Sessions / Elementary and Preschool
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.
Every language teacher wishes to motivate and help their students learn and use the language. Here, a language-rich environment is a key to success. This presentation shows how to set up and manage five school-tested activities designed to maximize language use not only in an academic context, but also in the world at large. The presenters will also share how these five different activities created an increase in student participation and engagement.
This is a report of a pilot study on teaching phonics to fifth and sixth grade students in Mie, Japan. A revised course of study will be implemented in 2020 and phonics will be a new element added to the fifth and sixth grades foreign language curriculum. Due to the time constraint, we modified the Jolly Phonics approach and taught 18 sounds in two semesters. All the students enjoyed learning phonics and acquired the sounds.
Teachers of young learners are often focused on getting through their daily lesson plan, but how often do they think about how their students see the lesson? If teachers scaffold the lesson to pique students’ natural curiosity, personalize the content to aid understanding, and not only model what to do, but also show the students that they can accomplish language tasks, the classes will go more smoothly, leaving the teacher and students feeling more satisfied.
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!
Phonics chants and activities are common features in elementary English classes, but are they effective for teaching phonemic awareness? This study explores their effectiveness in teaching phonemic awareness to 60 Japanese sixth graders at a public elementary school in Chiba Prefecture. After one school year of chanting phonics chants and doing a phonics activity for three months, the students’ pre- and post-test scores were compared. A statistical analysis of the data was done using R.
From 2020 a new course of study will have become a national policy requiring English to be taught through “Language Activities” at the elementary school level and at the junior high school level from 2021. How will this influence teacher trainers and English teachers working throughout the school system? The speaker will offer insight into the new course of study and the materials based on it.
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.
A digital game for Chinese L1 children learning English was tested in a mixed-methods pre- and post-test study. Children used the game for 15-20 minutes a day for six months and experienced dramatic improvements in assessed language skills as well as increased motivation and interest in learning English. Lessons learned from this study have been used to adapt the game for Japanese L1 children learning English. Implications for effective digital EFL learning contexts are discussed.
Phonological awareness is considered a strong predictor of early literacy in English-speaking countries. However, does it have similar effects in a Japanese EFL context? This study explores the effectiveness of teaching phonological awareness explicitly to fourth graders in a public elementary school in Japan. The study was conducted for a year in the researcher’s homeroom class. The pre- and post-tests have shown interesting implications.
English education in Japan is changing quickly at the primary school level, where homeroom teachers are struggling with English as a full-status, evaluated class. With an awareness that English is not the exclusive property of those born into it, this presentation will focus on an ongoing national survey of over 260 so-called non-native English-speaking assistants, both Japanese and non-Japanese, contrasting results that differ from those in the researcher’s earlier studies with “Inner Circle” ALTs.
This is a workshop looking at ways in which we can use real-world experiences and environmental activities to help young learners deal with anxiety and a feeling of powerlessness in an age of crises. How can teachers and communities build and participate in projects that empower children and enable them to play their part in protecting the natural environment around them?