The number of students with special educational needs (SEN) in Japan is rising in both primary and secondary contexts (Isogai, 2017), and in institutes of higher education (JASSO, 2019). In recent years, different special education policies have been aimed at these different levels of education. To improve English language teacher efficacy with respect to students with SEN, this presentation will examine various special education policies as they intersect with English language education policy across contexts.

This presentation explores how cognition and teaching context shape the mental lives of nonnative English teachers in Japan. Duoethnographic perspectives highlight the analysis of semi-structured conversations on three main themes: academic diaspora, lived experiences, and native speakerism in the workplace. This presentation aims to be a springboard for future directions that could help uplift the collective reputation of nonnative English teachers and promote educational equity.

This presentation provides clear and practical information on publishing in one of the JALT Publications journals, which include The Language Teacher, JALT Journal, and the Postconference Publication. Editors from each journal will cover their journal’s remit and submission guidelines, describe the various peer-reviewed and not peer-reviewed publication opportunities available, and answer questions. First-time authors and those wishing to publish in Japanese are especially welcome.

This is a meeting for everyone involved with publicity for a JALT chapter, SIG, publication, or conference. A survey will be sent around prior to the conference to gauge attendees’ interest in various topics. We will go over what resources are available for publicity officers on the JALT site, and we’ll take questions to try to trouble-shoot any difficulties you may be experiencing.

Program Chairs Meeting

One interesting aspect of technology in the classroom is the ability to help motivate learners. This presentation will explore current uses and future potential of technology-assisted language learning in the ELT classroom in the context of helping motivate learners. The presentation will offer personal observations of the use of technology in the classroom, and propose uses for Instagram, Google, Classroom Dojo, and other technological advancements in an elementary school and university context.

This presentation outlines the impact of regular reading comprehension practice over 30 weeks on the high frequency word recognition development of a girl who is being raised in Japan. The results of this study showed her ability to read aloud high frequency words in the reading comprehension texts and high frequency word lists not only increased, but also her ability to read aloud increasingly complex and longer high frequency words improved over the 30 weeks.

This presentation explores the implications of sociocultural theory for vocabulary instruction. Rooted in the idea that learning occurs through social interaction, sociocultural theory provides a basis for vocabulary instruction that relies on interactions that are more powerful when those interactions lead to the creation of classroom communities. Within a classroom community, teachers and students can interact with each other and with texts such that effective, meaningful learning of vocabulary and comprehension of these texts occur.