Sessions / Plenary Session
Peace is harmony attained by working productively with conflicting perspectives. In this lively plenary, Rebecca Oxford focuses on the natural harmony between teaching language and teaching peace. Both focus on helping people develop necessary communicative competence, and both promote cooperation and understanding across cultures and groups. Using her Language of Peace Approach and describing peace activities for the classroom (onsite or online), Rebecca takes us to the heart of peacebuilding in language education.
Looking back at a quarter of a century as a teacher, author, publisher, and study abroad coordinator, the presenter will consider what he learned about teaching and learning along the way. He will look at certain significant events and incidents that suggest ways in which Japanese students and teachers in Japan might be served better.
The CREDIBLE approach encourages students and teachers to create projects that address real needs of people and communities where they live. In this session, we will unpack the notion of CREDIBLE and then look at examples of projects that classroom practitioners have carried out in diverse contexts. We will also consider possible projects that you can develop in your own contexts.
Boys to the left, girls to the right; How can we un-gender our classrooms? How can we change the discourse about LGBTQIA+ individuals from “they” to “possibly you or me”? How can we make sure that our classroom communities are safe, empowering and diversity-inclusive? I will try to answer these questions by sharing what I have learnt as an openly-gay teacher in dialogue with LGBTQIA+ students in the university community.
Language classes are often intended to prepare learners to engage in successful communication. Communication is regarded as the means and ends of language learning. Yet, there has been very little discussion of what else communication can bring to learners. In this talk, I will explore some practical ideas from communication studies, using a model of positive communication, and consider how these might facilitate the development of healthy communities of language learners and teachers.