Sessions / Forum
In this forum, presenters will introduce ways in which literature and approaches to it can be used by students and educators to understand, contribute to, and participate in, various notions of community. Audience members will then be invited to discuss the effect and effectiveness of literature and teaching/learning methodologies in both defining, and existing in, a greater whole. Please join us in an exchange of ideas and a sharing of experiences.
Business letters and email should reflect a positive, natural-sounding, and somewhat personalized writing style regardless of the topic matter—whether good news, bad news, or just routine information. Unnecessarily formal letters, or letters overladen with passive and noun phrase expressions, are not only wordy but also slow down quick-return communication. We will discuss, through four sample letters and exercises, how original letters can evolve into direct, polite, communicative revisions.
In this forum the presenters will cover several important examples of out-of-class technology usage and its effect on the language learning classroom. The topics of discussion will include informal digital device usage among Japanese high school and university students as well as the utilization of social networking sites and digital games. An overview of each topic will be presented as well as implications for practice.
Misako Tajima examines how Filipina tutors are constructed as gendered entities in Japan’s Skype English conversation industry. Sachi Komai explores the works of novelist Natsuo Kirino, who describes the influence of neoliberalism in Japan and its impact on women. Antonia Cavcic discusses Koike and Abe’s use of gairaigo during the Covid-19 pandemic in relation to gender, inclusivity, and clarity. Sara Schipper reports on discrimination, isolation, and satisfaction amongst female students attending a male-dominated, Japanese university.
Predictive Processing (PP) is a fundamental and exciting theory in neuroscience. This forum will focus on the critical role PP plays in foreign language processing. Following an overview of PP, participants will be able to choose two topics to hear more about and discuss in separate breakout rooms (PP in depth, multi-word utterances, grammar, intensive reading, study abroad, extensive reading). With two rounds, everyone will be able to visit two rooms.
First-time special online-weekday addition of the JJ My Share! What is a JJ My Share? An informal opportunity to share a favorite activity or a variation of another activity that you can explain to the group in a minute or two. We will go around the virtual room and share ideas. No need to sign up in advance. EVERYONE is welcome to participate, share, and go home inspired! Please come to this special event.
This year’s Critical Thinking SIG Forum will focus on adapting critical thinking pedagogy to online and distance learning focused classrooms. Our situation with the COVID-19 pandemic has made everyone rethink their approach to teaching. This forum will share three strategies to help you introduce critical thinking in your classes whether they are in person or online.
Coursebooks consist of lifeless words and illustrations. Some are visually appealing, some are interesting but all of them need bringing to life. For coursebooks to facilitate language acquisition they need to interact with the minds of their learners and help their learners interact with others. I’m going to discuss and exemplify how teachers and learners can bring their coursebooks to life in ways which are principled and have the potential to facilitate eventual acquisition.
In this forum the presenters will evaluate their experiences with the use of online learning platforms for their classes and with teaching vocabulary to beginners. Presenter 1 talks about the use of Zoom and Moodle at a technical university. Presenter 2 explains some tricks when using Zoom for German classes. Presenter 3 shares the experiences with an online practice room for Thai, and presenter 4 focuses on Vietnamese vocabulary teaching beyond the textbook.
The world has been coming closer than ever, thereby, creating new communities based on diverse cultures. One of our roles as language teachers should be to build vibrant communities that are based on trust, and willingness to accept beliefs that are different than our own. Embracing this year’s theme of “communities of teachers and learners”, we’ll discuss some practical ways adopted to reduce or eliminate any barriers that could have hindered a great learning experience.
In this forum, the presenters will share their experience and answer questions regarding various issues that arise when negotiating overseas academic partnerships. Topics include: (a) first steps for establishing the partnership; (b) negotiating differing perspectives (including mediating between our host university and partner university); (c) maintaining the partnership (including overcoming problems); and (d) ending partnerships. Simon is the director of partner negotiations for his faculty and Peter is the international ambassador at National Taipei University.
This forum will bring together Teaching Helping Teachers (THT) THT members, country coordinators and interested parties. Invited speakers from some of the THT programs, such as Bangladesh and Kyrgyzstan, will talk about their experiences with THT and teaching during the pandemic. Due to COVID-19 most of the THT 2020 programs have been unable to go ahead. Participants will also discuss the role of THT in a COVID world. Presentations and discussion will be followed by the Annual General Meeting.
The Bilingualism SIG is proud to be celebrating 30 years of continuous support for individuals and groups who are regularly using more than one language and who consequently have some claim to multiple cultures. This year’s forum will consist of an open discussion where participants can share stories of their language learning journeys, past and present; both global and local. Discussions will take place in both Japanese and English and the AGM will directly follow.
In this forum, a range of interactive presentations will critically explore the theme of transformative learning communities (TLCs), based on theories of transformative learning where learners reach fundamental shifts in their worldviews and actions through reflection. Presenters will focus on distinct groups of learners (high school students, university students, teachers, teacher trainees, and practitioner-researchers), with forum participants invited to discuss and later share their reflections about TLCs in Learning Learning, the Learner Development SIG's newsletter.
Research on pragmatics is generally from only one research perspective. However, this forum will bring together three researchers each with their separate research agendas: conversation analysis, discourse analysis, and sociolinguistics. These analysts will explain their overall approach and demonstrate the key steps in their analysis of the shared transcripts. This session will raise awareness of the differences and commonalities of the research perspectives, and, in addition, provide further insight into the pragmatics of real-life interaction.
The CEFR & Language Portfolio (LP) SIG Forum will discuss how to align the CEFR to current practices for identifying needs of learners and teachers in the classroom by using an action research cycle. We will explain the outline of our new JSPS kaken research project which explicitly includes the SIG. We are looking for case studies in relation to the CEFR using action research. The CEFR & LP SIG AGM will be held after the Forum.
For educators, communities serve a variety of purposes, from creating and retaining the collective knowledge on fundamental tenets like best practices in teaching to collegial camaraderie, among others. Learners also belong to a variety of communities that influence everything about their academic experience, from learning motivation to groups made sanctioned by the instructor to facilitate language learning. The presenters will discuss effective creation and management of these communities is essential for a positive learning experience.
In this forum, three presenters will share their findings on current college level Japanese as a Second Language (JSL) issues. The topics include: JSL teachers’ teaching techniques of using L1, the pros and cons of evaluating JSL student-teachers, and JSL learners’ motivation and identity issues. We will have discussion sessions after each presentation. Please come and join us to share your thoughts on current JSL issues!
JALT Junior My Share #272
This year we continue the JALT Junior (JJ) My Share tradition. What is a JJ My Share? An informal opportunity to share a favorite activity or a variation of another activity that you can explain to the group in a minute or two. We will go around the virtual room and share ideas. No need to sign up in advance. EVERYONE is welcome to participate, share, and go home inspired!
Learning communities are becoming important as learner needs become more diverse. Learners with disabilities are one example where learning communities are underrepresented. The 2016 Act for Eliminating Discrimination against Persons with Disabilities reemphasizes learning capacity for those with special needs. This change raises the question: how can learning communities be formed to expand accessibility to language learning? This session will engage in discussions regarding learning and professional communities, diversity and accessibility in language learning.
Educadores de Español como Lengua Extranjera analizarán temas relativos a la enseñanza de lenguas. Budding: Producción oral en una clase invertida con actividades motivadoras y atractivas; Video presentation link: https://youtu.be/CKOBMvM7xP8 Roque: Storytelling para desarrollar la competencia cultural, la dimensión afectiva y el aprendizaje de ELE. Video Presentation link: https://youtu.be/sKozUoVcs7Q Silva: Aprendizaje activo como marco de actividades interculturales, reportan sus investigaciones sobre el aprendizaje de español desde una contextualización sociocultural y comunicativa. Educadores y estudiantes de otros idiomas son bienvenidos. Video presentation link: https://youtu.be/s3aPN2Cycqs
International Forum #281
The International Forum offers an excellent opportunity to learn from panelists who represent JALT’s international partner organizations. The panelists will share their educational experiences and diverse perspectives in relation to one or both of this year’s conference themes: “Communities of Teachers and Learners” and “Emergency Remote Teaching and Learning.” This forum provides participants with the chance to interact and exchange ideas with experts from a wide range of educational contexts from different countries.
In this forum, former and current eikaiwa teachers come together to share and discuss their perspectives on private English conversation (eikaiwa) schools and their position within the larger professional community of Japanese ELT. In response to negative stereotypes of the eikaiwa industry prevalent in the English teaching field and society at large, the forum participants will discuss the complex nature of eikaiwa and its legitimate role within English education in Japan. This forum is sponsored by the School Owners SIG.
Supporting teachers with limited technological skills, encouraging students to participate who have anxiety or social withdrawal and generally motivating the connections and communication we take for granted, are at the forefront of online learning management skills. The quarantine situation will pass eventually, however the skills and techniques developed and discussed in this forum will continue to be essential elements of the hybrid English classroom and lifelong language learning, well into the future.
Out of the 5,351 foreign full-time university teachers in Japan, only 967 are women (Huang, 2018). This eight-women panel addresses personal and professional issues influencing the careers of women teaching English in Japanese universities. These issues include career-building, balancing personal and professional lives, being in the minority, workplace harassment, and membership in professional communities. In addition to providing mentorship and inspiration, the panelists will invite the audience to be active participants in this innovative forum.
This forum examines learner communities in self-access spaces, through several presentations and a follow-up discussion. Topics covered include fostering teaching assistant study groups in a self-access context, learner engagement and identity with a social learning space as examined through the lens of the community of practice framework (Wenger-Trayner & Wenger-Trayner, 2015), and the challenge of sustaining and enhancing a community of learners split across two university campuses.
A panel of teacher-researchers will discuss their experiences designing and implementing action research in the Japanese EFL university context. Topics include exploratory practice in a reading and writing class, learner reflections on leadership skills in group work, providing optimum scaffolding for reading circles, and addressing learner reticence to speak English in the classroom. Discussants will share reflections on receiving guidance from an expert researcher, group meetings, project design, ethical practices, and classroom experiences.
This forum features several short presentations on self-directed learning. The presenters will cover a range of topics related to their teaching practices, including their use of language learner histories; learner journals; online and face-to-face interactive tasks; negotiated goal contracts; and reflective tasks. They will also introduce measures they employ to facilitate open dialogue and create a professional teaching community. Finally, participants will be invited to share how they address learner autonomy in different contexts.
The presenters will introduce a tandem protocol they used for a project between the Leibniz University Hannover and the Universities Fukushima and Kyoto. The tandem protocol helped students structure their learning experience. The results of surveys and suggestions for improvement will be presented. One presenter allowed the students to use translation software for writing texts. Weaknesses of translation software and grammar structures the students used will be discussed. (Vorträge auf Deutsch)
This year our Extensive Reading (ER) forum brings together researchers, writers, and practitioners addressing some of the connections or disconnections between reading and writing; between graded readers and learner backgrounds; and between producing readers with socially relevant content and learner interest and accessibility. The speakers will share some insights on their approaches to bridging these gaps as ER takes hold in a variety of contexts in Japan and abroad.
GILE SIG Forum #268
For the 14th successive year, the Global Issues SIG forum is an idea-sharing session open to all interested people. This well-received session linked to global issues and international understanding will feature classroom teachers’ mini-reports, and innovative ideas on teaching activities, materials writing, and curriculum design. Handouts, lesson plans, and teaching resources will be available to peruse or take. Come join our unique session, learn new teaching approaches, and share your ideas. Open to all!
PIE SIG Forum #279
The Performance in Education (PIE) SIG forum will feature a panel discussion with a number of PIE practitioners. The focus of this year’s forum is on student motivation, teacher/student feedback, and teacher/student (self- and peer-) evaluation, and how these come together to support communities of teachers and students even in the midst of Emergency Remote Teaching (ERT). Join us for an interactive, enriching, educative and practical panel discussion!
Le Forum de Français portera sur trois sujets: Le premier parlera de l’histoire de la Nouvelle-Orléans en mettant l’accent sur le rôle de la langue et de la culture française. Le deuxième présentera un panorama d’ensemble des manuels de français utilisés dans les universités japonaises. Le troisième parlera de l’utilisation de la théorie du chaos dans les deux domaines de l’apprentissage des langues et de la profession d’infirmier.