Language is not only a tool for communication, but also a framework for mental activity. Increased use of language in specific ways with preschoolers helps them develop this framework upon which higher mental skills can be built. Several techniques to verbally engage preschoolers in using English to develop their mental skills will be demonstrated through selected activities. Finally, a discussion on how these activities can be adapted for participants’ classrooms will be held.

This study investigated an interactional practice for promoting assistant language teachers’ (ALTs)’ participation in team teaching lessons with Japanese English teachers (JETs). Using conversation analysis, the researcher conducted a comparative case study on 15 team teaching lessons of two pairs of ALTs and JETs in two public junior high schools. The analysis found that with the ALTs taking over the turns for Evaluation from “Initiation-Response-Evaluation sequences”, it made a significant impact on promoting their participation.

This workshop proposes a need for more comedy in Japanese high school lessons and presents a course that tries to fulfil that. In it, students learn techniques of comedy, practice improvisation drama, and compose and perform humorous skits in English. The educational purpose is to develop creativity, critical thinking and cooperative attitudes, alongside language skills. We argue that non-traditional course types are worth the risk and will share examples of the outcomes of the course.

Although learning a second language at preschool age benefits learners to achieve native-like competence and children are enrolled to English courses at a young age, learners’ cultural, social and language background should not be overlooked. The factors play a significant role in influencing L2 learners’ competency. This study examined the effect of phonological and syntactic differences of a child’s L1 (Chinese Language) towards the L2 (English Language) learning.

This longitudinal study keeps track of five novice elementary school teachers who received a yearlong preservice EFL teacher preparation program and reveal how they try to “apply the teaching methods they were trained to use” (Farrell, 2012, p. 447) in their school contexts.