Category Archives: Uncategorized

Using Literature in Language Teaching

Do you seek new ways to bring more of the world of literature into your language teaching practices? If so, then this collaboration between Nara JALT and the Literature in Language Teaching SIG (LiLT) is for you. Three speakers (two from LiLT and one from Nara JALT) share their expertise and experience on using literature in language teaching and enrich our access to the perennial, but often challenging world of literature.


Event Speaker: Kevin Stein, Mark Scott, Lorraine Kipling
Fee for JALT members: Free
Fee for non-JALT members: 1,000 yen

Date: December 15 (Sat.) 3:00 PM-5:00PM
Venue: Nara Visitor Center & INN
3 Ikeno ChoNara-shi, 奈良県630-8361)


The JALT2018 Four Corners Tour—Nara

Four Corners Tour Nara 2018The 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


  1. First Presentation: Three Strategies for Fostering Resilience in Young Learners

Speaker: Judith B. O’Loughlin


For young learners, whether traditional newcomers or students with limited literacy, to become resilient, schools must create “havens of resilience” (Henderson, 2013) helping learners discover their own internal strengths, the “I Have, I Am, I Can” (Grotberg,1995; Davis, 2014).

Learners discover how to draw on three resiliency strategies to develop their internal strengths and external resources to succeed emotionally and academically in the English language classroom and beyond. Resilience isn’t a specific program or curriculum, but a process. In the “I Have, I Am, I Can” model, learners are able to develop and recognize the unique strengths they possess.

The presenter describes the model, connecting to the conference theme of addressing diverse student populations and helping to create an inclusive learner-environment. She provides numerous examples of “I Have, I Am, I Can.” Component examples described and participants will have an opportunity to reflect on the three strategies, practice with and create their own examples, as well as, share with colleagues.


Judith B. O’Loughlin has taught ESL at K-12, adult education, and graduate university ESL/ELD/bilingual endorsement programs  As a consultant, she focuses on standards-based curriculum, differentiated instruction and assessment, collaborative team-teaching, newcomers with interrupted education, and advocacy and policy impacting ESL/ELD/bilingual educators and their students.  She is the author of chapters in several edited books, including Academic Language in Diverse Classrooms: Mathematics, Grades 3-5 (Corwin), the Academic Language Accelerator (Oxford) and co-author of Students with Interrupted Formal Education:  Where They Are and What They Need (Corwin). She is one of the TESOL “50 at 50” recognized leaders in the field, as nominated by her peers in 2016.


2. Second Presentation: Inclusivity and Heartfelt Education for ALL Lao People

Speaker: Thongsouk Keomany


The speaker will enliven you with his natural charm, wit and warm heart as he talks about his students, experiences,  and his work in the English Department at the National University of Laos. Hearing about how he has assisted with over 180 amazing visits of mainly JALT members to Laos under the Lao Program (THT Laos), you the audience will be moved by his spirit for life.  He will firstly offer a general perspective on the unique education  context in Laos, particularly in relation to inclusive education, before giving us an introduction to the National University of Laos, where he has worked for 22 years. In addition,  he will speak specifically on inclusive education in NUOL and the various programs, activities and policies he has worked  on related to supporting impoverished and special needs learners. Finally,  he will offer information on LaoTESOL, a unique TESOL event, for Lao teachers of English and invited presenters. He will finish with information on how to apply to be a presenter at the conference. He feels strongly that high standards of education can only be achieved by teachers who work guided by their hearts and spirits.


Thongsouk Keomany was born in Louangphabang Province, in the Lao Peoples Democratic Republic. He has studied in Laos, Singapore and Japan and is currently working on his PhD at the University of Malaysia. He works at the National University of Laos, where he has been teaching under and post graduate students, for 22 years. For several years he was Head of the Department of Academic Affairs and now he is the  Deputy Head of the English Department, in charge of International Programs in the Department, the LaoTESOL Co-ordinator, the  LAN project Academic Advisor,  and a member of the Inclusive Education Committee in the Faculty of Letters. He is also the author of, English Language for Lao Students, Books 3-12. These texts are used in all primary and secondary schools throughout Laos. He specializes in planning, evaluation,  and curriculum design. He believes that the principles and maxims of teaching  from,   to UNKNOWN, can help his learners improve their ability to study, particularly in inclusive classrooms.


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)


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



1/ モクタリ明子(大阪薬科大学・大阪外語専門学校)





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)



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、





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


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).




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 ( 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















講演者:アンジェラ レン





講演者:レイチェル スチュアート











講演者:井口 和弘






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)

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 (, by April 22nd.