Tag Archives: teaching

February 2016 Event: English for High School Education: Professional Development through Teaching Practice

How did your university students study in HS? What will your JHS students be studying when they get there? What is happening in HS classrooms at present? What is in store for the future?

We very much look forward to seeing you at the event to join the conversation.

In this event, several high school English educators from different backgrounds and teaching contexts are going to share their teaching practices in class. In general, teaching English at high school in Japan has specific duties such as a necessity to prepare students for taking university entrance exams. Considering such, the presenters will share their teaching activities. Audience members will have an opportunity to develop their understanding toward current situations and issues in the English education of high school students.

「高等学校における英語教育 ~授業実践から専門性を高める~」

今 回の講演では、経歴・背景の異なる高等学校教育者たちが集い、それぞれの授業実践を紹介します。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 て頂ける機会を提供します。

Date & Time: Sunday, 28 February 2016 – 1:30pm4:30pm
Venue: Yamato Conference Hall (やまと会議室) (access)

Masayuki Nakano, Angela Wren, Rachel Stuart, Kazuhiro Iguchi & Adelia Falk

Fee: Free for JALT members, and 1000 yen for non-members


Presentation 1: Masayuki Takano (Nara Prefectural Horyuji Kokusai High School)
Introduction to English for High School Education

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.


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。

Presentation 2: Angela Wren & Rachel Stuart (Nara Prefectural Horyuji Kokusai High School)
A Step by Step Introduction to Debate

This is a 10 lesson debate unit that takes students from simply giving their opinion to fully participating in a full team debate. In the first half of the unit, the concept of debate is introduced, such as, disagreeing and giving strong reasons. In the second half, the students learn about the structure of debate and prepare for their final debate. To build confidence in the students, interactive games are used throughout the unit. This debate unit is suitable for all high school level students, even those with no previous experience with debate.

2.「ステップバイステップ ~ディベート入門~」

アンジェラ・レン、レイチェル・ステュアート 奈良県立法隆寺国際高等学校


Presentation 3: Kazuhiro Iguchi (Kansai Soka High School)

3.井口和弘 私立関西創価高等学校 *Schedule change: Due to unforeseen circumstances Kazuhiro Iguchi will unfortunately not be able to present. Apologies for any inconvenience.

Presentation 4: Adelia Falk (Nara Prefectural Nishinokyo High School)
Textbook discussions – a “four-skills” approach to studying high school English textbooks

It can be difficult to integrate classroom communicative activities and textbook lessons. Therefore, an approach to teaching textbook lessons that is based on a discussion model will be introduced. Using discussion projects as a means of understanding the textbook promotes cooperative learning and speaking in English. In this presentation, discussion-based lessons will be introduced, including how discussion groups are structured and the roles performed by each student before and during the discussion. Exercises based on each of these roles can also be used separately, outside of a discussion project. The roles are designed to teach skills students may find useful for future language learning.


アデリア・ファーク 奈良県立西ノ京高等学校


Feb Poster 2016-page-001

October 2015 Event: How do Japanese-university English learners look to you?

Speaker: Etsuko Shimo, Kinki University, Faculty of Applied Sociology

Date: Sunday, October 4th, 2015.   Time: 10:00 ~ 11:30 a.m.

Venue: Yamato Conference Hall (やまと会議室). Less than 100m from Kintestsu Nara Stn.

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

**Optional lunch at a nearby restaurant to follow the event**


Have you ever felt that English L1 teachers (ETs) and Japanese L1 teachers (JTs) have different opinions of their Japanese students? In many university-level English learning programs in Japan, ETs and JTs work together for shared curriculum goals. However, they are often assigned different teaching roles and may have different expectations towards their students. The presenter will discuss the results of a teacher belief survey which explored Japanese university English teachers’ perceptions about their students’ characteristics (e.g, personalities and attitudes towards learning English). The presenter will also share implications and suggestions for classroom pedagogy and curricular designs based on the study findings.



Presenter Biography

Etsuko Shimo (Ed.M. in TESOL), associate professor in the Faculty of Applied Sociology, Kinki University, teaches English and other related courses in their undergraduate programs. Her research interests include student and teacher beliefs, can-do based curriculum development, learner autonomy, and collaborative learning activities in language learning and teaching.

June 2015 Event: THT-SIG Projects: Dedicated to the aid and assistance of fellow educators and students in and around Asia

Date and Time: Sunday, 14 June 2015 – 1:00pm4:30pm

Roger Palmer on Krygzstan

Mike Furmanovsky on Vietnam and THT

Guest speaker on Bangladesh.

Brent Jones on the Philippines.

Ann Mayeda and Randy Bollig on Nepal.

With the cooperation of the THT-SIG(Teachers Helping Teachers), Nara JALT is proud to present this eye-opening and inspiring special event.
Multiple presenters will talk about their projects and passions, supported through the THT SIG. They will talk extensively on activities in Nepal, Vietnam, Kyrygystan and Bangladesh as well as their work to develop overseas volunteer opportunities.
A THT-SIG representative will also give a brief insight into what THT is and how it helps to make a positive difference to so many.

Further details of THT-SIG activities can be found at:

http://www.tht-japan.org/   http://jalt.org/groups/558

Location: Yamato Conference Center(やまと会議室)
Guide to Location:  Link to meeting location
Fee for JALT members: Free
Fee for one-day members: 1,000 yen

      **Post-event dinner**

Fittingly, a post event dinner shall be held at a local Vietnamese restaurant from 5PM-7PM for those interested in continuing the discussion, mingling with the presenters or just catching up with fellow Nara JALT members after the official event has finished. Seating is extremely limited so should you be interested in reserving a place, please RSVP to Nara JALT Publicity Officer, Luke Rigano, by email [lukerigano (at) hotmail (dot) com] with ‘Nara JALT June event RSVP’ as the subject, followed by your name and number of guests in the body of the email, no later than 6PM, Friday, June 12th. Please be aware that guests are asked to cover the cost of their own meal and drinks: 2,160 yen,  (course menu: Beto teishoku).

Nara: April—Poetry for Language Learning and Personal Growth by Jane Joritz-Nakagawa

Nara: April—Poetry for Language Learning and Personal Growth by Jane Joritz-Nakagawa 

After brief self-introductions, attendees were asked by Joritz-Nakagawa to look over the 17 poems on her handout and select the one(s) we could use in class. When everyone was ready, each person related which one(s) could be used and how. Rather than mere presentation, everyone added comments and questions about each person’s potential uses, which created an interactive and useful sharing session. Some of the considerations in choosing poems were language difficulty, length, the sound of a poem when read, and the image created by a poem. Activities ranged from merely reading the poem, to having discussions about it or students sharing impressions. Joritz-Nakagawa noted that songs are often better for rhythm and rhyme if that is a goal.  

Although she has taught courses devoted to poetry, she mainly peppers her other classes, including general English classes, with activities similar to the ones we discussed. One thing of note is that she tries to make many of the activities communal in nature so students can share their ideas and help each other, rather than working alone. She then gave us information about materials and resources before ending the workshop with ideas and experiences of using poetry for therapy and personal growth.  

Reported by Rodney Dunham


If any other attendees would like to comment on the presentation, particularly anyone who has had the chance to try any of her ideas in the classroom, please feel free to chime in.