About Promoting Extensive Reading Accountability (Short Format)

       This short lecture will cover one approach to implementing an extensive reading program. Motivation is one of many psychological constructs which is involved with language learning. At times students are unmotivated to read and often unaccountable for doing assigned independent reading. These problems led to the creation of materials aimed at confronting these issues while also promoting extensive reading, letter writing discourse practice, peer to peer interaction, and self evaluation.

About Family Resemblance Glossaries (Opening Act)

This presentation is interested in a practical technique for creating glossaries inspired by Ludwig Wittgenstein's Family Resemblance Principle. The presenter has found this particularly effective for coaching students for debate. It would also be useful for Content based instruction (CBI) contexts.

About Struggles with Extensive Reading (Short Format)

Extensive Reading should be very effective for foreign language learning, but getting students to read is not as easy as it seems. What can teachers do to make the most of extensive reading? Based on his twelve years as a SHS teacher in Tokyo, the presenter will describe what difficulties teachers are likely to face in implementing extensive reading in the classroom. 

About the Annual General Meeting (AGM) Planning Discussion

As understood by the content of JALT Executive Board Meetings, JALT has resolved to raise fees in some form or fashion. (read your TLT for more info about the fee changes) Shall all members see their fees raises the same amount? Should exceptions be made for part-time educators, and those who are home-based, or in primary and secondary education? Tell us your sentiments and concerns regarding this in order that we may better represent you.

Locally, how many meetings should we be having, and what sort of content should be in those meetings? These questions deserve answers, and we find that our best responses come from being informed about what our members are looking for. Join this meeting, and share your opinions for JALT national and local.

Access maps and info here:

http://saitamajalt.weebly.com/access.html

Jun Harada
Studying Abroad Or at Home

Is studying abroad the best way to learn a second language? We have heard many success stories where some Japanese people learn to speak English fluently without even leaving the country. Then what is so good about spending a lot of money going abroad? How is it different from learning English in Japan? I discuss these issues based on the evidence I found when I chaperoned 43 high school students on a 17-day homestay program in Seattle. Since homestaying is not the option for everyone in this poor economy, we will also discuss how we can duplicate a study-abroad experience in the classroom.

Bio:
Jun Harada received his MA TESOL from Teachers College, Columbia University in New York. His teaching career started off at a public school in the Bronx, where he was challenged by an environment that was not always conducive to learning. After returning to Japan, he has taught at many different schools. Now he teaches full time at Dokkyo Junior & Senior High School and part time at Rikkyo University.

Kimiko Koseki
Teaching Compliments and Responding to Compliments in High School

Pragmatics studies how people are conveying or interpreting messages appropriately in socially and culturally accepted manners. Research has demonstrated that pragmatic failure can be more serious than grammatical errors because it could be interpreted as the language user’s rudeness despite his/her non-proficiency of the language (Thomas, 1983; Nelson et al., 2002). Therefore, L2 pragmatic instruction is necessary. Nevertheless, pragmatics is still not commonly taught in L2 classrooms, specifically at the high-school or lower level. In pragmatics, speech acts (e.g. compliments, requests, or apologies) have been the most well-researched. This presentation will report lessons in compliments and responding to compliments in a second-year high school English conversation course. The presentation will include demonstration of some activities she actually used in her classes and discussions on effective pragmatic instruction to raise Japanese students’ pragmatic awareness in this still racially and culturally homogeneous nation.

Bio:
Kimiko Koseki received her BA in English literature at University of Sacred Heart and will receive her MA in TESOL from Teachers College Columbia University in February 2012. She has been teaching at Denenchofu Futaba elementary and junior & senior high school since 1998 and is a member of JALT, LET and IRLT. Her major interests are the instruction of speech acts, polite/impolite uses of language, and teaching listening and speaking.

13:00-14:00 JALT Omiya Annual General Meeting

The 2009 chapter executive will report to the chapter members on maters that occurred during the past year followed by nominations and elections for the 2010 chapter executive. This portion of this month’s meeting is open only to Omiya chapter members. 

14:15-15:00 Student-selected Visual Images for Speaking More
By Kyoko Suzuki

This presentation shows the process in which TOEIC Part 1 test takers read pictures and choose one out of four statements they hear. Three phases were found in the process: reading pictures, considering the candidate statements while listening, and selecting one. Ten mutually interwoven factors were observed and were analyzed. When test takers made the final decision, they were often influenced by familiar words. The results of an additional test indicated sentences rather than keywords (the content words) were necessary to construct meanings. When the stories in both visual literacy and listening (language) matched, learners were able to understand the meaning.
本プレゼンは、TOEIC　受験者がパート１において、写真を観て、聞こえてくる４つの文章から写真の説明として最適な１文を選ぶプロセスを探ったものである。プロセスは、写真を読み取り、文章を聞きながら候補となるものを探り、１つ選ぶ、という３段階になっていることがわかった。相互に絡み合った１０個の要素が観察され、それらを分析した。最終決定では、受験者は往々にして親しみのある単語に影響されることもみられた。追加テストにより、意味を構築するためには「キーワード」と受験者が表現した内容語（単語）よりも「文(sentence)」が必要であることがわかった。ビジュアル・リテラシー（視覚判別能力）とリスニング（言語）に内在する「物語」が一致した時に学習者は意味を理解する事ができた、と考えられる。

Ms. Suzuki is a MA candidate in TESOL from Teachers College Columbia University. She is currently teaching TOEIC strategic courses and Listening & Reading classes at several companies and university extension classes as a part-time teacher. Her current research interests include visual literacy in relation with language learning and interdisciplinary curriculum.
鈴木氏は現在コロンビア大学テーチャーズカレッジTESOL修士候補である。TOEIC講座、リスニング・リーディング講座などを企業ならびに大学のエクステンション・コースで教えており、関心のある研究領域は言語習得に関連するビジュアル・リテラシーおよび学際的カリキュラムである。

15:10-15:45Let's Delve into the Minds of “BAD” Students: Alternative TESOL
By Jun Harada

In this presentation Jun will discuss how to deal with students who “hate” English. Just like other teachers, Jun was tormented by such students who came to class to daydream, sleep or just fool around. Recently however, he started interviewing and private-teaching a bunch of unmotivated students and found their unique characteristics. Their ways of thinking are so different that teaching them seems to be out of the conventional TESOL wisdom, which he knew.
After studying TESOL in New York, Jun taught ESL at a public school in a poverty-ridden area in the Bronx. Believe it or not, he was a Japanese teaching English to Spanish speaking kids. After returning to Japan, Jun taught at an alternative school for high school dropouts. The students there were mostly two kinds: hyperactive or inactive. Now Jun teaches full time at a Dokkyo Junior and Senior high school and part time at Rikkyo University.

The JALT Omiya Chapter is proud to be one of the organizations taking part in this year's Nakasendo Conference . Representing JALT Omiya this year are Jun Harada and Bradley Semans. 

-Jun Harada's presentation entitled 'Let's Delve into the Minds of 'Bad' Students: Alternative TESOL will take place from 2:10~3:00 in Room B.
-Bradley Semans' materials swap is titled 'Dave Pilkey in the Classroom (or 'Who the heck is Dave Pilkey?') will take place from 3:10~4:00 in the Gathering Room.

NAKASENDO is an ever-expanding, multi-organizational English conference based on mutual support and collaboration. Inaugurated in 2008, it is both an annual event as well as a year-round cooperative online exchange. Our specific aims include:

1) helping teachers gain awareness of what is happening at all levels of English education, not just their own

2) supporting young teachers’ organizations that have proven dynamic and innovative in our field

3) improving relations and exchange opportunities between Japanese and foreign teachers of English

This year’s annual event, Nakasendo 2009, will be held on June 28th at Tokyo Kasei University. Our theme, “Paths to Learning” offers an engaging day of professional development through collaboration. In addition to our line-up of presenters from participating organizations and our ”Learning Paths”　materials swap, we are delighted to host Dr. Kensaku Yoshida, a formidable voice in our unique EFL context, as our keynote speaker this year.

概要

飛躍的に成長している大会「中仙道」は、相互支援と共同研究を基盤に様々な英語の学会で構成・運営されており、2008年に発足して以来、年次大会を開催、オンライン上で情報交換を常時行っております。「中仙道」のユニークな目的としては、以下の通りです。１）日本の英語教育界において、自分たちが属するレベル以外でも何が新たに研究されているかをよりよく知る、２）英語教育の分野で設立された新しい学会で、ダイナミックで革新的な要素のあるものを支援する、３）日本人及び英語母語話者の英語教員のより良い関係を構築することです。今年の年次大会「中仙道２００９」のテーマは”Paths to Learning”であり、様々なグループが互いに学びあうことで、より良い英語教員として成長するための有意義な一日となると考えております。本大会においては、所属学会の代表者による発表と”Learning Paths”の教材に関する情報交換が行われるのに加えて、基調講演の講師として吉田研作先生をお招きしております。

Mehran & Yuriko Sabet
"Starting and Managing a Successful Study-Abroad Program"

There is no question that participating in study abroad programs brings language proficiency gains as well as cultural awareness, increased motivation, and improved social interpersonal skills. Starting and managing a short-term, study-abroad program is a time-consuming process that requires total commitment and cooperation on the part of all parties involved. However, when done properly, the positive results can be significant to the institution and students. This presentation looks at the step-by-step process of initiating and managing a study-abroad program as well as discussing measures that should be taken when administrators are faced with difficult, unfortunate, or unpredictable situations while students are overseas.

Who is Mehran Sabet?
I have been in Japan for more than 19 years, and presently work as an associate professor at Seigakuin University. I hold a MBA degree. My current research has been focused on testing, syllabus design, and most recently on study abroad programs. Presently, I am writing a paper on Japanese students studying in America (California). Through my research, I am able to isolate the student's needs, the problems they may face when living abroad, and the issues that they may encounter as individuals. I have also chaperoned students to Australia and America on a number of times and have designed teaching material in order to better prepare students for their oversea stay. Outside of work, there is nothing more enjoyable than a live NFL, NBA, or a soccer match on TV.

Who is Yuriko Sabet?
I am Mehran's wife, and I have been working at Seigakuin University for almost eight years. Currently, I am the acting manager of the International Center. My duties include contacting travel agencies, insurance companies, and language schools (overseas) in order to organize and manage study abroad programs. I also give orientation classes to students before their departure. Another part of my job is to collect data through questionnaires as well as interviewing students. After collecting the data, I analyze the student responses. Most importantly, I manage the day-to-day operations of the office. I hold an MBA degree, and had lived in America for 11 years. Due to my oversea experiences, I am able to relate to the students directly, and in understanding their needs when studying abroad.

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Jun Harada
"Let's Delve into the Minds of "BAD" Students: Alternative TESOL"

In this presentation I will discuss how to deal with students who "hate" English. Just like other teachers, I was tormented by such students who came to class to daydream, sleep or just fool around. Recently however, I started interviewing and private-teaching a bunch of unmotivated students and found their unique characteristics. Their ways of thinking are so different that teaching them seems to be out of the conventional TESOL wisdom which I knew.
First I will describe the "bad" students' mindsets and their learning (or fooling) styles. Then we will discuss if there are any good ways to deal with them. The attendants are welcome to participate in group talks and discussions.

Who is Jun Harada?
After studying TESOL in New York, I taught ESL at a public school in a poverty-stricken area of Bronx. Believe it or not, I was teaching English to Spanish-speaking kids and I am Japanese. After returning to Japan, I taught at alternative schools for high school dropouts. The students there were mostly two types of students: hyperactive or inactive. Now, I teach full-time at Dokkyo Junior and Senior High School, and part-time at Rikkyo University. The students I am teaching now are generally decent, but not too enthusiastic about learning. While in the process of doing my research in SLA, I have a lot to say about my experiences with unmotived students.