The JALT2018 Four Corners Tour—Nara

The Four Corners Tour presents high-profile speakers from the JALT international conference to the four corners of Japan. This November, the Four Corners Tour stops off in Nara with two invited speakers, presenting versions of their JALT2018 talks tailored towards a more interactive setting. Judith O’Loughlin from the USA will present strategies for fostering resilience in young learners, and Thongsouk Keomany from Laos will present the impact of using L1 in teaching English grammar. If you are unable to make it to JALT2018 in Shizuoka, or even if you are going but wish to see these presenters up close, then you will not want to miss this event.

Date: Nov 18 (Sun)

Time: 10:00 to 12:00

Venue: Nara Visitors Center and Inn

Cost: JALT members free; non-members 1,000 yen

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Teaching Foreign Languages: Diversity and Inclusion

With the 2018 JALT International Conference approaching, this Nara Chapter event explored the conference theme, Diversity and Inclusion, at a local level. There were two talks presented by three speakers.

In the first presentation, Akiko Mokhtari, a Japanese teacher of Chinese and English languages discussed her students’ diverse or different perspectives on both languages. To most of her students, Chinese is a new language and they have no fear of losing face by making mistakes or comparing their language performance with that of others. Simply put, it is fun to learn a new language, and a basic command of around 20 sentences of a new language takes learners into an adventure of the language, making them feel proud of their achievements and improvements. Therefore, the majority of Mokhtari’s students demonstrate their positive attitudes towards learning Chinese unlike those learning English, who exhibit their unwillingness or hesitation to communicate in English. Mokhtari interpreted the attribution of such differences as “Chinese = freshness” and “English = familiarity” because her students learned English for at least six years in secondary education. However, this “familiarity” can be diversified into other states such as “boredom,” “plateau,” and “convention.” As a Japanese teacher of English myself, this was a good opportunity to reflect on my own teaching. Mokhtari also discussed “native teachers” and “non-native teachers,” referring to advantages and disadvantages of both parties. Probably this dichotomy can alreday be antiquated in language teaching where the first speaker of a language is not necessarily the best teacher. Students’ learning needs, objectives, styles, and teachers’ teaching backgrounds, methodologies, practices – these are all diverse. Language teachers may need to adopt “diversity” in all respects and devote themselves to their services.

In the second presentation, Hiroko Shikata and Aki Matsunobu talked about their newly established NPO branch, SUPER OSAKA (教育支援協会大阪; Supporting Union for Practical-use of Educational Resources, Osaka). It was founded in November, 2017 as an NPO branch of Tokyo-based SUPER (教育支援協会). One of the main services that SUPER OSAKA provides is Hokago English. Hokago English is after-school English classes, where maximum 20 children from various backgrounds – including children from low income families, with learning difficulties, and with physical or mental disabilities – come and learn English in a supportive and inclusive environment in their local communities. Hokago English accepts any child except those who become physically violent towards other children. A video clip taken at one of their six teaching venues was shown. In the clip a pupil was lying on the floor away from the other pupils who were sitting on the floor and listening to the teacher. Matsunobu said, “We wait until children are ready to study with others. I don’t think those children apparently unfitted for learning in a group are troublesome. In a way, we all have something troublesome in ourselves.” Hokago English charges 2,200 yen for three 40-60 minute lessons a month. Most of the fee covers venue rental fees, study materials, and minimal pay to teachers with almost nothing left for SUPER OSAKA. Shikata said, “It would be impossible to run the class for free even though I understand some parents struggle to allocate the money for their children.” Shikata and Matsunobu strongly believe that any child should be given opportunity to learn and a place in their communities where they feel included. Lastly Shikata said, “We used to have old busybody-like adults in our neighborhood, but they always hoped for sound growth of children in their neighborhood. This is what we want to be.”

The event ended in a friendly and pleasant atmosphere. A photo of all the speakers and participants was taken as a usual ritual before leave-taking. This reunion with my chapter members and friends made me realize how fortunate I am in being a member of Nara Chapter.

Reviewed by Motoko Teraoka

「外国語を教える~ダイバーシティ&インクルージョン~」/ 年次総会(AGM)

JALT奈良支部は10月に今年度JALT国際会議のテーマである「ダイバーシティ&インクルージョン」に関連したイベント開催します。

日 時: 10月7日(日)

講演  13:00 ~ 15:15

AGM  15:30 ~ 16:20

 

場 所: やまと会館

 

会 費: JALT会員 無料 / 一般 1,000円

 

講演者:

1/ モクタリ明子(大阪薬科大学・大阪外語専門学校)

「2つの異言語を教えることから見える英語を教えるということ」

 

英語と中国語の2か国語を教えながら、学生の学習態度や教授法において多様性または相違点を日々感じています。本講演では、「新鮮さvs親しさ」・「ネイティブ講師vsノンネイティブ講師」に焦点を絞り、日本人講師としてより効果的な英語の授業を求める自身の経験をお話しします。

 

2/ 志方浩子(教育支援協会大阪/SUPER OSAKA 代表理事)

松延亜紀(教育支援協会大阪/SUPER OSAKA 専務理事)

「地元の子供たちのためのNPOを立ち上げるまで道のり」

 

特定非営利法人 教育支援協会の認証を受け、2017年に設立された教育支援協会大阪は、

「子どもたちの放課後・土曜日の居場所を地域の方々とつくりあげる」を一つの目標として掲げ、

行政との連携をはかり、自発的に学びに向かう子供たちの育成を目指し、互いを尊重しあえる

地域活動を目指しています。本講演では、NPO法人を設立するに至った経緯から、現在の活動内容、今後の計画や、また関連内容として日本の小学校における英語教育についても紹介します。

 

Teaching Foreign Languages: Diversity & Inclusion

Date:       October 7 (Sun)

Time:       13:00-15:15 (Teaching Foreign Languages: Diversity & Inclusion) 15:30-16:20 (AGM)

Venue:     Yamato Conference Hall

Speakers:

Akiko Mokhtari (Osaka University of Pharmaceutical Sciences and Osaka                      College of Foreign Languages)

Hiroko Shikata (SUPER OSAKA)

Aki Matsunobu (SUPER OSAKA)

Fee:             Free for JALT members, 1.000 yen for non-JALT members

 

With the 2018 JALT International Conference approaching, Nara JALT proudly announces this October event that will address the issues relating to the conference theme, Diversity and Inclusion. Akiko Mokhtari will discuss her students’ diversified learning attitudes that she recognized by teaching two foreign languages. Hiroko Shikata and Aki Matsunobu will talk about a newly established branch NPO where children feel included through learning English in their community. The presentations will be followed by the Annual General Meeting (AGM).

 

Program:

 

13:00                                Doors Open

13:10-14:00                     Akiko Mokhtari

14:10-15:00                     Hiroko Shikata and Aki Matsunobu

15:00-15:15                     Chapter Announcements

15:30-16:20                     AGM

(Each presentation includes a 10-munite Q & A session.)

 

Abstracts and Bios

 

Perspectives on Teaching English based on Teaching Two Different Languages

Akiko Mokhtari

 

Teaching English and Chinese, I encounter diversity in terms of students’ attitudes and effective teaching methods on a daily basis. Here, I focus on two main factors: “freshness vs familiarity” and “native teachers vs non-native teachers,” and talk about personal experiences of teaching two languages in order to seek a better and more effective way to conduct English classes as a Japanese teacher.

 

After finishing her Master in Linguistics, Akiko Mokhtari started her career as a researcher and a Chinese instructor. She earned her Ph.D in Linguistics at the Graduate School of Kobe University in 2008. Currently, she is teaching English at Osaka College of Foreign Languages and Chinese at Osaka University of Pharmaceutical Sciences. She also teaches English and American Literature as that was the main focus of her undergraduate major.

 

A Journey through starting a branch NPO for Local Children

Hiroko Shikata and Aki Matsunobu

 

SUPER OSAKA, Supporting Union for Practical-use of Educational Resources Osaka, (教育支援協会大阪) is a branch of Tokyo-based SUPER (教育支援協会) that is a nonprofit organization dedicated to the promotion of public education in Japan. The aim of the NPO is to develop educational resources and conduct educational research in order to encourage self-help efforts of homes and communities toward acquiring education and help to recover home-and-community educational powers that they used to have. SUPER OSAKA was established last year and has juridical personality that allows it to locally implement its own educational activities including Hokago English, after-school English class, where pupils from various backgrounds such as low-income families and with learning difficulties come and learn English for different reasons. These activities are not able to be carried out without the aid of local residents and supporters of the branch NPO. The goal of SUPER OSAKA is to provide opportunities to help to develop children’s own abilities and improve their self-esteem. In the presentation, the speakers will be talking about: the reasons why they started the branch NPO as well as their current activities and future plans; the roles and benefits of supporters of the branch NPO; and some related issues regarding the new course of the study of English in Japanese primary education.

 

Hiroko Shikata is the representative director of Supporting Union for Practical-use of Educational Resources Osaka, 教育支援協会大阪 (https://www.kyoikushien-o.com/). She has been teaching English to young learners for 17 years and is currently teaching at a public elementary school and at home. Before pursuing her career as a teacher of English she lived in Indonesia for three and half years where she realized English is a practical and useful communication tool and does not have to be perfect. She conveys this message to young learners of English.

 

Aki Matsunobu is a director of Supporting Union for Practical-use of Educational Resources Osaka, 教育支援協会大阪. She has been teaching English to young learners for over 20 years and has more than 10-year teaching experience at elementary schools. She completed her MA in English Education at Kyoto Kyoiku University in 2017. She is a member of a kaken project group under Professor Shien Sakai at Chiba University of Commerce and this group has recently published a book, 先生のための小学校英語の知恵袋, literally translated as Teachers’ Recipes for Teaching English at Primary School. She believes that small steps from local communities can create something big enough to support the national education itself.

 

 

Event Review: Nara JALT June Event: Debate and Discussion for Secondary School Education

Reviewed by Masayuki Takano

The June event hosted by the Nara Chapter on June 17th, 2018 featured five speakers presenting overviews of their work introducing debate and discussion English learning activities to secondary school students.

In the first presentation, Rachel Stuart explained how she had been developing her teaching debate curriculum for second-year high school students such as developing strategies for debate. She also talked about positive and negative aspects of different forms of debate among students (e.g., a debate between one on one, students in pairs, or in groups etc). In the second half of the presentation, Angela Wren then shared about how the curriculum had evolved to suit small-group classes. The goal of the lessons is to encourage students to express their opinions using commonly used expressions.

As a second presentation, Kazuhiro Iguchi and Ritsuko Rita shared their teaching practice of implementing debate and discussion skills in their academic writing course. Although the aim of the course was students acquire the ability to write a five paragraph essay, they placed importance on integrating the four skills based on principals and the four strands by Nation (2009). That is, a well-balanced language class should consist of learning through meaning-focused input and output, deliberate attention to language items, and developing fluency. For instance, while Kazuhiro and Ritsuko had students work on grammar focused drills in the classroom, their students also had to write a lot in order to develop their fluency in writing. They also shared a debate worksheet to improve their speaking and writing skills.

As the last presentation, M. Ohdai shared her classroom experience in the junior high school context. The curriculum is built around choosing a location for the annual school trip, and students were split into groups to research on locations that they would like to visit for the annual school trip. Students were split into teams and were tasked to prepare poster presentations on their proposals for the school trip. The posters provided an anchor for students to prepare talking points for the subsequent debate session.

Finally, lively discussion session between the speakers and participants was held. We discussed how much we should have focused on specific language features, how to effectively implement “rebuttal” in actual debate, which could be quite challenging for secondary level students.

JALT奈良支部6月開催イベント 中等教育におけるディスカッション及びディベート活動

日 時: 6月17日(日) 10:00~12:30

場 所: やまと会議室

会 費: JALT会員‐無料/一般‐1,000円

 

ディスカッションやディベートの教授活動は、英語学習者のスピーキング・スキル習得

に効果的であると言われます。さらに文科省がこれらの活動を奨励していることから、

日本での英語の中等教育において重要な活動であると考えられています。

しかしながら、クラスの規模や時間的制約、生徒の意欲低下や入試へのプレッシャーなど、教師にとって、これらのコミュニケーション教授活動取組みへの課題が山積みです。

 

今回の講演では、バックグラウンドの異なる4人の語学教育者が集い、これらの活動を中・高教育の現場において取り入れるメリットと課題について、皆さまに紹介します。

 

 

1)初心者のためのディベート

 

ディベートや自己表現が重要なスキルであることは誰もが承知ではあるものの、実際に日本のEFLクラスにおいてこれらのスキルを指導することは容易なことではありません。

この講演では、すでに活用されている教材や資料と共に、ディベートの必要性を皆さまと共用します。

 

講演者:アンジェラ レン

オーストラリアのメルボルン大学にて教員修士号取得

高校教師としてドイツ語、英文学を教授、ルフトハンザ・ドイツ航空にての実務経験など、

自身のキャリアを通して得た専門的知識を皆さまと共用し広げることを望んでいる。

 

講演者:レイチェル スチュアート

日本で数十年に及ぶ異文化間交流の経験から、EFL現場での語学教育に熱心に取組んでいる。大学にて応用言語学を専攻し、現在はTESOL修士課程に進んでいる。

奈良県立法隆寺国際学園でフルタイムのJET/ALTとして4年間務めている。

 

2)1つの能力を育むための4つのスキルの活性化

 

言語能力を養うためには、多数のスキルが相互接続しながら複雑な工程をたどるため、

4技能の熟達度で言語学習の範囲を簡単に分類することはできません。この講演では、

高校の第二外国語のライティング・クラスにおいて、5段落の小論文を書くために4つの

スキルがどのように役立つのかを実演を交えて紹介します。

 

講演者:井口 和弘

TESOL修士課程を修了後、大阪にある私学高等学校にて教鞭をとる。

比較教育学及び教育哲学に関心があり、通訳・翻訳者も務める。

 

3)中学校のための易しいディベート

 

講演者: マリー オオダイ(東大寺学園中学校)

Discussion and Debate for Secondary School Education

Speakers:   1. Angela Wren (I WILL English School) & Rachel Stuart (Nara Prefectural                                                             Horyuji Kokusai High School)

  1. Kazuhiro Iguchi (Kansai Soka High School)
  2. M. Ohdai (Todaiji Gakuen Junior High School)

Date:       Sunday June 17, 2018 10:00 AM to 12:30 PM

Venue:      Yamato Conference Hall (やまと会議室)

Fee:        Free for JALT Members; 1,000 yen for non-JALT Members

 

Debate and discussion activities are said to be effective activities that allow students to practice English speaking skills. Debate and discussion activities are also considered to be an important part of English classes in Japanese secondary schools; this is especially since MEXT has been placing emphasis on both activities in order to encourage students to increase their language output. However, practicing these communicative activities can be challenging for teachers for various reasons, such as a large class size, time constraints, lack of student motivation, and pressure to prepare for high school / university entrance exams.

During this event, four language educators from different teaching backgrounds will be sharing about their teaching practice in debate and discussion activities. These speakers will talk about both the benefits and challenges of putting into practice debate and discussion activities in their own teaching context in junior and senior high schools.

 

Presentation1: Debate for Beginners

We all know debate and self-expression are important skills for fluent English speaking, but these skills aren’t always easy to teach in a typical Japanese EFL class, and especially to younger learners. This presentation will give a glimpse into how teaching debate can be approached at the SHS, JHS, and even ES level. We will discuss why debate should be taught and how teachers in all contexts can teach debate with materials they already have and resources readily available to them. Ideas for interactive games and critical thinking tasks will also be shared.

 

Angela Wren has lived, worked and taught in Japanese, German, and English-speaking environments. With a Master of Teaching from the University of Melbourne, Australia, experience teaching German Language and English Literature as a high school teacher, and business experience with Lufthansa German Airlines, she hopes to share and expand her professional knowledge throughout her career.

 

Rachel Stuart, having more than a decade of experience in intercultural relations with Japan, is very passionate about language teaching in the Japanese EFL context. As an undergraduate, she majored in Applied Linguistics and is currently pursuing a Masters in TESOL. She has been working at Nara Prefectural Horyuji Kokusai Senior High School as a full-time JET ALT for four years, where she has continued to challenge herself, taking any opportunity she can to test and develop her skills as an English teacher and exchange ideas with others.

 

Presentation 2: Activating Four Skills to Foster One Ability

The dimensions of learning a language cannot simply be divided into the mastery of four skills. Language ability requires a complex process in which a multitude of skills need to be interconnected and simultaneously active. As I child, I was taught how to play the piano by learning how to play with my left and right hand separately. Although I acquired the ability to play with each hand separately, I could not play with both hands together. Although language and music are of different context, the approach to learn a language by separating each skill of reading, listening, speaking and writing has resulted in a similar outcome in which L2 learners struggle to demonstrate their ability to use the language. Through this presentation a high school L2 writing class will be shared to demonstrate how the four skills helped learners acquire the ability of writing a 5 paragraph essay.

 

After finishing his Master’s in TESOL, Kazuhiro Iguchi teaches at a private high school in Osaka. His academic interests are comparative education and educational philosophy. Previous to his current job, he has also worked as an interpreter and translator.

 

Presentation3: “Beginning Debate in Junior High School”

  1. Ohdai (Todaiji Gakuen Junior High School)

JALT PanSIG 2018—A Conference Review

Review by Angela Wren

The diversity of the presentations (25 mins), poster presentations (55 mins), SIG forums (85 mins), and plenary conversations (55 mins) at this year’s conference was refreshing.

 “PanSIG is not just for university educators; it is also for eikaiwa teachers, ALTs, and public school teachers” – Conference Chair Jennie Roloff Rothmon

For educators of younger learners

Everyone is interested in what the future of English education looks like in Japan. The audience for Alison Nemoto’s popular Getting Ready for 2020 presentation included a games developer, a parent, university lecturers, elementary teachers and teacher trainers. Highlights of the new MEXT ES textbooks are that they are child-centered and focus on communicative language. It is hoped that the extra hours for English learning will provide more chances for student interaction,presentations, and more English input beyond the expected student output.

For teachers in any context

In The Role of Working and Short-Term Memory in L2 LearningPeter Wanner discussed how to keep students’ working memory free to focus wholly on language by breaking tasks into small steps, avoiding redundancy in excessive teacher talk and using memory aids such as checklists. In Steve Paton’s engaging talk Eliciting Student Answers: Finding what it takeshe shared practical ways to make teacher and student interaction “normal, friendly human communication.”

Using humour and cartoons to disarm reluctant speakers, he showed how he has students think about, “why are they here?” and learn to speak English by doing it!

For textbook or course designers

Two research presentations that took an analytical look at textbooks were Cameron Romney’s The Purpose of Images in ELT Textbooks Revisited and Chie Kawashima’s Speech Acts Presented in Japanese EFL Textbooks. The identification of the role of images in textbooks, and the evaluation of grammatical forms used in common speech acts were useful for those interested in choosing or creating course materials, rather than being directly related to teaching skills.

For task designers

Task and curriculum design is my pet interest, so I may be biased when I nominate this presentation as having the most original ideas and fresh content of the weekend. Stephen Case’s Incorporating the Best Practices of Game Design into Task Design went into depth on how the ideas from video and board games can be put into analogue format for classroom use. He broke down the concepts behind successful game design, and gave examples as well as some extensions to familiar tasks. We left inspired by new ideas and ways to use the concepts in our own “engaging, motivating and educational” task design.

Alec Lapidus’s Multiliteracies: Comics and Sociocultural Theory was another presentation which focused on practical teaching ideas and the theory behind why it works. His use of comics to fill in the gaps of knowledge, both culturalandlinguistic, of newly-arrived refugee students in an ESL context, could also be adapted to the Japanese EFL context. He demonstrated how to use comics in diverse ways such as visually expressing new grammar points or exploring social issues with lower language level students.

For educators exploring alternative career pathways and language school owners

The Lifelong Language Learning SIG’s Career Design in the Lives of Teachers forum from Gregory Strong, Charles Browne, Joseph Dias and Blair Thomson covered topics as wide reaching as building a portfolio career, wealth accumulation, achievements through volunteering and long term financial planning.

Grant Osterman’s School Ownership: The Unbiased Reality and John Gayed’s Driving Traffic to Your School via Google were both helpfulpresentationsfor anyone considering whether starting a private language school is feasible and desirable in their situation.

For educators with an abundance of energy

The Speech, Drama and Debate SIG Forumfeaturing speakers Gordon Rees, Jason White, Vivian Bussinguer-Khavari, Chris Parham, Cynthia Gonzales, Rachel Stuart and Angela Wren, included drama activities which got us all moving, a different take on drama using radio plays, a debate curriculum, and debate skills for SHS, JHS and even ES students. Despite it being the last time slot of the day, it was a popular forum with a decidedly Kansai presence, full of ideas, energy, enthusiasm and creativity.

The onsite JALT and student volunteers, and of course the behind-the-scenes planning volunteers, did a great job putting on an event packed with ideas for all educators. The presenters and participants of this year’s JALT PanSIG Conference were knowledgeable and welcoming, and made the event worthwhile. With thanks to all involved for another successful conference.

Sexual Harassment: From Two Vantage Points cosponsored by SIETAR Kansai, Nara JALT, Osaka JALT, Kyoto JALT, and GALE SIG

Robert O’Mochain explained the currently observed sensitivity toward sexual harassment by introducing phrases such as, “Political correctness gone mad!,” “How dare he mansplain to a woman about gender issues!” However, the reality is that sexual harassment exists everywhere, particularly in the workplace. O’Mochain introduced a survey on the workplace sexual harassment carried out by the Japanese Health, Labor, and Welfare Ministry in 2016. According to the survey, 30% of respondents in full and part-time employment reported that they had been sexually harassed at work. I assume that the figure would have risen further if unreported and marginalized cases had been included. A photograph of a “Watch out for gropers! ちかんにご注意!” sign that O’Mochain took pathetically shows “masculinity culture” is spreading wide even on public transport in Japan. Fiona Creaser talked about the Springboard Women’s Work and Personal Development Program, which was developed in Durham University in the UK. The aim of the program is to empower women to create their own networks of power and safety, and it has been running for over 28 years in 45 countries. Creaser took the initiative in introducing the program into Japan with the funding from the University of Kitakyushu and translated the workbook that has been used in the program. She revealed that how difficult it was to translate the English version into Japanese with consideration for linguistic and cultural difficulties and also revealed that how difficult it is for women to actually participate in the Springboard program, four one-day workshops over three months. A Japanese participant in it had a hard time procuring child care due to a lack of her husband’s understanding about the program. The empowerment of women cannot be achieved without men’s active engagement.

Reviewed by Motoko Teraoka

Nara JALT June Event Call for Presenters

Nara JALT is planning to hold a chapter event in June under the theme of “Debate and Discussion in Second Language Education”, and is seeking a presenter who can talk on this topic from a university context. Here are the details of the event:

Date: Sunday, June 17th, 10:00-12:30

Location: Yamato Conference Hall

Venue Address: 大和ビル 〒630-8213 Nara-ken, Nara-shi, Noboriōjichō
Nara-shiNara, 6318213 Japan 
Anyone who is interested in presenting at the event, please contact Masayuki Takano, a Nara JALT officer in charge of the event (takanomasayuki8@gmail.com), by April 22nd.