Ibaraki JALT Test

Previous Meeting - Saturday, May 17 全国語学教育学会      The Japan Association for Language Teaching  -JALT-　 Co-sponsor : Ibaraki University 
 Presentation:
 1. Featured Speaker Presentation (14:30~ 16:00) Vocabulary and textbooks: What textbooks do, what they don't, and what you can do by Dale Brown (Osaka University) The commonsense view of vocabulary learning is that learning a word means learning its meaning. Vocabulary researchers, however, have established that there is a lot more to learning a word than this. Full 
mastery of a word includes, among other things, knowing its spoken and written form, knowing the concepts it can refer to and what other words it is related to, and knowing the grammatical and collocational patterns 
it occurs in. Classroom observation studies appear to show that teachers, for the most part, take the commonsense view and focus on word meaning. This presentation will begin by reporting on a study which 
aimed to find o...

Aloha, The meeting has NOT been cancelled but expected attendance will be low with highways and local roads closed. Enjoy the snow! 全国語学教育学会      The Japan Association for Language Teaching  -JALT- 　 Sunday, Feb, 9th, 10:00 – 17:00 Meeting   Presentations:   1. University Accreditation: It's Impact on EFL Teaching (10:00-12:00) by Bern Mulvey ( Iwate University)  As of 2004, all universities in Japan must submit to an external accreditation evaluation, to be repeated every seven years. The universities receive written assessments in multiple categories from one of four official accrediting agencies. These assessments are intended to provide detailed evaluations of curriculum appropriateness and teacher effectiveness, not to mention school/program effectiveness in meeting mission objectives. All reports are publicized. The universities also receive grades: pass, probation, or fail. ...

October Meeting Saturday, Oct, 5th, 13:00 – 17:00 
Presentations:
 1. Older students as both teachers and learners by Tadashi Ishida (13:00-14:00) The presenter will discuss possible reasons Japanese older learners have for being interested in studying English. He will also report on his activities to help them study English by demonstrations of certain aspects of Japanese culture and a program that matches up non-Japanese visitors with volunteer tour guides. The presentation will end with a case study illustrating what happened at a festival where international students from Waseda University carried a portable shrine with the help of residents of a downtown Tokyo community through the medium of English. BIO: Tadashi Ishida has been teaching English to senior citizens at community centers in Tokyo, sponsored by the Taito Ward Board of Education for the past 30 years. He is the Founder and Coordinator of JALT Lifelong Language Learning SIG. 2. English Rakugo and English tea...

Our first meeting of the new year will be on Sunday, Feb, 17th. Join us at the beautiful campus of Tsukuba Gakuin University. We especially appreciate their support and cooperation in providing us a comfortable meeting place! The Japan Association for Language Teaching  -JALT- 　 Co - sponsor : GALE SIG   Presentations:   by Diane Hawley Nagatomo (Ochanomizu University)  by Rie Koizumi (Juntendo University) Sunday, Feb, 17th, 13:00 – 17:00 1 . From Dutiful Daughters to English Professors: How Gender Shapes the Professional Lives of Japanese Female University English Teachers (13:00-14:00) This presentation examines the role of gender in the professional identity development seven Japanese female university English teachers ranging in age from their early thirties to their early sixties. The participants’ female gender will be shown to be at the heart of their professional identity-- first by being guided into English study from an...

The Japan Association for Language Teaching  -JALT- 　 Co - sponsor : Ibaraki University Presentations:   1. Coaching in TPR Storytelling’s Core “Circling” Technique (13:00-14:00)   Dominic Jones ( Sendai Seiyo Gakuin University)   This workshop demonstrates the teaching skill of Circling and coaches, teachers in its use, so that they can add it to their teaching tool kit. Circling is used to provide multiple comprehensible repetitions of the target language in a fun way that improves your students’ language acquisition. Circling is a core skill of TPRS. TPRS is a teaching method that has evolved from Dr Asher’s total physical response teaching tool that uses reading and storytelling to teach language using comprehensible input. 2. Sign Language in the Language-teaching Classroom (14:15-15:45)   Mariko Miyao, Tsukuba Gakuin University Cecilia Ikeguchi, Tsukuba Gakuin University Martin Pauly, Tsukuba University of Technolo...

Presentations: Using brainstorming strategies for teaching argumentative writing to  college students in Japan (13:00-14:00) by Naomi Takagi (Ibaraki University) Chapter sponsored presenter for JALT 2012 Argumentative writing is an important mode of communication in academia and the workplace, and it is often assigned in the college classroom as well. This mode of writing, however, can be challenging for college students in Japan because many of them lack prior experience with it. The presenter will discuss the use of brainstorming strategies to reduce students' cognitive strains and enhance their productivity and enjoyment in argumentative writing.  Using T.V. commercials in English class (14:15-15:15) by Joyce Cunningham (Ibaraki University) After the advent of Youtube, commercials have never been easier to unearth and download but their very abundance can make the task somewhat daunting initially. I...

全国語学教育学会 DEADLINE FOR REGISTRATION WAS  MAY 10  Very sorry, registration is closed. The Japan Association for Language Teaching JALT Ibaraki Chapter 2012 May Meeting May 12 th Program Session I 14:00 - 15:2 0 - Featured Speaker Presentation David Barker Gifu University Title: What is “English conversation,” and how can it be taught? Almost every teacher in Japan will have some experience of teaching a conversation class. In many cases, the aims of these classes do not extend beyond a general notion of “getting the students talking,” and this is all too often reflected in the very limited results that they achieve. I believe that many conversation classes fail to produce measurable results because the students simply do not have a sufficient command of the language that they need to converse. To use a theatrical metaphor, teaching English conversation to Japanese university students is a bit like trying to teach dramatic skills to actors who don’t ...