June 20, 2008
Marlen Elliot Harrison: Communities of Practice, the Internet, & the Language Classroom
Marlen Elliot Harrision
On Friday, June 20, 2008, Marlen Elliot Harrison conducted a presentation / workshop for Wakayama Jalt at Wakayama’s Kaichi High School.
Harrison began by posing several questions related to the use of internet technology in the language classroom. This was followed by a discussion of communities of practice and speech communities and the ramifications these concepts have in an EFL context. Implicit in the discussion was the idea that newly available technologies offer far more than convenience and ease of access to information; they provide modes of communication that can bring about and sustain new communities of speech.
In the second part of the presentation, Harrision guided those in attendance through the simple steps that go into starting a blog. Using WordPress, everyone was able to create, design and edit his or her own blog within minutes. These blogs were immediately available for comment and feedback from other members of the workshop.
This hands-on demonstration in conjunction with Harrison’s explanation of the way that he uses a blog in his college composition classes in the U.S. provided a very concrete and easy-to-understand overview of the way that teachers might want to employ the blog to foster a sense of community among their language learners.
Harrison is temporary faculty in the English Department at Indiana University of Pennsylvania (IUP) where he is also completing his doctoral studies in Composition and TESOL. Prior to IUP, Harrison spent 4 years teaching at Doshisha and St Andrews Universities in Western Japan and served as co-coordinator for the JALT Learner Development sig.
May 25, 2008
Kent Hill: An introduction to Spaced-repetition Systems (SRS). What’s the Fuss?
On Sunday, May 25, 2008, chapter president Kent Hill gave a presentation on the use of spaced-repetition systems (SRS) in language learning.
Based on research dating back to the early 20th century, spaced-repetition, or “graduated interval” recall, is a learning technique that seeks to optimize the mind's ability to memorize and retain lesson content by systematically presenting (and re-presenting) material to be learned. It is particularly helpful in learning vocabulary. While the benefits of spaced-repetition recall have been fairly well known for many years, it is only recently--with the development of computer programs--that SR techniques can be fully and easily implemented.
After a brief introdcution to the theory and history of SRS, Mr. Hill provided a demonstration of some of the available applications such as Anki, Lexxica, and iKnow. He also discussed his own experiences as a co-developer of an SRS-based learning program, Words.
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March 29, 2008
Arudou Debito: From Visitor to Resident
Arudou Debito, human-rights activist and author of JAPANESE ONLY (Akashi Shoten 2004, 2006), returned to Wakayama on Saturday, March 29, 2008, to present from his newly published HANDBOOK FOR NEWCOMERS, MIGRANTS, AND IMMIGRANTS TO JAPAN, co-authored with Higuchi Akira (Akashi Shoten Inc.).
Debito, a naturalized Japanese citizen who has lived in Japan for more than 20 years, shared advice for foreigners on ways to improve the quality of their life and work in this country. According to Debito, non-Japanese who plan to stay in Japan for any length of time owe it to themsleves to learn how to make the most of their experiences here.
Wakayama JALT would like to thank all those who helped make Arudou Debito's presentation a success. Especial thanks go to Arudou Debito himself for taking time out of his busy schedule to visit us here in Wakayama.
Those who missed the presentation can download the PowerPoint version from Debito's website.
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December 22, 2007
Monica Rankin:Student Journal Exchange Activity
On Dec. 22, 2007, , Walt member Monica Rankin introduced a writing activity that she has successfully implemented in her college English classes. The activity involves the use of personal journals that students in one class exchange--blindly--with students in another. The exercise is designed to provide learners with an opportunity to engage in authentic communication in the target language. Ms. Rankin reports that the response among the students has been enthusiastic. Motivation is provided both by a sense of responsibility and genuine interest in the content of the interchange between “secret” correspondents.
Click here for a more detailed discussion.
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Kevin Collins: Computer Tips and Techniques for Language Teachers
At the same meeting of Dec. 22, Walt member Kevin Collins provided some brief tips on ways that teachers can simplify common computer-related tasks. He showed how tables can be used in Microsoft Word to create neat and orderly dialog texts and multiple-choice questions. This was followed by several different ways that presentation programs like Power Point and Keynote can be used in the classroom. Applications ranged from games to reading comprehension exercises. Click here for more details.
In a follow-up to the presentation by Julia Christmas (see above), Collins described his own experiences using “Hot-Potatoes” software to create interactive exercises.
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October 14, 2007
Julia Christmas: Adding CALL to your Classroom Repertoire
On October 14, 2007, Wakayama JALT member Julia Christmas gave a presentation on the use of Computer Assisted Language Learning at Kaichi High School in Wakayama. Ms. Christmas began by summarizing the numerous ways that the Internet can be used to make language learning more interesting and effective. She emphasized the way that the Internet can empower learners by allowing them to advance at their own pace at their own level while pursing content that was of greater personal interest.
General remarks on the use and evaluation of available materials was followed by a demonstration of the ways that Christmas uses interactive web-based lessons in her own class.
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February 10, 2007
Arudou Debito: The Otaru Onsen Case & Racial Discrimination in Japan
Arudou Debito
On Feb. 10, 2007, Wakayama JALT welcomed Arudou Debito as a special guest speaker.
Debito, a naturalized Japanese citizen, spoke on the Yunohana onsen case and the famous lawsuit which he brought against its owners for refusing entrance to foreigners.
Debito’s experience and knowledge in Japan, with it’s legal system and with grass roots organizing was very informative. He showed clearly how native Japanese, immigrants and foreigners in Japan benefit from working together to fight close-minded, short-sighted attempts to limit human rights for certain groups within Japan. Rather than a secretive approach, where only some may benefit at the other’s expense, Debito is living proof that a transparent, open approach helps and protects all parties involved in community projects or disputes.
It was also clear that people from other countries who live in Japan really do need to work to improve their Japanese language abilities. Otherwise, when problems arise (as is normal with people new to any country), the opportunity for local Japanese to understand and assist becomes severely limited. The burden is upon the visitors who stay to study Japan and to extend bridges of communication to the Japanese, not the other way around. Such efforts by Debito and others, in many ways - small to big – assist in helping the modern, mixed Japanese society to come to terms with its possibilities for the future.
The after-meet talk that followed at a local member’s house was also fantastic. We all went away feeling energized!
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October 22, 2006
Swan and Lovelock: Extensive Reading
Swan and Lovelock
Our first event was held at Wakayama University October 22, 2006. The meeting featured two presentations on the topic of extensive, graded reading. The presentations were by Jim Swan and Clive Lovelock.
Mr. Lovelock spoke first and outlined the aims and advantages of extensive graded reading, which seeks to develop overall language competency of students by increasing their ability and desire to read in a target language.
Mr. Lovelock summarized a number of the dos and don'ts of an extensive reading program.
Mr. Swan followed with a similarly enthusiastic endorsement of extensive reading.
Both men made convincing arguments for the use of extensive reading. Those in attendance also benefited, no doubt, from the enormous amount of practical information that they were able to provide based on both experience and research into this area.
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