Hiroshima Shudo University
I have been teaching English as a foreign language in Japan since 1999. In higher education, I have taught 4 skills, study abroad test prep, EAP, and content-based courses with a task-based approach. Currently, I am responsible for international business communication courses, business English and discussion electives, and required courses in reading. My research interests include ER, visible learning, and ESP with simulations. I am also the Reviews Editor for JALT Journal which publishes book reviews on titles across a diverse range of interests.
Conducting classroom-based research on extensive reading allows language teachers to contribute to knowledge about a valuable approach to language learning; however, a strong understanding of research methodology is essential to execute meaningful studies. Greg Sholdt reports on a unique professional development project that helps language teachers gain skills and knowledge related to conducting quantitative research. He provides an overview of the project and explains benefits of this approach to professional development. Following the presentation, Pat Conaway will lead a discussion on how the ER SIG can replicate the project framework to increase the opportunities to conduct research and raise its quality. While results from research can support using ER in the classroom, It is also important for teachers to get their students interested in extensive reading with engaging classroom activities. The final part of the seminar will be a slam session in which teachers will have a maximum of five minutes to explain a successful ER activity they have used: Making picture dictionaries, Reader's theater, Pattern seekers - teaching and testing scanning, the Extensive Reading Foundation placement test, and using the V-Check level test.
Recently active learning has become a buzzword in education in Japan. This interactive forum will open with a discussion questioning what active learning can add to the EFL classroom. Next, it will describe a self-directed student research project--based on concepts of active learning--in which students researched and presented on the United Nations Sustainable Development Goals. The forum will end with a workshop showing how to apply Mind, Brain, and Education Science to active learning. This will introduce 7 neuro-ELT practices adaptable for materials and coursebooks to engage learners and guide active learning across a range of language skills. Throughout, participants are invited to question and discuss the ideas presented. Greg Rouault This interactive presentation is based on the research into Mind, Brain, and Education Science (MBE) by Tracey Tokuhama-Espinosa (2010a, 2010b, 2014). At the intersection of neuroscience, education, and psychology, MBE presents a scientifically-grounded approach for improved teaching and learning. Drawing from what is known about the brain while also debunking neuromyths, this workshop introduces 7 neuro-ELT practices adaptable for materials and coursebooks to engage learners and guide active learning across a range of language skills. James Underwood This presentation will report on how the United Nations Sustainable Development Goals (SDG) can be incorporated into the classroom. Over the course of 5 weeks students selected a SDG as the focus for a self-directed research project. Each week they researched their SDG and made 2 pages of notes and shared these notes in class. At the end of the project cycle each student formally presented their findings and lead a discussion on the SDG. After their presentation they reflected on the development of their content knowledge and language skills.