Sessions / Teaching Younger Learners

09:45

An ALT’s case study: music for young ESL learners #171

Presentation
Finished
Sunday 09:45-10:20 JST

Music in English lessons is important to introduce new grammar and vocabulary to young learners. Niigata City Japanese English Teachers (JTE) and Assistant Language Teachers (ALT) in public schools use original songs in textbooks provided by the Board of Education. Given that students and new teachers take time to remember new tunes, this study suggests utilizing nursery rhyme tunes that students already know to teach pronunciation and syllables. This paper employs a quantitative method to data collection and analysis. It analyzes 38 Grade 4 students’ responses to nursery rhyme tunes when acquiring new English words. Furthermore, students’ response to composing their own lyrics is observed. Students’ evaluation responses find that 79% of participants recalled new English words learned, and 63% found music useful when learning English. 11 participants recalled the lyrics from the previous unit, of which 8 participants managed to write the lyrics in Japanese (katakana). The results suggest activating schemata eases the recollection of words learned previously. Teachers can use this method for any topic in elementary Grade 4 to teach new words by adding familiar musical element. This method will be continuously developed to assist other JTEs and ALTs in various topics as an essential classroom material.

Music in English lessons is important to introduce new grammar and vocabulary to young learners. Niigata City Japanese English Teachers (JTE) and Assistant Language Teachers (ALT) in public schools use original songs in textbooks provided by the Board of Education. Given that students and new teachers take time to remember new tunes, this study suggests utilizing nursery rhyme tunes that students already know to teach pronunciation and syllables. This paper employs a quantitative method to data collection and analysis. It analyzes 38 Grade 4 students’ responses to nursery rhyme tunes when acquiring new English words. Furthermore, students’ response to composing ... more

Speaker: Emily Choong

Emily is an ALT from Malaysia. She teaches elementary and junior high English in Niigata City. She enjoys adding musical elements to her lessons by playing a musical instrument and/or ... more

10:30

Teaching Younger Learners Forum #172

SIG Forum
Finished
Sunday 10:30-11:50 JST

In the wake of COVID-19, we are going to have a forum that is open to the public using on-line technology. Here we will discuss the progress of the SIG, what is going on, and the plans for the future. We should also have time to address any teaching ideas you have for others and work to better our teaching with suggestions from a panel of experienced teachers. Please join us in sharing your ideas and thoughts!

In the wake of COVID-19, we are going to have a forum that is open to the public using on-line technology. Here we will discuss the progress of the SIG, what is going on, and the plans for the future. We should also have time to address any teaching ideas you have for others and work to better our teaching with suggestions from a panel of experienced teachers. Please join us in sharing your ideas and thoughts!

Speaker: Gaby Benthien

I am currently teaching at Shumei University and Chuo University in Japan. I have taught Japanese and EFL at primary and secondary schools in Australia and Japan, and have also ... more

Speaker: Kate Sato

In 1988 started teaching EFL in France. In 2002 I started my own English language school for children from ages 0-12 in Sapporo, Hokkaido. I moved into researching teaching phonics ... more

Speaker: Grant Osterman

Dr. Osterman has been teaching in Japan since 1993. Originally from a small Midwestern town in the United States, he earned his bachelor’s degree in psychology and a master’s ... more

12:00

An overview of a school's curriculum for the student-centered classroom #173

Presentation
Finished
Sunday 12:00-12:35 JST

In this show and tell presentation, the speaker will talk about a school's four skills curriculum for a student-centered classroom. Although not a research-based presentation, much of what will be discussed will focused on research in 2018 from the United States and will follow the seven principles of student-centered learning. Those principles are learning that has positive relationships, whole child needs, positive identity, student ownership and agency, real-world relevant, competency progression, and anytime/anywhere features. The target audience will be teachers of kindergarten through 12th grade students. As many educators know, a school’s curriculum can set it apart from other competitors in the same geographical region. In other words, a school that focuses on its learners, and not just a one size fits all ideology, has a greater chance at reaching all learners in its institution. Specifically, the presenter will talk about a schools’ method used to instruct students, a differentiated curriculum, an effect assessment and evaluation process, educational results, and finally whether or not this matches the location the teacher works in. This will be an interactive presentation with questions being raised during discussion. There will be personal stories and lessons learned from over two decades of running a conversation school. Participant takeaways will be helping them assess their current curriculum needs and showing them how to develop a solid student-centered curriculum that benefits both their students and the school where they work. With a student-centered ideology in place, the pedagogy shifts from being standardized to individualized.

In this show and tell presentation, the speaker will talk about a school's four skills curriculum for a student-centered classroom. Although not a research-based presentation, much of what will be discussed will focused on research in 2018 from the United States and will follow the seven principles of student-centered learning. Those principles are learning that has positive relationships, whole child needs, positive identity, student ownership and agency, real-world relevant, competency progression, and anytime/anywhere features. The target audience will be teachers of kindergarten through 12th grade students. As many educators know, a school’s curriculum can set it apart from other competitors ... more

Speaker: Grant Osterman

Dr. Osterman has been teaching in Japan since 1993. Originally from a small Midwestern town in the United States, he earned his bachelor’s degree in psychology and a master’s ... more

12:45

I am a Genius! #174

Interactive Poster Session
Finished
Sunday 12:45-13:20 JST

How can teachers engage their students in meaningful learning, spark intrinsic motivation and allow their students to direct their own learning? Once used at Google, 'Genius Hour' was used as a way to engage employees and boost productivity. It has now grown into an educational tool and is used by educators and learners around the world. Based on inquiry-led learning, 'Genius Hour' also known as '20% time', gives students autonomy over their own learning whilst also creating a reason to learn. Students choose a topic they are passionate about, decide how to explore it and what questions they want to answer themselves. It is completely student-driven, personalised, not teacher-led, involves no textbook and inclusive because every learner can participate. Time is dedicated to 'Genius Hour' in which learners have a chance to further their chosen area of research. It is also a valuable chance for teachers to learn about their students' passions. If you are interested in finding out more, come to this Interactive Poster Session and find out how this can be applied to your classroom. It will be of interest to all teachers, particularly Young Learner teachers.

How can teachers engage their students in meaningful learning, spark intrinsic motivation and allow their students to direct their own learning? Once used at Google, 'Genius Hour' was used as a way to engage employees and boost productivity. It has now grown into an educational tool and is used by educators and learners around the world. Based on inquiry-led learning, 'Genius Hour' also known as '20% time', gives students autonomy over their own learning whilst also creating a reason to learn. Students choose a topic they are passionate about, decide how to explore it and what questions they want to ... more

Speaker: Esther Ratcliff

I have taught a wide age range of learners in Spain, Portugal and Japan. I currently work at Asia University, Tokyo. I hold BA in English and Spanish, DELTA and ... more