"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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"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.