (1998) pointed out the possibility Vocabulary and wandering in the headword of authenticity of works written for learners. I forest wrote for my students. Instead of handing out photocopies, they went to an online bookstore to Adapting an authentic text to a low headword download their readers from among thousands count is a linguistic challenge as well as a crea- of other published books. Knowing that many tive one. Native English speaking teachers may other people–some of them most likely native not be good at judging word frequency intui- speakers of English–had freely selected the same tively (McCrostie, 2007). An external reference is books they were reading, shifted the context out necessary. Unfortunately, most major publishers of the classroom and brought the learners into a do not publish their headword lists. I wanted to community of readers. publish with actual data: the number of head- Graded readers also became more authentic words and frequency. Tom Cobb’s Compleat for me. I had sometimes found reading them as Lexical Tutor
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counts generally. Using publicly available Day, R. R., & Bamford, J. (1998). Extensive Reading measures, Eldridge and Neufeld (2009) found in the second language classroom. Cambridge: that readers from one publisher differed greatly CUP. from their stated headword count and were Eldridge, J., & Neufeld, S. (2009). The graded sometimes higher than indicated. reader is dead, long live the electronic reader. The Reading Matrix, 9(2), 224-244. Moving forward Hancioğlu, N., Neufeld, S., & Eldridge, J. (2008). Computational analysis of syntactic, rhetorical, Through the looking glass and into the land of and other text features has become possible lexico-grammar. English for Specific Purposes, relatively recently. Coh-Metrix software goes far 27(4), 459-479. beyond readability indices such as Flesch-Kin- Honeyfield J. (1977). Simplification. TESOL caid (Crossley, Allen, & McNamara, 2011). Early Quarterly, 11(4), 431-440. analysis using these tools has begun to counter McCrostie, J. (2007). Investigating the accuracy some assumptions of simplified text authors of teachers’ word frequency intuitions. RELC (Crossley, Louwerse, McCarthy, & McNamara, Journal, 38(1), 53-66. 2007). This new research analyzing corpora of Nation, I. S. P.(2006). How Large a Vocabulary simplified texts rather than just comparing and Is Needed for Reading and Listening? The interpreting brief good and bad examples is the Canadian Modern Language Review / La revue difference between data and anecdote. canadienne des langues vivantes, 63(1), 59-81. University of Toronto Press. Retrieved June 11, Young, but thriving genre 2012, from Project MUSE database. There are still comparatively few published Nation, I. S. P., DeWeerdt, J. P., (2001). A defense authors of graded readers in English. Considering of simplification. Prospect, 16(3), 55-67. West in the 1920’s as the start, ELT learner literature Widdowson, H. G. (1998). Context, community, is less than 100 years old. Accessible corpus tools and authentic language. TESOL Quarterly, have been available for a generation. New word 32(4), 705-716. lists such as the BNL2079 are even more recent, and others are coming along. Besides Coh-Metrix, more software for syntactic analysis is under develop- Ted O’Neill teaches ment. Interested teachers now have powerful tools English in the College of to help them create more of the good simplified Liberal Arts and Sci- learner literature we want, and less of the bad. ences at Tokyo Medical Doing that writing becomes a process of thinking and Dental University. about good language and literature for learners. His professional interests include Open Access and Open Educational Re- References sources, Extensive Reading, Crossley, S. A., Allen, D. B., & McNamara, D. S. ebooks and eLearning. (2011). Text readability and intuitive simplifica- Ted has conducted ICT tion: A comparison of readability formulas. workshops for staff and Reading in a Foreign Language. 23(1), 84-101 graduate students at universities around Japan Crossley, S. A., Allen, D. B., & McNamara, D. S. to support education and research. His love (2012). Text simplification and comprehensible affair with books goes back to his first part- input: A case for an intuitive approach. Lan- time job shelving returned books at the Lenox guage Teaching Research. 16(1), 89-108. Public Public Library for 25¢ an hour. He is an author in the Choose Your Own Adventure series Crossley, S. A., Louwerse, M. M., McCarthy, P. of graded readers from McGraw Hill Education. M., & McNamara, D. S. (2007). A linguistic analysis of simplified and authentic texts. The Modern Language Journal, 91(i), 15-30.
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lives of many more students than just the ones John Wiltshier in their own classes. This was my aim in 2005 when I was first invited to write for the English Miyagi Gakuin Women’s Firsthand series and it still remains so, guiding University my role as author and consultant of the global primary course; Our Discovery Island.
This is a 90 minute workshop. I will firstly explain seven key Of all the materials written by teachers, only a factors in successful material writing and publishing: idea, dif- small percentage gets published. This is perhaps ficulty level, piloting, editing, sign-posting, design, and sales. a good thing. If all got published there would Participants will be shown the importance of each by examining be far too much material of poor quality and too a variety of draft copies of currently published course books. In much time would be wasted searching through each draft copy certain changes were made for good reason. Participants will learn, by seeing real examples of how materials it. Publishers are selective about who they work go through various developmental stages, what to focus on with, as well as what they publish. Quality and when (i.e. prioritizing ideas and resources). This in turn rather than quantity should remain the guid- will lead to improvements in quality and quantity of their own ing force. That said, it is a shame if potentially work. In the last 30 minutes, participants’ own material will be excellent material never gets published due to distributed for discussion using the seven key factors explained at the beginning of the workshop. The participants will then a lack of opportunity or understanding about be invited to comment on future improvements (or radical the publishing process. This short essay and my changes!) that might be needed in order to lead to publication. workshops at JALT2012 aim to reduce the lack of このワークショップでは、最初に、教材の執筆と出版に成功するための understanding by focusing on seven key factors 7つの主要因について説明する。それは、アイデア、難易度、試作、編集、 that have helped me achieve my aim in publish- 指標、デザイン、そして営業である。現在出版されている種々の教科書の 原稿を分析しながら、それぞれの要因の重要性を指摘する。どの原稿に ing. The seven factors are; idea, difficulty level, も変更された箇所があるが、それには正当な理由があった。参加者は、教 piloting, editing, sign-posting, design, and sales. 材が様々な発展段階をどのように経るかという実例をみることで、何に、 いつ、焦点を当てるべきか、即ちアイデアとリソースに優先順位をつける ことを学ぶ。これは結局、参加者自身の教材作成の質と量の向上につな がる。最後の30分間に、参加者自身の教材を配布し、ワークショップの最 Ideas 初に説明した7つの主要因を使って検討する。次に、教材の著者には、出 版につなげるために必要と思われる今後の改善点（時には抜本的な変更 Ideas soundly supported by pedagogical theory 点 ）に つ い て コ メ ン ト を 促 す 。 are fundamental to good material writing. However, an idea will remain simply an idea without the knowhow and effort to convert it ave you ever thought about writing into publishable material. From the outset it is materials? Perhaps you have already important to know that one good idea does not H done some writing. A high percentage make a book and course book writing involves of teachers write materials for their own classes. equal amounts of effort and creativity. Simply It can be a very satisfying thing to do and is, I making a lot of effort with no theoretically sound believe, a natural extension of what we do in the idea is unlikely to result in anything of worth. classroom. A small number of teachers then go How to generate publishable material from on to publish the material they have written and a sound idea will be better understood at the commercial sales teams make sure it gets into the workshop, by seeing examples of how first drafts hands of the maximum number of users. Pub- develop into publishable material. lishing allows a teacher to positively affect the
THE LANGUAGE TEACHER: 36.4 • July / August 2012 35 The Language Teacher • JALT2012 Special Issue • Featured Speaker Article
Difficulty Level I began to understand the editing process and rationale behind it better, I found it easier to ac- When considering difficulty level we need to cept and be flexible—I will share my experiences think about both the course as a whole and with you in the workshop. each activity within it. The course level will be largely the editor’s responsibility to control and will be guided by an initial scope and Sign-posting sequence. The larger and more diverse the target Sign-posting refers to the ease with which market, the more difficult it is to set appropriate students can navigate through a unit. The ability levels for the course material. For this reason to write clear rubrics or instructions is a large global courses tend to produce country or region part of this and, I believe, is more a science than specific versions. an art. Language needs to be controlled and For each activity, a total task-difficulty level unnecessary words should be removed. Consist- needs to be gauged rather than simply focusing ency is vital. As a guideline, each instruction on individual vocabulary items or grammatical should contain seven words or less, but oversim- structures. How to adjust the difficulty level plification should be avoided. Use of L1 will be and a discussion of specific markets will also be an editorial decision depending on the demands included in the workshop. of the target market.
Piloting Design An essential tool for gauging difficulty is pilot- Designers are a special breed. They are not educa- ing: trying out activities out with a small sample tionalists, they are designers. They see things in a of the target group. Through piloting important different way. Good designers can make even the data about the difficulty level and timing of simplest activity look superb. If a book is to pass an activity can be gathered. Also, unclear sign- the three-second flick-test, it needs to be attractive. posting and instructions will become apparent. However, design should also do two other things; After piloting, appropriate levels of language enhance ease of comprehension and play a large support can be added either directly or as notes role in overall sign-posting for each unit. Not all in a teacher manual. Despite the importance books that look beautiful do this. of piloting, it takes time to do well and time is a very valuable commodity in the publishing Sales world. “Anything that won’t sell, I don’t want to invent. Editing Its sale is proof of utility, and utility is success.” Edison After piloting, your written material will need to be edited which means parts cut or changed The same is true with commercial course to suit some criteria (not necessarily your own). books. However, I think it can be argued that it You can try to do this yourself, but any com- is not always the best books educationally that mercial project will have an editor. The editor sell the most copies. How big your sales team is the main person who is in charge of deciding is and whether your book is on the publisher’s what, from the submissions you present to them, promotion list are also important. If you were an will be published. The idea that a good editor is author would you care about the sales figures? I invisible is not true in ELT publishing—this is think you would. I do. The more your books sell, very much a team effort. Taking time to develop the more successful you can claim your writing good relationships with my editors, from an has been. In commercial ELT publishing, sales initial mutual respect to a deeper friendship, was figures do matter and the role of authors in help- time very well spent. Be aware the editor will cut ing to achieve those sales figures is increasingly some of your work. I found this quite painful, important. This is likely to be reflected in any but had to get used to it quickly. However, as contract you may sign as an author in the future.
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Conclusion John Wiltshier has been a teacher for 21 years Turning your written material into published and is currently an material is, I believe, well worth striving for. It Associate Professor at is very rewarding to see your own material in Miyagi Gakuin Women’s a published form. My learning curve was steep University in Sendai. He and holding onto my educational principles has presented in Asia, was tough at times. Being flexible enough to Europe, and the U.S., accommodate other opinions and compromising being invited speaker on when necessary were essential skills I had to the ETJ Teacher Training learn. I realized quickly this is so much more Tour, plenary speaker at about the team than the individual. I hope to get the PANSIG conference, the chance at JALT to share my experiences with and featured-speaker you. In my workshops we will look together at JALT and at MICELT at how first drafts eventually develop into in Malaysia. He is author and series consultant published material, and the points touched on (Japan) of the new global primary course, Our in this essay—controlling total-task difficulty, Discovery Island. In addition, John is co-author of sign-posting, writing clear instructions—will be the highly successful English Firsthand series. demonstrated. Results of piloting will be shown His workshop is kindly sponsored by the Mate- and editorial changes will be highlighted with rial Writers SIG. the reasons explained. I am looking forward to meeting you at JALT2012.
JALT2012 • FEATURED SPEAKER | 37 Critical thinking for EFL in Japan: The way forward (I think)
firepower. This workshop will offer insight, suggestions, and Sean Wray practical activities that have been used effectively at different language levels at a university in Tokyo for teachers to consider Waseda University International for use in their own contexts. 批 判 的 思 考 法（ CT）に つ い て は 、以 前 か ら EFL分野の教育者の間で議論 となっている。支持者は、CTは認知と言語の両方の発達において学生を Critical thinking (CT) has been debated among EFL educators 手助けする普遍的な思考のプロセスであると主張する。他の人々は、CT for some time. Supporters claim that it is simply a universal を取り入れるのは不適切な文化的思考を意味し、その焦点範囲はあまり にも狭いか、学生がすでに高い L2の能力を備えていることを前 提として process of thinking that will assist students in both their cogni- いると、懸念を抱いている。このワークショップでは、現在の日本国内の tive and linguistic development. Others harbor concerns that its 大学の授業にはCTは 必 要 不 可欠であるという見 解をとる。CTの開発に inclusion represents inappropriate cultural thinking, that its focus より、学習者は情報に関する理解を深めて、文脈も意味あるものになる。 is too narrow, or that it requires an already high level of L2 ま た 、そ の CTを使い、学習者は自分の休眠状態の語彙を活性化すべく努 ability. This workshop takes the view that CT is essential in the 力し、語彙力を増やしながら、より広く深い語彙を使い自分を表現するこ とが必要である。このワークショップは、ヒントや示唆、さらに、東京のあ contemporary Japanese university classroom. CT development る大学において異なる言語習熟度レベルで効果的に使われてきたアクテ imparts a greater understanding of information and provides ィビティを、教師が自分の授業環 境でも使えるように提供する。 a meaningful context whereby learners need to express themselves with a greater lexical breadth and depth by tapping into their dormant vocabulary or by increasing their lexical
THE LANGUAGE TEACHER: 36.4 • July / August 2012 37 The Language Teacher • JALT2012 Special Issue • Featured Speaker Article
he idea of critical thinking (CT) or critical pedagogy as defined by Canagarajah (2005) is a discourse analysis (CDA) pedagogies specific means to redress imbalances and injus- T in EFL contexts is now decades old. Yet, tices between peoples inherent in and resulting the actual presence of CT-based or influenced from English as the dominant world language. curriculums remains relatively scarce outside This definition can be very loosely described as EAP compared to the established EFL cur- the CDA variety, and, perhaps, it is this meaning, riculum choices such as structural, functional, with its overt, politicized agenda that raises or skills-based. This lack of popularity can be suspicions of its efficacy in a Japanese context. construed as somewhat of a surprise, given the However, working with a broader definition of advocacy CT has garnered over this same time CT may be more fruitful. CT is defined by the period. Pennycook (1994) sounded the necessity National Council for Excellence in Critical Think- of CT in EFL when he asserted it was essential ing as, for learning and adapting to today’s quickly changing, globalized world. CT skills would be “… the intellectually disciplined process of needed to replace traditional modes like rote actively and skillfully conceptualizing, apply- learning to ensure students have the ability to ing, analyzing, synthesizing, and/or evaluat- question, consider, and act according to their ing information gathered from, or generated reasoned beliefs as they increasingly find them- by, observation, experience, reflection, rea- selves in situations where engaging in dialog soning, or communication, as a guide to belief internationally is not just a matter of choice, but and action. In its exemplary form, it is based of necessity. Of course, the subtext relevant to on universal intellectual values that transcend EFL educators is that CT would also facilitate subject matter …” (Scriven & Paul, 1987) a corresponding gain in L2 linguistic develop- With this definition, the application of CT ment. Thus, the apparent dearth of CT in Japan skills becomes more concrete: to conceive, apply, cannot be attributed to the typical passage of analyze, synthesize and evaluate information time normally taken from a theory’s conception are achievable for any person. Yet, despite this to adoption. The seeming paralysis stems from seeming coverage, CT teaching is still interpreted conflicting interpretations of what CT actually as incongruous to EFL purposes by some. Most means, or should do. Skeptics wonder whether notably, Atkinson (1997) argues against incorpo- CT in English language classes is culturally rating CT because it teaches a way of behaving, appropriate for Japanese students. Still others see exclusive thinking, alien cultural norms, and in- the high-level cognitive demands of CT as useful sufficient practical linguistic applications. Others only in EAP courses. More extreme voices add have since taken positions to dispel these criti- that if the objective of CT is to sharpen cognitive cisms. Both Akbari (2008), speaking in general, awareness, and not language learning, then it and Kubota (1999) specifically for a Japanese should be taught in the students’ L1. As a result, setting, counter that precisely because everyone implementing CT within university English lan- is subject to their cultural beliefs, CT is essential guage classes has been dogged with uncertainty. to understanding the world because it impels However, these concerns are ultimately un- people to view their own culture from different founded. Research reveals that Japanese learners perspectives and thereby better prepares them can already use CT skills (Stapleton, 2002), and to understand and describe other cultures. This that they feel prepared and comfortable using clarification may perhaps lead to the idea that CT the CT process in their L2 lessons (Long, 2003). is not an alien force thrust upon the unwilling Indeed, CT can be clearly and practically defined or the unable; it is rather a universal process and be universally deployed in any educational customized by culture and therefore can be setting. In an EFL curriculum in Japan, CT skills universally deployed in any educational setting. can be effectively integrated and result in both The challenge, therefore, is for the instructor, not cognitive and linguistic development. the student, to render this process into a coherent To render CT a more manageable and teach- CT blueprint for EFL classes. able process for the Japanese EFL classroom, it One method to introduce CT skills into an EFL is useful to first clarify its meaning. A critical classroom is to begin with the well-established 38 THE LANGUAGE TEACHER Online •
Hashemi, M. R., & Ghanizadeh, A. (2012). Criti- Saito, Y. National Institute for Educational Policy cal discourse analysis and critical thinking: An Research. (2008). Education in Japan: Past and experimental study in an EFL context. System, Present. Retrieved from
The Language Teacher needs you! If you are interested in writing and editing, have experience in language education in an Asian context, and are a JALT member, we need your help. TLT is currently recruiting proofreading and editorial staff. Learn a new skill, help others, strengthen your résumé, and make a difference! If you would like to join our team, please contact the editors:
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The goal of this study was to elucidate how stu- Eleanor Carson dents’ preferences regarding their first language use (L1, or Japanese) in the second language (L2, or English) class varied with proficiency. Hidenori Kashihara Participants were 305 first- and second-year stu- dents in English-language courses in International Hiroshima City University Studies and Information Technology departments in a Japanese university. Research questions: 1) Did desires for L1 support vary with proficiency his study focuses on evaluating using the (“Proficiency Effect”); did proficiency levels first language (L1) in the foreign language influence when L1 support was 2) desirable; and 3) undesirable? Participants selected yes/ T (L2) classroom in a largely monolingual no or multiple choice answers in an anonymous country (Japan). The languages in this study questionnaire. Agreement percentages, classified are Japanese (L1) and English (L2). We will use by participants’ scores on the Test of English for a questionnaire to assess participants’ views on International Communication (TOEIC) into five whether they desire the L1’s use during instruc- proficiency levels, were analysed using Excel. Results revealed two Proficiency Effect patterns, tion, and whether opinions differ with L2 profi- influencing when L1 support was most and least ciency, measured using TOEIC scores, which will desired in varying classroom situations. Partici- be termed the “Proficiency Effect.” This study pants preferred more instructive than affective L1 will attempt to expand beyond former studies by support. Recommendations for educators and clarifying preference patterns for support, and in- future research were suggested. troducing a useful term to describe these patterns,
本論の目的は、第2言語（L2または英語）授業における as they emerge with the use of TOEIC scores to 第1言語（L1または日本語）使用に関して、学生のL2習 differentiate proficiency levels. Suggested practi- 熟度に応じて、学生の希望がどのように変化するかを把 cal applications could interest teachers following 握することにある。本研究は、日本の大学で国際学部お よび情報科学部に在籍する、1・2年生305名を被験者と changes in educational policy. して行った。リサーチ・クエスチョンは、以下の通りであ る:(1)L1サポートに対する希望の強さは、学生の習熟度 に応じて変化するのか(「習熟度効果」の有無)、(2)・(3) Literature Review 学生の習熟度レベルは、どういった状況でL1サポートが 望ましいのか、または望ましくないのかを左右するのか。 Mismatched Principles: Institutions and Teachers 前述の学生は、無記名方式のアンケートにおいて、「は い/いいえ」を選択、または多岐選択方式で回答した。質 Policies regarding L1 use in the L2 classrooms 問に同意した学生の割合を、学生のTOEICスコアに応じ began with the direct method (Harbord, 1992) て5段階の習熟度に振分け、Excelを用いて分析した。調 査結果は、2通りの習熟度効果の存在を示唆した。これ and evolved alongside socio-political develop- らの効果は、英語授業における様々な状況で、L1サポー ments (Auerbach, 1993). In 1961, five basic トが最大限および最小限に必要とされるか否かに影響を 及ぼしていた。情意のL1サポートと教室内の指示に関す tenets for L2-only use in the L2 classroom were るL1サポートを比べた場合、本論の被験者は後者に関し promulgated during a conference in Mekare てより多くのL1サポートを希望していた。英語教育者向 University, with the first tenet being that English けにいくつかの提言を行い、今後の研究計画についても 言及した。 is best taught monolingually (Phillipson, 1992). These tenets have likely influenced changes in
THE LANGUAGE TEACHER: 36.4 • July / August 2012 The Language Teacher • Featured Article
education policy in Japan (Honna, 2005; Hughes, Furthermore, if students want their teachers to 2005; Frederick, 2011). use the L1 but the teachers do not perceive or Monolingual instruction has been used to respond to this need, it can lead to an unhappy maximize students’ exposure to, and use of, the classroom experience for all (Burden, 2001). L2, and even to “push” students with incom- Careful use of the L1 can assist students prehensible input. Unfortunately, it encourages to make higher cognitive adjustments while an asymmetrical teacher-student relationship, learning a language. Used effectively, the L1 and smacks of linguistic imperialism (Yonesaka, can be a facilitating, and not just an interfering 2005). Among literature comparing views of factor, to overcome the assumptions created by teacher beliefs, in none have the majority favored the first language (Yamamoto-Wilson, 1997). excluding the students’ L1 (Macaro, 2001). Furthermore, if instructors know both the L1 Stephens (2006) states that Japanese institu- and L2 languages, they can recognize, anticipate tions prefer monolingual English instruction and correct the L1 assumptions by comparing for pedagogical reasons, which are based on the two languages (Barker, 2003; Nation, 2003; unsound assumptions, as critiqued by Auerbach Brown, 2009). (1993). If data explored in the present paper Although a potentially useful tool, how the L1 support their allegations, then monolingual is used determines whether it is detrimental or instruction is unnecessary and potentially helpful (Stephens, 2006). This depends on the detrimental in countries like Japan, where the L1 goals, type of language, materials, method and is dominant. procedures used in the classroom (Weschler, 1997; Yonesaka & Metoki, 2007). Unlike the EFL context and Japan nearly universal success individuals have in learning their L1, attempts to learn the L2 can fail Many Japanese students take compulsory for many reasons, such as the inability of teach- English courses, but perceive no practical need ers to make meaningful connections between for the L2. For these students, using the L2 ex- the L2 and the L1 (Yamamoto-Wilson, 1997; clusively in the classroom could not only lower Nation, 2003; Norman, 2008). With sufficient motivation and morale, but also invite feelings exposure to the L2, the L1 can be used to clarify of rejection, alienation and denigration of their the differences between the L1 and L2, when own language and culture (Auerbach, 1993; accuracy is important and time is limited (Ozaki, Schweers, 1999). Auerbach and Schweers posit 2011). There is no perfect balance or model for that this mindset has been observed in the ESL using the L1, but instead usage should be flexible classroom of immigrants living in the L2 culture, and adapted to students’ needs at appropriate and might apply to EFL students living in the L1 times and ways (Atkinson, 1993; Weschler, 1997; culture. While a colonial bias might not apply Nation, 2003; Norman, 2008). to English teaching in Japan, because Japanese While reviewing the literature, two EFL studies enjoys a higher status (Barker, 2003; Stephens, emerged as useful comparatives for the present 2006), students might still resent the exclusion of research (Schweers, 1999; Norman, 2008). In both their L1. studies, participants were studying compulsory English courses while living in their native L1 as a tool environments. In the first study, students’ and The L1 can be used in the L2 classroom as a tool teachers’ views concerning a variety of classroom to reduce affective filters (Meyer, 2008; Norman, situations were compared. In the second study, 2008). Norman (2008) states “Students are often students’ views alone were compared between unresponsive, inattentive, and unwilling to proficiency levels, but the variety of classroom speak in class” (p. 692). However, he observes situations was not considered. The present study that the opposite was true when he occasionally attempts to combine the issues of both studies used the L1 in class with the same students. while advancing into new territory using TOEIC Often, students will not speak out of fear of classification. embarrassment (Nation, 2003; Meyer, 2008).
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Schweers (1999): Students and teachers L1 at all. Perhaps, already having experienced an all-English environment, they were more In a study with university students and teachers comfortable with that situation in the classroom. in Puerto Rico, Schweers (1999), investigated the Norman found no correlation between varying desired use of L1 (Spanish) in the L2 (English) levels of student proficiency within groups and classroom. While all teachers felt the L1 should their preference for L1 use, while there was a be used occasionally, some students felt it should significant difference between groups. In open- not. Schweers (1999) reported that students and ended responses, students reported that L1 use teachers wanted more use of the L1 to aid com- helped them to understand the content and prehension, particularly of new vocabulary and explanations used in the classroom. They could difficult concepts. Few students and teachers felt ask questions in the L1, the teacher could explain that the L1 was appropriate when summarizing common mistakes L2 learners used in the L1, material already covered. Regarding cultural and they had a good perception of and relationship morale support, fewer students than teachers with the teacher, and they felt that the class felt the use of L1 was appropriate. Conversely, proceeded smoothly. The disadvantages were Schweers reported that more students than that they could become lazy and not try to learn teachers felt that the L1 might help students feel the L2, they lost the chance to hear the L2 used more comfortable and confident in the class- by the English teacher, and their listening ability room. During small-group work, both students would not improve much (Norman, 2008). and teachers agreed that the L1 was not helpful. We feel that differences might be explained in part by the fact that this study took place in Problem classes where teachers, who might not share the We feel that, while Norman addressed factors students’ L1, preferred monolingual instruction, not assessed in Schweers’ study, his results were and by the difficulty of explaining problematic limited to the three distinct groups he analysed, concepts in what might have been the teachers’ and did not address pedagogical considerations own L2—especially where using incorrect words raised in Schweers’ study. Teachers need a might compound the confusion. Moreover, practical way to assess students and suggestions Schweers studied unranked students in rudi- of appropriate teaching methods for each level. mentary English university classes. Responses This study will address the following: could have been different if the questionnaire • Do definite patterns of students’ preferences measured varying levels of English competency. for L1 support exist that vary with their proficiency (“Proficiency Effect”)? Norman (2008): Students • Do proficiency levels influence the types of In a study with university students in Japan, L1 support students prefer? Norman (2008) included student competency as • Do proficiency levels influence the types of a factor when evaluating using the L1 (Japanese) L1 support students do not prefer? in the L2 (English) classroom. Participants included two non-English-major groups of Method first-year students from different universities, studying Human Health Sciences and Rehabilita- Participants tion, and a third group of advanced third- and Volunteers were 305 university first- and second- fourth-year English major students who had year students in a public Japanese university, studied overseas. In responses, all students enrolled in International Studies and Information preferred some use of L1 in the L2 classroom. Technology English language courses. Students at the beginner levels preferred more, while advanced level students preferred less L1 Questionnaire use. Most beginners, compared with few ad- vanced students, preferred that the teacher know An anonymous bilingual questionnaire was the L1, while many among the advanced stu- adapted from Schweers’ questionnaire (1999). dents preferred that the instructor not know the Two questions were added: Question 1, “Where THE LANGUAGE TEACHER: 36.4 • July / August 2012 43 The Language Teacher • Featured Article
does your latest TOEIC score stand in the the classroom, beginners favored the use of L1, following scale?”, was included to assess English decreasing to Group 5 (see Figure 1). proficiency to test Norman’s findings regarding differing English proficiency levels (Norman, 2008). Question 2, “Should the instructor know the L1?”, was added following its use in Burden (2001) and Norman (2008). This question was added to check whether student responses changed according to their L2 proficiency levels, as measured by TOEIC scores rather than the year of the class they were in or whether they had overseas English experience.
Procedure Figure 1. Students’ desired use of L1 Instructors distributed questionnaires to students in class. Participation was voluntary Regarding the specific use of the L1 in the and required about 10 minutes. Participants classroom, students chose only those variables were asked for their most recent TOEIC score in that they agreed should be used. These results Question 1 (N=305). Questionnaires were sorted are reported in terms of Instruction: High L1 into five groups based on their TOEIC scores: desire, and Classroom Management and Affect: Beginners, Group 1=<299, n=63; High beginners, Low L1 desire. Group 2=300-399, n=96; Intermediates, Group 3=400-599, n=110; High intermediates, Group Instruction: High L1 desire 4=600-799, n=30; and Advanced, Group 5=>800, Most students believed that the L1 should be n=6. We felt that these TOEIC ranges reflect used to explain difficult concepts, with agreement reasonable in-class proficiency levels as observed declining with increasing proficiency. For explain- from years of classroom experience. ing the relationship between English and Japa- nese, about half of the students felt that L1 was Analysis useful, although few in Group 5 agreed that the The questionnaire included nine yes/no and L1 was useful. About half believed that it should multiple-choice questions. Scores were analysed be used to check for comprehension in all groups in percentages using Excel, and agreement except participants in Group 5, who believed it percentages for each question were tabulated. should not be used. Among students who wanted instructors to define new vocabulary items in the Results L1, the lowest proficiency students wanted the most L1 support (see Figure 2). Results in the figures indicate the question number and answer option letters in the legends. Full size images are available in the online ver- sion of this article.
Students’ desired use of L1 Most students preferred that instructors know the L1. Group 1 expressed the highest desire, followed in decreasing increments to Group 5. Regarding whether or not the L1 should be used in the L2 classroom, students generally felt that it should, but agreement declined with increasing Figure 2. Instruction: Proficiency and high L2 proficiency. Concerning whether students desire for L1 use would like their instructors to use the L1 in 44 THE LANGUAGE TEACHER Online •
Emotional support and classroom management: Students’ views Low L1 desire As students’ abilities and confidence rose, their When considering these scores, as the responsi- perceived need for Japanese support decreased. bility for classroom experience moves away from Students were asked what percentage of the instruction and more towards general classroom time they thought Japanese should be used experience, students prefer less L1 support. With in the English-language classroom (Q6). The scores generally decreasing from Group 1 to majority of all groups preferred L1 to be used in Group 5, students felt that it was not important the classroom less than 40% of the time, and this for the instructor to use the L1 to test, joke decreased with proficiency. around with students, or to help students feel Regarding how often Japanese should be used more comfortable and confident (see Figure 3). in the English classroom to aid comprehension (Q7), the spread of scores reflected student English ability. “Rarely” was chosen in increas- ing amounts (5% to 50%) and “Sometimes” was chosen in decreasing amounts as proficiency increased (59% to 33%). Students chose one or more of three possible reasons they preferred the use of Japanese in their classroom (Q8). From Group 1 to Group 5, most students chose “I feel less lost” (83% to 57%). Fewer students preferred Japanese to be used to help them feel more comfortable (5% to Figure 3. Proficiency: Low L1 desire and 17%), or to feel less tense (13% to 0%). emotional support Students generally felt that using the L1 in the L2 classroom would help them to learn English Across all groups, few students believed that (Q9). Proficiency patterns emerged when similar- the L1 should be used to introduce new mate- ranging options were combined. “No” and “A rial, to summarize material already covered, little” increased (27% to 67%) while “Fairly during tests, or to carry out small-group work much” and “A lot” decreased (71% to 34%) from (see Figure 4). In Figure 4, a second Proficiency Group 1 to Group 5. Effect pattern was observed. A U-shaped pattern appeared; advanced students in Group 5 actu- ally preferred more L1 support than beginners, Discussion although still at low levels of agreement. This Proficiency effect second pattern may reflect an increase in anxiety Two patterns emerged. A decreasing slope was felt by advanced students as they worked with observed with high agreement among students’ more difficult materials and in groups. desires for L1 use in the classroom (see Figure 1), when helping students construct complex cognitive connections between the L1 and L2 (see Figure 2), and with low agreement scores for students’ desires for L1 emotional support and testing (see Figure 3), the frequency and percentage of L1 use desired by students, and in feeling that the L1 helped students learn the L2. A U-shaped pattern was observed at low agreement percentages when introducing and reviewing material and in small group work (see Figure 4). Since agreement percentages were low Figure 4. Proficiency: Low L1 desire and for the U-shaped pattern across all five groups, classroom management we feel that students generally did not desire THE LANGUAGE TEACHER: 36.4 • July / August 2012 45 The Language Teacher • Featured Article
L1 support for these factors. We focused on the extensively used in the education system in Ja- factors uncovered by the first pattern. pan to provide an initial assessment of language Results generally support Schweers’ (1999) proficiency. Others can easily understand, apply, findings, but a strong Proficiency Effect was and test these results. It would be beneficial to discovered which Schweers’ study does not ad- determine proficiency levels using tests target- dress. A Proficiency Effect can also be observed ing the productive aspects of language, such as between groups in Norman’s (2008) study. While the special TOEIC Writing and Speaking tests, most students believed that instructors should EIKEN or TOEFL, in future studies. know the L1, their desire for teachers to use the A second limitation of this study is the L1 in class was lower and declined with increas- uneven number of participants in each group. ing L2 ability. Students do not necessarily need This was unavoidable. Conversely, it reflects a to hear the L1 in class to benefit from instructors’ spread of English abilities that could occur in knowledge of it. any classroom. We feel that the large number of Regarding instructive use of L1, beginner participants was enough to show learning prefer- students hope to rely on L1 support in class more ence patterns among students. Future studies than advanced students. This pattern can be seen could attempt to standardize the number of with explaining difficult concepts in class and participants within proficiency levels. defining new words, both of which showed a A third limitation regarded the simplicity of strong Proficiency Effect which was not uncov- analysis. The use of more rigorous statistical ered in Schweers’ study but supports Norman’s methods might provide more reliable and (2008) findings. Students hoped for the L1’s use significant findings. However, we chose to use in explaining the relationship between Japanese the simpler percentage analysis to make these and English and checking comprehension, but findings easier to compare with similar studies. this desire dropped by Group 5. A final limitation of this study was the research Schweers (1999) and Auerbach (1993) focused design’s simplicity. The unique factor observed on affective uses of L1 to assist in the less instruc- was student proficiency levels, overlooking tive aspects of classroom activities. We found many factors that might have skewed the a higher reported need for L1 use among the findings, such as overseas travel or exposure to beginners than the advanced students regarding English-language media. While we observed that confidence, banter between students and instruc- students’ preferences in the classroom changed tors, and use during tests. Generally, all students with their proficiency, a more rigorous analysis preferred less L1 support in affective and testing should provide results that are more valid. areas than in the more instructive classroom situ- ations. We observed a U-shaped pattern where Conclusions advanced students showed a higher need for L1 support for confidence and when reviewing and Patterns have emerged which could help to introducing material (an instruction aspect), than determine the most effective use of L1 in the even the beginners. Advanced students feel more L2 classroom. There appears to be a need for vulnerable in these areas than beginners because L1 support at the beginner levels. Factors that they take more risks; their material is more decline with increasing proficiency include difficult. In both cases, our affective results were emotional support, perceived desire for L1 more pronounced than in Schweers (1999). support, and testing. Beginner students prefer knowing that they can rely on L1 support to Limitations and future research actually needing to hear it. The quickest way for students to make cognitive additions of the L2 The standard TOEIC test measures students’ lis- is to connect the L2 to the L1. Teachers can assist tening and reading ability but not speaking and students when comparing L1 and L2 linguistic writing ability, yet proficiency cannot be limited rules, teaching new vocabulary, and checking to listening and reading, and the “New TOEIC” comprehension. Regarding testing, most stu- test still contains serious limitations (Chapman & dents did not perceive a need for L1 support, and Newfields, 2008). Nevertheless, TOEIC scores are this declined with proficiency levels; advanced 46 THE LANGUAGE TEACHER Online •
THE LANGUAGE TEACHER: 36.4 • July / August 2012 47 The Language Teacher • Featured Article
Theories and decision making. The Modern acquisition, and test-taking strategies for TOEIC. Language Journal, 85(4), 531-548. She may be contacted at
48 THE LANGUAGE TEACHER Online •
Developing learner autonomy in a grammar class
Traditionally, grammar classes have Simon Cooke tended to follow a teacher-led, prescriptive curriculum with students given little opportunity to demon- Miyagi Gakuin Women’s University strate understanding, or lack of it, on a given topic before being asked to tackle the next grammar point in a raditional grammar classes can often follow a teacher-led, textbook. The university class under sequential pattern which may arguably be of benefit to study made such an approach even T early learners of a similar level in their second language more challenging by being open course. The purpose of this study is to examine an alternative to students from a variety of year method to grammar study in a mixed ability university grammar groups and language learning back- grounds. With a view to establishing class. The students were required to self and peer analyse group a class which could allow students spoken and written output for grammatical errors before creating of all levels to examine the weak- and carrying out learning plans designed to assist in addressing nesses in their grammar and share methods to remedy those errors in subsequent performances. learning patterns, the curriculum was Finally, presentations on the degree of success of these study adjusted to allow for the variety of levels and encourage autonomous methods were given. Students’ reception to the class was wholly learning of grammar. The result- positive and demonstrated a viable alternative to traditional gram- ing classes made for a dynamic and mar instruction. collaborative learning environment which allowed students the freedom to examine and share a variety of How best to teach grammar? learning styles of grammar points A casual glance at the EFL section of most bookshops will dem- relevant to their English levels. onstrate the plethora of texts available to students and teachers. Curriculum designers may be further assisted in their design 伝統的に文法の授業は教師に主導される 規範的なカリキュラムに従う傾向がある。 of a course by the understanding of the learning errors that are 残念なことに、この方法では教科書の次の common to most language learners. In addition to some of the 文法項目へと進む前に、現在の文法項目に 対しての理解度を学生が示す機会がほと more common sequences of grammar points featured in the early んどない。大学で様々な学年や学力の学 chapters of many grammar books, such as tenses, modals, subject/ 生で構成されたクラスを教える場合、文法 項目の理解度の差がより一層顕著になる。 verb agreement, and other universal developmental errors, such 本論では、様々な学力の学生全員が、自身 as the omission of plural ”s,” omission of 3rd person ”s,” overuse の文法の苦手分野を見つけ、新たな学習 of article ”the,” underuse of article ”a,” double comparative (e.g., 方法を互いに共有することができるような クラスづくりを目指した。様々な学力に対 more faster) (Ellis, 2002, p.27), can be a guideline to establish the 応し、自律的な文法学習を促 進するように base of a grammar course applicable to most language learners. カ リ キ ュ ラ ム を 調 整 し た 。こ の よ う な 形 式 のクラスは、学生に各自の文法の弱点を見 While the application of knowledge of the more typical L2 devel- つけ、様々な学習スタイルを共有する自由 を与え、さらに活動的で、協働的な学習環 opmental errors might help the teacher of students all starting from 境を形成する。 the same page, or might help in an environment where a proactive approach could aid students in the completion of a group task, stu- dents coming to a grammar class with varied grammar knowledge
THE LANGUAGE TEACHER: 36.4 • July / August 2012 The Language Teacher • Readers’ Forum
and skills will get less from such a prescriptive It was hoped that the creation of a learner- model. In such a class, conformity may well breed centred course, with freedom given to students contempt if students perceive a disconnect be- to examine individual modes of learning, would tween the material being taught and the perceived allow for greater opportunities for learner inadequacies in their current language skillset. control. In addition, it was surmised that the Indeed, Benson (2001) observes that, “learner- support network of teachers and peers within training materials tend to treat learners as ‘decon- the classroom and the resources and support textualised’ individuals and do little to address available in the university would facilitate the the relationship between the process of learning a creation of an effective, autonomous learning language and the role of language in the learner’s environment. By giving students greater agency lives”(p. 147). Benson instead suggests that giving in their learning, and by allowing them to focus learners the opportunity to “criticise conventional on the weaknesses identified by themselves, methods of learning may be more conducive to their peers, and the teacher, it was hoped that the development of autonomy than a focus on students would become not only more effective awareness of strategies and skills.” Norton (1997) in their language learning methods, but also that similarly links motivation to the development this identification of their grammar weaknesses of a sense of “ownership of a second language” would, in turn, help them to become more (Benson, 2001, p. 100). According to Benson, proficient learners, able to focus on identified “if the language to be learned is ultimately the weaknesses in their language study methods. learner’s own, it follows that the locus of control regarding linguistic content should lie with the Autonomy and resource-based learning learner rather than with the teacher, the textbook or the syllabus.” In such circumstances, “the According to Holec (cited in Dafei, 2007), an goal of a grammar syllabus becomes not that of autonomous learner is one that may be described teaching learners to use grammar but of helping as being independent and who takes full re- them to understand how grammar works” (Ellis, sponsibility for all the decisions concerning their 2002, p. 27). With this in mind, it was believed learning. That is: “defining the objectives; defin- this class of mixed-ability learners would benefit ing the constraints and progressions; selecting from the creation of an environment in which they methods and techniques to be used; monitoring were encouraged to notice the gap between their the procedures of application; evaluating what own current skillset and the level they wished to has to be acquired” (pp. 5-6). However, even if reach, gaining explicit knowledge of the practical the learner is willing to undertake these prac- limitations of their current grammar knowledge. tices, it does not necessarily follow that he/she will be permitted to engage in them. Rather, there In its original form, the grammar course in this are various material, social and psychological study consisted of a largely prescriptive cur- constraints at play that might limit implementa- riculum, with students given little opportunity tion of these responsibilities: to demonstrate understanding, or a lack of it, before the next grammar point was introduced. • Universities may not have the materials or The course featured students from a variety facilities available to enable autonomous of language learning backgrounds; first year study on campus or students may not have students with no experience studying or living independent access to the materials. abroad may be mixed with third or fourth year • Students may be more used to a teacher-led, students returning from spending many months prescriptive grammar curriculum and feel in an English-speaking country. This had resulted uneasy about being asked to shoulder such in boredom and frustration at the curriculum responsibility and independence for their (expressed verbally and/or in weekly student learning. journals) for those students who were more adept • Students familiar with a top-down style of at recognising and using the grammar point in teaching may feel uncomfortable in an interde- focus, and dissatisfaction for the less able students pendent environment in which they are asked required to study at an uncomfortable pace. to share with and learn from their peers.
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In an attempt to foster autonomy in the class- led approach to learning strategies outside room under study, the existence of a Self-Access the classroom (see Resources at the end of this Centre (SAC) and other resources at the univer- paper for more information). During the course, sity meant that the implementation of an au- students are asked to complete a SURE (Study, tonomous resource-based grammar curriculum Use, Review, Evaluate) learning plan to further was axiomatic. Resource-based learning puts the assist their becoming more responsible and impetus on the learner to discover and interact independent in their learning methods. I decided with available learning resources. In addition to that the use of the SURE plan from this course the selection of resources chosen by students to would help these students better shape their aid them in their task, students following this grammar goals in a way which, once completed, learning style are expected to manage both their would be simple to follow not only for the learning plan and the evaluation of their learning students themselves during their study but also and are “expected to develop the skills associ- for their peers and the teacher to examine, in ated with these activities through processes order to better understand the study method(s) of experimentation and discovery, in which they had used. freedom of choice is a crucial factor” (Benson, 2001, p. 113). Holec and Little (as cited in Dafei, Method 2007) also argue for the establishment of certain responsibilities within the learner programme in The 16 students that attended the class were creating an autonomous environment, specifi- asked to make groups of four. The groups were cally “that autonomous learners understand the given a contentious topic and were recorded purpose of their learning programme, explicitly speaking for ten minutes on that topic. The take responsibility for their learning, share in students were then given performance analysis the setting of learning goals, take initiatives in sheets and were asked to listen back to one of planning and executing learning activities, and their group members’ utterances and make regularly review their learning and evaluate notes on their performance. The grammar points its effectiveness.” In establishing these goals, it which the students were asked to identify were was hoped that a largely autonomous environ- selected after consulting a number of the univer- ment could be created which would enable the sity’s teachers and learning advisors on grammar students to foster what Dafei highlights as key errors commonly made by their students and in the practice of learner autonomy: “insight, a after having examined the frequency of those positive attitude, a capacity for reflection, and grammar points in a number of grammar a readiness to be proactive in self-management textbooks available in the SAC. When all four and in interaction with others” (p. 6). members had completed the sheets, they all then listened back to another member’s utterances, filling out the performance analysis sheet for Setting that student and so on, until all four members The lessons took place once a week over 13 had had their recording analysed by all members weeks in a class of 16 students. The class was an of their group. The groups then discussed the elective grammar course open to all students, points that they had made for each student regardless of year group from the university’s In- before handing the performance analysis sheets ternational Languages and Culture (ILC) depart- to the respective speaker for examination. ment. The university has an award-winning SAC In the week before the next class, the teacher which holds a large amount of study materials listened to the recordings and filled in his own in the form of grammar books and worksheets, performance analysis sheet for each student. The in addition to thousands of audio CDs and following week, using the feedback from the DVDs and books. Furthermore, the SAC and teacher and group members, students decided its learning advisors hold an elective course on a grammar point to study and filled out the (open to freshman and sophomore students) SURE learning plan (Appendix A), detailing the aimed at helping students become more effective methods they were going to use to carry out study language learners through a guided but student- on the grammar point chosen. If no grammar
THE LANGUAGE TEACHER: 36.4 • July / August 2012 51 The Language Teacher • Readers’ Forum
point had been identified, or if students thought Student feedback that their grammar weakness lay somewhere Students were asked to complete a feedback outside of the judgements made by their peers form at the end of the course stating their overall or the teacher, they could make an independent impressions of the classes in addition to specific choice on a grammar point to study. When they elements of the course which they liked or had completed the SURE learning plan, students disliked. Apart from one student stating simply: were asked to show it to the teacher, who judged “It is hard to do this course,” the remainder of the whether it had been filled out correctly (students responses were wholly positive, with comments had already been handed a demonstration plan to (all in their original form) such as: emulate). When the plan had been completed to the students’ and teacher’s satisfaction, students “It was hard work, especially presentation, but my could spend the remaining time of the lesson and grammar skill is up.” all of the following lesson time researching their grammar point in the way that they had identified “This class was freedom so I could try to new way in their SURE learning plan. in myself.” In the following week’s lesson, students first “I knew study method when I talked with others.” presented the learning method they had chosen “I think it was a little bit hard because I had to according to a guided presentation format (see decide my plan but it is really good for me.” Appendix B) in groups of 4. After changing groups a couple of times and practicing their presentation “I like this class because we can share the good way in this way, students were asked to present their of study each other.” study method to the entire class. Students were When writing what they enjoyed about the also asked to submit a written report detailing their course, all students commented on the benefits study methods and results at this time. they felt arising from the collaborative nature of In the 6th week of study, the process was the class as well as from the freedom of finding repeated. However, this time, the students were their own way of studying: asked to produce some writing (selected for variety and also because the university requires “To find a new learning way.” that students get a score of 600 on the writing- “Watching presentation and know how my friends
heavy TOEIC). In the 10th week of the course, improve.” the students were asked to make and analyse another recording. “To learn by myself. I could choose my way to study.” Before completing the SURE learning plan in these subsequent tests, students were asked to “I enjoyed my presentation time because that time remind each other of the grammar point they I could tell my best way of how to study English.” had studied before by writing the grammar point “I enjoyed discussing because my friend always and their name on the blackboard at the front of give me good advice.” the classroom. Students who were going to be studying grammar points that other students in Asked what part of the course they didn’t the class had already studied were asked to first enjoy, many students voiced their displeasure meet with those student(s) to be reminded of at having to listen back to their own recorded the study methods they had found useful or not voices and of giving presentations: useful when examining this grammar point. “To present, to record.” Grades were awarded on the relevance of the research and the advice given to other students, “Recording.” demonstrated in the presentations and the “I had to do presentation many times.” written report, rather than on explicit ”improve- ments” made in their subsequent performances. “Presentation.” Students were also graded on correct completion “Recording because I felt nervous.” of the SURE print and evaluation sheets.
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Limitations laborative classroom in which the sharing of ideas and resources became standard practice. Various This study was carried out in an environment material, sociological and psychological elements with many resources available to students for au- are at play in the classroom that, in other teaching- tonomous study. Below are indicated some ideas learning environments, might act as barriers to for alternative ways in which the above method- the successful implementation of the concepts ology might be applied in schools or universities introduced here. A number of online and other which have fewer resources available. resources can be utilised by students and teachers Recording equipment and methods: For this re- in learning environments without the materials search, the students were recording onto MP3 used in this study. Despite the positive feedback recorders (at the time of writing these cost about from students on the course, future measures of 4000 yen per unit). However, many students’ the development of grammar proficiency stem- smartphones also have the capability to record, ming from this study will help to further improve thereby negating the need for the purchase of the claims of effectiveness, or otherwise, and help special equipment. In fact, many of the students to refine the course in successive years. enrolled in the above-mentioned student learner- strategy course cite recording themselves into References their smartphones and analysing their own Benson, P. (2001). Teaching and researching auton- output as being particularly beneficial to their omy in language learning. Harlow, UK: Pearson language development. Education Ltd. Resources: While students at most schools and Dafei, D. (2007, November). An exploration of universities will have access to traditional grammar the relationship between learner autonomy and textbooks, a wealth of grammar examples and English proficiency. Asian EFL Journal, Professional tutorials can also be found online. Simply typing Teaching Articles. Retrieved January 2010, from “past tense” or any other grammar point into the
THE LANGUAGE TEACHER: 36.4 • July / August 2012 53 The Language Teacher • Readers’ Forum
Appendix A. SURE learning plan
My grammar goal
STUDY it Choose a gram- How will you study for your goal? What resources, mar point to focus activities and strategies will you use? Be specific! on and study
USE it Practice the How will you practice using the new things you language studied?
REVIEW it Review what you How will you review what you learned? have learned so you don’t forget it!
EVALUATE it Evaluate your How will you check if this SURE model is helping you SURE model. Is reach your goals? your plan work- ing?
Appendix B. guided presentation format Communicative Grammar Presentation Please say your name before you begin your presentation 1. What grammar point did you study? Use your 2. How did you study it? SURE sheets 3. How did you use it (practice)? to help you explain what 4. How did you review what you learned? } you did! 5. How did you check to see if your way of learning was good (evaluate)?
6. Explain to your group whether you thought your plan was a good way to study this gram- mar point - do you recommend your method? 7. Explain to your group ways in which you could have improved your study method. 8. Ask if your group has any questions or suggestions on ways in which you could improve your study method. Use the back of this paper to add any of these hints that you think might be useful to you.
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Finding a successful classroom activity Chris Wharton is a blessing for most ESL/EFL teachers; finding one that works across proficiency levels and age groups is a godsend. This CES English School paper details two such activities. The first activity uses a simple word game as a gateway to a much deeper process involv- s owner and head teacher of a private English ing vocabulary development, spelling, school in Japan, I have the good fortune of teaching sentence formation, paragraph cohesion, A students of all ages in the course of a “normal” day. and creative story telling. The second Some days can be a little more hectic than others, especially activity makes use of the students’ first if the first class of the day is a college class comprised of language (L1) and encourages translation from the second language (L2) to the L1, twenty bubbly girls, followed by a fun forty-something and back again. Although the use of the L1 housewife, then a group of four energetic 4-year-olds, a in the classroom is a contentious issue, it quiet junior high school girl, five rambunctious elementary is felt that back translation raises students’ school boys, followed by three mixed adult classes, and awareness of the possibility of expressing topping the day off with two silly high school girls. the same meaning in various ways. Both activities were used successfully with very Aside from a cup of coffee and a quick rice ball, what gets different groups of students: elementary me through this kind of day is efficiency through repeti- school students, college students, and tion of classroom activities. Of course, the aforementioned advanced EFL adult students. English classes are extremely diverse and at first appear to offer no teachers who can find activities like these will find their planning to be more efficient opportunities to utilize the same kinds of activities. How- and their classes to be more effective. ever, it is surprising that what often works with elementary students can be modified to work with college students, and 効 果 的 なアクティビティを見つけることは、多くの even advanced adult learners. ESL/EFL教師にとって重要である。特に習熟度 の異なる学習者にも年齢の異なる学習者にも効 This paper details two classroom activities that were 果 的 なアクティビティは、大変 貴 重 である。本論 successful with groups of very different learners in Japan. では、そのようなアクティビティを2 つ 紹 介する。 第1のアクティビティは、簡単 な単 語 ゲームを導入 The first is called “Word Chain Stories” and allows students として用いた後、それを語彙の増強、スペリング、 to express their creativity while focusing on spelling, 文構成、段落の結束性、そして話の創作などを含 vocabulary, sentence formation, and paragraph cohesion. むさらに高度な過程へと発展させていくもので ある。第2のアクティビティは 生徒 の 母 語を用い The second activity is called “Back Translation” and is only るもので、まず第2言語（L2）を母語に訳させ、そ suitable for monolingual classes. Although some teachers の後再びL2に訳させるものである。母語のクラス 内での使用は異論もあるが、再翻訳により、生徒 may have qualms about letting, or in this case encouraging, は同じ意味を様々な方法で表現できることに気 students to use their first language (L1) in class, they will be がつく。両方のアクティビティが、小学生のグル ー プ、大学 生の グル ープ、そして上 級 の E F L 成 人クラ surprised at the effectiveness of this activity. スのグループなど、非常に異なる様々な集団で有 効 であった 。このようなアクティビティは、授業 計 画の効率化と授業の有効性を高めるものと思わ れる。
THE LANGUAGE TEACHER: 36.4 • July / August 2012 The Language Teacher • Readers’ Forum
Word Chain Stories “No!” said the cat and tiger. The green pig is Elementary School Students on the tall panda.
Not too long ago, I attempted an activity with a A lion has a new key. He said, “I will trade small group of Japanese elementary school stu- you this wonderful key for a nut.” dents. It was nothing new to them as it was simply an adaption of a famous children’s game in Japan An elephant-nose fish jumped up from the called shiritori. Shiritori translated into English Nile River and said, “You are all stupid. means “taking the bottom” and involves players There’s a new key on top of that leaf!” taking the bottom character of a word (Japanese is traditionally written from top to bottom in vertical The story was so bizarre that the students were columns on the page) and saying a word that laughing the whole time and seemed to really begins with that character. The game continues enjoy directing the actions of the characters, not until a player ends a word with the character “n”, to mention using the word “stupid” twice. as no Japanese words begin with “n”. The activity could have ended there; however, The English version also exists in different the story was crying out for more attention, forms and under different names like “Word so I assigned some homework. Students were chain” (Hill, 2005, p. 138) or “Grab on behind” instructed to create a comic strip that represented (Wise & Forrest, 2003, p. 74). The idea of the the story we had just created. The students were English shiritori is generally the same with varia- thrilled to give life to their story. Likewise, I was tions including time limits, category restrictions, happy to see them so excited to do homework. or parts of speech restrictions. These activities The following week, I had actually forgotten are fun and a great way to warm up or creatively about the previous week’s homework assign- brainstorm new vocabulary. However, there is ment, only to be reminded by the students so much more that can be done with this simple eagerly waiting to show off their creations. The activity. two comic strips can be seen in Figures 1 and 2. After setting an arbitrary five-minute time limit, the two elementary school students and I College Students wrote down the following 22 words: The activity had been so successful with the cat- tiger- red- duck- key- you- up- panda- are- kids that I thought it could be extended to older elephant- top- pig- green- no- on- nut- tall- lion- students. A few days later, I tried the initial word new- wonderful- leaf- fish chain activity with a group of 20 college stu- dents, all girls. The students had been working After taking a quick glance at the collection hard the previous eight weeks on preparing and of words, I thought it might be fun to put them giving short speeches on various topics in class. together into some kind of short story with the This class happened to have only five speeches students. When I told the two grade 5 students scheduled, so the activity was actually used to what I was planning, they stared at me with tilted give the students a rest and a change of pace. heads and looks that said, “We can’t do this.” So, I wrote the words on the board as students I started them off with a generic opener, “One day called them out. Interestingly, the difficulty level a cat …”. I wrote this on the white board so we of the words was not so different from that of could work together. The students soon chimed the elementary students. We stopped after three in and the creative process began. I offered a few minutes with 17 words and began to invent suggestions when they were stuck, but for the a story. It was equally crazy, yet a little more most part they filled in the gaps nicely, and we sophisticated than the elementary students’ ended up with a finished product that incorpo- masterpiece. rated all 22 words. The story was as follows: The next step this time around was not to pro- One day a cat and a tiger met a red duck. They duce a comic strip, but to get in groups of four wanted a new key. A green pig said, “Are you and play the word chain game again until they stupid?” had between 15 and 20 words. Students were
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Figure 1. An elementary school student’s Figure 2. An elementary school student’s (boy) comic strip (girl) comic strip
then given some time to produce a story using The story is not finished yet … all of the words. One of the stories is reproduced With the college students I did not offer any below, starting with the group’s brainstormed creative advice, just answered questions related words. to grammar and spelling. This time there was no homework assigned. dog- god- door- rock- kick- kill- life- enjoy- yet- talk- know- world- dangerous- speed- do- open- neck Intermediate Adult Students The next day, I had a class of five middle-aged One day, I opened the door and I saw a dog adult students who were looking tired due to the enjoying rock music. The dog talked to me: hot summer weather, so we started off with the “The world is becoming dangerous, so my life fun word chain activity. We continued until the changes speedily.” whiteboard could not hold any more words and then took turns reading through the list as fast as I asked the dog, “Why?” we could. It was fun and the students seemed to be more relaxed. The dog answered, “God is kicking people’s necks and killing people! Do you know this However, the class was surprised when I happens?” told them they had ten minutes to write a story incorporating as many of the words as they THE LANGUAGE TEACHER: 36.4 • July / August 2012 57 The Language Teacher • Readers’ Forum
could. We seldom do writing exercises in class, is no obvious reason why an ability to translate so it was a good opportunity for some practice. should not be seen as a type of communicative Students worked individually for ten minutes competence” (p. 121). Campbell (2002) refers and then read their stories to the class. It was a to this as “natural translation” and rightfully great way to start the class and students seemed claims, “a regular part of the communicative to have fun with it. The exercise actually led to repertoire is to explain something in another an interesting conversation about imagination language” (p. 59). and how people often think the same way. The idea with back translation is to have The word chain stories were successful across students translate an English passage into their different class sizes, age groups, and proficiency L1. They then switch papers with a classmate levels. They can be further adapted to suit any who has translated a different passage. The next ESL/EFL venue and can be utilized for warm- step has the students translating back to English. ups, creative writing exercises, or just for a fun This technique allows for both pair and group break from the usual. The other activity that work, contrastive discussions involving accuracy worked equally well across these same distinc- and appropriateness, and uses translation as a tive groups was “back translation”, described in topic for further discussions in English. Edge the following section. (1986) contends that the “procedure creates a communicative context for more formal follow- Back Translation up work” (p. 124). As opposed to the word chain stories, I started Translation is no stranger to English language with one of my advanced adult classes using teaching (ELT) yet there are many opponents of Eadie’s (1999) lesson plan, an adaption of Edge’s its use in the ESL/EFL classroom (Chaudron, (1986) earlier work, as it was for a monolingual 1988; Ellis, 1984; Krashen, 1981). Before delving EFL class using back translation with a teacher into a description of the back translation activity, who does not speak the students’ L1. After a it is important to address the main concerns short warm up to introduce the topic, avoiding some might have with encouraging the use of the explicit pre-teaching of relevant vocabulary, the students’ L1 in the English classroom. Weschler translation task was explained. Students were (1997) contends that the arguments against using then given either Text A or Text B to translate translation can be divided into four areas: 1) the from English into their L1. The source texts L1 interferes with thinking in English; 2) the L1 should be authentic and short, yet challenging acts as a crutch for the learner; 3) the L1 extends enough to engage the students. Eadie’s (1999) the use of an interlanguage and leads to fossiliza- example texts were used for comparison and tion; 4) L1 use wastes class time that should be read as follows: focused on L2 use. Weschler (1997) responds by positively refram- Text A ing each concern. For example, he views the L1 as a tool that helps rather than interferes with L2 There are many ways of sending secret mes- acquisition. He substitutes the crutch metaphor sages. An interesting method was used by a with scaffolding, which can be removed as the Chinese general, called Pingyo, 2000 years learner improves. He sees interlanguage as ago. Pingyo’s army was far from their home- a natural part of L2 development. Finally, he land. Between the soldiers and home there questions how valuable English-only class time were many enemies. But Pingyo sent letters to is for those learners who struggle to produce his king and the enemy could not read them. comprehensible English output. Nation (2003) He sent them like this: perhaps sums it up best by suggesting, “a balanced approach is needed which sees a role Text B for the L1 but also recognises the importance of maximising L2 use in the classroom” (p. 7). A strong messenger was chosen from the soldiers. His hair was cut off and a letter was Edge (1986) sees English language teaching written on his bald head. Then he was dressed and translation as being connected, saying “there 58 THE LANGUAGE TEACHER Online •
as a poor farmer and sent home. His journey A short discussion regarding the use of context to lasted many weeks. During this time his hair derive meaning followed. grew and covered the message. The enemy stopped him many times. He was searched Example 2. Active vs. Passive Voice but the letter was not found. When he reached the king’s palace his hair was cut off again S1: How about the structure … sentence struc- and the letter was read to the king. ture? The main goal is to raise awareness to the T: OK, good. possibility of saying the same thing correctly in S1: Passive and … what is the opposite of pas- many different ways (Eadie, 1999). This can be sive? facilitated by using the chart seen in Table 1. T: Active. S1: Active, yes. Table 1. Comparison chart from Eadie (1999) T: So you switched? Can you give me the Original Accept- Not too Unaccep- example? Version able bad table S1: “His hair was cut off again and the letter was read to the king”. That’s the original one… … he was … he … he … he and I wrote “the king was able to read the dressed wore … wear the weared message after shaving his hair.” as … clothes of him a T: What do you think? … dress … S1: I think the meaning is the same. And “cut off” and “shave” are the same. Back translation technique in use S3: Acceptable. Before I attempted this with one of my classes, T: Yes, I’d say it is perfectly acceptable. I felt, as Eadie (1999) had predicted some teach- ers would feel, “reluctant to use L1 for fear A short discussion on the uses of the active and of escalating the use of L1 and … reducing passive voices followed. exposure to English.” Students were also a little apprehensive, as they do not usually use any Example 3. Lexical Choice Japanese in the classroom. S2: I have “method”. The original one is During the hour-long lesson, students spent “method” and I wrote “way”. about a third of the time translating and the other two thirds discussing, in English, what was T: Ok, “method” and “way”. What do you acceptable and why. Some interesting discus- think? sions can be seen in Examples 1–3. S2: ... to send a message. T: Method to send a message? Example 1. Using context to derive meaning S1: Same. S1: What about a missing word? S3: … interesting method. Same. T: Look at the context, the words before and S1: Same! after. S2: Really? S1: The original was “On his bald head” … S1: Almost the same. S2: I didn’t translate exactly. T: … interesting method … T: That’s OK. S3: Like a formal or technical … “method”. S2: Because before the word, his hair was cut off T: It sounds more formal … and the letter was written … so he is obvi- S1: Almost the same. ously bald.” S3: Yeah, “way” is a little, how to say, conversa- S1: Yes, obviously. So it’s acceptable. tional.
THE LANGUAGE TEACHER: 36.4 • July / August 2012 59 The Language Teacher • Readers’ Forum
S1: Acceptable. translation method. The Internet TESL Journal, T: Yeah, I think so. 3(11). Retrieved from
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Step 2: Copy the text and images onto a single Alternative activities A4 size handout. Variations you may like to consider: Step 3: You may like to edit the text depending 1. Audio record friends/other teachers’ Views on student level. For a topic of the teacher’s from the Street. Perhaps take their photos to choice, you can simply use existing pictures use, or sketch them yourself. Blank out key and make up contrasting views yourself, or ask words, phrases, or grammatical items and friends for input. use with students as a listening cloze activity. Step 4: Prepare a student interview sheet. My 2. Increase the number of questions. Elections Interviews Tom Cruise example (see Appendix) uses three questions, but you can just 3. Increase the number of respondents per use one question. It is a good idea to provide an question. example to show that responses do not need to 4. Have students produce their own questions be complex or lengthy. about a topic and ask each other. For exam- ple, think of two questions, and do three Procedure sketch-and-interviews per question. This could be a useful post-reading activity to see Step 1: Have students read the authentic exam- what students think about a particular issue. ples from the handout. I had students read the examples for homework, then also gave them a Conclusions few minutes in class to quietly read. Step 2: Read through the Views from the Street as The activity is quick and easy for teachers to a class. Pick students to read aloud. Elicit mean- prepare and to explain. It is generic and reusable. ings of uncommon phrases or words. Check For students, sketching each other adds an ele- overall understanding of views (e.g., in favour / ment of fun, while the chance to talk about real, not in favour, like/dislike, optimistic/pessimis- recent, meaningful issues will likely enthuse and tic, enjoyed/didn’t enjoy, depending on topic). motivate them. Step 3: Distribute interview sheets and explain the activity. This is a walk-and-talk activity. Appendix Students will sketch the interviewees and record The appendix is available from the online ver- their partners’ views. sion of this article at
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repetition. For example: Excuse me, could you go Thinking outside over that again please? and I didn’t quite get that. Did you say …? the box: English Step 2: Without letting the students see the picture, describe it, while they draw what they through pictures hear. Be clear, describe objects one at a time, giv- ing them time to draw. To keep the pace going, Devanshe Chauhan Lidgley reassure them that it doesn’t need to be a piece of Tama University, School of Global art; simple stick figures will do, as long as they Studies can depict what is being described. Encourage them to compare their pictures, and to ask you
out a different picture per group. Set a time limit a collection of designer fashion photographs, and have them create one story per group. Ask paper or writing template them to choose a team name and leader (rock- scissors-paper usually works). By engaging students to express their own inter- Step 7: Each leader narrates the story to their pretations, this lesson plan emphasizes style and classmates, who listen and ask questions. design when it comes to clothing descriptions. Alternatively, regroup the students, and each Being somewhat loosely inspired by the televi- group representative narrates their story to the sion game show The Price is Right, this lesson not new group members. For a really creative class, only seeks to practice clothing descriptions, but students can try to create a new story within also usage and reinforcement of adjective order. their group involving all 3 or 4 of their pictures. Furthermore, with the subject of fashion being of Step 8: As a final task, have them write down interest to young adults, the activity’s materials their stories for homework. can contribute to discussion and enthusiasm within the classroom. Conclusion Preparation Throughout, the teacher makes notes of areas of difficulty for later feedback. This activity Step 1: Based on the class level, prepare a cloth- is structured yet student centered, and can be ing adjectives worksheet (Appendix A). Copy developed by stages as the students become enough worksheets for each student. more creative. The teacher needs to be aware of Step 2: Select, prepare, and enlarge at least the class dynamics in terms of louder students 10-12 different designer fashion photos. Fashion overshadowing quieter ones, and which students websites, such as
runway Procedure Catherine Cheetham Activity 1 Tokai University Step 1: Begin the lesson by eliciting information about fashion from the class as a whole: Where
advance!” But, after it had passed from soldier ask the student who first told this story to stand to soldier and finally reached its destination, the up and tell the original version. Also, ask the class, message was something completely different: while listening, to note the differences between “Send three and four pence, we’re going to a dance!” the two versions. Repeat this last-story-first-story This reminds us of the popular Broken Telephone retelling process as long as time permits. There game which involves a message being passed will be laughter in the classroom as they see how down a line from person to person, usually the original has been changed. ending up completely different from the original Step 5: Elicit comments from the class about message. The following activity is a game based what went wrong with the final version of the on this phenomenon. However, it is more elabo- stories told. rate and multidimensional, because it requires Step 6: Give a copy of all the original stories to all the students to participate all of the time, each student, asking them to read them in their telling their own story, speaking and listening to free time to discover the true stories. different partners and then relaying what they have heard from their current partner to the next one. The main purpose is to let students practice Conclusion English through storytelling, listening, laughing What started off as a serious activity ends up together, and having fun. inspiring laughter in the classroom as students see how the meaning of messages can change Preparation when passed from person to person. As it becomes obvious to students where they have For homework, give each student one different made mistakes, it is an incentive for them to be story (or article/passage). Tell them to remember more careful next time, thus encouraging them the key ideas and some details for the next class to want to repeat the activity in future classes so that they can tell the story in two or three to see how much they can try to improve their minutes without referring to the original. communication skills. Procedure Step 1: Begin the class by giving the students Email address about 5 minutes to refer to their stories again to refresh their memories of the content and then changed? ask them to put them away. Step 2: With the students seated in pairs, ask them to tell their story to their partner without referring to the original. Encourage them to seek clarification while listening and even to repeat back what they heard for confirmation. Before moving onto the next step, students can rotate partners several times to gain confidence telling their story. Allow them to have a short sneak look at their original stories between rotations. Step 3: Now, ask them to tell the story they just heard to their next partner (i.e., not their own story). Have students change partners 3 to 4 times, each time telling the previous partner’s story to their new partner. Don’t forget to let Step 4: Ask the class to sit in such a manner that they can all see each other. Then, choose a student us know... at random and ask that student to stand up and
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Years program and is aligned with the Common Zones, you can be part of National Geographic’s European Framework (Council of Europe, 2001). mission to inspire people to care about the planet For teachers wanting a global studies themed while teaching English at the same time. text, Time Zones focuses on World Heritage sites and topics like globalization and conservation References are in line with UNESCO’s Third Principal of Bentley, K. (2010). The TKT course CLIL module. Intercultural Education: “Provide all learners Cambridge: Cambridge University Press. with cultural knowledge, attitudes and skills that enable them to contribute to respect, understand- Council of Europe. (2001). Common European ing and solidarity among individuals, ethnic, framework of reference for languages: Learn- social, cultural and religious groups and nations” ing, teaching, assessment (CEFR). Retrieved (UNESCO, 2006, p. 37). from
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According to the authors, this book is for a certain lack of themes, such as student life or students who have studied French for 60 to information technology. Concerning comprehen- 100 hours. In other words, it should be used by sion, students were obviously assisted by the those who have finished studying grammar and clarity of the texts, and also by the simplicity are able to practise elementary conversation. It of tense, to which we will return below. Their is composed of eleven 6-page units; each unit level—lower intermediate—did not permit me includes two texts in French, as well as related to ask them to paraphrase certain passages, supporting materials, such as official statistics or or discuss the theme in French. Nevertheless, opinion polls, which are often quite informative. knowledge of exemplary phrases from the units There is also a concise glossary. will be useful on numerous occasions, even in Themes treated in the units are as follows: conversation. territory/regions, education, food, politics, Overall, this book succeeds in meeting the work/vacation, religion, gender, manners, etc. double requirement mentioned above: instruc- Each text, of some 250 to 300 words, is clear tion and attraction. The sole regret concerns the and logical, and free from blind laudation of tense: a large majority of verbs used in the texts French society or culture. Having two texts on are in the present tense. And one of the charac- one theme provides a deeper understanding of teristics of French in comparison with English is the topic. For example, students can familiarize precisely a diversity of past tense usage. French themselves with French work life from two teachers often point out the difficulty Japanese points of view: Employment and unemployment students have in using the imparfait (imperfect) and Relationships in the work place. Details of daily correctly, which they tend to identify with the life are not forgotten: the last unit is devoted past in English. The passé simple (simple past), to Politeness and Conversation, where students another form of past tense, is today disappearing learn that in France sniffing is far worse than from French textbooks available in Japan, but blowing their nose—which is often surprising to continues to be used in real life, even in news- them—or that, if French people talk much about papers. It is quite normal that a book on French themselves, it is also a way to invite the inter- society is written in the present tense. However, locutor to talk. In this way, this book’s contents students who learn French with this book are are quite attractive. supposed to be in a lower intermediate or Concerning grammatical aspects, there are intermediate course. For such a level, mastering only brief explanations in the glossary. But different tenses is indispensable, even essential. students using a textbook of this level should be I would have appreciated sentences containing able to understand the language on their own. different past tenses. Also, the absence of exercises, except simple Despite this lack of diversity of tenses, this quizzes in Japanese or true-false questions in book stands out in the quality of sentences, French to check students’ comprehension is supporting materials, and the variety of themes evident. However, one soon realizes that formal covered. Finally, this could be used even as a exercises are insufficient for exploiting the maxi- textbook on French society for Francophones. mum richness of the texts. The book, without fixing any pedagogical guidelines, leaves room Reference to manoeuvre: the teacher can use the texts for reading or writing, or as materials for discussion Ohki, M., Hori, S., Nishiyama, N., & Tajino, in French. On the phonetic side, downloadable A. (2009). Les causes principales de la baisse mp3 files on the website can be used for shadow- de motivation chez les apprentis japonais du ing or listening practice. français. Revue japonaise de didactique du français, 4(1), 71-88. I used this book in a second-year class with students who have just finished a course em- phasizing grammar. Students were interested in the themes presented in each unit, in spite of
THE LANGUAGE TEACHER: 36.4 • July / August 2012 69 The Language Teacher • Resources • RECENTLY RECEIVED
! Door to Door: A Complete Study Abroad Guide. Minehane, G. Nagoya, JA: Perceptia Press, 2009. Recently [5-section coursebook for students who are thinking about studying abroad, aimed to guide students Received before, during, and after their study abroad experi- ence]. ...with Steve Fukuda Everybody Up. Jackson, P., & Sileci, S. B. New York:
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Write Away Right Away. Martin, D. Saitama, JA: * English in Japan in the Era of Globalization. EFL Press. 2010. [12-unit writing skills course- Seargeant, P. (Ed.). Houndmills, UK: Palgrave book for low-intermediate level Japanese Macmillan, 2011. university students incl. teacher’s notes w/ ! Identity, Motivation, and Autonomy in Language answer key]. Learning. Murray, G., Gao, X., & Lamb, T. (Eds.). Bristol, UK: Multilingual Matters, 2011. Books for Teachers (reviewed in JALT Journal) Contact: Greg Rouault [email protected] OUTSIDE THE BOX scoring, and reduction of negative washback in …with Adam Lebowitz classrooms and curricula. To contact the editor: Scores on institutional versions of the ETS
equally, eliminating bias concerns present in Bernstein, J., & Cheng, J. (2007). Logic and human-scored assessments. validation of fully automatic spoken English The Versant English Test’s only weakness is test. In M. Holland & F. P. Fisher (Eds.), The a general lack of awareness by teachers and path of speech technologies in computer assisted administrators, and deserves consideration for language learning: From research toward practice departmental uses. (pp. 174-194). Florence, KY: Routledge. JALT2012 References October 12-15, 2012 Alderson, C. (2004). The shape of things to come: Will it be the normal distribution? In European ACT City, language testing in a global context. Proceedings Hamamatsu, Japan of the ALTE Barcelona Conference July 2001 (pp.
JALT reach its potential by involving more Candidate statements & bios people in our important activities at the local Editor’s note: The following have been format- and national levels so that we can work together ted somewhat (section titles, order of items), but to fulfill our ultimate mission of improving not edited for content. This is to give you the language education in Japan. Thank you. best sense of what the candidates mean in their own words. After president and vice-president, Work Record: the sections are ordered alphabetically by each candidate’s surname. • Japan: Associate Professor, Tokyo Medical and Dental University (from 2008); Lecturer of Accounting, Meiji University Graduate President: Kevin Cleary School of Accountancy (from 2008); Lecturer Statement of Purpose: of English at Tokyo University of Science Over the years, JALT has (1995 - 2008) and Sophia University Com- been instrumental in the munity College (from 1991). professional development of • United States: Lecturer of Accounting, many thousands of teach- Loyola University of Chicago (1988-1991). ers in Japan. If elected, my ultimate goals as President Education Record: for the 2012-14 term would be to help JALT do an even • B.S., Accounting and Economics, Oklahoma better job of providing State University language teachers with • J.D., Loyola University of Chicago opportunities for development, to transform the way JALT interacts with members, and to ensure JALT Service: that JALT retains its grassroots nature even as it standardizes and professionalizes its manage- President, 2010-12; Director of Treasury, 2008-10; ment processes. Tokyo Chapter Membership Chair, 2008-10; Internal Audit Coordinator, 2008; Financial Steer- In the past two years the Board of Directors ing Committee Chair, 2007-08; Chapter Treasurer has worked hard to not only manage JALT’s Liaison, 2006-07; Tokyo Chapter Treasurer, current activities, but also to make it possible for 2002-08. JALT volunteers to spend more time on creative collaboration and less time on pernicious pa- 所信表明 perwork. For example, we have had workshops for Chapter/SIG treasurers, membership chairs JALTはこれまで日本で何千人もの教職者の専門性の 向上に役立っています。もし私が選任されたなら、私の and publicity chairs at recent Executive Board 2012-14年度理事長としての最終目標は、JALTが会員と meetings. By creating and documenting new, 直接交流する方向に手段を変え、JALTの管理の過程を rationalized processes, and then training the of- 規格化、専門化させながらなおかつ草の根の性質を保つ ficers who give so much of their time and energy 事を明確にし、語学教師に今以上の進化の機会をご提供 for JALT and its good work, we have helped できる様お手伝いすることです。 improve the quality of the services offered to この２年間、理事会はJALTの現在の活動の管理だけ ではなく、JALTの有志が創造的な共同作業により多く JALT members and decreased the administra- の時間を割き、煩雑な事務処理を減らす事に尽力しまし tive burdens borne by our fleet of volunteers た。例えば、最近の役員会に於いて、支部／分野別研究 and our staff at JALT Central Office. It may not 部会、会員担当役員、広報担当役員の為のワークショップ sound exciting, but reducing the time spent on を開催しました。合理化されたプロセスを新しく創造しマ administrative matters allows for more time to ニュアル化すること、及びJALTとその優れた活動の為に 時間と熱意を惜しまない役員の養成を執り行う事によっ be devoted to creative work and, as a result, all て、我々がJALT会員の皆様に提供する事業の質を向上さ will have a much better experience with and せ、有志一団及びJALT事務局スタッフが担っている管理 through JALT. 上の負担を軽減させました。地道なことですが、管理上の With the foundation we have laid in the past 諸問題に費やされる時間を減らすことは創造的作業にか ける時間を増やす事につながり、結果的には誰もがJALT two years in place, I look forward to helping THE LANGUAGE TEACHER: 36.4 • July / August 2012 73 The Language Teacher • JALT Focus • JALT NOTICES
と共に、又はJALTを通じて、とても有益な体験が出来る Statement of Purpose ことに なりま す 。 々がこの２年間に築いた土台を基に、地方及び全国規 My term as Vice President of JALT National from 模で、我々の重要な活動の中でより多くの方々と関わるこ 2010-2012 has provided me with an extensive とによって、日本に於ける語学教育の発展の基本的任務 understanding of our organization. The experi- を果たすために共に力を出せる様、 JALTが持っている ence and knowledge gained during my first term 潜在性を引き出す事に協力できるのを心待ちにしていま す。 as Vice President will enable me to better carry out the administrative responsibilities required of the office. I look forward to the challenges of ＜経歴＞ the next two years as Vice President and humbly 日本：東京医科歯科大学（2008~）・准教授、明治大学大 学院 会計専門職研究科（2008~）・非常勤講師、東京理科 ask for your support. 大学（1995~2008）/上智大学（1991~）・英語講師 私は長年、特定非営利活動法人全国語学教育学会の 会員であり、さらにこの二年間は副理事を担当いたしまし 米国：ロヨラシカゴ大学（1988~1991）・会計学講師 た。これまでの職務で養われた経験や知識は副理事とし ＜学位＞ ての責務を成し遂げるために、また、JALT組織 (特定非 オクラホマ州立大学・会計学経済学部、ロヨラシカゴ大 営利活動法人全国語学教育学会)の健全な運営を実践す 学・法学博士 るために有効であると思っております。 ＜JALT業務＞ 副理事の職位を切望しておりますので、ご支援を賜りま すようお願い申し上げます。 理事長（2010~12）、財務担当役員（2008~10）、東京支 部会員担当役員（2008~10）、内部監査コーディネータ ー、（2008）、財務運営委員長（2007~08）、支部財務代表 Director of Programs: Steve Cornwell （2006~07）、東京支部財務担当役員（2002~08） Statement of Purpose Vice-President: Nathan Furuya In my JALT service blurb Biodata you can see that I have volunteered for a variety of Work Record positions since 1994 when I • 1985 - present: Associate was asked to be conference Professor, Kansai Gaidai handbook editor for the University-Hotani, Nagoya Conference. The Hirakata, Osaka past two years serving as • 2002 - present: Director of Program have Part-time Lecturer, been full and rewarding! College of Science I have learned a lot and and Engineering, together with the conference team we have Ritsumeikan University BKC, Shiga accomplished a lot. For example, in the area of programming, we have been able to do some • University of Massachusetts-Amherst long range planning for future JALT conferences, • Teachers College, Columbia University have set in place an online conference feedback system (that had over 400 responses), JALT Service It is an honor to have been nominated and • 2002 Kyoto Chapter Vice–President if re-elected, I pledge to continue working on 2003 Kyoto Chapter Vice-President/Program the strategic long-term program planning that Chair has been begun. In addition to continuing long 2003 Kyoto Chapter President-pro tem range planning, I would like to explore how • 2004 Kyoto Chapter President JALT members might possibly be better served by the development of some “How to Present” • 2005 Kyoto Chapter President workshops similar to the popular and useful • 2006 National Election Committee Assistant- “How to Publish” sessions that Publications has Chair been doing for years. This is something that I • 2008 JALT Director of Membership was not able to do in the past two years. And I • 2010-present JALT National Vice President want to focus on supporting the month-to-month
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• Learner Development SIG Newsletter Co- JALTにおける経歴 Editor, 1997–1999 • 2010年 教師教育研究部会 共同コーディネーター • JALT Journal Additional Reader, 1996–2000 • 2009年 JALT全国大会 メイン共同議長 • 2005~2008年 JALT学会誌 編集長 • Publication Board Chair, 1996,1997 • 2004~2006年 ジェンダーと語学教育研究部会 共 • TLT Editorial Advisory Board, 1997–2010 同コーディネーター (present) • 2003年, 2007年, 2010年 大阪支部 Member-at-Large • Conference Inputter/layout, 1995 • 2003~2004年 JALT学会誌 副編集長 • Conference Proceedings Co-Editor, 1995, • 2000~2002年, 2009年~現在 JALT学会誌 編集委 1996 員 会メン バ ー • 1997~1999年 学習者ディベロプメント研究部会 ニュ • Conference Publications Editor, 1994–1996, ースレター共同編集 2002 • 1996~2000年 JALT学会誌 アディショナルリーダ • JALT Member since 1992. ー • 1996年,1997年 出版部局議長 略歴 • 1997年~現在 TLT 編集委員会メンバー • Temple UniversityにてInstruction, and Technology in • 1995年 全国大会ハンドブックデザイン・レイアウト Educationを専攻。教育学博士号(Ed.D)取得(2005)。 • 1995年, 1996年 全国大会プロシーディング共同編 • School for International Training にてESLを専攻。教 集 育学修士号(MAT)取得。(1995) • 1994~1996年, 2002年 全国大会出版物編集 • Virginia Tech University にてArts Administrationを専 • 1992年よりJALT学会員 攻。美術学修士号(MFA)取得 (1987)。 • Forest UniversityにてSpeech，Communication & Theatre Artsを専攻。修士号取得(1980) Director of Treasury: Oana Cusen • Liberty Baptist CollegeにてDramaを専攻。学士号取 Bio data: 得(1978)。 JALT Service • TESOL Inc.によりオンラインティーチング資格認定 (2006)。 • 2010 – present: Director • School for International TrainingによりTESOL of Treasury Certificate Trainer認定(2000-2001)。 • 2010: Internal Examina- • The New School for Social Research にてTESOL認定 tion Committee Chair (1991)。 (former Internal Audit Committee) 職歴（来日以降） • 2010: Pan-SIG 2010 • 1995年~現在 大阪女学院大学・短期大学教授 (2004年より教授） Treasurer • 2008~2009年 School for International Training 客員 • 2008 – 2010: Chapter Treasurer Liaison 教授 • 2009: Internal Auditor • 2007年~現在The New School for Social Research オン ライン 教 員 • 2007 – 2010: Kyoto Chapter Treasurer • 2005年3月，8月，2006年3月，2007年2月 BELTA（ダ • 2004 – 2006: Hiroshima Chapter Recording ッカ，バングラデシュ）教員トレーナー Secretary • 2006~2008年 National American University EFLオ • 2003 – present: National Member ンラインライティング教員 • 1996年~現在New School for Social Research 教員オン ライントレ ー ナ ー Work Record: • 1996年7~8月Winrock Foundation / China Agricultural • 2011 – present: Full-time lecturer, College University（北京，中国）EFL講師 of Science and Engineering, Ritsumeikan • 1993~1995年Language Institute of Japan（小田原，神 University 奈川）EFL講師 • 2010 – 2011: Part-time lecturer, College of Economics and Business Administration, Ritsumeikan University
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• 2008 – 2011: Part-time instructor, Doshisha I would very much appreciate your support in International Jr./Sr. High School this endeavor. • 2006 – 2009: Part-time lecturer, Katata Nurs- 現在私はJALT本部の財務担当理事として活動してい ます。財務担当理事としての責任は重大ですが、熱心で ing College 精力的な理事やJCOスタッフやチャプターやSIGオフィサ • 2006 – 2009: Part-time lecturer, Kacho Social ー達と共に働けたことを光栄に思っています。この２年間 Welfare College JALTの会計チームと共に、チャプター、SIG、全国会計の さまざまな課題に積極的に取り組んできました。 各支部 • 2004 – 2006: Instructor, Hiroshima YMCA の会計係と全国会計チームの連携の向上に努めるため Foreign Languages Academy Skypeトレーニングや会計ワークショップなどを導入しまし た。また、活動内容を明確にするためチャプター・SIGの会 計担当のマニュアルを作成しました。 Education Record: 私が財務担当理事に再当選した暁には会計チームと • 2009, 2010: Cambridge ESOL Certified Oral 共にJALTの健全な財政状態を維持し、さらなる改善に Examiner (YLE – CPE) 努めます。理事として最も重要な任務は各支部そして全 国チームのオフィサーのサポートをすることだと考えてい • 2008: MA in Language Education and ます。JALTメンバーに最良のサービスを提供するために Sociolinguistics, Ritsumeikan University も、明朗な会計管理に努めていきたいと思います。皆様の ご支援をお願い申し上げます。 • 2007: TESOL Certificate, UBC – Ritsumeikan Joint TESOL Program • 2007: Japanese Language Proficiency Test, Director of Membership: Judith “Buzz” Level 1 Green • 2006: BA in Linguistics, Hiroshima Univer- Professional Profile sity • Accomplished career • 2002: Japanese Studies Certificate, Osaka demonstrating success University of Foreign Languages as a TESL/TEFL Educa- tor and Administrator Statement of Purpose: at the elementary and secondary education The two years I have served as JALT Director of levels. Outstanding Treasury have been challenging but also very track record assuring rewarding, as I have had the chance to work student success. with an extremely dedicated team of directors • Experienced in building programs from the and other national officers, JALT Central Office ground up through proven competencies in staff, as well as Chapter and SIG officers. During developing curriculum and syllabus, project this time, I have been successful in working with and program management and staff devel- the JALT treasury team to streamline many of opment through educational seminars and the treasury procedures, both at national level demonstration lessons. and at Chapter and SIG level. I have worked to • Extensive background in developing and improve the communication between Chapter implementing programs for district wide and SIG treasurers and the JALT national team, EFL educational training for incoming ALTs by organizing Skype training meetings, and a and ELTs. Treasury Workshop. Also, we compiled a new Treasury Handbook, which details the duties of • Effective communicator with excellent Chapter and SIG treasurers. planning, organizational, and negotiation strengths as well as the ability to lead, reach If duly elected, I plan to continue working consensus, establish goals and attain results. hard with the JALT treasury team to maintain and improve JALT’s financial health. I consider that the main role of the Director of Treasury is Education to provide support for the other officers, both • 1982-1985 B.A., Theatre Studies, University national and local. I hope to continue to provide a clear financial picture, which will allow JALT to of Exeter, Exeter, England. provide the best possible service to its members. THE LANGUAGE TEACHER: 36.4 • July / August 2012 77 The Language Teacher • JALT Focus • JALT NOTICES
• 1979-1981 East Devon College of Further ing to an increase the number of students Education, Devon, England. through an 80% student renewal record. Assisted in the transformation of a small local school to one competitive with larger Certificates more regional institutions. • 1995 Certificate in English Language • EFL Teacher, Hampton Academy of English, Teaching to Adults (CELTA), Trinity College Nagoya, Aichi, Japan, 1989-1990—Gained London, London, England. Acquired pre- valuable experience as an entry level teacher service teaching credential focusing on language assisting more senior teachers and staff in awareness, methods, classroom management and most aspects of teacher responsibilities, lesson planning. including creating materials, organizing student events, assisting staff with instruc- Teaching Experience tional supervision and student placement. Achieved measurable success with students • Senior Assistant Language Teacher, Ibigawa through positive feedback in evaluations and City School District, Japan, 2001 to Pre- in-class observations. sent—Teach English as a foreign language at the Pre-School, Elementary and Jr. High School educational levels from classes of 5 Presentations students to 40. Increased student interest • Green, J. (2006), “Team teaching productive and levels in English language abilities by skills: A communicative activity.” Presented implementing a revised curriculum focusing at Japan Association for Language Teachers on communicative competencies. Received (JALT) Young Learner Mini-Conference, accolades from teachers and staff for enhanc- Gifu, Japan. ing the success of students studying within • Green, J. Phonics – April 2012. Presented the new framework. Supervise and organize at Himeji JALT. Activities explored to bring all aspects of ALT/ELT instructional leader- phonics into your classroom. ship and evaluation, including both foreign and Japanese instructors. Workshops • Head Teacher, Millers English School, Aichi, Japan, 1999-2000—Directed all aspects of the • Green, J. ( 2011 ) Membership Chairs school operations, including the develop- Workshop. Presented at the June EBM. ment of course materials for all classes, • Green, J. (2009), “Making New Friends.” arranging the academic calendar, staff Presented at Seino Board of Education, selection, staff training regarding classroom Ibigawa, Japan. management and teacher development. • Green, J. (2008), “Traveling Around the Managed and coordinated all school events World.” Presented at Seino Board of Educa- including social as well as academic func- tion, Ibigawa, Japan tions. • EFL Lead Teacher, Ocean Global Network, Professional Affiliations Konan, Aichi, Japan, 1996-1998—Taught all levels of EFL with a primary focus on young • Member, Japan Association for Language learners. Instrumental in the development Teaching (JALT) Gifu Chapter, 2005-Present. of the curriculum, syllabus and materials for the pre-school program. Consistently met/ Leadership exceeded yearly progress goals for students in the program. • Director of Membership, 2010 to 2012 • EFL Teacher, Creative English School, • Membership Chair, JALT Gifu Chapter, 2006 Ichinomiya, Aichi, Japan, 1991-1994—Taught to 2010. all educational levels from young learners to • Conference Publicity Board Member, JALT adults garnering student satisfaction lead- National Conference Executive Planning 78 THE LANGUAGE TEACHER Online •
Committee, 2010 済みで、現場経験に根ざした教育計画作成について も豊富な経験を持つ。 • Gifu Chapter Representative, JALT National • 新任の外国語指導助手や英語指導者向けに、学区 Executive Board (EBM), 2007-2010 全体のEFL教育訓練プログラムを開発して実施する • Advisory Board Member, JALT National など、幅広い経歴を有する。 Chapter Grants Committee ( 2007 ) • 指導力を発揮して、合意形成を行い、到達点を設定 して、成果を出すといった能力に加え、優れた計画 • Advisory Board Member, JALT National 力、組織力、交渉力を持つなどコミュニケーション力 Membership Chairs Committee (2008) に優れる。
Statement of Purpose 学歴 I have been an active member of JALT for 7 • 1982-1985年：イングランドのExeterにあるExeter大学 で演劇研究の学士号取得 years. For the last 2 years I have been the Direc- • 1979-1981年：イングランドDevonにあるEast Devon大 tor of Membership. 学 As Director of Membership, I have worked to successfully update the Membership Handbook, 資格 conducted a workshop for Membership Chairs, 1995年イングランドのLondonにあるLondon Trinity College helped to update the Excel membership files, でCELTA取得。CELTA：言語への気づき、教授法、クラス improved the JALT domestic promotion kit, 管理、教案作りに焦点を当てた教授資格。 conducted an outreach to the JETS and devised a 5 Year Membership Campaign. 英語指導経験 I believe that as JALT Director of Membership I • 上級外国語指導助手：2001年から現在まで日本(岐 can consolidate on the work I have already done 阜県)の揖斐川学区にて and make a difference by helping all the chapters • 幼稚園、小学校、中学校レベルで5人から40人規模 to increase their memberships, with practical のクラスで英語を教える advice encouraging the exchange of new mem- • 伝達能力に焦点をあてた改正カリキュラムを実行す bership gathering ideas. る事によって、学生の英語への興味とレベルを高め た。新しい構想で学習する事で生徒の成功を高めて Personally, I am a hard worker who believes 教師やスタッフから賞賛を受けた。 strongly in JALT and it’s commitment to teach- ers. I have been a teacher, educational adminis- SLT/ELTの日本人、外国人、両方の教育上のリーダーシッ trator and teacher trainer for 20 years in Japan プと評価に関する管理と企画 with experience in many different school sys- • 主任教員：1999年〜2000年まで愛知県のMillers tems. I believe that this experience will be very English Schoolにて useful as I work towards the coordinating of new • クラスの教材、年間カレンダーのアレンジ、教員選 affiliates and help them build their relationship 考、クラス管理と教員教育など学校運営に係るあら with JALT. ゆる役割を任された。 I hope you will consider giving me another 学校内外の行事の運営と調整 2 years in the post of Director of Membership when you cast your vote at the next national • EFL指導教員：1996年〜1998年まで愛知県江南市の Ocean Global Networkにて elections. • EFLのすべてのレベルを教えた。就学前の生徒のプ Yours Sincerely, J. Buzz . Green ログラムのためのカリキュラム、教授細目、資料の作 成に尽力。した ジュディス グリーン • 一貫してそのプログラムにおいて、学生の年間目標 職業プロフィール に達成した。 • 初等/中等教育レベルのTESL/TEFL教育者・運営管 理者として成果を出すなど熟練したキャリアを有し、 EFL教員：1991年〜1994年まで愛知県一宮市のCreative 生徒の語学学習の成功を請け合う顕著な足跡を残し English Schoolにて ている。 • 受青少年から成人までのすべてのレベルを教えた。 • カリキュラムやシラバスの開発、研究計画や学習計 その80パーセントが再講する記録を出した。 画の管理、教育セミナーや公開実地授業を通したス • 小さな学校が大きな学校に競合できるように変革を タッフの能力開発、などにおける能力の高さは証明 支援した。 THE LANGUAGE TEACHER: 36.4 • July / August 2012 79 The Language Teacher • JALT Focus • JALT NOTICES
強い信頼を置いており、これまで20年にわたって日本で、 EFL教員：1989年〜1990年まで愛知県名古屋市の 英語教員、教育管理者、教授訓練指導員としてさまざま Hampton Academy of Englishにて な学校システムでの経験を培ってきた。この経験は、新し い加入者の間に調和をもたらし、彼(女)らがJALTとの関 • エントリーレベルの教師として先輩教師を通して、教 係を築くのを手助けするうえで非常に有効だと考える。 師の責任、教材の作成、行事の計画、生徒の配列な どでスタッフ援助などの有意義な経験を積んだ。 次期選挙で投票される際には、私を次の２年間、会員 担当理事の職務にご推挙いただけるようお願い申し上げ • 評価とクラス内の観測の素晴らしい反応を通して、生 る次第である。 徒に対するかなり大きな成功を収めた。 J.B. Green
学会発表 「言語生産技術のティームティーチング：コミュニケーショ Auditor: Caroline Lloyd ン重視の活動」と題してJALT岐阜支部における若い学習 JALT Service 者に関する会合で発表(2006年) 音声学–2012年4月 姫路支部にて発表 • 2010-2012 National 授 業にフォニックスを取り入 れる活 動 Auditor • 2008-2010 National ワークショップ発表 JALT President • メンバーシップ役員のためのワークショップを６月の EBMにて開催（2011年） • Hiroshima Chapter • 「新しい友だちづくり」と題して揖斐川町の西濃教育 President for 10 years 委員会で発表(2009年) between 1998-2008 • 「世界を旅する」と題して揖斐川町の西濃教育委員 • 2004/05 4C Coordinator 会で発表(2008年) • 2000-2003 Hiroshima Chapter Vice President
• Hiroshima Chapter Web Editor 2002-2003 専門団体所属 • JALT岐阜支部会員(2005年〜現在) • Hiroshima Chapter Programme Chair 3 years between 1997-1999 指導者経験 • 1996 National Conference Handout Center • 会員担当理事 (2010〜2012) • 2007/2008 National Conference EME 私のJALT歴 • 会員資格管理担当(JALT岐阜支部にて2006〜2010) 2010年―2012年 全国監査 • 広報会議委員(JALT Nationalの執行企画委員2010 2008年―2010年 全国会長 年) 1998年―2008年 広島支部会長 • 岐阜支部代表(JALT National執行会議にて2007 年〜2010年) 2004年―2005年 ４コーナーツアーコーディネーター • 諮問会議委員(JALT National奨学金委員会2007年) 2000年―2003年 広島支部副会長 • 諮問会議委員(JALT National会員資格委員会2008 2002年―2003年 広島支部ホームページ担当役員 年) 1997年―1999年 広島支部ﾌﾟﾛｸﾞﾗﾑ担当役員 1996年―全国大会資料管理担当 志望理由書 2007年・2008年 全国大会教材展示担当 私は7年間JALTの会員として意欲的な活動を行ってき た。この２年間はJALT会員担当理事を務めた。JALT会 Work Record 私の職歴 員担当理事として、メンバーシップ役員用のハンドブック の改訂、メンバーシップワークショップの開催、エクセルの • 2005 –present Vice Principal Hiroshima メンバーシップファイルの更新、JALTの国内用プロモーシ YMCA International Kindergarten ョンキットの作成、JETSへの支援活動、５年間会員キャン 広島YMCA国際幼児園副園長 ペーンなどに取り組んできた。 私はJALT会員担当理事として、今まで行ってきた仕事 • 2005-present West Japan YMCA Coordina- をさらに強固なものとしつつ、新会員を集めるためのアイ tor/Teacher trainer デア交換を促す具体的な助言を得ながら、すべての支部 西日本YMCAｺｰﾃﾞｨﾈｰﾀｰ・ティーチャートレーナー を援助して総会員数を増加させることが重要だと確信し • 2004 Hiroshima Institute of Technology ている。 attached High School 私個人は勤勉な質で、JALTやJALTが行う教員支援に 広島工業大学付属高等学校
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• 2006-present School owner Bluestone Studio have acquired over the last two years to help the ブルーストーン・スタジオオーナー organization continue to run smoothly. • 2008-present Owner JB Consulting including 私は過去２年間、監査としての職務を務めました。そ Jellybeans Educational Materials ジェリービ ー の職務中に、ＪＡＬＴ（全国語学教育学会）のあらゆる部 ンズ教材及びＪＢコンサルティングオーナー 分を知る事ができ、非営利団体全国語学教育学会の働き と定款を理解する事ができました。 • Part-time teacher Hiroshima Jogakuin Uni- 監事の働きは役員により執行されるすべての活動から versity, Hiroshima Dental Hygienist College 完全に分離し、非営利団体全国語学教育学会としての観 広島女学院大学・広島高等歯科衛生士専門学校非 点から検証する事であり、進言の方法はあくまでも、会員 常勤講師 が信頼する役員ですから、常識ある態度で行われる事も • 2003-present Chief Coordinator Hiroshima 大切だと考えます YMCA School of Languages もう2年間の任期を再選されましたら、過去2年間の経 広島YMCA外語学院チーフコーディネーター 験から得た知識を持って、経験を生かし、この学会のスム ーズで安定した継続的な成功の為に監事として、務めさ • 1997-2003 Hiroshima YMCA International せていただきたいと思います Business College Head of Department 広島YMCA国際ビジネススクール主任 Director of Public Relations: Michael • 1988-1997 Hiroshima YMCA School of Stout Languages Coordinator Junior/Senior High 広島YMCA外語学院中高生学科コーディネーター Work Record • 1986-present Teacher at Hiroshima YMCA 2007-Present English Lec- School of Languages turer, Toyo Gakuen Univer- 広島YMCA外語学院専任講師 sity; 2007-Present Part-time • Cambridge Examination examiner English Lecturer, Shibaura ケンブリッジ英検試験官 Institute of Technology; • TOEFL Assistant Supervisor for 15 years 2006-2007 Part-time Eng- TOEFLテストアシスタント監督者（１５年間） lish Lecturer, Takushoku University; 2003-2007 Education Record 私の教育歴 English Teacher, Kanto International Senior High School; 2001-2003 • Junior/Senior High Teacher’s License Assist. Coordinator/English Teacher, Universal Hiroshima Prefectural Board of Education 中学校補助教員免許（広島県教育委員会） Language Institute; 1997-2001 Assistant Trainer/ English Instructor, Nova. • Teaching Certificate Sheffield Hallam University 教育資格（シェフィールド・ハラム大学） Education • BA Education Central Pacific College 2003 Master of Education (TESOL). Temple 教育学学士号（セントラル・パシフィック大学） University. Tokyo, Japan; 1993 Bachelor of Arts (English). University of Windsor. Windsor, Statement of Purpose Ontario, Canada. Over the past two years I have had the privilege of serving as the National Auditor of JALT. Dur- JALT service ing that time I have been able to gain a deeper 2010-Present JALT Director of Public Relations; understanding of the inner workings of NPO 2010-Present JALT Publications Board Member; JALT and its constitution. 2007-2009 JALT National Domestic Affairs Com- I know and understand that as the auditor I mittee Chair; 2005, 2006 JALT National Confer- must take a neutral stance in order to focus on the ence abstract vetting committee; 2004, 2005, 2008, business conducted by the directors, to inspect the 2009 JALT National Conference Proceedings assets of NPO JALT and to present my opinions to Editorial Advisory Committee Member; 2004- the directors regarding the manner in which they 2005 Omiya Chapter Programme Chair; 2004 are exercising the responsibility with which we JALT National Conference Handbook Proof have entrusted them. If elected for two more years Reader; 2002-2004 Omiya Chapter President; I will be able to apply the knowledge and skills I 2001-2002 Omiya Chapter Recording Secretary. THE LANGUAGE TEACHER: 36.4 • July / August 2012 81 The Language Teacher • JALT Focus • JALT NOTICES
Statement of Purpose JALT service As JALT Director of Public Relations, I • 2010-present: Coordinator, Critical Thinking have gained a broad understanding of our SIG organization. With this knowledge and • 2008-present: Program Chair, Fukui Chapter experience I am able to assist Chapter and SIG Statement of purpose Publicity Chairs better, and set specific goals for increasing and improving the number and In four short years, I have been more than happy quality of JALT’s relationships with organisa- to consider myself a part of JALT, as a member of tions related to language teaching and learn- its rank and file as well as an observer of its inner ing. I’m keen to meet the challenges of another workings. From 2009, I have worked with Aleda term as Director of Public Relations and humbly Krause, the current Director of Records, and ask for your support. other members of the Records and Procedures 所信表明：私は長年、特定非営利活動法人全国語学 Committee. In that time, we have worked togeth- 教育学会の会員であり、さらにこの二年間は会広報担当 er to approve the constitutions of nearly every 理事を担当いたしました。これまでの職務で養われた経 chapter and SIG in JALT, a minor but necessary 験や知識は広報担当理事としての責務を成し遂げるため task to allow JALT to function as an NPO. に、また、JALT組織 (特定非営利活動法人全国語学教育 学会)の健全な運営を実践するために有効であると思って As a candidate for Director of Records, I bring おります。広報担当理事の職位を切望しておりますので、 experience from both chapter and SIG perspec- ご支援を賜りますようお願い申し上げます。 tives. As Program Chair of Fukui Chapter, Coordinator of the Critical Thinking SIG, and Director of Records: Roehl Sybing participant of almost every Executive Board Work experience in Japan Meeting since November 2008, I have been given a wide variety of responsibilities in my brief time • 2012-present: English as a member of JALT. My hope is to continue instructor, Toyo Gakuen the important work currently undertaken by the University (Nagarey- current Director of Records. Maintaining the vast ama, Chiba) historical record of JALT conferences, meetings • 2011-2012: English and discussions is a necessary task to guide our instructor, Tokai policies for the future. Thankfully, Aleda Krause University (Hiratsuka, has done an excellent job in establishing this Kanagawa) record. My responsibility, if given the chance, • 2009-2012: English will be to add to this record and include its teacher, Kanto Interna- insight in our organization’s decision-making tional Senior High School (Shibuya, Tokyo) process. With the guidance of all my fellow JALT members, I look forward to this opportunity of • 2009: English teacher, Watanabe English serving you and this organization for the next School (Fukui City, Fukui) two years. • 2008-2009: English conversation teacher, ２００８年からのJALTへの参加は面白く、自分のキャ AEON (Fukui City, Fukui) リアのためにも大切な経験です。３年半もの間書記担当 理事と他のJALT役員と一緒にチャプターとSIGの定款を • 2004-2006: English conversation teacher, 更新し、福井支部とクリティカルシンキングSIGの役員と GEOS (Yokohama, Kanagawa) して、JALTでいろいろな事を行い、学ぶ事もできました。 全ての経験から、次の書記担当理事として、私はJALTと Education JALT会員によく仕えると思います。 Aleda KrauseはJALTの史的記録を作ったから、全ての • 2006-2008: Master of Arts, TESOL and JALT会員に感謝されています。書記担当理事として、私 Foreign Language Education, New York はこの史的記録を守って、JALTのために使えます。私にと University って大きなチャレンジですが、他のJALT役員の指導と会 員の支持から、書記担当理事としてよく頑張りますので、 • 2000-2004: Bachelor of Arts, Politics, New どうぞよろしくお願いいたします。 York University
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authors and reviewers, working with authors Positions available to help them improve promising manuscripts, JALT Journal Associate Editor editing the Perspectives section of JALT Journal, The JALT Publications Board invites applica- and assisting the Editor as required. As Editor, tions for the position of Associate Editor of JALT duties increase to include editing feature articles Journal. The Associate Editor will work with the and the research forum submissions, overseeing Editor to produce the journal. After being recom- all other sections, working with the Journal mended by the Publications Board and approved Production Editor and the layout company, and by the JALT Executive Board, the successful guiding the future of JALT Journal in accordance applicant will serve as Associate Editor for 1 with JALT policies. to 2 years before serving as Editor for a similar Candidates should submit the following period. The successful applicant will have the application materials by email attachment. The following: deadline for applications is August 15, 2012. 1. Previous editorial/referee experience. Recruiting will continue until the post is filled by a suitable candidate who is acceptable to the 2. Ability to meet deadlines and handle cor- Board under the expectations elaborated above respondence professionally. (Points 1 through 8). 3. A sound background in language education 1. A curriculum vitae, including a complete list or a related field. of publications 4. A master’s degree or higher in language 2. A statement of purpose indicating both why education or related field. you would like to become Associate Edi- 5. Seven or more years of experience teaching tor (and later advance to Editor) and your language, at least two of which have been in qualifications Japan. 3. Copies of five publications of which some 6. Current residency in Japan and definite should be recent intention to maintain such residency for the Application materials should be sent to both period of expected service to JALT Journal. the Publications Board Chair, Ted O’Neill 7. A record of publications in competitive
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The LD SIG forum at the 2012 Nakasendo Learner Conference in Urawa, Saitama, offered an interesting space for SIG members to share a Development variety of ideas on teacher and learner develop- ment. Since December 2011, members of the LD SIG forums: SIG in the greater Tokyo area have been meet- ing on a monthly basis, discussing ideas, and Networking and beginning to do small-scale research projects in the following learner development areas: col- learning together laborative learning, language learning strategies, self-assessment, and vocabulary development. by Andy Barfield, Darren Elliott, At Nakasendo, participants from the Tokyo get- Bill Mboutsiadis, Rob Moreau and togethers set up display stations for people to Jim Ronald, Learner Development learn more about what the groups were working website:
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In 2012, part of what being in the Learner it presently enjoys in most quarters within Development SIG means is having many op- SLA research. Here in Japan, vocabulary has portunities to be actively involved in local SIG received more attention in the classroom thanks get-togethers, small-scale research projects, to ongoing practical research by the likes of Paul different publication projects, and collaborative Nation among others. However, considering forums. Through such active involvement, we these points and that mindful pedagogy requires can network, learn together, and grow. If you’re teachers to assess students’ needs (Brown, 2007) interested, please come along to a Learner it is strange that so few university lecturers have Development SIG forum this year. We’d also be only the slightest idea of their students’ vocabu- delighted to see you at the SIG’s 20th anniver- lary size. As a result of this and the amazing lack sary retreat/conference in 2013. You will always of reliable published literature on the subject, we be welcome. (Thomas Rush, Nicholas Hogg, and I) decided to apply for one of the three annual JALT research grants to assist university lecturers in Japan Assist your students make informed estimates of their students’ vo- cabulary size. To do this, the average vocabulary by knowing their size of various class types will be established and the relation between vocabulary size and tests vocabulary size and scores will be determined. Table 1 shows the class types for which average vocabulary sizes participate in JALT- will be established. Within each of the student groupings, it is funded research hoped that ten classes, all from different depart- ments, will sit the test and if possible, each by Stuart McLean, Temple University department will be from different universities. Japan, Student Along with establishing average vocabulary scores for each of the above groups, correlations between vocabulary size and individual hensachi For many years various language teaching scores, TOEIC scores, and TOEFL scores will be approaches have ignored the importance of investigated. vocabulary (Meara, 1980; Zimmerman, 1997). However, the appropriately entitled Vocabulary Nation & Beglar’s (2007) Vocabulary Size Test acquisition: A neglected aspect of language learning (VST), which was Rasche validated by Beglar by Paul Meara (1980) helped start vocabulary in 2010, will be the testing instrument used to on the long road towards the central role that measure students’ vocabulary. Sections repre- senting the first 8000 words will be used, result- Table 1. Japanese university student populations which are being investigated.
Hensachi 1st years 2nd years 3rd years 4th years >60 10 classes 10 classes 10 classes 10 classes English majors 45-59 10 classes 10 classes 10 classes 10 classes <45 10 classes 10 classes 10 classes 10 classes >60 10 classes 10 classes Humanities 45-59 10 classes 10 classes majors <45 10 classes 10 classes >60 10 classes 10 classes Science majors 45-59 10 classes 10 classes <45 10 classes 10 classes *Hensachi is a score assigned to all university departments established by averaging students’ na- tional ability test scores. THE LANGUAGE TEACHER: 36.4 • July / August 2012 87 The Language Teacher • JALT Focus • GRASSROOTS
ing in the test taking 40 minutes to complete. second language vocabulary instruction. In J. There are paper-based and online versions of the Coady and T. Huckin, (Eds.), Second language same test. If assisting teachers wish to use the vocabulary acquisition (pp. 5-19). Cambridge: paper version of the test, tests will be sent with a Cambridge University Press. stamped self-addressed envelope. Once tests are completed, returned, and marked by us, assist- ing teachers will be informed of their individual Life after Japan: students’ VST scores. At no time will student names, university names, or department names Teaching in Chile be used in the research. If assisting teachers choose the self-marking online version of the by Paul Doyon, Visiting Professor, test we will send the web address for the online Universidad Catolica del Norte, test and a class specific password. Students sit Antofagasta, Chile, the online test and assisting teachers are emailed
THE LANGUAGE TEACHER: 36.4 • July / August 2012 89 The Language Teacher • JALT Focus • GRASSROOTS
of Santiago here in Chile. He interestingly asked I would assume that this applies for teachers her if she was using her cell phone excessively too, since if the teachers themselves are not able and whether or not she had WiFi in her home. to think critically, then how can we expect them to The latter doctor seemed to be more aware of be teaching our students to do so. Unfortunately, such information and was perhaps able to make I have heard too many teachers use the term a more informed diagnosis. critical thinking in what seemed to me an empty Recently I got into a debate with a colleague platitude without knowing what the term actually of mine who firmly believed that one must put meant. Another colleague, who was seemingly quotation marks around block quotations and castigating me (erroneously I might add) for that block quotations must always be preceded supposedly not teaching critical thinking skills, by a colon without appreciating why we have was insisting on another occasion that it was such rules in the first place and then discerning enough to just teach students to (mindlessly) obey when, and when not, they may apply. the rules without having to teach them why we have these rules in the first place and why there In the first situation we have an unsuspecting would also be exceptions to these rules. I argue trust in authorities (and the tests they give) and on the contrary that by teaching students to be in the second an unquestioning compliance to mindful of the reasons why we apply certain rules the rules we have inherited. In both cases we can in language, and their exceptions, we are in fact detect an obvious lack of discernment. teaching students to employ and develop discern- In the area of language teaching, there have ment, which I also argue here is an extremely been times when either the grammar-translation important constituent of the ability to think criti- approach, the audio-lingual approach, or some cally. Furthermore, these skills would most likely other approach to teaching were the undisputed also be transferred to other areas of their lives and methodologies to be blindly followed and for a student body trained to collectively think in a one to veer from or question their doctrinaire critical fashion by using discernment and other ways was to seemingly commit a cardinal sin. I critical thinking skills, would turn into a critical have even heard from teachers who have taken populace, and consequently, a more democratic one of those one-month CELTA courses and and rational one in my opinion. who were forced to teach strictly in line with Unfortunately, that is not presently the case. what Communicative Language Teaching (CLT) I would dare to argue that at present what we dictates—and while I am not adverse to CLT have, for the most part, is a mindless populace methodology, I am opposed to treating it like a trained to obey and regurgitate information in religion and believe that an informed eclecticism school, and as adults end up believing and regur- is definitely the best methodology. Hence, as the gitating what is heard and read from corporate adage goes, we must teach our students “how controlled media outlets in what I would claim to think and not what to think” and this would is a form of trickle-down psychopath emanating logically comprise the act of being mindful and from the top 1% of the population. questioning the answers we have been handed. The Language Teacher needs you! If you are interested in writing and editing, have experience in language education in an Asian context, and are a JALT member, we need your help. TLT is currently recruiting proofreading and editorial staff. Learn a new skill, help others, strengthen your résumé, and make a difference! If you would like to join our team, please contact the editors:
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n this essay for Outreach, Jonathan Gill shares anecdotes from his experiences of learning I German and Japanese as foreign languages. He has received instruction from Japanese, German, French, Polish, and English nationals, but argues that interacting with native-speaking Gill tries out the TPR method people outside the classroom is what changed him from being an “Englishman trying to speak I began learning the German language at high German” into an ”Englishman who confidently school in 2002. For five years I used textbooks spoke German.” He contrasts the conventional and repetitive learning methods. There were 25 language teaching methods he was exposed to students in the class. The teacher would ask each at the University of Central Lancashire with the student the same question. In the very begin- task-based language learning method he tried ning it would be something like, “What is your on his own while studying abroad. This method name?” or “How old are you?” If you had been th gave him the click he needed to reach fluency. listening, by the 25 person the question and its answer would be firmly set into your memory. We also played language based games. By late 2007 we were composing 1,500 word reports The arguments for in German. We even took a trip to Germany to practise what we had learned. When I entered task-based learning university my knowledge of the German language grew even further, and I perfected my Jonathan Gill German grammar. However, after all those years University of Central Lancashire there was still something missing. The textbooks and the teaching methods that helped me to THE LANGUAGE TEACHER: 36.4 • July / August 2012 91 The Language Teacher • JALT Focus • OUTREACH
become almost fluent had made me an English- that’s how I’ve been nurtured throughout my man trying to speak German, not an Englishman education. who confidently spoke German. The task-based learning method is the learn- This confidence level changed when I went ing of a language through carrying out tasks to live in Germany in 2011. I found a job as a in everyday life situations. For example, when gardener for a park in the countryside. Living going to a supermarket to buy fruit in a foreign in a village with a population of 400 people, I language, beforehand we should learn the neces- met only one speaker of English. My colleagues sary vocabulary for the fruit we want to buy, spoke no English. During my time there the to ask the shopkeeper where it is in the shop, only language learning book I ever used was a and for how much it costs. Once we leave the dictionary. The job immersed me into a purely classroom, we might be surprised by the need for task-based learning environment. At home, I additional language. When at the till, you could would look up words I didn’t understand from be asked if you have a point card or whether the day or if there was something to do the you would like a bag and a receipt. All of this next day that I was unsure of, I would look up additional experience helps to improve your the lexis. Language was learnt through context understanding of the way language is processed and the tasks someone would ask me to do. By in the mind. Through situation and context, you the end of my stay, the everyday language had will subconsciously improve your language and clicked and I had confidently reached my final understanding. The next day you may go back destination of fluency in German. to the shop to buy vegetables and each time you Before coming to Japan, I learnt Japanese go, the situation and language becomes clearer through repetitive structures and independent and clearer. Another good example of task-based composition. I would be given a sentence and learning is when we visit foreign countries for a then told to compose a series of other sentences holiday and we don’t speak the language. If you using the same grammar. The teacher would ask spend around 2 weeks there, through experi- everyone in the class the same question. At the ences, you should at least be able to say thank University of Central Lancashire we would also you. This is why many British people can ask for be given sentences in English to translate. a coffee or a beer in Spanish, but when it comes to saying anything else they have no idea. Task- I remember the shock of being able to un- based learning can also be described as learning derstand very little on the first day I arrived by doing. in Kagoshima. Five months later, my Japanese listening and speaking skills had improved So the argument is: has my Japanese improved by 100 percent, confirming my belief that the rapidly because of what I’ve studied in class, or best way to learn a language is through living is it due to my experiences in everyday life such in the country in which it is spoken. You can as talking with friends and tasks such as going to learn something in class and then walk right the supermarket to buy fruit? outside the door and use it. Fluency is quickly The traditional Japanese way of teaching acquired through constant conversation. The English is through textbooks and materials. Is way I learned Japanese completely changed. this effective? I often find that many Japanese I am now learning in a traditional Japanese young people are good at writing English and way, in terms of education, at the International when spoken to, they understand the English University of Kagoshima. It is understandable that they have learnt either at university or from that English can’t be used in the class. Each day, their high school days. However, when it comes I use a different textbook needed for a different to a conversation, they lack the skill because they skill and when it’s finished I go buy the next one. haven’t been taught that way. Often they will The heart of my learning is a Japanese course be told to tick the right box in the textbook or for non-native speakers in which I study with insert the right word into the text and then move people from China, Canada, Latvia, and Eng- onto the next thing. No real task is involved. The land. The same method does not suit everyone. work is corrected or praised and then they move Personally, I prefer repetitive learning because onto the next grammar point and the previous
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SIGs at a glance …with Jennie Roloff-Rothman Key: [ � = keywords ] [ & = publications ] [ To contact the editor: = other activities ] [ = email list ] [ ^ = online forum] Note: For SIG contacts & URLs, please see JALT’s
articles about resources and experiences avail- conference attendees. We would especially like able to bicultural families. The SIG also works to publicly acknowledge the great talks given by with various chapters to hold local events. The our keynote speaker, Dr. Stephen Bax and our SIG’s annual forum and banquet at the national plenary speakers, Lance Knowles and Dr. John conference provide an opportunity for members Brine. A special post-conference issue of The JALT to network with other bilingual families. Further CALL Journal on the topic of “Beyond CALL: information at
[ � technology, computer-assisted, wireless, online learn- Extensive Reading ing, self-access ] [ & JALT CALL Journal Newsletter—3x year ] [ Annual SIG conference, regional events and work- [ � extensive reading, extensive listening ] [ & ERJ—3x shops ] [ ] [ ^ ] year ] [ Annual ER Seminar ] JALTCALL 2012 was a wonderful conference and The JALT Extensive Reading SIG is pleased to we would like to thank all the presenters and announce the Fifth Annual Extensive Reading
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Seminar, Extensive Reading: Research and Practice. Global Issues in Language Education Plenary addresses from Dr. S. D. Krashen and Junko Yamanaka. The conference will be on July [ � global issues, global education, content-based language 1, 2012 at Sugiyama Jogakuen University, Na- teaching, international understanding, world citizenship ] [ goya, Japan. Please follow the website link from & Global Issues in Language Education Newsletter—4x year the ER SIG page on the JALT website
THE LANGUAGE TEACHER: 36.4 • July / August 2012 95 The Language Teacher • Column • SIG NEWS
Junior and Senior High School The Learner Development SIG is a lively, friendly, and growing network with about 180 [ � curriculum, native speaker, JET programme, JTE, ALT, members around the world who have an interest internationalization ] [ & The School House—3-4x year ] in exploring and researching practices that help [ teacher development workshops & seminars, net- develop autonomous learning and teaching. working, open mics ] [ ] We are also interested in socio-cultural theory, The School House, the JALT Junior and Senior High critical approaches to teaching and learning, School SIG Newsletter, is accepting submissions group dynamics, literacy development, and for its next edition. We are looking for research ar- other interdisciplinary spaces that teachers and ticles related to EFL theory or pedagogy, technol- learners may navigate. ogy articles, lesson ideas, conference reviews, and We welcome the participation of teachers from anything else that pertains to teaching English diverse teaching contexts (other than univer- in Japanese junior and senior high schools. All sity) including elementary school, junior high submissions and/or inquiries should be made to school, senior high school, distance learning, Robert Morel at
96 THE LANGUAGE TEACHER Online •
Literature in Language Teaching Materials Writers
Literature in Language Teaching (LILT) SIG [ � materials development, textbook writing, publishers and recently formed to encourage and promote the publishing, self-publication, technology ] [ & Between the use of literature in the language classroom. Keys—3x year ] [ JALT national conference events ] Appropriately chosen literature provides real [ ] [ ^ ] content, to engage and motivate our language The Materials Writing SIG was established with students. The literature itself provides a ready- the purpose of helping members to turn fresh made context for learning that is so often lacking teaching ideas into useful classroom materi- in our EFL situation. als. We try to be a mutual assistance network What is ‘literature’? How to choose appropri- offering information regarding copyright law, ate literature for our students? How to devise ap- sharing practical advice on publishing practices propriate curricula? What activities to use? How including self-publication, and suggesting ways to effectively assess student learning? These are to create better language learning materials for some of the questions members discuss and seek general consumption or for individual classroom to answer in our inaugural SIG publication, The use. Journal of Literature in Language Teaching. Other Language Educators Literature in Language Teaching (LiLT) SIG – is co-sponsoring “Effective English Language [ � FLL beyond mother tongue, L3, multilingualism, second Teaching: The Never-Ending Challenge” held foreign language ] [ & OLE Newsletter—4-5x year ] at Kansai University of International Studies [ Network with other FL groups, presence at con- (KUIS) in Amagasaki, Hyogo. This event is also ventions, provide information to companies, support job searches and research ] co-sponsored by JALT’s Osaka and Kobe Chap- ters; the Research Institute for Communication OLE has published OLE NL 61 and 62, and the and the Department of English Education at OLE-at-JALT- 2011 Compendium. NL 61 discusses KUIS; and Cengage, Pearson, and OUP publish- Chinese LL strategies. OLE 62 contains ample ers. The objectives of this annual mini-conference information for the OLE-sponsored JALTCALL are to identify and confront common challenges and PanSIG 2012, and the JALT2012 theme in and to strengthen our network of language French, Spanish, Chinese and German for our teachers. This year’s Plenary Speaker is literature OLE colleagues. Order free copies from the OLE expert Paul Hullah of Meiji Gakuin. For more coordinator at
THE LANGUAGE TEACHER: 36.4 • July / August 2012 97 The Language Teacher • Column • SIG NEWS
incorporate pragmatics concepts into classroom Study Abroad activities. See the SIG website at
98 THE LANGUAGE TEACHER Online •
TED and Shizuoka JALT hosted a successful に募っています。日ごろの活動として子どもに英語を指導 するアイデアや疑問を交換する場であるメーリングリスト mini-conference “EFL Teacher Journeys” on
GIFU—Vocabulary: Meaning, form, pronun- …with Gary Wolff ciation, and beyond by Brad Deacon, Nanzan To contact the editor: University, Seto. In a well-balanced language
also talk about some practical issues, including ous ways to incorporate music and rhythm into cultural differences between TEFL by Japanese varied classrooms will transform this presenta- teachers and TEFL by native teachers. Sun 8 Jul tion from one to listen to into one to explore 14:15-16:20; Shinonome High School Kinenkan 4F; with your own students. A toe-tapping lesson One-day members ¥1,000. will get us in the mood to add music into next week’s lesson plan. Sun 8 Jul 14:00-17:00; Sakuragi Kominkan, JR Omiya Sta. west exit;
improving English language pronunciation. This …with Tara McIlroy was an educational and interactive session. To contact the editor: Reported by Wayne Malcolm
activities which could transfer to almost any establishing a reading syllabus including fund- classroom. These included mimes and acting, ing and which books to choose. The grading of which emphasized the importance of gestures in books varied between publishers but a good rule communication. She outlined four categories of of thumb was that if you struggle with 5 or more communication, verbal and non-verbal, visual, words on a page you should choose another and written. We then discussed the importance book. In the concluding session assessment of communication in the workplace and the methods were outlined including book reports lack of communication which has led to several and online assessment. The presentation was problems in our working environment. There are both interactive and informative. four key elements in effective communication, be Reported by Brent Simmonds clear, be concise, be respectful and be encourag- ing which would improve our working relation- GUNMA ships. In our concluding discussion we decided : April—Teaching in a Japanese junior that in our workplaces, the opposite is some- high school by Kaitlin Kirby and Chiharu Take- times the case, indirect can be direct, concise can bayashi. Over the past 25 years, team teaching be lengthy, and that cultural problems and differ- has become an essential part of the English class- ences can lead to conflict. We sometimes forget room in Japanese junior high schools. Combining to make allowances, rephrase positively, and their different abilities and strengths can allow read the situation effectively. Robson concluding ALTs and JTEs to teach more effectively. How- remarks eloquently summarized the workshop, ever, this synergy is not easily come by, and like “You can’t always control what people say to any other relationship, team teaching partners you but you can control what you say to the rest must work to maintain it. Kirby and Takebayashi of the world.” make it look easy. Their easy rapport with one another showed Gunma JALT attendees Reported by Brent Simmonds how team teaching should be done. Kirby and Takebayashi discussed the contrasting roles GIFU: April—Fluency in the Reading classroom and perspectives of ALTs and JTEs. Through by Bjorn Fursting. Firstly, Fursting asked us, their presentation and subsequent discussion What reading do you do in your classroom? Some they explained how they approach some of the of us had done specialist reading classes while challenges of compulsory English education others used reading as a part of regular classes. in Japan. Kirby and Takebayashi have worked Fursting then explained his own situation and together for two years at Takasaki Sano Junior shared some of his experiences with us both as High School where they strive to give their a teacher and student. He had witnessed situ- students authentic communication experiences. ations where learners were resistant to reading Prior to teaching English in Japan, Takebayashi even in their native language. In the next part of lived abroad where she taught Japanese as a the presentation we discussed, in small groups, foreign language. Her experiences there give her our beliefs about reading. Some concluded that a unique perspective on the language-learning students should be challenged to read slightly classroom. Originally from Seattle, Kirby came to above their level, others felt students should Japan in 2010 via the JET Programme. She has a be comfortable with reading and consequently MA in Teaching from Seattle Pacific University. a lower level was required. The presenter Reported by John Larson outlined ten principles to be used in the reading classroom but most importantly he stressed that HIMEJI students should enjoy reading and gain pleasure : April —Fun phonics activities (MPI) from the choice of book. The students should and How to introduce phonics to elementary understand about 98% of the book and have schools and elementary school teachers by confidence to skip unknown words. A discussion Rumiko Kido and Buzz Green. Kido from MPI took place about how to improve reading levels Publishers presented phonics-related materials, including combining reading and watching and gave us some new ideas including the phon- movies. There were many issues involved in ics alphabet chant, sound-recognition activities such as playing a song and phonics bingo using 104 THE LANGUAGE TEACHER Online •
THE LANGUAGE TEACHER: 36.4 • July / August 2012 105 The Language Teacher • Column • CHAPTER REPORTS
brainstormed possible solutions. Finally, Wallen KYOTO: April—Learner development SIG joint described actual improvements made to the event: 1) Strategies in use: Young learners and program. 2) Five fun vocabulary activities by the willingness to communicate by Ann Maye- Robert Sheridan and Laura Markslag. Use of da. Nurturing the learner’s need to communi- word cards for deliberate vocabulary study is cate was a concurring theme in her presentation. fast and effective (Nation, 2008). In this pres- Bringing teacher awareness to learner strategies entation, Sheridan and Markslag introduced in the classroom plays a critical role to commu- how to make word cards, four activities for nicative success. Mayeda discussed ways how to independent group work, and two assessment make the shift from a teacher-centered classroom techniques. Members discussed how to adapt to a learner-centered environment that allows these ideas in their own classrooms at the end. students to take risks and communicate in any 3) Energizing activities for the communication way possible. 2) Vocabulary learning strategies classroom by Richard Silve. In this upbeat, empowerment by Philip Shigeo Brown. The hands-on workshop, members tried out several workshop was designed to encourage partici- speaking activities. All required little preparation pants to think about how they teach vocabulary or props. For example, one used photo picture and what kind of strategies their students use cards, another made use of political cartoons, to learn vocabulary. Following Rubin, Chamot, and some built on textbook vocabulary exercises. Harris and Anderson’s four stage approach All encouraged creativity and pushed learners to for strategies based instruction and Nation’s practice fluency. four fundamental learning strategies, Brown Reported by Gretchen Clark used learning journals to promote learners’ understanding of vocabulary and experimenta- tion with the strategies with the ultimate goal KYOTO: March— Continuing education panel of learner autonomy. 3) Promoting reflection Thomas Amundrud, discussion by moderator, in professional development by Akiko Takagi. (PhD candidate, Linguistics, Macquarie Univer- Reflection plays an important role in professional Ted Bonnah sity); (PhD candidate, Global Studies, development for teachers. Takagi had several ; Glen Cochrane ( Doshisha University) MA activities where participants explored how reflec- Ed. candidate, Distance Education, Athabasca tion is used in their teaching environment. University); JP DuQuette (EdD candidate, TESOL, Temple University); Daniel Mills (EdD Reported by Ann Flanagan candidate, Instructional Technology, University of Wyoming); Julian Pigott (PhD candidate, Applied NAGOYA: March—Part I: Using picture cards/ Linguistics, University of Warwick); James Rog- application, design, Part II: Correction of home- ers (MA, Linguistics; PhD candidate, Linguistics, work by Peter Warner. Warner says “Language is University of Southern Queensland). This highly active, spoken communication,” and showed how informative afternoon of frank discussion about to teach basic questions and answers, countable continuing education brought together seven local and uncountable names, adjectives and their panelists. At the beginning, panelists were given opposites, and some prepositional phrases, using five minutes to introduce their programs, touch- picture cards for effective and enjoyable lessons ing upon three themes: 1) Why they selected their in Part I. These games stimulate students’ own particular program, 2) How they hoped to benefit thinking, leading to authentic conversation. In by completing the program, and 3) Positive and Part II, Warner handed thirty-one reduced-size negative aspects of the program. After a short worksheets used in his daily lessons, explaining break, during a Q&A session, members could ask how to design, apply, and correct homework. more pointed questions regarding the programs They aim at reviewing, reminding, and reducing represented. A discussion concerning continuing the loss of memory. If their understanding is 80%, education and its relationship to job advancement its loss for a week will be 20 %. You can move ended the day. along with the material. If less than 40%, they Reported by Gretchen Clark can’t progress. The solution is flexible homework with worksheets. Constant mutual evaluation
106 THE LANGUAGE TEACHER Online •
Review activities by Jennifer Voss, and Cubing: activities) were presented. Student response to Six sides to an activity by Michael Sullivan. the course (in terms of performance and ques- Among the poster sessions were Skype lessons tionnaire results) and action research possibilities for Tohoku children by Jason Bartashius, Model were also discussed. UN by Lori Zenuck-Nishide, and SIG for school Reported by Cory Koby owners? by Matthew Reynolds. After lunch presentations included OGU’s iChat lounge SENDAI activities (see video at http://tinyurl.com/cdbooc6) : April—1) My share: My best communi- by Stella Maxwell, Frontloading by chapter cation activity by Marc Helgesen, Ken Schmidt, member Alison Kitzman, Classroom assessment Masa Tsuneyasu, Jim Dochterman, Maggye practices by Fergus O’Dwyer, Speed-reading Foster, Mark Neufield, and Jim Smiley. Seven by Stuart McLean, 10 lessons w/o handouts members of our JALT community joined efforts by Arthur Lauritsen, and Role-play by Jason for an action-packed My Share event. Helgesen White, who came all the way from Himeji. opened the event with a great school-year start- Summaries of all presentations can be viewed at ing activity called Your Name. Schmidt followed
YOKOHAMA: April—Older students as both who created the school of rakugo that Sudo teachers and students and English rakugo by Ta- joined, and Katsura Shijaku who was the father dashi Ishida and Tatsuya Sudo. Ishida explained of English rakugo. The applications for English his program which, in English, teaches people teaching that English rakugo provides are self from other countries about Japanese culture. conversation, which is especially useful when Through a series of workshops and sightseeing there are no native English speakers to practice tours, the students can experience such things as with, reading aloud, the development of pres- the Japanese tea ceremony, wearing a kimono, entation skills, an introduction to the Japanese playing the shamisen, staying at a ryokan, students’ own culture through English, and an origami, calligraphy, and a trip to Ueno to visit incentive to study English. During the second its many museums and shrines. The applications half of the presentation, Sudo donned a kimono for English teaching include writing guidebooks and performed three rakugo stories in English, in English, creating and performing dialogues a ghost story and two comedies. Before the about the experience, and using cameras and performance, Sudo explained some basic rules voice recorders for listening practice. Sudo gave about rakugo including the use of props and a brief explanation about the history of rakugo hand gestures. in Japan, with special attention given to three Reported by Tanya Erdelyi influential rakugo performers – Kairakutei Black who was a British performer, Tatekawa Danshi TLTJOB COLUMN INFORMATION …with Richard Miller Smart goals
110 THE LANGUAGE TEACHER Online •
Measurable, Achievable, Relevant, and Time- to its lack of most of the goal setting require- constrained. The first is for the goal to be specific ments laid out, with the possible exception of its with the avoidance of generic or undefined relevance. Utilizing that example, a SMART goal objectives. Measurable requires the goal to have would turn into: “I will have a 4000 word article quantifiable qualities that can be clearly articu- published one year from today (with the date lated and measured. Achievable is, for obvious written) in a peer reviewed journal in the field reasons, something that is realistic and not of phonology.” Remember that if the goal is not setting someone up for failure to reach the goal. achievable, or seems too much of a stretch, why Relevant is going to have several implications, not start with something a lot easier. Another but the most important is that it is something example (for those just starting out) might be, “I that is going to be important to the goal setter. will get one 500-word article published on ezine. Finally, the time constraint might be one of the com on the meaning of phonology by 60 days more critical aspects for getting things actually from today.” While the first one may be an excel- completed. lent idea, the second one might be much more While the application can be used for all areas achievable. Again, these are only examples and of life, it can be particularly applicable for career they would vary from person to person, but keep enhancement. As an example, “I need to get it so that your goals are yours and reflect what something published” is not a SMART goal due you are focused on, and be sure not to violate any of the five parameters. Most experts would agree that by goal setting TLT / Job Information Centre you prepare your subconscious to direct your Policy on Discrimination actions towards the goal or goals that you have set. Setting the “rudder of a ship as it leaves port The editors oppose discriminatory language, to cross the ocean” is how Tracy (2010) put it. So, policies, and employment practices, in ac- I would encourage anyone with employment cordance with Japanese and international law. goals to give these ideas a try as they enhance Exclusions or requirements concerning gender, their professional careers. They can be combined age, race, religion, or country of origin should and used in conjunction with the “balanced be avoided in announcements in the JIC Posi- scorecard” that was introduced in an earlier tions column, unless there are legal require- column. In addition, be sure to use them as they ments or other compelling reasons for such will give you specific targets that you’ll be able discrimination, and these reasons are clearly explained in the job announcement. The edi- to work towards achieving. tors reserve the right to edit ads for clarity, and to return ads for rewriting if they do not References comply with this policy. Doran, G. T. (1981). There’s a S.M.A.R.T way TLTでは、日本の法律、国際法および良識に従って、 to write management’s goals and objectives. 言語、政策および雇用慣習の差別に反対します。JICコ ラムでは性別、年齢、人種、宗教、出身国（「英国」、「ア Management Review, 70(11), pp. 35-36. メリカ」ではなく母語能力としての国）に関する、排除や Tracy, B. (2010). Goals!: How to get everything you 要求はしません。そうした差別がなされる場合には、明 want—faster than you ever thought possible. San 確に説明されるべきです。編集者は、明瞭に求人広告 Francisco: Berrett-Koehler. を編集し、かつこの方針に応じない場合には求人広告 を棄却する権利を持ちます。
12-15 OCT 12—JALT2012: 38th Annual International Conference on Language Teaching and Learning & Edu- cational Materials Exposition: Making a Difference, ACT City, Hamamatsu. Contact:
THE LANGUAGE TEACHER: 36.4 • July / August 2012 111 The Language Teacher • Column • CONFERENCE CALENDAR TLTCONFERENCE COLUMN CALENDAR ference, Arau, Perlis, Malaysia. Contact:
28 OCT 12—Fukuoka JALT Conference and nizing Language, Heritage, and Cultures, Dallas Bookfair 2012, Hakata, Fukuoka. Contact: Convention Center, Dallas, USA. Keynote speak-
12-15 OCT 12—JALT2012: 38th Annual International Conference on Language Teaching and Learning & Edu- cational Materials Exposition: Making a Difference, ACT City, Hamamatsu. Contact:
THE LANGUAGE TEACHER: 36.4 • July / August 2012 113 Teaching English to Speakers TESOL || of Other Languages On-campus | Field-based | Online
Opening the door to a higher level of learning doesn’t always mean setting foot in a traditional classroom. Through Azusa Pacific’s TESOL program, students have the opportunity to earn their degree or certificate from anywhere in the world and bring relevant learning to a multicultural setting. Graduates develop the vision and skills necessary to teach English to diverse student populations both locally and internationally. • Enjoy practical training in a program with more than 25 years of history. • Gain valuable teaching tools grounded in a Christian worldview to enhance your role. • Learn from dedicated faculty with an extensive background in cross-cultural service. • Complete your master’s degree while teaching abroad through the innovative field-based program. • Choose from flexible program formats tailored to meet your needs.
FOR MORE INFORMATION ABOUT OU R ON-CAMPUS, FIELD-BASED, OR ONLINE PROGRAMS: (626) 815-3844 • www.apu.edu/tesol • [email protected]
13723 The Language Teacher • Column • OLD GRAMMARIANS TLTOLD COLUMN GRAMMARIANS ...by Scott Gardner I think such features would have to be changed. Eye enlargement might not be as attractive for
The Japan Association for Language • Testing and evaluation Teaching (JALT) • Materials development • a professional organization formed in 1976 支部及び分野別研究部会による例会や研究会は日本 -1976年に設立された学術学会 各地で開催され、以下の分野での発表や研究報告が行 • working to improve language learning and われます。バイリンガリズム、CALL、大学外国語教育、 teaching, particularly in a Japanese context 共同学習、ジェンダーと語学学習、グローバル問題、日 -語学の学習と教育の向上を図ることを目的としてい 本語教育、自主的学習、語用論・発音・第二言語習得、 ます 児童語学教育、生涯語学教育研究部会、試験と評価、 • over 3,000 members in Japan and overseas 教材開発。 -国内外で約 3,000名の会員がいます JALT cooperates with domestic and interna- Annual international conference 年次国際大会 tional partners, including (JALTは以下の国内外の 学会と提携しています) • 1,500 to 2,000 participants : -毎年1,500名から2,000名が参加します • IATEFL—International Association of Teach- • hundreds of workshops and presentations ers of English as a Foreign Language -多数のワークショップや発表があります • JACET—the Japan Association of College • publishers’ exhibition English Teachers -出版社による教材展があります • PAC—the Pan Asian Conference consortium • Job Information Centre • TESOL—Teachers of English to Speakers of -就職情報センターが設けられます Other Languages Membership Categories 会員と会費 JALT publications include: • The Language Teacher—our bimonthly publi- All members receive annual subscriptions to cation - を隔月発行します The Language Teacher and JALT Journal, and • JALT Journal—biannual research journal member discounts for meetings and confer- 会員はThe Language TeacherやJALT Journal等 - を年2回発行します ences. の出版物を購読出来、又例会や大会にも割引価格で参 • Annual Conference Proceedings 加出来ます。 - 年次国際大会の研究発表記録集を発行します 一般会員: • SIG and chapter newsletters, anthologies, • Regular ¥10,000 and conference proceedings • Student rate (undergraduate/graduate in - 分野別研究部会や支部も会報、アンソロジー、研究 Japan) 学生会員（日本にある大学、大学院の学生）: 会発表記録集を発行します ¥6,000 • Joint—for two persons sharing a mailing ad- Meetings and conferences sponsored by lo- dress, one set of publications ジョイント会員（同 cal chapters and special interest groups (SIGs) じ住所で登録する個人2名を対象とし、JALT出版物 are held throughout Japan. Presentation and は2名に１部）: ¥17,000 research areas include: • Group (5 or more) ¥6,500/person—one set of • Bilingualism publications for each five members • CALL 団体会員（５名以上を対象とし、JALT出版物は5名 • College and university education につき１部）：1名¥6,500 • Cooperative learning For more information please consult our web- • Gender awareness in language education site
Opening the door to a higher level of learning doesn’t always mean setting foot in a traditional classroom. Through Azusa Pacific’s TESOL program, students have the opportunity to earn their degree or certificate from anywhere in the world and bring relevant learning to a multicultural setting. Graduates develop the vision and skills necessary to teach English to diverse student populations both locally and internationally. • Enjoy practical training in a program with more than 25 years of history. • Gain valuable teaching tools grounded in a Christian worldview to enhance your role. • Learn from dedicated faculty with an extensive background in cross-cultural service. • Complete your master’s degree while teaching abroad through the innovative field-based program. • Choose from flexible program formats tailored to meet your needs.
FOR MORE INFORMATION ABOUT OUR ON-CAMPUS, FIELD-BASED, OR ONLINE PROGRAMS: (626) 815-3844 • www.apu.edu/tesol • [email protected]
13723 What’s happening in JALT?
23rd JALT-Gunma Summer Workshop Call for Papers for 2012 JALT Hokkaido at Kusatsu, August 18–19 2012 Language Teaching Conference Theme: “Ways to Promote Active Learning in L2 Teaching” “Making it Stick” At Kusatsu Seminar House (737 Shirane, • Saturday, November 3 at Hokkai Gakuen Kusatsu-machi, Agatsuma-gun 377-1711) University in Sapporo Cost: ¥9,000 • The deadline for submissions is August 12, 2012 Contact: John Larson • Final confirmation of acceptance will be no
Kobe JALT is pleased to announce a presentation by Dr. Stephen Krashen “The Comprehension Hypothesis Extended” This talk will cover lots of things - language acquisition, literacy, and even a brief discussion of animal language, and a briefer discussion of alien language - what to expect when they land from Alpha Centauri (unless they are already here). Tuesday, July 3 from 19:00 at the Kobe Internation- al House, Sannomiya. JALT members free, one-day members ¥1,000
JALT Central Office Online JCO on Twitter
FAB 3: International Three-Day Conference Connecting Neuroscience with ELT • July 14-16, 2012. Kitakyushu University • Main Presenters: Curtis Kelly, Marc Helgessen, Tim Mur- phey,t Rober S. Murphy • Special Guest: David Paul • Topics: Mirror Neurons, NeuromythBusters, Brain Anatomy, Memory, Dynamic Skill Theory, Neuro-Pedagogy, Visit Happiness, Personal Construct Psychology, Bilingualism,
What do I think? Hey, I think the new guy is cool. I hope the new PM can change things. I hope he doesn’t raise consumption tax. Free education sounds good. What do you think? Give long answers to these three questions or I promise I will make another samurai film.
Do you have a message for the Prime Minister of Japan?
What would you do if you were Prime Minister of Japan?
How do you feel about the Prime Ministers keep changing?
FASHION RUNWAY
Adjective Order: (2 or more adjectives + noun) article size + style + pattern+ colour + material + noun + He is wearing a long loose-fitting checked blue and green wool coat She is wearing a knee length casual solid pink cotton skirt
Size: Large Floor length Short Medium Below/Above the Knee Long Small Knee length
Style: Tight-fitting Casual Classic/Traditional Athletic Loose-fitting Formal Mini Form-fitting Modern Sheer
Pattern: Paisley Strips (Vertical/Horizontal) Checked Plaid Floral Polka Dot Lace Knitted Sequined Solid Graphic Tweed Camouflage Argyle
Colour: Pink Silver Khaki Blue Green Red Metallic Brown Navy White Orange Gold Beige Purple Black Yellow Grey/Gray
Dark Light Pale Pastel Bright Florescent
Material: Wool Cotton Polyester Fleece Silk Linen Nylon Corduroy Fur Velvet Spandex Leather Knit Denim Faux (ex. faux-fur, faux-leather) Blend (ex. cotton-poly blend) Articles of Clothing and Accessories: Skirt Jacket T-shirt Gloves/Mittens Dress Coat Sweater/Jumper Scarf Shorts Shirt Vest/Waistcoat Tights/Stockings Pants/Trousers Blouse Tie Nylons Suit Top Belt Socks Hat/Cap
Shoes Boots High-heels Runners/Trainers
Purse Bag Necklace Earrings Bracelet
Answer the following questions about what you are wearing today: 1. What is the size/style of your clothes?
______
2. What colours/patterns are you wearing?
______
3. What materials are your clothes made from?
______
4. What clothing brand/store do you like?
______
Useful expressions: It looks like… It feels like… It’s made from… It’s designed by…. I am wearing…. She/he is wearing… I bought it at…
RUNWAY FASHION
Chanel
Chloe
Celine
Louis Vuitton
Marc Jacobs
Ralph Lauren
Vivienne Westwood
Moschino
Burberry
Carolina Herrera
Dolce & Gabbana
GIORGIO ARMANI
GIVENCHY
JEAN PAUL GAULTIER
ERMENGILDO ZEGNA
MICHAEL KORS
PAUL SMITH
YOHJI YAMAMOTO FASHION FILE
Step 1: Listen to the designer fashion descriptions given by your classmates. Step 2: Write each description below. Use the “Fashion Runway” handout to help you. Step 3: Now look at the fashion runway photographs. Can you match your descriptions with the photos?
Description 1 ______Photo ______
Description 2 ______Photo ______
Description 3 ______Photo ______
Description 4 ______Photo ______
Description 5 ______Photo ______