―――――――――――――――――――――――――――――――――――――― October 2010 The Japan Association of College English Teachers No.175 ――――――――――――――――――――――――――――――――――――――
Contents
Foreword (Hisatake Jimbo) SIG Introduction (Classroom-centered A Contribution from JASTEC Research) English Program (Sapporo International Report from Headquarters University) Reports from Chapters My Class (Mitsutada Metoki) Call for Classroom Reports
[Foreword]
New Beginning Hisatake Jimbo President of JACET (Waseda University)
As new president of JACET, I asked Republic) and Mr. Yamaguchi Ko (Advisor, Professors Okada Nobuo and Terauchi Kyodo News). Hajime to become vice-presidents. My objective is to bring the following Nineteen other directors of the board were projects to fruition. also appointed including two non-JACET 1. JACET 50th Anniversary Publication members. They are Mr. Takahashi Koichi Project (former Japanese ambassador to the Czech We are publishing A Series of Studies on
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English Education. So far five volumes issue of JACET News in December, 2010. have been published and other eight Next year the JACET 50th International volumes will be forthcoming in two and half Commemorative Convention will be held years. We will also publish JACET’s August 30 - September 2 at Seinan Gakuin Fifty-Year History in 2012. in Fukuoka, Kyusyu. The theme of this important event will be ―Challenges for 2. Key Events Tertiary English Education: JACET‘s Role This year the 49th JACET Annual in the Next Fifty Years.‖ The Convention National Convention was held at Miyagi will feature four keynote speakers: Dr. University in Sendai, Tohoku, September Koike Ikuo (Keio University, Professor 7-9. The theme was ―Tomorrow‘s Learners Emeritus), Dr. Rod Ellis (University of and Tomorrow‘s Teachers: Autonomous Auckland, New Zealand), Dr. Peter Skehan Development in College English Language (Chinese University of Hong Kong), and Dr. Learning and Teaching.‖ The following Ernesto Macaro (University of Oxford). We keynote speeches were delivered: A New will also invite many other scholars from Framework of Initial Teacher Education, abroad. Professional Development, and Evaluation for Secondary EFL Teachers in Japan. 3. Seminars JACET President Jimbo Hisatake (Waseda The 38th Summer Seminar was held in University); Autonomy in Language Kusatsu, Gunma Prefecture, August 22 - 25. Learning and Teaching: Fantasy and The theme was ―Theory and Practice in Reality! Dr. Barbara Sinclair (University of Communicative Language Teaching (CLT) Nottingham); Teacher Cognition and －the role of European Language Portfolio Teacher Autonomy. Dr. Simon Borg (ELP).‖ Dr. David Newby (University of (University of Leeds) and A Socio-cultural Graz, Austria) gave four lectures: Approach to Classroom Discourse and Competences in Language, Culture, Teachers’ Professional Development. Dr. Learning and Teaching: the Role of the Akita Kiyomi (University of Tokyo). In Council of Europe; European Portfolio for addition to six invited speakers, the Student Teachers of Languages (EPOSTL); Conference featured a wealth of Cognitive and Communicative Grammar presentations, symposia and workshops. and The Changing English Language. Two Thanks to the cooperation and contribution invited presentations were delivered: of all concerned, the Conference was a Professor Hisamura Ken on Adapting the great success with nearly 600 participants. EPOSTL Self-assessment Descriptors to the A more detailed report of the 49th Annual Japanese Educational Context and Dr. Conference will be published in a special Nagai Noriko on Design of English
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Curriculum for Undergraduate Students on University. the basis of CEFR. Seven other presentations were also given. Forty 5. Contributions participants fully enjoyed the Seminar. The success of the above projects depends The next Spring Seminar will be held on largely on the tireless efforts of many March 26, 2011 at Waseda University. The volunteers, as well as on the financial tentative theme is ―A New Framework of contributions we receive. We are grateful English Education from Elementary to for your continued support of JACET Tertiary Level.‖ activities through involvement in the The 39th Summer Seminar will be held in planning, organization and delivery of the the first or second week of August, 2011. events, and your generous monetary The main lecturers will be Dr. William assistance. Grabe and Fredricka Stoller. The tentative theme is ―Advanced EFL and ESP Reading.‖ A Contribution 4. Collaboration with other academic from JASTEC associations JACET has been pursuing collaborative Kazuyo Yatsugi relationships with other academic President of JASTEC associations in and out of Japan. We have invited many representatives of associate English teaching organizations to our annual In 2010, JASTEC (The Japan Association conventions. for the Study of Teaching English to As a new initiative, we have begun to Children) is celebrating its 30th anniversary. collaborate with the academic associations Coincidentally from April 2011, after nearly of other languages. The first attempt was a two decades of trials at public elementary joint seminar with the Japan German schools, it was decided in 2008 that Foreign Association and the Japan French Language (English) Activities would Association on ―Contexualization of become compulsory in the elementary Common European Framework of school curriculum. While there are still Reference for Languages (CEFR) in unresolved issues to be addressed, previous Japanese Setting‖ on August 20 at Waseda initiatives and efforts in the field are now University. The follow-up collaborative likely to attract considerable attention. symposium on a related topic is scheduled JASTEC, as a study group, has been for March 17-18, 2011 at Waseda offering information on early learning in
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English to the Ministry of Education, JASTEC started to let those who were Culture, Sports, Science and Technology in teaching English to children know how it recent years. Based on an original survey, should be done and taught. we presented JASTEC Appeals in 1995 and National conventions of JASTEC are held 2004 to the Ministry of Education, Culture, in June and autumn annually, and there are Sports, Science and Technology as well as other conventions held by its five chapters to the public, and suggested methods of (Kanto-Koshinetsu, Tokai, Kansai, implementing English classes at public Chugoku-Shikoku, and Kyushu-Okinawa) elementary schools. JASTEC, valuing once or twice a year respectively with their teachers‘ points of view, as they are the own plans. ones dealing with children daily, is JASTEC has been an opinion leader in the expected to assist in making these activities area of teaching English to children, and by meaningful in elementary school education. looking back on the kinds of themes at the On November 16, 1980, JASTEC‘s first center of discussions and the kinds of Convention was held at Tezukayama messages dispatched from our surveys and University in Nara, and the late Professor presentations, we are able to perceive that Tadahisa Goto, an honorary professor at the concerns of administrative authorities Osaka University, was elected as President. and researchers have changed gradually with Other officers involved in the operation, the passage of time. namely Board of Directors, auditors and In February 1992, Mr. H. Sakamoto, Research Planning Committee were also Chief of the Elementary and Middle elected at this time. Education Bureau of the former Ministry of There was a certain movement to Education, announced at an interview that establish JASTEC at that point, due to the they had decided to begin an investigation to increasing number of private English classes introduce English education to elementary as well as elementary school children who schools. That marked the point at which wanted to study English. Yet, teaching administrative authorities took the first contents and methods varied from place to action to deal with English education at place, and instructors were free to teach as elementary schools. they pleased. In that situation, there seemed In 1995, when we celebrated JASTEC‘s to be a common awareness that appropriate 15th anniversary, a plan to publish a book guidance and advice from specialists was was proposed. In March 1997, ―Foreign required. Language Education from Elementary Before any message from Japan‘s former Schools” (Editor in chief: Professor T. Ministry of Education was delivered with Higuchi of Kinki University) was published regards to teaching English to children, from KENKYUSHA with the cooperation of
JACET 通信―――――――――――――――＜4 ＞―――――――――――――――――2449 all official members. 30 years can have an important role in JASTEC has repeated this initiative helping to ensure the success of English regularly on its 5-year anniversaries. In education at public elementary schools in November, 2005, on the occasion of its 25th Japan. anniversary, ―English Education from now (cf. History of JASTEC, ―Development on at Elementary Schools—Theory and of Elementary School English Practice‖ (Editor in chief: Professor T. Education—Suggestions for Better English Higuchi, KENKYUSHA) was published to Activities‖) draw public attention to our way of thinking. On March 28, 2008, the new ―Guidelines for Learning at Elementary Schools‖ were announced and it was made known that One Distinctive Way of Learning ―English at Elementary Schools‖ would be English: Internship in English compulsory for 5th and 6th graders as Foreign Language Activities, which along Norihito Kawana with Moral Education, would be allocated Sapporo 35 classes a year. Although English was not International University accepted as a subject on its own, it is significant that English education was properly recognized in the elementary A. Background school curriculum. Sapporo International University (SIU) is In June, 2010, at its 30th anniversary located near Sapporo Dome, in Sapporo. convention, ―Development of Elementary Besides regular subjects, SIU offers a School English Education—Suggestions for unique program: internships. Every year Better English Activities‖ (Editor in chief: around 200 students participate in this Professor T. Higuchi, KENKYUSHA) was program. The students can acquire credits published. depending on the duration of the internship; The role that JASTEC should accomplish short internship (less than one month) offers is, from a middle- and long-range planning two credits; intermediate internship, with a point of view, to strive to provide a good duration between one month and three environment to establish desirable teaching months, offers eight credits; and long content for the leaders of the next generation, internship, with more than three months, to ensure the provision of instructors, or offers 16 credits. teachers, and to make JASTEC trustworthy as an opinion leader. Knowledge obtained as B. English-based Internship a result of JASTEC‘s activities over the past Taking advantage of this unique curriculum,
JACET 通信―――――――――――――――＜5 ＞―――――――――――――――――2450 the Department of Contemporary Cultural Studies has been developing an English-based internship where students mainly use English at work. So far the City of Portland, Oregon in the U.S., the Hokkaido International School in Sapporo, and three major international tourist companies in Niseko have raised their hands. In Oregon, for example one student had Our intern at work in Portland six-week internships each year in 2006, 2007, and 2008. The student stayed with a 2. Participation in preparation classes home stay family and worked with The students are given lectures and lessons American interns at the city hall. As for the so that they can learn the environment of the international companies such as the Niseko company or institution and develop their Company, students stayed at a company communication skills. This preparation lodge with seasonal Australian staff usually lasts eight weeks. members. They got two months of work 3. Internship Diary on the blog & Skype experience. Communication During the internship the students keep a The reason for the selection of the Niseko dairy in English. The teacher in charge, staff area for an internship is the rapid increase of members, or even their friends write foreign tourists there. The number of comments, which encourage them to keep Australian tourists is especially impressive; writing more frequently and in detail. The in 2009 over 50% of all foreign visitors were blog data reflect this trend. The student who Australians and they stayed longer than worked in Oregon in 2008 submitted 36 other foreigners. In addition, there are blog entries with a total of 9990 words. The foreigner-owned international lodges in that blog was accessed 1099 times. Skype resort area, and they are always looking for communication is another useful activity. helpers during the high season. SIU provides the students with a small PC with Skype software. During the internship C. Internship Procedures the students talk with their advisor on 1. English Level campus. The video data are recorded and Internship Abroad: TOEIC 600 ~ 650 used as discussion material after the Domestic Internship: Eiken Step 2 or internship is over. Usually one talk session TOEIC over 500 lasts over 30 minutes. The following comments were recorded
JACET 通信―――――――――――――――＜6 ＞―――――――――――――――――2451 by one of the advisors, Dr. Stuart Walker, took initiative to help whenever she could after he read a blog article and talked using and did an excellent job at each task she Skype: undertook. Anyone with her level of English ―I have enjoyed our Skype conversations. skills, positive attitude, sense of integrity, I was really impressed with your March 5 and ability to take initiative and offer help comments. They are very insightful and would do well as an intern in this office.‖ intelligent comments. Keep up the great work. We will be seeing you soon.‖ D. Results 4. Submitting a Report & Evaluation All of the interns evaluated this internship Upon finishing the internship, the students very positively and realized how much they write a report. It includes the nature of work, improved their English skills and changed life at the home stay, and impressions of the their attitudes towards work. This can be internship program. There is also feedback proved by their employment after graduation. from the company or institute where the Out of the seven who did an internship, one interns completed their internship program. became a cabin attendant; one a ground That evaluation form covers these topics: 1. crew staff of a major airline company; one a Intern was able to fulfill overall tour conductor for foreign tourists; one was responsibilities required. 2. Intern showed accepted by a major travel agency; one by a willingness in performing office duties. 3. major resort hotel; and one by a major theme Intern showed initiative in an office setting. park in the U.S.A. The one other student 4. Intern demonstrated ability in learning decided to do a one-year internship at a new duties. 5. Intern demonstrated ability research institute in America. to cooperate with others in an office setting. 6. Intern demonstrated proficiency in speaking English. 7. Intern demonstrated proficiency in writing English. 8. Intern demonstrated proficiency in office skills. 9. Intern demonstrated behavior appropriate in the office. 10. Intern demonstrated behavior appropriate in social settings. 11. Intern demonstrated ability to get along with At the international lodge in Niseko others in a social setting. 12. What is your overall rating of the intern. The person in E. Ongoing Strategy charge of evaluating one of the interns Looking at the past five years of internships, overseas wrote the following comments; we can conclude that experience-based ―She was a delight to have in the office. She learning is effective. It not only fosters the
JACET 通信―――――――――――――――＜7 ＞―――――――――――――――――2452 improvement of English skills, but also attraction for department stores and gives the students more realistic and solid spending lots of time looking at wonderful ideas about their careers. Therefore, our toys. department has been trying to expand the A few decades later, I am now all grown number of places that would accept our up and have become a college teacher of interns to meet various students‘ demands. If English. Now I spend every day with students can find their ideal work places for non-English major college students. internship, we believe they will work Remembering the enjoyable experiences I positively, actively, and responsibly, giving had in childhood in department stores makes them more maturity and independence. me wish I could conduct English lessons with a fascinating department store-like ambiance, where students could also romp My Class in a playful manner through a variety of
activities such as watching movies, listening Reflections about My to music, singing songs, reading on-line Philosophy of Teaching English articles, or writing emails in English. My and Teaching Strategies point is that the teacher cannot always be
sure what kinds of learning activities attract Mitsutada Metoki all students effectively. Thusly, I always try Tenshi College to make my lessons something like
When I was a little boy, my mother used department stores, in order to offer the to take me to department stores where I students a variety of learning experiences. I could enjoy looking at fancy toys such as air strongly believe this department store like guns, plastic models, model cars, model lesson plan can motivate and help students trains, model airplanes, and video games. to achieve a level of autonomy as learners of Department stores, as you know, sell a English since it is more customized to the variety of goods, some of which can easily individual needs of the student. In particular, fascinate a young boy and drive him crazy I think such a style is crucial for English until he actually owns one. In fact, I still lessons in college that only meet once a remember pestering my mother to buy me week for 90 minutes. great toys whenever we went shopping in Just teaching interesting lessons through the department store. Unfortunately, I was my department store like lesson plan does not always successful in convincing my not necessarily guarantee all students mother of the need for the toys and effective acquisition of English. To meet sometimes went home empty handed. But, the learning needs of the students for still until this day I fondly remember my gaining quicker fluency in English, I have
JACET 通信―――――――――――――――＜8 ＞―――――――――――――――――2453 implemented various ideas that I discovered my lessons, I utilize student pairing and helped to improve my own English skills. group work as a teaching tool to give them One of my fundamental basic ideas is to more opportunities to practice their English. raise awareness in the students of their study In this article, I have shared some goals or target level in English ability by thoughts about my teaching philosophy as encouraging an inductive learning process. an English teacher. To reiterate my key point, In my lessons, students are required to work I like to make English learning as fun and in pairs or in small group work activities to interesting as my childhood days pondering understand grammar rules, language patterns, great toys in department stores, through and word meanings which I select for them offering a variety of learning experiences to to focus on in each class. In order to conduct the students entrusted to my care. Another of these inductive learning sessions, various my key points is to encourage the students to worksheets and other study materials are become individual learners of English and to needed, which is a time-consuming task and achieve autonomy as English learners for honestly I sometimes find frustrating. But continued learning, even after the course has the payback comes during class when I see ended. Finally, I am a fierce planner of class the student‘s happy smiling faces during the lessons and spend my time outside of class group work. At that point in the day I realize considering how I might better teach English that teaching English is not just a job to me; to my students in the future. it's more like my life's mission. I have probably made it sound like While I consider awareness-raising teaching English is a very hard job, and essential for effective teaching, I also like to some days that is true. However, for me the stress the importance of basic solution to the conundrum "to be or not to communication skills. As a college teacher, I be" an English teacher is not even a question feel it is a responsibility to help the students I bother to ponder upon because I simply improve the way they communicate as a love teaching English and look forward to a person either in Japanese or in English. Part long career in the field of English education. of my new drive extends from mass media reports that college graduates lack good SIG Introduction communication skills. It would be a shame to groom a student to excel in the four basic Classroom-Centered Research skills in English and fail in the arts of communication, social awareness, and how Chair: Yoshiki Yokoyama to collaborate with other people. For this Hokkaido University of reason, in order to encourage better Education, Sapporo communication amongst the students during
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Stephen Gaies has suggested that SLA textbooks and ESL textbooks. The results research should focus more on classroom showed that all of the tasks in high school language learning. Based on his research required interaction as well as retrieval of perspective, the Classroom-centered information in order to attain the goals of the Research SIG has been doing research on tasks. In addition, almost all of them were various aspects of language teaching and one-way, structured, closed, and focused. On learning in English classrooms. More than a the other hand, the tasks in the ESL course decade ago, our first research project started, book had some variety, but most of them aiming at elucidating how English curricula were two-way, less structured, and were viewed by the students based on their differentiated. experience at the university. A questionnaire Finally, we took on direct investigation of was administered consisting of five sections: classroom procedures. We employed a curriculum, reading skills, writing skills, classroom observation tool called COLT, speaking skills, and opinions to improve the developed by Spada and Fröhlich, to analyze curriculum. We collected data from 300 various aspects of English classrooms. We college students learning English in observed four classes instructed by native Hokkaido, and discovered their high demand speakers of English, and learned that the to improve listening and speaking skills. We COLT observation scheme successfully then investigated listening tests of college provided us with information on the entrance examinations, since listening is one differences between the instructors and the of the skills students thought vital in the degree to which the purposes of the English questionnaire. Based on the criteria of program were actually reflected in the communicative ability proposed by classroom activities. Bachman, 31 passages and their We are currently investigating activities corresponding 73 questions were carefully conducted in six classrooms to find out what rated and analyzed. The results clearly features of class activities in a class are showed that the ratings for socio-pragmatic closely related to the students‘ preferences competence, consisting of illocutionary and ideas of effectiveness. In a questionnaire, competence and sociolinguistic competence, students may evaluate an activity conducted were extremely low, suggesting that in the classroom, although they rarely see socio-pragmatic competence was of minimal common features of activities they rate importance in the successful completion of preferable or effective. To closely investigate the listening tests. the features of actual classroom activities, Reflecting the task-based view of we used the COLT observation scheme Part language teaching, we then focused on the A that provides a variety of features included nature of pedagogical tasks in high school in an activity, i.e., the time, the frequency of
JACET 通信―――――――――――――――＜10 ＞―――――――――――――――――2455 an activity, participant organization, content receive ballots from many members. control, modality and materials. We hope However, since only a limited number of that we will find out to what extent the members participate, we would like to students‘ evaluation of classroom activities remind everyone that this is a unique reflects the actual activities identified by opportunity for members to offer their COLT observation scheme. opinions about JACET and would like to encourage all members to cast their ballots this year. Report from the JACET Headquarters Reports from
Secretary General: Chapters
Naoko Ozeki Meiji University
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14:00-17:00 (Matsuyama Univ.) The 6th Kyushu-Okinawa Staff Meeting for [Research Paper 3] "Developing an the 50th Memorial Convention Introductory English Textbook for (16:00-17:00 The 3rd Chapter Board Technology Majors" Hideo Horibe & Meeting) Junko Sugimura (Hiroshima Institute of (Venue: Seinan Gakuin University) Technology) [Research Paper 4] "On the Use of 'cuss' in September 18 Roald Dahl's Fantastic Mr Fox" Hirofumi SIG East Asia English Education 101st Tabuchi (Shujitsu College) Seminar (c)Report from Oral Presentation and (Venue: Seinan Gakuin University) Performance SIG ―Acceptability Evaluation of ‗tough‘ English "Report on the first SIG event of Oral sentence structures for Japanese Learners‖ Presentation and Performance (OPP) and Manami Ito (undergraduate student, proposals for activities this year" Seinan Gakuin Univ.) Chiaki IWAI (OPP Coordinator: ―Asymmetry of Nominatives and Hiroshima City Univ.) Accusatives for Japanese Learners in (d)Symposium Understanding Sentence Structures‖ "On the English Entrance Examination -- its Akihiro Ito (Seinan Gakuin Univ.) Present Situation and Problems to be （Kenichi Ito, The Univ. of Kitakyushu） Solved --" Chair: Seiichi Ikadatsu (Tottori Univ.) < Chugoku-Shikoku Chapter> Panel: Keiji Nishioka (Okayama Univ. of 2010 Chapter Annual Meeting Science), Keiroh Maeda (Hiroshima Univ.) Place: Tottori Univ. and Noriaki Ohashi (Chugoku Junior Time: July 5, 2010 College) (a)General Meeting (b)Oral Presentation Schedule for Seminars↑ [Research Paper 1] (a)Hiroshima, Yamaguchi, Shimane Seminar "About the Use of Working Memory for Date: September 25 English Dictation Practice" Hironobu Place: Yasuda Women's University Matsuoka (Yasuda Women's Univ.), (b)Okayama, Tottori Seminar Kazumichi Enokida (Hiroshima Univ.) and Date: October 16 Jitsuko Odate (Yasuda Women's College) Place: Shujitsu University [Research Paper 2] "Reading Strategies by (c)Shikoku Seminar Japanese EFL College Students: Date: November 27 Think-aloud Protocols," Yukiko Taki Place: Matsuyama University
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(Hidetomo Torigoe, Kagawa NCT) Information on Chapter SIGs The Kansai Chapter has 10 SIGs (special
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Agenda: Report on the Central Board Chubu Chapter Website at Meeting, Newsletter, reflection on the http://www.jacet-chubu.org/index.html Chapter Conference. (Yuka Ishikawa, 5. The 5th Meeting: October 16 at Nanzan Nagoya Institute of Technology) Junior College Agenda: to be announced
JACET 通信―――――――――――――――＜14 ＞―――――――――――――――――2459 convention is to be announced on the Annual Convention: JACET-Kanto Chapter website.) 1st Executive Committee Meeting General Meeting concerning the 49th Annual Convention The 1st Business Meeting was held at Toyo 2nd JACET Award Tohoku Chapter Gakuen University on June 21. Selection Committee Meeting The 2nd Business Meeting is to be held at Date and Time: April 3, 12:00-16:00 Waseda University on December 18. Place: Meeting Room 6, Sendai Civic Auditorium JACET－Kanto Monthly Meeting Monthly Meetings are to be held at 2nd Executive Committee Meeting 17:00-18:00 on October 16 and November concerning the 49th Annual Convention 20 in Room 606, Bldg No. 16, Waseda 3rd JACET Award Tohoku Chapter University. Selection Committee Meeting Date and Time: April 24, 12:00-18:00 Details of JACET Kanto Monthly Meetings Place: Meeting Room 7, Sendai Civic will be announced on the JACET Auditorium Kanto-Chapter website: http://www.jacet-kanto.org/monthly/index20 3rd Executive Committee Meeting 09.html concerning the 49th Annual Convention (Norifumi Ueda, Mejiro Univ.) 4th JACET Award Tohoku Chapter Selection Committee Meeting
Executive Committee Meetings 5th Executive Committee Meeting The following committee meetings were concerning the 49th Annual Convention held in preparation for the 49th (2010) 6th JACET Award Tohoku Chapter
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Selection Committee Meeting September 9 (9:00 - 15:30) Date and Time: August 8, 12:00-16:00 Place: Main Building, Miyagi University Place: Main Building Room 401, Miyagi Taiwa Campus University Taiwa Campus Publications 6th Extraordinary Executive Committee 1 JACET-Tohoku Newsletter No. 36 was Meeting concerning the 49th Annual published in March, 2010. Convention 2 TOHOKU TEFL (A collection of papers Date and Time: August 31, 12:30 - 16:30 compiled by the Tohoku Chapter) Vol. 3 Place: Main Building Room 301, Miyagi was published in March, 2010. University Taiwa Campus Schedule for September 2010 - March 7th Executive Committee Meeting 2011 concerning the 49th Annual Convention Executive Committee Meeting concerning 7th JACET Award Tohoku Chapter the 49th Annual Convention Selection Committee Meeting Date: October 16, 2010 Date and Time: September 6, 8:30-9:30 and Time: 12:00 - 16:00 18:30-19:00 Place: L-Sola Sendai Place: Main Building Room 301 and Main Conference Room, Miyagi University November Executive Committee Meeting Taiwa Campus Date: November 27, 2010 Time: 12:00 - 14:00 Executive Committee Meeting concerning Place: Meeting Room 6, Sendai Civic the 49th Annual Convention Auditorium Dates and Time: September 7-9, 8:00-8:30 November Regular Meeting Place: Main Building Room 301, Miyagi Date: November 27, 2010 University Taiwa Campus Time: 14:00 - 17:00 Place: Meeting Room 6, Sendai Civic *JACET 49th (2010) Annual Convention Auditorium Theme: ―Tomorrow‘s Learners, Those wishing to present papers at the Tomorrow‘s Teachers: Autonomous meeting are expected to submit an 100 Development in College English English word abstract by October 27. Language Learning and Teaching‖ Details will be announced soon. Dates and Time: September 7 (9:00 - 18:40) Publication September 8 (9:00 - 17:10) To be published in 2010-2011:
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1 JACET-Tohoku Newsletter No. 37, to be Sasaki (Hokkaido Institute of Technology), published in March 2011. and Yasushi Kawai (Hokkaido Univ.). (Kumiko Okazaki, Sendai National College of Technology) Lecture Meeting and Publications On May 16, the first lecture meeting for
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Research Committee began discussing [email protected] developmental education in April, and is Kyusyu-Okinawa Chapter: TAGUCHI, looking for good examples of classroom Atsushi (Chikushi Jogakuen Univ.) reports in order to publish a new book [email protected] English Language Classes in Higher Education: Developmental Education for Learner Autonomy (tentative) (『高等教育に Editors’ Note おける英語授業の研究―学習者の自律性 を高めるリメディアル教育（仮）』). The We are most grateful to Prof. Kazuyo book will be published in March, 2012. Yatsugi for her contribution to our We will begin collecting your reports in newsletter. We also extend our sincere December, 2010, and the deadline will be appreciation to the authors of the special February 28, 2011. The reports must be articles: Prof. Norihito Kawana, Prof. typed in Japanese on 2 pages of A4 size Mitsutada Metoki, and Prof. Yoshiki paper. More detailed information will be Yokoyama. provided in December. ______We hope many of the JACET members JACET News will apply for this project. DIERCTOR IN CHARGE Naoko Ozeki (Meiji Univ.) If you have any questions about this CHIEF EDITOR project, please contact us.Hokkaido Chapter: Naoko Osuka (Meiji Univ.) SASAKI, Tomoyuki ASSOCIATE EDITOR (Hokkaido Institute of Technology) Etsuo Taguchi (Daito Bunka Univ.) [email protected] EDITORS Tohoku Chapter: KOJIMA, Hideo (Hirosaki Yukie Endo (Seisen Univ. ) Univ.) [email protected] Robert Hamilton (Meiji Univ.) Kanto Chapter: BABA, Chiaki (Teikyo Univ. Maggie Lieb (Meiji Univ.) of Science) [email protected] ______Chubu Chapter: KIMURA, Tomoyasu Published October 1, 2010 (Nagoya Univ. of Foreign Studies) The Japan Association of College English [email protected] Teachers Kansai Chapter: SUGIMORI, Naoki (President: Hisatake Jimbo) (Ritsumeikan Univ.) 55 Yokotera-machi, Shinjuku-ku, Tokyo [email protected] 162-0831 Chugoku-Shikoku Chapter: MATSUMOTO, Tel (03)3268-9686 Fax (03)3268-9695 Hiroyuki (Ehime Univ.) ______
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