Sponsored by: Osaka JALT, Englishbooks.jp, General Union, West Japan Cambridge Center 2016 CUE Conference JALT College and University Educators Special Interest Group Kindai University, Osaka conTENT with teaching CONtent? Embracing Alternative Methodologies in the Modern Language Classroom
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Sponsored by: Osaka JALT, Englishbooks.jp,
General Union, West Japan Cambridge Center
2016 CUE Conference JALT College and University Educators
Special Interest Group
Kindai University, Osaka
conTENT with teaching CONtent? Embracing Alternative Methodologies in the Modern Language Classroom
their papers for a special peer-reviewed conference proceedings edition of the OnCUEJournal.Wewillhavemoredetailsaboutthepublicationaftertheconference.
raffle featuring copies of the APAManual, 6th ed. (2009), Research Design: Qualitative,Quantitative,andMixedMethodsApproaches,4thed.byJ.W.Creswell(2013),andRoget's21st Century Thesaurus (2005). The raffle will be held after Professor Ikeda’s plenarypresentationonthesecondfloorin����.
ConferenceTitleconTENT with teaching CONtent? Embracing Alternative Methodologies in the ModernLanguageClassroom
DescriptionTodayavarietyofmethodshavebecomecommontoclassroomsaroundJapanandtheworld.WhetherclassesinvolvetheuseofCLT,CBT,CLIL,ESP,orothermethods,eachbringswithita different set of challenges and rewards for teachers and students. This conferencewillencourage participants to explore different teaching methods, exchange thoughts andexperiencesregardingtheuseofthedifferentmethods,andexploresuggestionsforhowtoimplementthedifferentmethodsinavarietyofclassroomsituations.Reportsonresearchrelatedtothevariousmethodstodelivercontentcoursematerialwillalsobeencouraged.
AbstractManyinstitutionsinJapanandotherAsiancountriesareadoptingContent-BasedLearning(CBL)coursesasanalternativetotraditionalEnglishlanguageprograms.Thesecoursesareoftentaughtbynon-nativesubjectspecialistswithlittleornotraininginlanguageteaching.Asaresult,studentsstruggletounderstandnotonlythenewcontentbutalsothelanguageinwhich it is being taught. Alternatively, English teachersmay be asked to teach a CBLcourse, but this leads to the danger of them teaching overly simplistic or potentiallyinaccurate contentmaterial. In this presentation, Iwill review the coreprinciplesof theEnglish for Specific Purposes (ESP) language learning approach and show how adoptingtheseprinciplesinaCBLclassroomcanhelpteacherstosuccessfullybalancecontentandlanguageandproducecoursesthatmeetthetargetgoals.IwillalsodiscusshowESPandCBL relate to other recent trends in tertiary program development, including EnglishMediumInstruction(EMI)andContentandLanguageIntegratedLearning(CLIL),anddiscussthe potential impact of all these trends on English language teachers, specialist subjectteachers,andthetertiaryinstitutionswheretheywork.
ThispresentationintroducespracticalreadingstrategiesandactivitiesforanEnglishin themedia ESP course. Empower your learners to read between the lines andcriticallydisseminatethewidearrayofmediareportsavailabletothemwiththeseengagingandthought-provokinglessonideas.
Thispresentationwilldiscussandsharethemethodology,materialsandresultsofastudy,carriedoutinaJapaneseuniversityfreshmanEnglishcommunicationcourse,which examined the perceived benefits to communication competence gainedthrough participation in a number of highly-regarded self-evaluation activities.
In a university in Tokyo, a special needs student requested to join an electiveconversation class with 25 other students. Effectively teaching a group whilemeeting theneedsof a speakingandhearing-impairedperson is a challengeandmuchcanbelearnedfromthiscasestudy.
AcomprehensiveneedsanalysiswasconductedtoassesstheEnglishlanguageneedsand difficulties of undergraduate Japanese EFL learners at Osaka University. ThefindingsrevealedthatthereisapressingneedforlaunchingaCALL-basedlanguagecenteratthisuniversitywhichcouldcontributetothestatusofELT.
Skills course books can often be lacking in textual content. If teachers know thelearning objectives of their courses and have a repertoire of activities, they cancreate their own content-rich curriculum and materials by adapting non-fictiongraded readers. The presentation will show how this was done for alistening/pronunciationcourse.
TokaiUniversitystudentshelplocalvolunteersinterpretforluxurylinerpassengersat Shimizu Port. We are researching passenger and interpreter needs, and thesupportsimilarsmalltownsofferforeignvisitors.WewillthencreateanESPtrainingprogramfortheinterpreters,andthecityofficetobettermeetpassengerneeds.
The presenters will describe various ways to implement an awareness-raisingprocesscalled IdealClassmatesSensitizations (ICS),whichencouragesstudentstocollaboratively support each other by sharing information aboutwhat they needfrom each other to perform well. Teachers can use ICS to better prepare theirstudentsforanyclassroom-basedmethodology.
Althoughcontentcoursesareproven tobeeffective in improving languageskills,varied English competency levels in a single classroom are problematic forinstructors who do not wish to compromise the quality of their courses. Thispresentation demonstrates specific activities that can be applied to maximizeparticipationindiverseclasses.
Apresentationdetailingactivitiesinthedepartmentofengineeringsincethe2014academicyear,inwhichJapaneseFacultymembers,expertsintheirfields,havebeeninvited to regular English classes as special lecturers to provide science-majorstudentswithup-to-dateinformationonvariousscientifictopicsinEnglish.
Content-based education is gaining momentum in Japanese universities, as itteachescontentwhileofferingexposuretothesecondlanguage.However,itisnotalwaysstimulatingnordoesitaddressthelanguagepedagogically.Thispresentationoffers practicalwaysof usingmusic as amediumof instruction in content-basedcourses.
MartinWood,KanazawaInstituteofTechnology,[email protected] theopportunity toapplycontentknowledge inameaningfulwaymay help students understand the material better. This poster will explain howstudentsappliedcontentknowledgefromthescientificmethodtoactualresearchconductedatourinstitution.Studentfeedbackandsuggestionsforsimilaractivitieswillalsobeexplored.
As the direction of student-teacher conferences tends to be student driven,conferences may provide valuable insights into which aspects of language-embedded content courses students wish to explore in greater depth. Plans forresearchingthisareawillbeoutlinedinthisposterpresentation.
This presentation seeks to give practical examples of scaffolding in humanitiescontent. Techniques,utilized togoodeffectby thepresenter,will be introduced.Techniques include interventions with course material and activities, classroomlayout and practices, as well as homework and assignments. Attendees areencouragedtosharetheiropinionsandexperiences.
Thispresentationexploreswaysthatteacherscanusetheirskillsandexperienceaslanguage teachers trained inTESOLorAppliedLinguistics to teachCLILandotherContent-Based courses. Specific examples and materials will be provided fromclasses the presenter has taught, including Psychology, Environmental Problems,GenderStudies,andMultiethnicLiterature.
The presenters will share their expertise in designing, writing, and maintainingmaterialsforaCBIcurriculumataJapaneseuniversity.Theuniversitybegancontent-based instruction inthe late1980s.Twochallengesaresupervising facultyas theydevelopfirst-yearmaterialsin-houseandlinkingcontentandlanguagegoals.
Content-based English classes can be engaging and thought provoking whenstudentsare interested in thetopic.Thepresenterwilldiscussanentertainment-themedcoursewherestudentsdeterminedcoursecontentandactedasteacherstotheirclassmates.Thepresentationexaminesstudentopinionsregardingthisformatandgivessuggestionsforimplementingsimilarsyllabi.
Towardsmoreintelligibleresearchpresentations(ESPPresentation)4thFloor,4S2 �,10:00-10:35PaulMcAleese,NaraInstituteofScience and Technology,[email protected]
Thisshorttalkwillconsidertheoutcomesofanoralresearchpresentationtrainingprogram for post-graduate bio-science students. Based on final presentationevaluations, post-presentation questionnaires, and video material, some specificareas for further improving NNS (non-native speaker) presentation delivery andlanguageareidentifiedanddiscussed.
This presentation will consider the application of task-based language teaching,alongsideform-focusedinstruction,for lower-intermediateproficiencystudents inJapaneseuniversityclassrooms.
Thepresenterswilladdressbestpracticesforintegratingcontentandpresentationskills into EFL courses to improve student communicative competence. Theywillsharestrategiesforadaptingcoursematerialstoincludecontentandpresentationskills whilemeeting course objectives. Participants will receive access to samplecoursematerials.
LUNCHBREAK
2016CUEPRESENTATIONS,4THFLOOR,4S2 �,AFTERNOON
Smartphone movies: Dynamic, task-based learning for college students (LongPresentation)*
Thisworkshopwillexplainanddemonstratethesimplicity,poweranddynamicrangeof learningactivities throughmovieproduction,nowavailablewith themost recentdevelopments of smartphone and 'cloud' technology. Attendees should have areasonableknowledgeofsmartphonesandsmartphoneapplications,howeverthereisnorequirementtobringasmartphonetotheworkshop.Pleasenote: iOSandAppleStoreproductssuchasiMoviewillbedemonstrated.
TwelveJapaneseuniversityEFLlistenersofthreedifferentproficiencylevelswatchedshort unscripted video clips of two different native English speakers talking aboutlearning to drive. A verbal recall procedure with participants revealed a variety ofdifficulties, including misinterpretations of connected speech, hesitations, culturalreferences,andknownvocabulary.
This presentation explores the intersections between identity formation, content-focused learning, and second language acquisition. In acquiring a second or foreignlanguage,thereisanaspectofidentityformationthatwillaccompanytheexperience.This presentation is focused on how to foster and utilize identity formation in thecontent-focusedlanguageclassroom.
ThispaperwilldescribetheimplementationofalectureprogrammeforEFLstudentsin at a university in Japan. The presenterwill describe the courses, some of thechallengesthatemerged,andthemeasuresthatweretakentodevelopthecoursesafterfeedbackfrombothcolleaguesandstudents.