Category Archives: presenters

English Language Teaching through Japanese Eyes

Date and Time: October 1 (Sun) 13:00 – 16:30

Venue:  Yamato Conference Hall, Nara City

Speakers:

Hideyuki Kashimoto (Shijonawate High School)

Michi Yonezaki (Konan Women’s University)

Tetsuro Nishiyama (Todaijigakuen Junior & Senior High School)

This Nara JALT event features Japanese speakers specializing in English language teaching. Three Japanese presenters in various teaching contexts with different career backgrounds will share their practical teaching activities and ideas, and their current teaching projects. The audience will have the opportunity to ask any questions or seek teaching advice on completion of all the three presentations.

(日本語版はこちらまたはスクロールしてください。)

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Best of JALT 2017 Awardees

BestofJALT2017Nara JALT is pleased to announce that the award for the Nara JALT 2016 Best of JALT goes to Angela Wren and Rachel Stuart from the Nara Prefectural Horyuji Kokusai High School for their presentation titled “A Step by Step Introduction to Debate.” Angela and Rachel’s presentation was part of the very well received February 2016 event dedicated to practical English education at the secondary school level. Their presentation focused on debating and a systematic approach to empowering high school students with the linguistic resources, skills and confidence required to participate actively and successfully in this challenging form of public speaking. This was one of the best-received presentations hosted by Nara JALT in 2016, and participants had this to say:

“Their debate curriculum includes invaluable implications for teachers who want to implement debate or communicative language activities” (Masayuki Takano, Nara Prefectural Horyuji Kokusai High School).

“Their well-organized and well-thought out 10-lesson debate unit easily gets students engaged in interactive learning activities” (Motoko Teraoka, Kindai University).

Congratulations to Angela and Rachel for their outstanding efforts. As recipients of the Best of JALT award, Angela and Rachel will be honoured with an award certificate as part of the Best of JALT reception party held during the JALT 2017 International Conference in Tsukuba in November. If you are fortunate to attend the conference and reception party, be sure to offer them your personal congratulations.

All You Ever Wanted to Know About ER

books

A joint Nara Chapter-ER SIG Event

DATE: Sunday, June 18th

VENUE: Yamato Conference Hall

TIME: 10.00 a.m. — 4.30 p.m.

Speakers:

(1) Ann Mayeda

Integrating ER into the Curriculum

 

(2) Paul Goldberg

The benefits of doing extensive reading online with Xreading

 

(3) Mark Brierley

How to persuade them to read

 

(4) Ann Flanagan

ER:  Building a better foundation for language learning

 

(Click on the presenter’s name to jump to the abstract and bio.)

 

Programme

9.30 Doors open.

10.00 – 10.50: Ann Mayeda

11.00 – 11.50: Paul Goldberg

11.50 – 12.50: Lunch

12.50 – 13.40: Mark Brierley

13.50 – 14.40: Ann Flanagan

14.40 – 15.10: Tea Break

15.10 – 15.40: Panel Discussion

15.40 – 16.10: Closing / Announcements / etc.

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Abstracts and Bios

(1) Integrating ER into the Curriculum

ANN MAYEDA

Ann will talk about the extensive reading program in place at Konan Women’s University. She will outline its framework and then share some of issues and challenges faced by the department in gradually implementing the ER component in the two-year core English program.  She will also delve into some of the reasons why teacher uptake may well be just as, or even more important than learner uptake.

Ann Mayeda is a lecturer and teacher educator at Konan Women’s University. Her research interest focuses on learner development and issues surrounding autonomy as it applies to young learners and young adult learners. She is currently involved in a research project to implement extensive reading programs in schools in Nepal. 

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(2) The benefits of doing extensive reading online with Xreading

PAUL GOLDBERG

Most educators understand that to successfully learn a language, students need comprehensible input, the kind of input that extensive reading provides. However, implementing an extensive reading program can be challenging. Obtaining enough graded readers, and making sure students are actually reading them are among the many challenges.  An online extensive reading system can provide an effective solution. However, it is important to understand that online extensive reading means much more than students being able to read graded readers on their computers or smartphones. It can put powerful tools like an interactive dictionary, character lists, audio-on-demand, and book ratings, right at their fingertips. Another, benefit is students can read whenever and wherever they want, not just while at school or at the library.

Additionally, online extensive reading also provides benefits to educators.  It allows teachers to monitor and track their students’ reading progress with greater accuracy. Teachers can know which books their students have selected, how many words they read, and even their reading speed which is useful since reading fluency is a key aspect of extensive reading. Finally, because of all of the rich reading data that can be collected, online extensive reading is ideal for academics interested in doing research on extensive reading.  In this presentation, the speaker, who developed the extensive reading website, Xreading, will explain how teachers can get the most out of using online extensive reading with their classes, and give a demonstration of the Xreading system.

Paul Goldberg has taught EFL in Venezuela, Spain, Korea, the US, and is currently at Kwansei Gakuin University in Hyogo, Japan.  His main areas of interest include extensive reading and extensive listening.  He is also the founder of Xreading, which he developed because of his desire to make extensive reading more accessible for students and easier for teachers. 

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(3) How to persuade them to read

MARK BRIERLEY

There is plenty of evidence that ER is effective for language acquisition but conclusive evidence is difficult to find, and we often hear that more research is needed. Meanwhile, ER advocates are often convinced that this an optimum activity for the learner, and all that is needed is more reading. However, ER will not work if students do not believe in reading, and teacher beliefs are critical to the success of institutional ER programmes. It is therefore essential to persuade students, and sometimes teachers, of the reasons for reading. It is helpful to have a variety of reasons to meet the variety of values within the audience, and to periodically remind them why they are reading. This presentation will look at seven different reasons: input, vocabulary, collocation, fluency, narratives, literacy and learner autonomy. While linguistic research strives to be more scientific, language teaching may actually be more like a religion.

Mark Brierley teaches English at Shinshu University in Matsumoto, Nagano prefecture. He edits the JALT ER SIG newsletter and works on the Extensive Reading Foundation Placement Test. As well as Extensive Reading he is interested in Low Energy Building.

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(4) ER:  Building a better foundation for language learning

ANN FLANAGAN

Our second language learners are constantly being challenged to achieve higher scores on English proficiency tests like TOEFL, TOEIC and EIKEN to name a few, but fail to hit the mark due to slow reading, and a limited range of vocabulary and knowledge.   This also can be a contributing factor to demotivation in the language classroom.  As Richard Day states in Extensive Reading – Into the Classroom, “Using authentic texts that are too difficult for most language learners, is a little like learning to play the piano. Learners start with easy pieces. Teachers do not ask their pupils to move straight on to music by Beethoven, Mozart or Liszt. In order to reach that goal, beginners start at the beginning by learning to play music written for beginners.”  Not only does ER give students a better foundation in reading skills, but it also transfers to other areas of language learning such as grammar, listening, speaking and writing. ER provides students with an additional support structure to be more proficient in language acquisition. Furthermore, it provides students a tool for lifelong learning and enjoyment. In today’s workshop, the presenter will share her journey both the joys and tears as an ER Coordinator in a private secondary school in Kyoto.

Ann Flanagan has been teaching at Ritsumeikan Junior and Senior High School in Nagaokakyo, Japan for the past 19 years.  She has an MA in TESOL from the School for International Training. Her research interests include extensive reading, teacher training and curriculum development.

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English for High School Students

Date & Time: Sunday, 9 April 2017 – 10:00 am – 12:00 pm

Speakers: 1. Masayuki Takano 2.Hideki Yamamoto

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

Event Abstract:

In general, teaching English in high school includes more constraints such as the necessity of preparation for university entrance exams. The presenters will share their teaching activities considering such constraints. Audience members will have chance to develop their understanding toward current situations and issues in high school English education. Presentations will be followed by a picnic in the park (weather permitting).

(1) Introduction to English for High School Education

Masayuki Takano (Nara Prefectural Horyuji Kokusai High School)

Recently, Japan’s educational policy has seen an increasing emphasis on preparing its youth for the global economy. As a result, there have been significant changes in its university entrance exam requirements, which in turn impacted Japan’s high school English education. The Ministry of Education also began to place more emphasis on cultivating global citizens who, while remaining rooted to their Japanese heritage, are able to succeed in the global economy. This presentation discusses the changing expectations for high school English teachers, while touching upon its connection with Japan’s university English education.

(2) In-class and Out-of-class activities for Japanese high school students

Hideki Yamamoto (Nara Prefectural Koriyama Senior High School)

In-class and out-of-class activities for Japanese high school students are introduced in this session. In the first half, in-class activities for high school students to improve four skills are introduced. The activities are designed in terms of Paul Nation’s four strands: meaning-focused input, meaning-focused output, language-focused learning, and fluency development. In the second half, a collaborative project between Japanese and Taiwanese students is introduced. As an extracurricular activity, both students in Japan and Taiwan have online discussions before they actually meet with each other. Afterwards, they present their project to the audience together.

「高等学校における英語教育について」

一般に、日本の高等学校での英語教育においては、大学入試に備える必要性などの 拘束があります。このようなことを考慮した授業活動を皆様に紹介し、高等学校にお ける英語教育の現状と論点について、より理解を深めていただける機会を提供します。 講演終了後は、隣接する奈良公園でのピクニックを予定しています。(雨天中止)

日時: 4月9日(日)午前10:00~12:00

場所: やまと会議室

1.「高校教育の英語教育概論」

高野 正之 奈良県立法隆寺国際高等学校

近年、若者への「グロー バル化対応」を意識した日本の教育方針が、大学入試要件 の大きな変更を余儀なくさせ、加えて、そのことが高等学校の英語教育に影響を及ば しています。日本の大学の英語教育との関連性に触れ、高等学校の英語教師への 期待がどのように変化しているかについて議論します。

2.「高校生のための”教室内””教室外”におけるアクティビティ」

山本 英樹 奈良県立郡山高等学校

前半は、”In-class 教室内””Out-of-class 教室外”で実践できるフォー・スキル向 上を目指す高校生向けのアクティビティを、後半は、課外活動である日本と台湾の高 校生たちの共同プロジェクトのオンライン・ディスカッションについて紹介します。

Nara JALT:OURSHARE & AGM*; Rescheduled for Sunday, October 23rd, 2011

Apologies for any inconvenience this postponement may have caused however due to scheduling conflicts, it has been decided that our popular OURSHARE event will be rescheduled to Sunday, October 23rd, 2011 from 15:00 to 17:00 at our regular venue: Yumekaze, near Todaiji.  This hands-on, practical event is a fantastic opportunity for our members to share some of their most effective and successful classroom activities, teaching techniques and methodologies with the EFL teaching community at large.  All members are highly encouraged to attend, either as participants or presenters, and contribute to the ever evolving EFL teaching/learning environment.

A call for presenters: Brief proposals for presenters are required to present at the event and should be submitted ASAP or no later than October 3rd to: narajalt@gmail.com or simply fill in the handy submission form located on this post.  Presentations may run anywhere from 10-20 minutes on a topic of your choosing. Come and share YOUR ideas!!

Sample Proposal:

______________________________________________________

Presenter’s Name: Jeff Crawford

Association (not required): Nara JALT

Quick guide:

  • Key words: C.A.L.L. Autonomy, Input, Output
  • Learner English level: Beginner to advanced
  • Learner maturity: Elementary school to adult
  • Preparation time: Various
  • Activity time: Various
  • Materials:  This version requires that all students have access to a PC, microphone/headphone set.

Presentation time: 20 minutes

Synopsis:

This presentation will outline a simple C.A.L.L based lesson that requires learners to create a personal narrative with aid of a PC and the internet. This particular lesson’s coup de grace has low proficiency non-English majors intently absorbed in an intensive listening exercise.

Appendices: Available

_____________________________________________________

*Please note that the Nara JALT Annual General Meeting (AGM) will be held prior to the OURSHARE event from 13:15.  Once again, all members are welcome and encouraged to have their say.  In addition, volunteers are being sort to fill various officer positions for 2012.  Come along and throw your proverbial hat into the ring. We would welcome and appreciate any contribution of efforts in building a bigger, better and stronger Nara JALT chapter.  We sincerely look forward to seeing you there.

As always,be sure to keep an eye on our blog and Facebook page for all the latest news and announcements from Nara JALT.

NARA: February—Lexical bundles in English for Academic Purposes: On the other hand by Averil Coxhead.

Dr. Averil Coxhead specialises in vocabulary learning, with particular focus on English for academic (EAP) and/or specific (ESP) purposes. Many are familiar with her work on the Academic Word List (AWL)—one of the most well tried and tested word-lists available. In this presentation, she focused our attention on lexical bundles, which she defined as ‘three or more words repeated without change,’ for example, on the other hand. Many of the benefits of learning these set phrases seem common sense to us—gains in fluency, more native-like and idiomatic expression, etc. On the other hand…

We were taken on a whirlwind tour of corpus linguistics, and Dr. Coxhead’s own research, and introduced to some of the challenges that arise in using lexical bundles in the classroom. The following is a top-ten list of lexical bundles used in academic English (Byrd & Coxhead, 2010).

1) On the basis of, 2) On the other hand, 3) As a result of, 4) The end of the,  5) At the end of the, 6) The nature of the, 7) At the same time, 8) In terms of the, 9) In the form of, 10) In the absence of

Dr. Coxhead highlighted the structural features and limited frequency of these bundles as limitations for their use in the classroom. For example ‘on the basis of’ occurred 308 times in an academic English corpus of around 3.5 million words. This means that a learner reading 15,625 words of academic text, could expect to meet this—the number one most frequent lexical bundle in the academic corpus—twice. Not great bang for your buck. These bundles, also tend to be functional, discourse markers that get buried in-between long complex clauses and noun-phrases in academic English. She gave the following as an example.

Clyne’s research provides valuable information on the distribution of a large number of these languages in Australia (Clyne, 1985, 1991, Clyne and Kipp,1996). On the basis of his analyses, Clyne also identifies a number of “unequivocally important” factors as relevant in accounting for different rates of language shift in different communities….

Looking at this extract, it is apparent that a learner would be doing rather well if their major hurdle in comprehending these two sentences were the lexical bundle buried in the middle (highlighted in bold). Furthermore, these phrases tend to lack face validity with learners who already know all the words in the set and resent relearning them as a bundle.

Dr. Coxhead’s message was one of caution—there are so many other things going on in language to compete with a learner’s attention. Not least of all, there are other pre-fabricated lexical formulas; such as, frames with slots, collocations, academic formulas and metaphor. Metaphor, Dr. Coxhead pointed out, with particular reference to Frank Boers’ research, can be much more problematic in L2 comprehension. Dr. Coxhead left us with guidelines to approaching lexical bundles in academic English. We should always be wary of learning lists. We need to draw attention to lexical bundles in context, and revisit them in order to provide the repetition necessary for learning. And we can benefit our learners by being explicit about expectations for learning these bundles.

I’d like to conclude this review noting that Averil Coxhead was one of the most dynamic presenters I’ve seen in a long time. She charmed the audience with warmth and wit, and healthy doses of tales from her homeland, New Zealand. If ever you have a chance to see Averil in action, do not miss the opportunity to see yet another great kiwi teacher-scholar.

 

Review by Leigh McDowell


LEXICAL BUNDLES FOR ENGLISH.

Lexical bundles for English: On the other hand

International guest speaker: Dr. Averil Coxhead Victoria University of Wellington ·

 Date: Friday, February 25th ·

Time: 18:00–19:30, followed by post-presentation dinner ·

Place: Yumekaze, Nara (Close to the entrance of Todaiji) · Access: http://www.yume-kaze.com/site/access/index.html · Cost: JALT Members: FREE Visitors: 500yen, payable at the door

 

 What are lexical bundles and why might they be useful to teachers and learners of English? In this talk, Dr. Coxhead will look at research into lexical bundles in written academic English and how these bundles behave in different academic disciplines. She will also examine the opportunities and challenges of bringing lexical bundles into language classrooms.

 Averil Coxhead is a Senior Lecturer in Applied Linguistics at Victoria University of Wellington. She is the author of Essentials of Teaching Academic Vocabulary (Heinle, 2006) and An Academic Word List. Averil has taught in New Zealand, England, Estonia, Hungary, and Romania. Her research interests include second language vocabulary work such as corpus-based analysis of the phraseology and common collocations of the AWL, science-specific vocabulary for English for Academic Purposes (EAP), and vocabulary in writing.

Many of you may be attending Averil’s weekend seminar the following day at TUJ, however this is an exclusive opportunity for you to join a small group, in a picturesque setting near the famous Todaiji Temple in Nara, in intellectual discussion with a world-renowned vocabulary expert. We also strongly encourage you to take advantage of this rare opportunity to relax and enjoy a traditional Japanese dinner with Dr. Coxhead along with fellow colleagues after the presentation at a lovely establishment located within the Yumecaze complex , where the conversation will continue. As seats for the dinner are limited, we kindly ask you to RSVP as soon as possible to narajalt@gmail.com

Regards Luke Rigano

Nara JALT, Publicity.

Harold Palmer in Japan: A Lesson from History

Our very own Leigh Mcdowell and Yoko Yasu will be talking to us about Harold Palmer and his  work in the teaching of English in Japan.

Catch them with us first before they take this great talk to the national conference.

Title:
Harold Palmer in Japan: A Lesson from History
Description:
Eighty-eight years ago, Harold E. Palmer—a language educator widely renowned for his creativity and expertise—was invited to Japan as Linguistic Advisor to the Ministry of Education. For fourteen years, Palmer worked tirelessly in Tokyo creating a wealth of language learning tools and techniques that would help Japanese reform their English language teaching.
Come and hear the story of this great man’s attempts to improve English language teaching in Japan in the 1920–30s. This is a story of success and failure; an episode in history from which we can all draw inspiration and learn something about what it means to teach English here in Japan.
Speakers:
Leigh McDowell
Leigh McDowell has been teaching and learning in Japan for over ten years now. He currently teaches scientific writing and presentation at Japan’s top ranked national university, the Nara Institute of Science and Technology (NAIST). After coming across the work of Harold E. Palmer in the Master’s in TESOL Program at Temple University, Leigh was inspired to research more and share with others the story of this great figure in the history of English language teaching.
Yoko Yaku
Yoko Yaku teaches English at the Osaka Pprefectural Matsubara Senior High School. She has also recently completed her Master‘s in TESOL from Temple University, Japan. Yoko is convinced that her English would be much better now if she had been taught in junior high school with Palmer’s methodology instead of the traditional Japanese way of teaching English. In this presentation, Yoko will share her reasons for that conviction.
Date: October 17th (Sun)
Time: 15:00–17:00
Location: Nara, Yumekaze http://www.yume-kaze.com/site/access/index.html
See you there!

May 16th My Share. Jeff Crawford.

Jeff Crawford et al, has now been changed to Jeff Crawford Flies Solo ( without a net).

SCAFFOLDING OUTPUT ACTIVITIES FOR GREATER LEARNER INDEPENDENCE.

‘Et al’ are unfortunately unavailable at this time and we appreciate our very own Jeff Crawford stepping up for a solo performance.

 SUNDAY MAY 16th 2010.
at YUMEKAZE HIROBA NARA
from 2pm-4pm.

Our very own Jeff Crawford, currently gainfully employed at Tezukayama, Kwansei
Gakkuin University and Shoin Women’s University, will demostrate for us how he
scaffolds activities from lower to higher levels, creating greater learner
confidence and autonomy in output.

He feels that employing devices such as game based activities distracts learners
from the typical face threatening exercises commonly found in most text books.
He will be happy to share activities and welcomes, nay desires,
instructor-participant feedback in the true spirit of MYSHARE.

This promises to be one of those presentations that has something to offer
everyone regardless of your current teaching situation.

Please join us for the inaugural meeting at our wonderful new meeting room, at
YUMEKAZE HIROBA, conveniently situated in the heart of Nara.

If coming by car, free parking is available.
If coming by train, take the Kintetsu Nara Line to Nara station, walk alongside
the park towards Todaiji ( well signposted), YUMEKAZE HIROBA is on the left hand
side,
just before the top of the lane leading to Todaiji. ( Where all the rickshaws hang out)

For further directions/information please email me at,
oneworld.catriona@gmail.com.

Thanks, hope to see you all there,
 

 

May 16th My Share. Presenters Invited.

Nara JALT would like to invite educators to submit proposals for our May 16 My
Share event.
May’s topic is “your favorite, effective, output activities”.
Presenters will be asked to demonstrate and discuss their activity for about 20
to 30 minutes.
In the spirit of My Share, presenters must be willing to share their
intellectual property for their activity.
Please contact us if you are interested and we will send you the proposal
format.
As the potential for redundancy in activities is high, we would like candidates
to submit a simple proposal via our format for an informal review.

This is an ideal opportunity for anyone who has an effective output idea to
showcase.
Our new meeting room at YUMEKAZE HIROBA by Nara Park offers a professional yet
friendly atmosphere, where like minded people can come together to share ideas
and goals with mutual respect.

Interested paries please contact.
Jeff Crawford at jeffcrawfordlincs@gmail.com

Many thanks.

Nara JALT