Sessions / Featured Speaker Workshop
The Story-Listening/Guided Self-Selected Reading Program (SL/GSSR) is a complete program for EFL/ESL students; the goal being to bring beginners to high intermediate/low advanced in 3 to 4 years. SL/GSSR provides a substantial amount of optimal input, thus causing language acquisition. This workshop will introduce and promote discussion on the SL delivery method and the positive evidence of a SL/GSSR program on reading, writing, vocabulary acquisition, and TOEFL and TOEIC.
This workshop will illustrate an Access, Activity, and Awareness methodology (Jones & Carter, 2012) and show how we can apply this method to any piece of literature. This interactive workshop will demonstrate that literary texts are rich in both spoken and written language by asking participants to work directly with a range of sample texts. It will also show that such texts can develop student engagement and language awareness at different levels and age groups.
This presentation focuses on the experiences of female English language teachers (ELT) from the African continent and of the African Diaspora (Black women) who currently reside in Japan. Using the narrative inquiry methodology (Clandinin & Connelly, 2000) to explore her participants’ stories, along with auto-ethnography, the researcher will discuss how and if perceptions of gender, race and racial stereotyping impact upon their participation in professional Communities of Practice as described by Wenger (2002).
As the population ages, and more becomes known about the benefits of late-life language study, the number of senior language learners continues to increase. However, teacher education programs generally provide very little input on the opportunities and challenges of teaching languages to people aged over 60. This workshop explores the social and cultural construction of age, the stereotypes faced by older learners, and suggests ways teachers can tailor learning activities to maximise motivation and involvement.
In this workshop, participants will be led through the qualitative research process of a recently completed project using critical discourse analysis to analyze higher education job advertisements (Muller & Skeates, 2020). Discussion topics will include how the project was conceived, decisions regarding methodology, the coding process, and how collaboration strengthened the research. We will conclude with a practical discussion of how workshop participants can plan and execute their own qualitative research projects.