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JALT2012 Pre-conference Special Issue . palaver
..
July / August 2012
parlance
3 Plenary speaker articles from Suresh Canagarajah,
Volume 36, Number 4
John Eyles, Alan Firth, zge Karaolu, and Jeanette
patois
Littlemore
ISSN 0289-7938
phraseology
950
18 Featured speaker articles from Charles Browne, Carolyn
prose
Graham, Marjo Mitsutomi, Garold Murray, Ted ONeill,
Diane Nagatomo, John Wiltshier, and Sean Wraysignal
The Japan Association
slang
for Language Teaching
Feature Article . . .
sound
41 Eleanor Carson and Hidenori Kashihara examine
speech
students preferences for L1 use in the L2 classroom
style
talk
Readers Forum . . .
JALT2012
terminology
Making a Difference
49 Simon Cooke explores grammar and autonomy
tongue
55 Chris Wharton highlights two classroom activities that
utterance
transcend level and age
verbalization
My Share . . .
vernacular
Contributions
from
Bibby,
Chauhan
Lidgley
and Lidgley,
61
vocabulary
Cheetham, Lang and Park
October 12-15, 2012
vocalization
ACT City Hamamatsu,
voice
Hamamatsu, Japan
Book Reviews . . .
<jalt.org/conference>
word
67 Text Reviews from Fast and Nagai
wording
Language
Teacher
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The students speak. . . . . . . . . . . . . . . . . 41
Readers Forum
}} Developing learner autonomy in a
grammar class . . . . . . . . . . . . . . . . . . . . 49
}} One size fits all: Two activities that
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|1
T L T
J A L T
2
ACT CITY
1110
TLT
JALT Junior
JALT
Making a Difference
JALT
JALT2012
JALT
TLTSuresh
CanagarajahJohn EylesAlan Firthzge
KaraoluJeanette Littlemore
Charles
BrowneCarolyn GrahamMarjo MitsutomiGarold
MurrayTed ONeillDiane NagatomoJohn
WiltshierSean Wray
FeatureReadersForumFeature
Eleanor Carson Hidenori Kashihara
L1ReadersForum
Simon Cooke
Chris Wharton
2
10
Deryn Verity
Deryn Verity: You are probably best known in Japan
as a former Editor of the TESOL Quarterly, and as a
scholar whose focus is on the global role of Englishes
and questions of voice and agency in academia. In
what ways would you say that you have made
a difference to the field of TESOL and language
education?
Suresh Canagarajah: The changes I can think
of cannot be attributed to me alone, but to all
multilingual scholars from the periphery like me
who have started making our presence felt in the
profession. Firstly, we have broadened the professions understanding of the English language.
When I came to the US for graduate studies in
1985, I was asked by my university to do a test
to prove that I can communicate in English. Yet I
came from a community where English had been
used for about 200 years.
Now, there is more appreciation of the different
varieties of English spoken all over the world.
The notion of World Englishes makes the point
that English has become diversified to the point
where it cannot be considered a single language
anymore, but a package of diverse varieties,
each having its own norms and functions for
specific communities. The marks of local norms
(such as unique accent or idioms) shouldnt be
disparaged as evidence of ignorance. Scholars
SC: Now the profession has an increased appreciation of the contributions and roles of nonnative teachers. At the 1996 TESOL convention in
Chicago, some of my nonnative colleagues and I
got together and organized a colloquium about
the perspectives of nonnative teachers in the
profession. The contributions later came out as
a book Non-native Educators in English Language
Teaching (Erlbaum, 1999). Soon a caucus was
formed in the TESOL organization to represent
our interests. The rest is history! Now, there
are very few who think that nonnative speaker
Reference
Braine, G. (Ed.) (1999). Non-native Educators
in English Language Teaching . Mahwah, NJ:
Erlbaum.
Suresh Canagarajah is
the Erle Sparks Professor
at Pennsylvania State
University. He teaches
World Englishes, Second
Language Writing, and
Postcolonial Studies in
the departments of English and Applied Linguistics. He has taught before
in the University of
Jaffna, Sri Lanka, and the
City University of New
York. His book Resisting
Linguistic Imperialism in English Teaching (OUP,
1999) won Modern Language Associations Mina
Shaughnessy Award for the best research publication on the teaching of language and literacy.
He is the former editor of TESOL Quarterly and
the current President of the American Association of Applied Linguistics.
JALT Journal
is a refereed research journal
of the Japan Association for
Language Teaching
().
It invites practical and
theoretical articles and
research reports on second/
foreign language teaching
and learning in Japanese and
Asian contexts.
For more information and
submission guidelines see
<jalt-publications.org/jj>
Technology as an enabler
Interview with John Eyles
Eyles and Associates, Ltd.
EON Foundation
john@johneyles.info
Steven Herder
Steven Herder: We are very excited to have you asa
plenary speaker at JALT2012. Can you give us a little
background informationabout yourself and some of
the experiences that have influenced yourlife?
John Eyles: Sure, I was born in the UK andeducated there. I went to a Rudolph Steiner school
from age 3 until about 17. Then Itook a year off
and went to India. You ask about influences .
One day, Iwas walking down the street in Delhi
and in the gutter there wasthis strange shape,
and as I got closer I saw it was a human forma
person died in the gutter right across from the
hospital. It struck me then, theinequality that
there is in the world.
I went back to the UK anddid four years
of study. My focus was on photography and
sculpture. After I graduated, I met a fashion
designer and wedecided to travel toJapan. It
was originally going to be for six weeks. This
stretched to six years.
SH: How has Japan, in particular, influenced you?
JE: I realized at some point that one way thatJapan influenced me was from my teaching there.
We would bring global issuesinto the classroom
such as global warming or acid rain, but while
we felt we were doing something positive
inbringing these ideas into the classroom, the
students were leaving feeling lessempowered
than when they arrived. And from that, the
wholeconceptof needing to provide the
Speakers at JALT2012
Jeannette Littlemore
. . . who will give the opening
plenary on Saturday morning,
is an expert on the use of metaphor and figurative language
by second language learners.
She comes to JALT2012 from
her UK base, the University
of Birmingham, having in the
past also taught in Belgium, Spain, and Japan.
As a Reader in Applied Linguistics and a lecturer
on Birminghams MA TEFL/TESL and Applied
Linguistics programmes, Jeannette will be known
to many Japan-based Masters students as a
knowledgeable speaker whose talks feature the
impressive quality of being highly practical but
with a solid grounding in theory.
Look for information about our other
JALT2012 speakers on other pages of
this issue of TLT.
10
References
11
Our students have changed radically. Todays students are no longer the people our
educational system was designed to teach.
Marc Prensky
12
13
References
Klopfer, E., Osterweil S., Groff J., & Haas J. (2009)
Using the technology of today, in the classroom
today. Retrieved from <education.mit.edu/
papers/GamesSimsSocNets_EdArcade.pdf>.
zge Karaolu is an English teacher, teacher trainer,
and educational consultant
in teaching young/very
young learners, teaching
with web-based technologies for international
organizations, schools,
and institutes worldwide.
She is the main author
of Minigon ELT books
and she is working
forMindactivain the US as the content and story
coordinator of the Yes, I Speak English DVD
series. She has been developing animations,
digital games, and smartphone applications
14
Speakers at JALT2012
John Eyles
. . . speaking on Saturday
afternoon, is a new communication technology expert
who works with companies
and organizations around the
world planning and developing digital education programmes and projects,
some of which hell talk to us about. Early in his
career, he taught in Japan so he has an insiders
knowledge of the situations that Japan-based
educators face on a day-to-day basis. Like the
other plenary speakers, he has worked around
the world, including the UK, USA, Thailand,
and NZ (his homeland). John is Chair of the
EON Foundation.
Look for information about our other
JALT2012 speakers on other pages of
this issue of TLT.
FCE
15
16
References
Cameron, L. (2003). Metaphor in Educational
Discourse. London: Continuum.
Cameron, L. (2011). Metaphor in spoken
discourse. In J. P. Gee & M. Handford (Eds.),
The Routledge Handbook of Discourse Analysis.
London: Routledge, pp. 342355.
Cameron, L, Maslen, R., Todd, Z., Maule, J.,
Stratton, P., & Stanley, N. (2009). The discourse dynamics approach to metaphor and
metaphor-led discourse analysis. Metaphor and
Symbol, 24(2), 6389.
Cienki, A. (2008). Why study metaphor and gesture? In A. Cienki & C. Muller (Eds.), Metaphor
and Gesture. Amsterdam: John Benjamins, 5-26.
Deignan, A., Littlemore, J., & Semino, E. (forthcoming). Figurative Language, Genre and Register. Cambridge: Cambridge University Press.
Littlemore, J., & Low, G. (2006). Figurative Thinking and Foreign Language Learning. Basingstoke/
New York: Palgrave Macmillan.
Littlemore, J., Krennmayr, T., Turner, J., & Turner,
S. (2012a). Investigating Figurative Proficiency
at Different Levels of Second Language Writing, Cambridge ESOL Funded Research Programme Round 2, Final Report. Cambridge ESOL
Examinations Research Notes 47, 14-26. Retrieved
from <www.cambridgeesol.org/rs_notes/
rs_nts47.pdf>.
Littlemore, J., MacArthur, F., Cienki, A., &
Holloway, J. (2012b). How to make yourself
17
Maximizing vocabulary
development with
online resources
Charles Browne
Meiji Gakuin
Although there are nowmany online resources for accessing
authentic video in and out of theclassroom, thispresentation
argues that the gap between the average vocabularysize of
typical EFL language learners and the amountof vocabulary
needed tocomprehend those videos is usually quite daunting.
In this session, thepresenter will begin bydeveloping the argument for the importance of teachinghigh frequency vocabulary, citing some of his backgroundresearch on theserious
vocabulary gaps that face EFL learners in Asia. He will then describethe theoreticalunderpinnings of several online scaffolding
tools he helped todevelop for assisting students to be able
to bettercomprehend unsimplifiedvideos (as well as some
excellent freeware and shareware equivalents).Participants will
alsobe introduced to an approach for rating the difficultyof
videos by their vocabulary content and simple techniques
fordevelopingtargeted special purpose vocabulary lists based
on corpus research of thetranscripts of the video.
EFL
EFL
18
19
References
Barrow, J., Nakanishi, Y., & Ishino, H. (1999). AssessingJapanese college students vocabulary
knowledge with a self-checkingfamiliaritysurvey. System, 27, 223-247.
Browne, C. (1998). Japanese high school reading
textbooks:Help or hindrance? Temple University Japan Working Papers inAppliedLinguistics,
12, 1-13.
20
Making it memorable
through songs and
chants
Carolyn Graham
Author, Jazz Chants (Oxford
University Press)
In the words of Alan Maley, it is rhythm that underlies the
ability to speak English accurately and with confidence. Jazz
Chants are a rhythmic expression of spoken American English.
They are a particularly effective way to teach natural intonation
and pronunciation in a fun, engaging way. Just as the selection
of a particular tempo and beat in jazz may convey powerful and
varied emotions, the rhythm stresses and intonation patterns
of the spoken language are essential elements for the expression of the feelings and the intent of the speaker. Although the
primary purpose is the improvement of speaking and listening
comprehension skills, they also work well in reinforcing specific
structures in a situational context. In this Featured Speaker
Workshop, participants will learn ways to bring Jazz Chants into
their classrooms and to create their own chants to help make a
difference in the lives of their students.
Alan Maley
1
1
21
22
Carolyn Graham is
synonymous with Jazz
Chants, a technique
which she created that
connects the rhythm of
spoken American English
to the beat of jazz. She
developed the technique
during her twenty-five
years teaching ESL in
the American Language
Institute of New York University.
She has also taught at Harvard University, the
NYU School of Education, Columbia Teachers
College in New York and Tokyo, and elsewhere
throughout the world. Ms. Graham is the
author of numerous Jazz Chants books, and
contributed the songs and chants to series such
as Tiny Talk and Lets Go, published by Oxford
University Press.
The Ten
Commandments of SLA
Marjo Mitsutomi
Akita International University
This workshop will address the most prevalent challenges in
Japanese English education. The attendees will explore some
key components which must be present for foreign language
education to be successful. The speaker will examine case
studies from California, Finland, and the aviation industry to
draw some parallels of language education systems in different
contexts. It appears that the underlying system motivation,
which consists of assumptions, attitudes, and beliefs about
language education, drive the decisions that ultimately affect
student achievement
23
24
consume it as soon as you receive it. Comprehensible input is important but so is the learners
own output (Swain, 1985).
Conclusion
It is not unusual for many peoples in the world
to know more than one language functionally
well. Knowing several languages is considered
to be common sense. Japan is among those
nations which approach foreign language competence with a certain amount caution. It will
not be possible for English education to thrive in
this nation until the mindset at the highest level
THE LANGUAGE TEACHER: 36.4 July / August 2012
25
References
Gass, S. (1982). Intergrating research areas:
A framework for second language studies.
Applied Linguistics 9(2), 198-217.
Krashen, S. (1982). Principles and practice in second
language acquisition. Oxford: Pergamon.
Long, M. (1983). Native speaker/non-native
speaker conversation and the negotiation of
comprehensible input. Applied Linguistics, 4(2),
126-41.
Norton, B. (2000). Identity and language learning:
gender, ethnicity and educational change. London:
Longman/Pearson Education.
Selinker, L. (1972). Interlanguage. Internatonal
Review of Applied Linguistics, 10, 219-31.
Swain, M. (1985). Communicative competence:
Some roles of comprehensible input and
comprehensible output in its development. In
S. Gass and C. Madden (eds.), Input in Second
Language Acquisition (pp. 235-53). Rowley, MA:
Newbury House.
Sponsored to JALT2012
by Cengage, Marjo
Mitsutomi (Ph.D) is
professor of applied
linguistics and administrator at Akita International University (AIU).
A native of Finland, Dr.
Mitsutomi is fluent in
three languages and
conversational in another
three, and has lived for
more than a decade in each of three continents:
Europe, North America, and Asia. Dr. Mitsutomi
has participated in several cross-disciplined
projects involving language planning and policy.
Her most notable contribution was to be the
co-author of English proficiency standards for
pilots and air traffic controllers. The proficiency
standard governing both native and non-native
speakers of English is the first global language
mandate of its kind.
To make a difference,
imagine a difference
Garold Murray
Okayama University
This workshop will explore how teachers can work with
imagination, narrative and autonomy in order to foster learners
motivation. The introduction will provide an overview of the
key constructs and situate the topic in the literature by briefly
discussing Nortons imagined communities and Drnyeis L2
Motivational Self System. These theories suggest that teachers
might enhance learners motivation by helping them to develop
26
and communities of practice, explains that imagination is a process of expanding our self by
transcending time and space and creating new
images of the world and ourselves (p. 176). In
language learning it is through the imagination
that learners can see themselves as future foreign
language speakers and entertain the possibility
of participating in target language communities.
Most learners will probably not have imagined
a future self capable of conversing in a foreign
language. For language teachers, the challenge is
to create learning environments and to devise tasks
which enable learners to develop and sustain such
visions. To achieve this, teachers might consider an
approach like Davis and Sumaras (2007) pedagogy
of the not-yet-imaginable, which focuses on that
space of possibilities that is opened up through the
exploration of the current space of the possible (p.
58). The role of the teacher is to create the conditions for the emergence of the not-yet-imaginable
by orienting the attentions of learners and helping
them to explore what is currently possible within
and beyond the classroom.
If teachers are to support the emergence of
learners L2 selves, they are going to have to
engage their imaginations to come up with alternative pedagogical possibilities. They will need
to ask the question: What if...? What if we did
things differently? However, Liu and NoppeBrandon (2009) see what if as being more than
a question. They define what if as an art form
which encompasses a number of capacities,
such as noticing deeply, embodying, questioning, identifying patterns, making connections,
exhibiting empathy, creating meaning, taking
action, reflecting and assessing. Fortunately,
these capacities are not new to language teachers
who regularly employ them in various contexts.
However, the art of what if is not only for
teachers. Learners also have to engage in this
practice, starting by asking themselves, What if
I were able to speak a foreign language? Once
learners have a vision of a possible L2 Self, they
are going to need a concrete action plan aimed at
making that future self a reality (Oyserman et al.,
2006). Here, the imagination is instrumental in
defining a trajectory that connects what we are
doing to an extended identity, seeing ourselves in
new ways (Wenger, 1998, p. 185). Learners will
have to consider a series of what if questions as
THE LANGUAGE TEACHER: 36.4 July / August 2012
27
References
28
Liu, E., & Noppe-Brandon, S. (2009). Imagination first: Unlocking the power of possibility. San
Francisco: Jossey-Bass.
Markus, H., & Nurius, P. (1986). Possible selves.
American Psychologist, 41, 954-969.
Murray, G. (2011a). Imagination, metacognition and the L2 Self in a self-access learning
environment. In G. Murray, X. Gao, & T. Lamb
(Eds.), Identity, motivation and autonomy in
language learning, pp. 75-91. Bristol: Multilingual Matters.
Murray, G. (2011b). Metacognition and imagination in self-access language learning. In D.
Gardner (Ed.), Fostering autonomy in language
learning (pp. 5-16). Gaziantep: Zirve University.
Retrieved from <ilac2010.zirve.edu.tr>
Norton, B. (2001) Non-participation, imagined
communities and the language classroom. In
M. Breen (Ed.), Learner Contributions to Language Learning: New Directions in Research (pp.
159-171). Harlow: Pearson Education.
Oyserman, D., Bybee, D., & Terry, K. (2006).
Possible selves and academic outcomes: How
and when possible selves impel action. Journal of
Personality and Social Psychology 91(4), 188-204.
Wenger, E. (1998) Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.
Garold Murray is associate
professor in the Language
Education Center at
Okayama University. In
addition to having taught
EFL courses in undergraduate, graduate, and teacher
education programs, he
established two self-access
centers in Japanone of
which is open to the general public. He has
served as president of the Japan Association of
Self-Access Learning (2005-2010) and convener
of the AILA Research Network on Learner
Autonomy in Language Learning (2005-2011).
His research interests include narrative inquiry,
learner autonomy, metacognition, imagination,
and the social semiotics of place. He is coeditor
of the book Identity, Motivation, and Autonomy in
Language Learning.
29
30
Conclusion
This paper has highlighted several important
aspects that shape the professional lives of
Japanese women in Japan (for discussions of how
non-Japanese female teachers fare in Japanese
universities, see Simon-Maeda (2004), Hayes (in
press) and Hicks (in press)) and those that continue
to shape the lives of our female students. These
issues are important for all EFL teachers to be
aware of, whether they are male or female and
whether they are Japanese or non-Japanese. Even
though steps are being taken to reduce the barriers
faced by women in Japan, societal attitudes toward
women that originate in the home and carry over
into the workplace are difficult to overcome.
References
Amano, M. (1997). Women in higher education.
Higher Education, 34(2), 215-235.
Fujimoto, K. (2005). From womens college to
work: Inter-organizational networks in the
Japanese female labor market. Social Science
Research, 34(4), 651-681.
Fujita, F. (2006). The status of women faculty: A
view from Japan. Journal of Womens History,
18(1), 177-180.
Hayes, B. E. (In Press). Hiring criteria for Japanese
university English-teaching faculty. In Stephanie
A. Houghton & Damian J. Rivers (Eds.), Nativespeakerism in Foreign Language Education: Intergroup Dynamics in Japan. Clevedon: Multilingual
Matters.
Hicks, S. K. (In Press). On the (out)skirts of TESOL
networks of homophily: Substantive citizenship
in Japan. In Stephanie A. Houghton & Damian
J. Rivers (Eds.), Native-speakerism in Foreign
Language Education: Intergroup Dynamics in Japan.
Clevedon: Multilingual Matters
Japan Society for the Promotion of Science (2006)
JSPSs new restart postdoctoral fellowship. JSPS
Quarterly 18, 2. Retrieved June 24, 2011 from
<jsps.go.jp/english/e-quart/19/jsps19.pdf>
31
32
Authenticity
Widdowson (1998) pointed out the possibility
of authenticity of works written for learners. I
wrote for my students. Instead of handing out
photocopies, they went to an online bookstore to
download their readers from among thousands
of other published books. Knowing that many
other peoplesome of them most likely native
speakers of Englishhad freely selected the same
books they were reading, shifted the context out
of the classroom and brought the learners into a
community of readers.
Graded readers also became more authentic
for me. I had sometimes found reading them as
preparation for class a chore, and Im probably
not the only one. Instructor copies of readers
sometimes sit on the shelf untouched by teachers. Writing gave me a new reason to read. I
started to appreciate good graded readers for
their craft. Even the occasional dud became
interesting from a thats not how I would have done
it perspective.
Methods of simplification
I started off down a well-worn path by selecting texts and then interpreting each paragraph
and refactoring each sentence into simpler
elements as close to the original as possible. This
reformulation approach is common and can be
faithful to the plot, but the experience of reading
the story suffered. I began to depart further and
further from the original. Later, when working
with an editor, I felt even more of a license to
make changes. Through this approach, I had
reinvented the most popular wheel.
The other approach is prescriptive. Using
existing series as models, I resolved to follow an
exacting grammatical syllabus. However, I soon
put the list aside and went with what felt best
for a known audiencemy students. My feelings
of failure for not slavishly writing from the
rulebook were assuaged by learning that such an
intuitive approach is sometimes recommended
(Day & Bamford, 1998). There are indications
that intuitive simplification at the low level tends
towards more features related to comprehensible
input than simplification at higher levels (Crossley, Allen, & McNamara, 2012). So, perhaps I had
been on safe ground all along.
33
Moving forward
Computational analysis of syntactic, rhetorical,
and other text features has become possible
relatively recently. Coh-Metrix software goes far
beyond readability indices such as Flesch-Kincaid (Crossley, Allen, & McNamara, 2011). Early
analysis using these tools has begun to counter
some assumptions of simplified text authors
(Crossley, Louwerse, McCarthy, & McNamara,
2007). This new research analyzing corpora of
simplified texts rather than just comparing and
interpreting brief good and bad examples is the
difference between data and anecdote.
References
Crossley, S. A., Allen, D. B., & McNamara, D. S.
(2011). Text readability and intuitive simplification: A comparison of readability formulas.
Reading in a Foreign Language. 23(1), 84-101
Crossley, S. A., Allen, D. B., & McNamara, D. S.
(2012). Text simplification and comprehensible
input: A case for an intuitive approach. Language Teaching Research. 16(1), 89-108.
Crossley, S. A., Louwerse, M. M., McCarthy, P.
M., & McNamara, D. S. (2007). A linguistic
analysis of simplified and authentic texts. The
Modern Language Journal, 91(i), 15-30.
34
Materials writing:
Seven key factors
John Wiltshier
Miyagi Gakuin Womens
University
This is a 90 minute workshop. I will firstly explain seven key
factors in successful material writing and publishing: idea, difficulty level, piloting, editing, sign-posting, design, and sales.
Participants will be shown the importance of each by examining
a variety of draft copies of currently published course books. In
each draft copy certain changes were made for good reason.
Participants will learn, by seeing real examples of how materials
go through various developmental stages, what to focus on
and when (i.e. prioritizing ideas and resources). This in turn
will lead to improvements in quality and quantity of their own
work. In the last 30 minutes, participants own material will be
distributed for discussion using the seven key factors explained
at the beginning of the workshop. The participants will then
be invited to comment on future improvements (or radical
changes!) that might be needed in order to lead to publication.
30
7
Ideas
Ideas soundly supported by pedagogical theory
are fundamental to good material writing.
However, an idea will remain simply an idea
without the knowhow and effort to convert it
into publishable material. From the outset it is
important to know that one good idea does not
make a book and course book writing involves
equal amounts of effort and creativity. Simply
making a lot of effort with no theoretically sound
idea is unlikely to result in anything of worth.
How to generate publishable material from
a sound idea will be better understood at the
workshop, by seeing examples of how first drafts
develop into publishable material.
35
Difficulty Level
When considering difficulty level we need to
think about both the course as a whole and
each activity within it. The course level will
be largely the editors responsibility to control
and will be guided by an initial scope and
sequence. The larger and more diverse the target
market, the more difficult it is to set appropriate
levels for the course material. For this reason
global courses tend to produce country or region
specific versions.
For each activity, a total task-difficulty level
needs to be gauged rather than simply focusing
on individual vocabulary items or grammatical
structures. How to adjust the difficulty level
and a discussion of specific markets will also be
included in the workshop.
Piloting
An essential tool for gauging difficulty is piloting: trying out activities out with a small sample
of the target group. Through piloting important
data about the difficulty level and timing of
an activity can be gathered. Also, unclear signposting and instructions will become apparent.
After piloting, appropriate levels of language
support can be added either directly or as notes
in a teacher manual. Despite the importance
of piloting, it takes time to do well and time is
a very valuable commodity in the publishing
world.
Editing
After piloting, your written material will need
to be edited which means parts cut or changed
to suit some criteria (not necessarily your own).
You can try to do this yourself, but any commercial project will have an editor. The editor
is the main person who is in charge of deciding
what, from the submissions you present to them,
will be published. The idea that a good editor is
invisible is not true in ELT publishingthis is
very much a team effort. Taking time to develop
good relationships with my editors, from an
initial mutual respect to a deeper friendship, was
time very well spent. Be aware the editor will cut
some of your work. I found this quite painful,
but had to get used to it quickly. However, as
36
Sign-posting
Sign-posting refers to the ease with which
students can navigate through a unit. The ability
to write clear rubrics or instructions is a large
part of this and, I believe, is more a science than
an art. Language needs to be controlled and
unnecessary words should be removed. Consistency is vital. As a guideline, each instruction
should contain seven words or less, but oversimplification should be avoided. Use of L1 will be
an editorial decision depending on the demands
of the target market.
Design
Designers are a special breed. They are not educationalists, they are designers. They see things in a
different way. Good designers can make even the
simplest activity look superb. If a book is to pass
the three-second flick-test, it needs to be attractive.
However, design should also do two other things;
enhance ease of comprehension and play a large
role in overall sign-posting for each unit. Not all
books that look beautiful do this.
Sales
Anything that wont sell, I dont want to invent.
Its sale is proof of utility, and utility is success.
Edison
The same is true with commercial course
books. However, I think it can be argued that it
is not always the best books educationally that
sell the most copies. How big your sales team
is and whether your book is on the publishers
promotion list are also important. If you were an
author would you care about the sales figures? I
think you would. I do. The more your books sell,
the more successful you can claim your writing
has been. In commercial ELT publishing, sales
figures do matter and the role of authors in helping to achieve those sales figures is increasingly
important. This is likely to be reflected in any
contract you may sign as an author in the future.
Conclusion
Turning your written material into published
material is, I believe, well worth striving for. It
is very rewarding to see your own material in
a published form. My learning curve was steep
and holding onto my educational principles
was tough at times. Being flexible enough to
accommodate other opinions and compromising
when necessary were essential skills I had to
learn. I realized quickly this is so much more
about the team than the individual. I hope to get
the chance at JALT to share my experiences with
you. In my workshops we will look together
at how first drafts eventually develop into
published material, and the points touched on
in this essaycontrolling total-task difficulty,
sign-posting, writing clear instructionswill be
demonstrated. Results of piloting will be shown
and editorial changes will be highlighted with
the reasons explained. I am looking forward to
meeting you at JALT2012.
L2
CTCT
CT
37
38
References
Akbari, R. (2008). Transforming lives: Introducing critical pedagogy into ELT classrooms. ELT
Journal, 62(3), 276-283.
Anderson, L., Krathwohl, D., Airasian, P., Cruikshank, D., Mayer, R., Pintrich, J., & Wittrock,
M. (2000). A Taxonomy for Learning, Teaching,
and Assessing: A Revision of Blooms Taxonomy of
Educational Objectives. (2 ed.). Boston: Allyn &
Bacon.
Atkinson, D. (1997). A critical approach to critical
thinking in TESOL. TESOL Quarterly, 31(1),
71-94.
Canagarajah, S. (2005). Critical pedagogy in
L2 learning and teaching. In E. Hinkel (Ed.),
Handbook of Research in Second Language Teaching and Learning (pp. 931-949). Mahwah, New
Jersey: Lawrence Erlbaum Associates.
THE LANGUAGE TEACHER: 36.4 July / August 2012
39
40
| 41
12305
:(1)L1
()(2)(3)
L1
/
TOEIC
5Excel
2
L1
L1
L1
L1
Eleanor Carson
Hidenori Kashihara
Hiroshima City University
Literature Review
Mismatched Principles: Institutions and Teachers
Policies regarding L1 use in the L2 classrooms
began with the direct method (Harbord, 1992)
and evolved alongside socio-political developments (Auerbach, 1993). In 1961, five basic
tenets for L2-only use in the L2 classroom were
promulgated during a conference in Mekare
University, with the first tenet being that English
is best taught monolingually (Phillipson, 1992).
These tenets have likely influenced changes in
THE LANGUAGE TEACHER: 36.4 July / August 2012
42
Carson & Kashihara: Using the L1 in the L2 classroom: The students speak
Problem
We feel that, while Norman addressed factors
not assessed in Schweers study, his results were
limited to the three distinct groups he analysed,
and did not address pedagogical considerations
raised in Schweers study. Teachers need a
practical way to assess students and suggestions
of appropriate teaching methods for each level.
This study will address the following:
Do definite patterns of students preferences
for L1 support exist that vary with their
proficiency (Proficiency Effect)?
Do proficiency levels influence the types of
L1 support students prefer?
Do proficiency levels influence the types of
L1 support students do not prefer?
Method
Participants
Volunteers were 305 university first- and secondyear students in a public Japanese university,
enrolled in International Studies and Information
Technology English language courses.
Questionnaire
An anonymous bilingual questionnaire was
adapted from Schweers questionnaire (1999).
Two questions were added: Question 1, Where
THE LANGUAGE TEACHER: 36.4 July / August 2012
43
Procedure
Instructors distributed questionnaires to
students in class. Participation was voluntary
and required about 10 minutes. Participants
were asked for their most recent TOEIC score in
Question 1 (N=305). Questionnaires were sorted
into five groups based on their TOEIC scores:
Beginners, Group 1=<299, n=63; High beginners,
Group 2=300-399, n=96; Intermediates, Group
3=400-599, n=110; High intermediates, Group
4=600-799, n=30; and Advanced, Group 5=>800,
n=6. We felt that these TOEIC ranges reflect
reasonable in-class proficiency levels as observed
from years of classroom experience.
Analysis
The questionnaire included nine yes/no and
multiple-choice questions. Scores were analysed
in percentages using Excel, and agreement
percentages for each question were tabulated.
Results
Results in the figures indicate the question
number and answer option letters in the legends.
Full size images are available in the online version of this article.
44
Carson & Kashihara: Using the L1 in the L2 classroom: The students speak
Students views
As students abilities and confidence rose, their
perceived need for Japanese support decreased.
Students were asked what percentage of the
time they thought Japanese should be used
in the English-language classroom (Q6). The
majority of all groups preferred L1 to be used in
the classroom less than 40% of the time, and this
decreased with proficiency.
Regarding how often Japanese should be used
in the English classroom to aid comprehension
(Q7), the spread of scores reflected student
English ability. Rarely was chosen in increasing amounts (5% to 50%) and Sometimes was
chosen in decreasing amounts as proficiency
increased (59% to 33%).
Students chose one or more of three possible
reasons they preferred the use of Japanese in
their classroom (Q8). From Group 1 to Group
5, most students chose I feel less lost (83% to
57%). Fewer students preferred Japanese to be
used to help them feel more comfortable (5% to
17%), or to feel less tense (13% to 0%).
Students generally felt that using the L1 in the
L2 classroom would help them to learn English
(Q9). Proficiency patterns emerged when similarranging options were combined. No and A
little increased (27% to 67%) while Fairly
much and A lot decreased (71% to 34%) from
Group 1 to Group 5.
Discussion
Proficiency effect
Two patterns emerged. A decreasing slope was
observed with high agreement among students
desires for L1 use in the classroom (see Figure
1), when helping students construct complex
cognitive connections between the L1 and L2
(see Figure 2), and with low agreement scores
for students desires for L1 emotional support
and testing (see Figure 3), the frequency and
percentage of L1 use desired by students, and
in feeling that the L1 helped students learn the
L2. A U-shaped pattern was observed at low
agreement percentages when introducing and
reviewing material and in small group work (see
Figure 4). Since agreement percentages were low
for the U-shaped pattern across all five groups,
we feel that students generally did not desire
THE LANGUAGE TEACHER: 36.4 July / August 2012
45
46
extensively used in the education system in Japan to provide an initial assessment of language
proficiency. Others can easily understand, apply,
and test these results. It would be beneficial to
determine proficiency levels using tests targeting the productive aspects of language, such as
the special TOEIC Writing and Speaking tests,
EIKEN or TOEFL, in future studies.
A second limitation of this study is the
uneven number of participants in each group.
This was unavoidable. Conversely, it reflects a
spread of English abilities that could occur in
any classroom. We feel that the large number of
participants was enough to show learning preference patterns among students. Future studies
could attempt to standardize the number of
participants within proficiency levels.
A third limitation regarded the simplicity of
analysis. The use of more rigorous statistical
methods might provide more reliable and
significant findings. However, we chose to use
the simpler percentage analysis to make these
findings easier to compare with similar studies.
A final limitation of this study was the research
designs simplicity. The unique factor observed
was student proficiency levels, overlooking
many factors that might have skewed the
findings, such as overseas travel or exposure to
English-language media. While we observed that
students preferences in the classroom changed
with their proficiency, a more rigorous analysis
should provide results that are more valid.
Conclusions
Patterns have emerged which could help to
determine the most effective use of L1 in the
L2 classroom. There appears to be a need for
L1 support at the beginner levels. Factors that
decline with increasing proficiency include
emotional support, perceived desire for L1
support, and testing. Beginner students prefer
knowing that they can rely on L1 support to
actually needing to hear it. The quickest way for
students to make cognitive additions of the L2
is to connect the L2 to the L1. Teachers can assist
students when comparing L1 and L2 linguistic
rules, teaching new vocabulary, and checking
comprehension. Regarding testing, most students did not perceive a need for L1 support, and
this declined with proficiency levels; advanced
Carson & Kashihara: Using the L1 in the L2 classroom: The students speak
students saw no need at all for L1 support. L1
support for testing could be used in test preparation for beginners and intermediates, but not
appear in the tests themselves. Factors having a
low and U-shaped relationship with proficiency
levels included introducing and reviewing
material and small group work; students did
not feel these factors were important. Allowing
for an increase in L1 use between students when
working with old or new material or in groups
could help promote production of the L2.
Ideally, instructors highly proficient in Japanese
should instruct lower-level students while
instructors highly proficient in English should
instruct the higher-level students. Preferably, all
instructors should have some knowledge of the
L1. While L2 use should be maximized, occasional strategic use of the L1 would be beneficial.
Students need exposure to the L2 first, but the L1
can assist when L2 examples and explanations
cannot alleviate confusion. L1 support could
benefit lower-level students during test preparation, but not appear in the tests. Lower level
students should have access to bilingual texts that
include L2L1 definitions and L1 explanations of
L2 grammar and usage. The use of L1 should not
be punished, and the use of L2 encouraged.
References
Atkinson, D. (1993). Teaching monolingual classes.
London: Longman.
Auerbach, E. (1993). Re-examining English only
in the ESL classroom. TESOL Quarterly, 27(1),
932.
Barker, D. (2003). Why English teachers in
Japan need to learn Japanese. The Language
Teacher, 27(2). Retrieved November 20, 2009,
from <jalt-publications.org/old_tlt/articles/2003/02/barker>.
Brown, H. (2007). Principles of Language Learning and Teaching (5th ed.). White Plains, NY:
Pearson Longman.
Burden, P. (2001). When do native English
speakers and Japanese college students disagree about the use of Japanese in the English
conversation classroom? The Language Teacher,
25(4). Retrieved November 21, 2010 from
<jalt-publications. org/tlt/articles/2001/04/
burden>.
Speakers at JALT2012
This years conference brings to Japan five respected plenary speakers from five distinct fields which means that whatever your area of interest, there is something for you. On
top of this, there are eight featured speakers and a specially
invited Asian Scholar.
Even a brief look at the biographies of the plenary speakers
suggests that among them, they have worked in, taught in,
lived in, or been to a large percentage of all the countries
in the world.
Alan Firth
. . . Senior Lecturer in Applied
Linguistics at Newcastle University,
is based in the UK but has previously
worked in Denmark, Hawaii and
Australia. His travels have certainly
been formative in his interest in
English as a Lingua Franca. It is the
combination of this interest with his
authoritative knowledge of pragmatics which has led him to focus on the way interactions take place in situations outside the classroom.
In his talk at JALT, Alan will discuss the implications
for classroom instruction of L2 learning through
Skypecasting in internet chat rooms.
Look for information about our other
JALT2012 speakers on other pages of this
issue of TLT.
47
48
Acknowledgements
We would like to thank Julia Kawamoto, Naomi
Fujishima, Carol Rinnert, and the anonymous
reviewers for their generous assistance in
reviewing earlier versions of this paper.
Speakers at JALT2012
This years conference brings to Japan five respected plenary speakers from five distinct fields which means that whatever your area of interest, there is something for you. On
top of this, there are eight featured speakers and a specially
invited Asian Scholar.
Even a brief look at the biographies of the plenary speakers
suggests that among them, they have worked in, taught in,
lived in, or been to a large percentage of all the countries
in the world.
Suresh Canagarajah
. . . speaking on Sunday morning,
brings his personal experience to the
speakers podium. Originally from Sri
Lanka but now based in the US, he
is the Edwin Erle Sparks Professor
of Applied Linguistics at The Pennsylvania State University. Suresh has
extensively researched (and personally experienced) the use of English
in multi-lingual and multicultural contexts. His work
in identity among diaspora language speakers has
led him around the world looking at how English is
used in these contexts. He is author of a number
of books and journals, including Resisting Linguistic
Imperialism, a landmark book which investigates the
use of Englishes in periphery communities.
Look for information about our other
JALT2012 speakers on other pages of this
issue of TLT.
| 49
Developing learner
autonomy in a grammar class
Traditionally, grammar classes have
tended to follow a teacher-led,
prescriptive curriculum with students
given little opportunity to demonstrate understanding, or lack of it, on
a given topic before being asked to
tackle the next grammar point in a
textbook. The university class under
study made such an approach even
more challenging by being open
to students from a variety of year
groups and language learning backgrounds. With a view to establishing
a class which could allow students
of all levels to examine the weaknesses in their grammar and share
learning patterns, the curriculum was
adjusted to allow for the variety of
levels and encourage autonomous
learning of grammar. The resulting classes made for a dynamic and
collaborative learning environment
which allowed students the freedom
to examine and share a variety of
learning styles of grammar points
relevant to their English levels.
Simon Cooke
Miyagi Gakuin Womens University
50
It was hoped that the creation of a learnercentred course, with freedom given to students
to examine individual modes of learning, would
allow for greater opportunities for learner
control. In addition, it was surmised that the
support network of teachers and peers within
the classroom and the resources and support
available in the university would facilitate the
creation of an effective, autonomous learning
environment. By giving students greater agency
in their learning, and by allowing them to focus
on the weaknesses identified by themselves,
their peers, and the teacher, it was hoped that
students would become not only more effective
in their language learning methods, but also that
this identification of their grammar weaknesses
would, in turn, help them to become more
proficient learners, able to focus on identified
weaknesses in their language study methods.
Setting
The lessons took place once a week over 13
weeks in a class of 16 students. The class was an
elective grammar course open to all students,
regardless of year group from the universitys International Languages and Culture (ILC) department. The university has an award-winning SAC
which holds a large amount of study materials
in the form of grammar books and worksheets,
in addition to thousands of audio CDs and
DVDs and books. Furthermore, the SAC and
its learning advisors hold an elective course
(open to freshman and sophomore students)
aimed at helping students become more effective
language learners through a guided but student-
Method
The 16 students that attended the class were
asked to make groups of four. The groups were
given a contentious topic and were recorded
speaking for ten minutes on that topic. The
students were then given performance analysis
sheets and were asked to listen back to one of
their group members utterances and make
notes on their performance. The grammar points
which the students were asked to identify were
selected after consulting a number of the universitys teachers and learning advisors on grammar
errors commonly made by their students and
after having examined the frequency of those
grammar points in a number of grammar
textbooks available in the SAC. When all four
members had completed the sheets, they all then
listened back to another members utterances,
filling out the performance analysis sheet for
that student and so on, until all four members
had had their recording analysed by all members
of their group. The groups then discussed the
points that they had made for each student
before handing the performance analysis sheets
to the respective speaker for examination.
In the week before the next class, the teacher
listened to the recordings and filled in his own
performance analysis sheet for each student. The
following week, using the feedback from the
teacher and group members, students decided
on a grammar point to study and filled out the
SURE learning plan (Appendix A), detailing the
methods they were going to use to carry out study
on the grammar point chosen. If no grammar
THE LANGUAGE TEACHER: 36.4 July / August 2012
51
52
Student feedback
Students were asked to complete a feedback
form at the end of the course stating their overall
impressions of the classes in addition to specific
elements of the course which they liked or
disliked. Apart from one student stating simply:
It is hard to do this course, the remainder of the
responses were wholly positive, with comments
(all in their original form) such as:
It was hard work, especially presentation, but my
grammar skill is up.
This class was freedom so I could try to new way
in myself.
I knew study method when I talked with others.
I think it was a little bit hard because I had to
decide my plan but it is really good for me.
I like this class because we can share the good way
of study each other.
When writing what they enjoyed about the
course, all students commented on the benefits
they felt arising from the collaborative nature of
the class as well as from the freedom of finding
their own way of studying:
To find a new learning way.
Watching presentation and know how my friends
improve.
To learn by myself. I could choose my way to
study.
I enjoyed my presentation time because that time
I could tell my best way of how to study English.
I enjoyed discussing because my friend always
give me good advice.
Asked what part of the course they didnt
enjoy, many students voiced their displeasure
at having to listen back to their own recorded
voices and of giving presentations:
To present, to record.
Recording.
I had to do presentation many times.
Presentation.
Recording because I felt nervous.
Limitations
This study was carried out in an environment
with many resources available to students for autonomous study. Below are indicated some ideas
for alternative ways in which the above methodology might be applied in schools or universities
which have fewer resources available.
Recording equipment and methods: For this research, the students were recording onto MP3
recorders (at the time of writing these cost about
4000 yen per unit). However, many students
smartphones also have the capability to record,
thereby negating the need for the purchase of
special equipment. In fact, many of the students
enrolled in the above-mentioned student learnerstrategy course cite recording themselves into
their smartphones and analysing their own
output as being particularly beneficial to their
language development.
Resources: While students at most schools and
universities will have access to traditional grammar
textbooks, a wealth of grammar examples and
tutorials can also be found online. Simply typing
past tense or any other grammar point into the
search field of YouTube <youtube.com> will reveal
a large number of resources for students. A more
dynamic online resource is Lang8 <lang8.com>, a
free, web-based journal-sharing system in which
users are invited to share their L2 journal entries
with proficient speakers of the language they are
learning. Members then partake in a grammar
correction exchange of the entries made within those
journals. The site currently boasts over 250,000 users
from 180 countries. However, teachers and students
should be made aware of the potential unreliability
of advice posited as factual when accessing largely
unfiltered portals offering knowledge as well as the
potential dangers of online interaction.
Conclusion
The creation of a grammar curriculum in which
students were given the opportunity to engage
with their learning made for a dynamic change
in the roles and responsibilities in the classroom.
Student reports, feedback, and presentations suggested that the curriculum enabled them to direct
their learning in a more personal and focused
manner than they had previously been allowed
in other grammar classes. The introduction of an
autonomous environment encouraged a col-
References
Benson, P. (2001). Teaching and researching autonomy in language learning. Harlow, UK: Pearson
Education Ltd.
Dafei, D. (2007, November). An exploration of
the relationship between learner autonomy and
English proficiency. Asian EFL Journal, Professional
Teaching Articles. Retrieved January 2010, from
<asian-efl-journal.com/pta_Nov_07_dd.pdf>.
Ellis, R. (2002). The place of grammar instruction
in the second/foreign language curriculum. In
E. Hinkel & S. Fotos (Eds.), New persectives on
grammar teaching in second language classrooms
(pp.17-34). New York: Lawrence Erlbaum
Associates, Inc. Publishers.
Norton, B. (1997). Language, identity and the
ownership of English, TESOL Quarterly, 31(3),
409-429.
Resources
Information regarding Kanda University of
International Studies Self Access Centre and
support modules: <www.kandagaigo.ac.jp/kuis/
salc/learningadvisorysupport/modules.html>.
Simon Cooke is originally from
England and has been teaching
EFL since coming to Japan in 1999.
Simon has a Masters degree in
Applied Linguistics and currently teaches at Miyagi Gakuin
Womens University in Sendai,
Japan. His research interests include vocabulary
acquisition and autonomous learning.
THE LANGUAGE TEACHER: 36.4 July / August 2012
53
STUDY it
Choose a gramHow will you study for your goal? What resources,
mar point to focus activities and strategies will you use? Be specific!
on and study
USE it
Practice the
language
REVIEW it
EVALUATE it
Evaluate your
SURE model. Is
your plan working?
Use your
SURE sheets
to help you
explain what
you did!
6. Explain to your group whether you thought your plan was a good way to study this grammar point - do you recommend your method?
7. Explain to your group ways in which you could have improved your study method.
8. Ask if your group has any questions or suggestions on ways in which you could improve
your study method. Use the back of this paper to add any of these hints that you think might
be useful to you.
54
| 55
ESL/EFL
2
1
2
2L2
L2
EFL
Chris Wharton
CES English School
cat- tiger- red- duck- key- you- up- panda- areelephant- top- pig- green- no- on- nut- tall- lionnew- wonderful- leaf- fish
After taking a quick glance at the collection
of words, I thought it might be fun to put them
together into some kind of short story with the
students. When I told the two grade 5 students
what I was planning, they stared at me with tilted
heads and looks that said, We cant do this. So,
I started them off with a generic opener, One day
a cat . I wrote this on the white board so we
could work together. The students soon chimed
in and the creative process began. I offered a few
suggestions when they were stuck, but for the
most part they filled in the gaps nicely, and we
ended up with a finished product that incorporated all 22 words. The story was as follows:
One day a cat and a tiger met a red duck. They
wanted a new key. A green pig said, Are you
stupid?
56
College Students
The activity had been so successful with the
kids that I thought it could be extended to older
students. A few days later, I tried the initial word
chain activity with a group of 20 college students, all girls. The students had been working
hard the previous eight weeks on preparing and
giving short speeches on various topics in class.
This class happened to have only five speeches
scheduled, so the activity was actually used to
give the students a rest and a change of pace.
I wrote the words on the board as students
called them out. Interestingly, the difficulty level
of the words was not so different from that of
the elementary students. We stopped after three
minutes with 17 words and began to invent
a story. It was equally crazy, yet a little more
sophisticated than the elementary students
masterpiece.
The next step this time around was not to produce a comic strip, but to get in groups of four
and play the word chain game again until they
had between 15 and 20 words. Students were
Wharton: One size fits all: Two activities that transcend level and age
dog- god- door- rock- kick- kill- life- enjoy- yettalk- know- world- dangerous- speed- do- openneck
One day, I opened the door and I saw a dog
enjoying rock music. The dog talked to me:
The world is becoming dangerous, so my life
changes speedily.
I asked the dog, Why?
The dog answered, God is kicking peoples
necks and killing people! Do you know this
happens?
57
Back Translation
Translation is no stranger to English language
teaching (ELT) yet there are many opponents of
its use in the ESL/EFL classroom (Chaudron,
1988; Ellis, 1984; Krashen, 1981). Before delving
into a description of the back translation activity,
it is important to address the main concerns
some might have with encouraging the use of the
students L1 in the English classroom. Weschler
(1997) contends that the arguments against using
translation can be divided into four areas: 1) the
L1 interferes with thinking in English; 2) the L1
acts as a crutch for the learner; 3) the L1 extends
the use of an interlanguage and leads to fossilization; 4) L1 use wastes class time that should be
focused on L2 use.
Weschler (1997) responds by positively reframing each concern. For example, he views the L1
as a tool that helps rather than interferes with L2
acquisition. He substitutes the crutch metaphor
with scaffolding, which can be removed as the
learner improves. He sees interlanguage as
a natural part of L2 development. Finally, he
questions how valuable English-only class time
is for those learners who struggle to produce
comprehensible English output. Nation (2003)
perhaps sums it up best by suggesting, a
balanced approach is needed which sees a role
for the L1 but also recognises the importance of
maximising L2 use in the classroom (p. 7).
Edge (1986) sees English language teaching
and translation as being connected, saying there
58
Text A
There are many ways of sending secret messages. An interesting method was used by a
Chinese general, called Pingyo, 2000 years
ago. Pingyos army was far from their homeland. Between the soldiers and home there
were many enemies. But Pingyo sent letters to
his king and the enemy could not read them.
He sent them like this:
Text B
A strong messenger was chosen from the
soldiers. His hair was cut off and a letter was
written on his bald head. Then he was dressed
Wharton: One size fits all: Two activities that transcend level and age
as a poor farmer and sent home. His journey
lasted many weeks. During this time his hair
grew and covered the message. The enemy
stopped him many times. He was searched
but the letter was not found. When he reached
the kings palace his hair was cut off again
and the letter was read to the king.
The main goal is to raise awareness to the
possibility of saying the same thing correctly in
many different ways (Eadie, 1999). This can be
facilitated by using the chart seen in Table 1.
Acceptable
Not too
bad
Unacceptable
he was
dressed
as
he
wore
he
wear the
clothes of
he
weared
him a
dress
59
References
Campbell, S. (2002). Translation in the context
of EFL The fifth macroskill? TEFLIN Journal,
8(1), 58-72.
Chaudron, C. (1988). Second language research:
Research on training and learning. Cambridge:
Cambridge University Press.
Eadie, J. (1999). A translation technique. English
Teaching Forum Online, 37(1). Retrieved from
<exchanges.state.gov/englishteaching/forum/
archives/docs/99-37-1-a.pdf>
Edge, J. (1986). Acquisition disappears in adultery: Interaction in the translation class. ELT
Journal, 40(2), 121-124.
Ellis, R. (1984). Second language development.
Oxford: Pergamon Press.
Hill, M. (2005). Harsh words: English words for
Chinese learners. Hong Kong: Hong Kong
University Press.
Krashen, S. (1981). Second language acquisition
and second language learning. Oxford: Pergamon
Press.
Nation, I. S. P. (2003). The role of the first language in foreign language learning. Asian EFL
Journal Online, 5(2). Retrieved from <www.
victoria.ac.nz/lals/staff/Publications/paulnation/2003-Role-of-L1-Asian-EFL.pdf>
Weschler, R. (1997). Uses of Japanese (L1) in the
English classroom: Introducing the functional-
60
Speakers at JALT2012
This years conference brings to Japan five respected plenary speakers from five distinct fields which means that whatever your area of interest, there is something for you. On
top of this, there are eight featured speakers and a specially
invited Asian Scholar.
Even a brief look at the biographies of the plenary speakers
suggests that among them, they have worked in, taught in,
lived in, or been to a large percentage of all the countries
in the world.
MY SHARE
TLT RESOURCES
Simon Bibby
<jalt-publications.org/tlt/
departments/myshare>
JALT2012
October 12-15, 2012
ACT City,
Hamamatsu, Japan
<jalt.org/conference>
Preparation
Step 1: Go to Japan Times Views from the Street
online archive, found at <search.japantimes.
co.jp/cgi-bin/fl-vf-all.html>. Search for suitable
topics.
THE LANGUAGE TEACHER: 36.4 July / August 2012
61
Procedure
Step 1: Have students read the authentic examples from the handout. I had students read the
examples for homework, then also gave them a
few minutes in class to quietly read.
Step 2: Read through the Views from the Street as
a class. Pick students to read aloud. Elicit meanings of uncommon phrases or words. Check
overall understanding of views (e.g., in favour /
not in favour, like/dislike, optimistic/pessimistic, enjoyed/didnt enjoy, depending on topic).
Step 3: Distribute interview sheets and explain
the activity. This is a walk-and-talk activity.
Students will sketch the interviewees and record
their partners views.
If you follow my example based on the elections in 2009, you can have one question on
each of three topics. Students ask three different
students for their views, sketch partner faces and
record the views given. To vary question order,
split the class into three groups: A, B, and C.
Group A ask questions 1-2-3 in order, Group B
2-3-1, then Group C 3-1-2.
Step 4: Students sketch and interview each
other. As the teacher, you may like to participate
yourself, particularly to pick up any students
who may be waiting for a change of partner, or
in case of an odd number of students. Beware:
remind students that this is an English lesson,
not an art lesson. Some students can get carried
away and spend too much time sketching and
not enough time talking.
62
Alternative activities
Variations you may like to consider:
1. Audio record friends/other teachers Views
from the Street. Perhaps take their photos to
use, or sketch them yourself. Blank out key
words, phrases, or grammatical items and
use with students as a listening cloze activity.
2. Increase the number of questions.
3. Increase the number of respondents per
question.
4. Have students produce their own questions
about a topic and ask each other. For example, think of two questions, and do three
sketch-and-interviews per question. This
could be a useful post-reading activity to see
what students think about a particular issue.
Conclusions
The activity is quick and easy for teachers to
prepare and to explain. It is generic and reusable.
For students, sketching each other adds an element of fun, while the chance to talk about real,
recent, meaningful issues will likely enthuse and
motivate them.
Appendix
The appendix is available from the online version of this article at <jalt-publications.org/tlt/
departments/myshare>.
Thinking outside
the box: English
through pictures
Devanshe Chauhan Lidgley
Tama University, School of Global
Studies
<devanshe@yahoo.co.in>
Michael Lidgley
Preparation
Choose a picture depicting an activity likely to
be of interest to your students. Look in newspapers, magazines, company literature, textbooks,
and so on.
Procedure
Step 1: Write a few sentences on the board
illustrating how to ask for clarification and
63
Conclusion
Throughout, the teacher makes notes of areas
of difficulty for later feedback. This activity
is structured yet student centered, and can be
developed by stages as the students become
more creative. The teacher needs to be aware of
the class dynamics in terms of louder students
overshadowing quieter ones, and which students
work best together. It can be very rewarding to
see more inhibited students coming out of their
shells as they get used to taking part in these
activities over time.
Tokai University
<catherine_cheetham@yahoo.ca>
Quick guide
Key words: Group and pair work, vocabulary, adjectives, descriptions, numbers
Learner English level: Intermediate and
above
Learner maturity: High school and above
Preparation time: 20 minutes
Activity time: 20-30 minutes for each activity
Materials: A clothing adjectives worksheet,
64
Preparation
Step 1: Based on the class level, prepare a clothing adjectives worksheet (Appendix A). Copy
enough worksheets for each student.
Step 2: Select, prepare, and enlarge at least
10-12 different designer fashion photos. Fashion
websites, such as <elle.com> and <gq.com>,
have a good selection of photos from a variety
of designers (Appendix B). Using large denominations, decide on or estimate how much
the models outfit costs (pricing should be kept
secret). It is also advisable not to reveal the
fashion designers name until the conclusion of
Activity 3.
Step 3: For each student prepare writing paper
or a writing template (Appendix C).
Procedure
Activity 1
Step 1: Begin the lesson by eliciting information
about fashion from the class as a whole: Where
do you like to go shopping? What are your favorite
brands/designers? What is trendy/popular now?
What styles do you like?
Step 2: Distribute the clothing adjectives
handout (Appendix A) to each student. Explain
adjective order and necessary vocabulary.
Step 3: Students answer questions about their
clothing (Appendix A) or write a short description of their clothing.
Step 4: After completing the handout, students
need to find three classmates that share a similar
style, brand, material or clothing design. Encour-
Activity 2
Step 1: On the blackboard, review numbers
such as 100 (hundred), 1,000 (thousand), 10,000
(ten thousand), 100,000 (hundred thousand),
and 1,000,000 (million). Depending on the level
of your students, more time or an additional
activity may be required when reviewing large
denominations.
Step 2: Divide students into teams, preferably
of 4 to 6 members. Have students determine
the order of the players. Write a scoreboard on
the blackboard. Distribute a writing template
(Appendix C) to each student.
Step 3: Call the first players from each team
to the front of the classroom. Select a runway
fashion photo and show it to the players only
(Appendix B). The players should memorize in
detail the models clothing from the photo.
Step 4: Returning to their teams, players describe
in detail the runway fashion. Team members
record the fashion description on their writing
template (Appendix C) and if necessary refer to
their clothing adjective handout (Appendix A).
Step 5: Teams must decide and reveal aloud
their estimated total price of the runway fashion.
Write each teams estimate on the blackboard
and check pronunciation. The estimated price
that is closest to the teachers wins the round.
Step 6: Repeat step 2 to 5 as often as desired.
Step 7: Post all of the fashion photos (Appendix
B) in random order on the blackboard labeling
them from A to ~. Using their writing template
(Appendix C), students match their written
descriptions with the correct runway photos.
Follow-up Activity
Generate a discussion about runway fashion by
asking students about their impressions, which
fashion they would wear or not wear, and what
designers they prefer. Another alternative activity is to have students write a fashion review.
Conclusion
This is a great activity because it is particularly
geared to young adults who have an expressive
Appendices
The appendices are available from the online
version of this article at <jalt-publications.org/
tlt/departments/myshare>.
Broken telephone
stories: Creating
amusing tales in
the classroom
Elizabeth J. Lange
Tokai University
<eljp.lange@gmail.com>
Jong Oe Park
Rikkyo University
<parkjo.2012@gmail.com>
Quick guide
Key words: Laughter, effective communication skills
Learner English level: Intermediate and
above
Learner maturity level: From young adults
Preparation time: About 15 minutes
Activity time: 90 minutes
Materials: One different story/passage for
each student
We are often amused to discover how messages
can change when passed verbally from person to
person. One such example is a story from during
the First World War when communication
systems were poor. According to the story, a British colonel requested that the following message
be passed down the line of soldiers fighting in
the trenches: Send reinforcements, were going to
THE LANGUAGE TEACHER: 36.4 July / August 2012
65
Preparation
For homework, give each student one different
story (or article/passage). Tell them to remember
the key ideas and some details for the next class
so that they can tell the story in two or three
minutes without referring to the original.
Procedure
Step 1: Begin the class by giving the students
about 5 minutes to refer to their stories again to
refresh their memories of the content and then
ask them to put them away.
Step 2: With the students seated in pairs, ask
them to tell their story to their partner without
referring to the original. Encourage them to seek
clarification while listening and even to repeat
back what they heard for confirmation. Before
moving onto the next step, students can rotate
partners several times to gain confidence telling
their story. Allow them to have a short sneak
look at their original stories between rotations.
Step 3: Now, ask them to tell the story they just
heard to their next partner (i.e., not their own
story). Have students change partners 3 to 4
times, each time telling the previous partners
story to their new partner.
Step 4: Ask the class to sit in such a manner that
they can all see each other. Then, choose a student
at random and ask that student to stand up and
tell the class the last story she or he heard. Then,
66
Conclusion
What started off as a serious activity ends up
inspiring laughter in the classroom as students
see how the meaning of messages can change
when passed from person to person. As it
becomes obvious to students where they have
made mistakes, it is an incentive for them to be
more careful next time, thus encouraging them
to want to repeat the activity in future classes
to see how much they can try to improve their
communication skills.
Email address
changed?
BOOK REVIEWS
TLT RESOURCES
<jalt-publications.org/tlt/departments/book-reviews>
Time Zones 3
[Jennifer Wilkin. Boston: Heinle, 2011. pp. iv
+ 137. 2,596. (Includes CD-ROM). ISBN:
978-1-4240-6127-3.]
layouts with vivid photography and Japanesestyle manga characters capture students interest
and inspire them to explore, discover, and learn
about the world around them in English.
Time Zones 3 contains twelve units divided
into four themes: People and Places; The Natural
World; History and Culture; and Science and
Education. Each is accompanied by short videos
highlighting different exciting subjects. While
other textbook topics fade out of style after a few
years, Time Zones are timeless (e.g., Pompeii, the
solar system) and timely (e.g., global warming,
natural disasters).
English skill practice is provided in each unit of
the text, after key vocabulary and target grammar have been introduced. Speaking practice is
included as controlled repetition exercises and
fluency-based communication activities, such as
games, interviews, and conversations. Reading
lessons include sub-skill development tasks, for
example, predicting, skimming, and scanning.
Writing assignments like emails, travel posters,
essays, and short stories, expand unit topics and
encourage the students creativity. Curiously,
listening is not given as much attention. Recordings are intended mainly for pronunciation,
vocabulary, and grammar acquisition. This leads
me to ask Scriveners question regarding choosing
the right task, [a]re we really helping students to
become better listeners by using recordings like
this? (Scrivener, 2005, p. 173). I would have preferred more comprehension activities that actually
teach students how to listen for gist and detail.
It should be noted, however, that Time Zones 3
readings can be converted to listening lessons by
utilizing the CD recordings of the passages. The
accompanying videos also have listening questions in the Time Zones Teachers Edition 3.
For teachers residing in Japan, Time Zones 3 fits
in well with Japanese high school English education curricula. There is a great deal of overlap
in grammar structures and vocabulary included
in Time Zones 3 and standard Japanese English
textbooks. Time Zones 3 is also compatible with
other education programs, such as the IB Middle
THE LANGUAGE TEACHER: 36.4 July / August 2012
67
68
References
Bentley, K. (2010). The TKT course CLIL module.
Cambridge: Cambridge University Press.
Council of Europe. (2001). Common European
framework of reference for languages: Learning, teaching, assessment (CEFR). Retrieved
from <coe.int/t/dg4/linguistic/CADRE_
EN.asp>
Scrivener, J. (2005). Learning teaching. Oxford:
MacMillan Education.
UNESCO. (2006). Guidelines on international
education. Paris: UNESCO Education Sector.
La socit
franaise: Lecture
et civilisation
[Jean-Luc Azra, Olivier Lorrillard, Bruno
Vannieuwenhuyse, Yoshio Miki, Meiko
Ikezawa, & Mariko Ichikawa. Kyoto: Alma
Editeur, 2008. pp. 76. 2,520. ISBN: 978-4904147-00-9.]
Reference
Ohki, M., Hori, S., Nishiyama, N., & Tajino,
A. (2009). Les causes principales de la baisse
de motivation chez les apprentis japonais du
franais. Revue japonaise de didactique du franais,
4(1), 71-88.
69
Recently
Received
...with Steve Fukuda
<pub-review@jalt-publications.org>
70
<jalt-publications.org/tlt/departments/outside-the-box>
The Versant
English Test
I believe the Versant English Test should replace
the TOEIC-IP and TOEFL-ITP tests as placement
tools for benchmark measurements or as exit
requirements in university EFL/ESL programs if
no suitable in-house assessments are available.
It is superior to the ETS (Educational Testing
Services) products for its construct, ease of
administration, results delivery speed, unbiased
71
JALT2012
References
ACT City,
Hamamatsu, Japan
<jalt.org/conference>
JALT NOTICES
JALT FOCUS
<jalt-publications.org/tlt/departments/jalt-focus>
72
JALT Focus
JALT National
Elections
For those of you waiting in eager anticipation,
I present the roster of candidates for this years
NPO JALT national elections. Each candidate has
much to offer our vibrant organization. Please
take a few moments to read through the statements and show your support by casting your
vote on the ballot postcard inserted in this issue.
Drop it into your nearest post box as soon as you
can. You neednt wait until the final postmarked
date, September 14, 2012. Do it now, before you
take off for the summer holiday!
Bernadette Luyckx, 2012 NEC Chair
JALT
914
2012
Editors note: The following have been formatted somewhat (section titles, order of items), but
not edited for content. This is to give you the
best sense of what the candidates mean in their
own words. After president and vice-president,
the sections are ordered alphabetically by each
candidates surname.
Work Record:
Japan: Associate Professor, Tokyo Medical
and Dental University (from 2008); Lecturer
of Accounting, Meiji University Graduate
School of Accountancy (from 2008); Lecturer
of English at Tokyo University of Science
(1995 - 2008) and Sophia University Community College (from 1991).
United States: Lecturer of Accounting,
Loyola University of Chicago (1988-1991).
Education Record:
B.S., Accounting and Economics, Oklahoma
State University
J.D., Loyola University of Chicago
JALT Service:
President, 2010-12; Director of Treasury, 2008-10;
Tokyo Chapter Membership Chair, 2008-10;
Internal Audit Coordinator, 2008; Financial Steering Committee Chair, 2007-08; Chapter Treasurer
Liaison, 2006-07; Tokyo Chapter Treasurer,
2002-08.
JALT
2012-14JALT
JALT
JALT
JALT
JALT
JALT
JALT
JALT
THE LANGUAGE TEACHER: 36.4 July / August 2012
73
JALT
2008~
2008~
1995~2008/1991~
1988~1991
JALT
2010~122008~10
2008~10
20082007~08
2006~072002~08
JALT Service
2002 Kyoto Chapter VicePresident
2003 Kyoto Chapter Vice-President/Program
Chair
2003 Kyoto Chapter President-pro tem
2004 Kyoto Chapter President
2005 Kyoto Chapter President
2006 National Election Committee AssistantChair
2008 JALT Director of Membership
2010-present JALT National Vice President
74
Statement of Purpose
My term as Vice President of JALT National from
2010-2012 has provided me with an extensive
understanding of our organization. The experience and knowledge gained during my first term
as Vice President will enable me to better carry
out the administrative responsibilities required
of the office. I look forward to the challenges of
the next two years as Vice President and humbly
ask for your support.
JALT (
)
JALT
1994
JALT
JALT
400
How to
Publish
How to Present
JALT
SIG
80
JALT
Biodata
Ed.D. Temple University, Curriculum,
Instruction, and Technology in Education.
(2005).
JALT Experience
75
1 9 9 5 ~
(2004
2008~2009School for International Training
2005382006320072BELTA
76
JALT
2010
2009JALT
2005~2008JALT
2004~2006
1997~1999
1996~2000JALT
1996,1997
1997~TLT
1995
1995, 1996
1994~1996, 2002
1992JALT
Work Record:
2011 present: Full-time lecturer, College
of Science and Engineering, Ritsumeikan
University
2010 2011: Part-time lecturer, College of
Economics and Business Administration,
Ritsumeikan University
Education Record:
2009, 2010: Cambridge ESOL Certified Oral
Examiner (YLE CPE)
2008: MA in Language Education and
Sociolinguistics, Ritsumeikan University
2007: TESOL Certificate, UBC Ritsumeikan
Joint TESOL Program
2007: Japanese Language Proficiency Test,
Level 1
2006: BA in Linguistics, Hiroshima University
2002: Japanese Studies Certificate, Osaka
University of Foreign Languages
Statement of Purpose:
The two years I have served as JALT Director of
Treasury have been challenging but also very
rewarding, as I have had the chance to work
with an extremely dedicated team of directors
and other national officers, JALT Central Office
staff, as well as Chapter and SIG officers. During
this time, I have been successful in working with
the JALT treasury team to streamline many of
the treasury procedures, both at national level
and at Chapter and SIG level. I have worked to
improve the communication between Chapter
and SIG treasurers and the JALT national team,
by organizing Skype training meetings, and a
Treasury Workshop. Also, we compiled a new
Treasury Handbook, which details the duties of
Chapter and SIG treasurers.
If duly elected, I plan to continue working
hard with the JALT treasury team to maintain
and improve JALTs financial health. I consider
that the main role of the Director of Treasury is
to provide support for the other officers, both
national and local. I hope to continue to provide
a clear financial picture, which will allow JALT to
provide the best possible service to its members.
JALT
JCOSIG
JALTSIG
Skype
SIG
JALT
JALT
Education
1982-1985 B.A., Theatre Studies, University
of Exeter, Exeter, England.
THE LANGUAGE TEACHER: 36.4 July / August 2012
77
Certificates
1995 Certificate in English Language
Teaching to Adults (CELTA), Trinity College
London, London, England. Acquired preservice teaching credential focusing on language
awareness, methods, classroom management and
lesson planning.
Teaching Experience
Senior Assistant Language Teacher, Ibigawa
City School District, Japan, 2001 to PresentTeach English as a foreign language
at the Pre-School, Elementary and Jr. High
School educational levels from classes of 5
students to 40. Increased student interest
and levels in English language abilities by
implementing a revised curriculum focusing
on communicative competencies. Received
accolades from teachers and staff for enhancing the success of students studying within
the new framework. Supervise and organize
all aspects of ALT/ELT instructional leadership and evaluation, including both foreign
and Japanese instructors.
Head Teacher, Millers English School, Aichi,
Japan, 1999-2000Directed all aspects of the
school operations, including the development of course materials for all classes,
arranging the academic calendar, staff
selection, staff training regarding classroom
management and teacher development.
Managed and coordinated all school events
including social as well as academic functions.
EFL Lead Teacher, Ocean Global Network,
Konan, Aichi, Japan, 1996-1998Taught all
levels of EFL with a primary focus on young
learners. Instrumental in the development
of the curriculum, syllabus and materials for
the pre-school program. Consistently met/
exceeded yearly progress goals for students
in the program.
EFL Teacher, Creative English School,
Ichinomiya, Aichi, Japan, 1991-1994Taught
all educational levels from young learners to
adults garnering student satisfaction lead-
78
Presentations
Green, J. (2006), Team teaching productive
skills: A communicative activity. Presented
at Japan Association for Language Teachers
(JALT) Young Learner Mini-Conference,
Gifu, Japan.
Green, J. Phonics April 2012. Presented
at Himeji JALT. Activities explored to bring
phonics into your classroom.
Workshops
Green, J. ( 2011 ) Membership Chairs
Workshop. Presented at the June EBM.
Green, J. (2009), Making New Friends.
Presented at Seino Board of Education,
Ibigawa, Japan.
Green, J. (2008), Traveling Around the
World. Presented at Seino Board of Education, Ibigawa, Japan
Professional Affiliations
Member, Japan Association for Language
Teaching (JALT) Gifu Chapter, 2005-Present.
Leadership
Director of Membership, 2010 to 2012
Membership Chair, JALT Gifu Chapter, 2006
to 2010.
Conference Publicity Board Member, JALT
National Conference Executive Planning
Statement of Purpose
I have been an active member of JALT for 7
years. For the last 2 years I have been the Director of Membership.
As Director of Membership, I have worked to
successfully update the Membership Handbook,
conducted a workshop for Membership Chairs,
helped to update the Excel membership files,
improved the JALT domestic promotion kit,
conducted an outreach to the JETS and devised a
5 Year Membership Campaign.
I believe that as JALT Director of Membership I
can consolidate on the work I have already done
and make a difference by helping all the chapters
to increase their memberships, with practical
advice encouraging the exchange of new membership gathering ideas.
Personally, I am a hard worker who believes
strongly in JALT and its commitment to teachers. I have been a teacher, educational administrator and teacher trainer for 20 years in Japan
with experience in many different school systems. I believe that this experience will be very
useful as I work towards the coordinating of new
affiliates and help them build their relationship
with JALT.
I hope you will consider giving me another
2 years in the post of Director of Membership
when you cast your vote at the next national
elections.
Yours Sincerely, J. Buzz . Green
/TESL/TEFL
EFL
1982-1985ExeterExeter
1979-1981DevonEast Devon
2001(
)
540
SLT/ELT
19992000Millers
English School
EFL19961998
Ocean Global Network
EFL
EFL19911994Creative
English School
80
79
JALT
(2006)
20124
EBM2011
(2009)
(2008)
JALT(2005)
(20102012)
(JALT20062010)
(JALT National2010
)
(JALT
National2007
2010)
(JALT National2007)
(JALT National2008
)
7JALT
JALTJALT
JALT
JETS
JALT
JALTJALT
80
20
()JALT
J.B. Green
2010-2012 National
Auditor
2008-2010 National
JALT President
Hiroshima Chapter
President for 10 years
between 1998-2008
2004/05 4C Coordinator
2000-2003 Hiroshima Chapter Vice President
Hiroshima Chapter Web Editor 2002-2003
Hiroshima Chapter Programme Chair 3
years between 1997-1999
1996 National Conference Handout Center
2007/2008 National Conference EME
JALT
20102012
20082010
19982008
20042005
20002003
20022003
19971999
1996
20072008
Work Record
2005 present Vice Principal Hiroshima
YMCA International Kindergarten
YMCA
Education Record
Junior/Senior High Teachers License
Hiroshima Prefectural Board of Education
Statement of Purpose
Over the past two years I have had the privilege
of serving as the National Auditor of JALT. During that time I have been able to gain a deeper
understanding of the inner workings of NPO
JALT and its constitution.
I know and understand that as the auditor I
must take a neutral stance in order to focus on the
business conducted by the directors, to inspect the
assets of NPO JALT and to present my opinions to
the directors regarding the manner in which they
are exercising the responsibility with which we
have entrusted them. If elected for two more years
I will be able to apply the knowledge and skills I
22
Education
2003 Master of Education (TESOL). Temple
University. Tokyo, Japan; 1993 Bachelor of Arts
(English). University of Windsor. Windsor,
Ontario, Canada.
JALT service
2010-Present JALT Director of Public Relations;
2010-Present JALT Publications Board Member;
2007-2009 JALT National Domestic Affairs Committee Chair; 2005, 2006 JALT National Conference abstract vetting committee; 2004, 2005, 2008,
2009 JALT National Conference Proceedings
Editorial Advisory Committee Member; 20042005 Omiya Chapter Programme Chair; 2004
JALT National Conference Handbook Proof
Reader; 2002-2004 Omiya Chapter President;
2001-2002 Omiya Chapter Recording Secretary.
THE LANGUAGE TEACHER: 36.4 July / August 2012
81
Statement of Purpose
JALT service
Statement of purpose
JALTSIG
2004-2006: English conversation teacher,
SIG
GEOS (Yokohama, Kanagawa)
JALT
Education
2006-2008: Master of Arts, TESOL and
Foreign Language Education, New York
University
2000-2004: Bachelor of Arts, Politics, New
York University
82
JALT
JALT
Aleda KrauseJALT
JALT
JALT
JALT
Positions available
JALT Journal Associate Editor
The JALT Publications Board invites applications for the position of Associate Editor of JALT
Journal. The Associate Editor will work with the
Editor to produce the journal. After being recommended by the Publications Board and approved
by the JALT Executive Board, the successful
applicant will serve as Associate Editor for 1
to 2 years before serving as Editor for a similar
period. The successful applicant will have the
following:
1. Previous editorial/referee experience.
2. Ability to meet deadlines and handle correspondence professionally.
3. A sound background in language education
or a related field.
4. A masters degree or higher in language
education or related field.
5. Seven or more years of experience teaching
language, at least two of which have been in
Japan.
6. Current residency in Japan and definite
intention to maintain such residency for the
period of expected service to JALT Journal.
7. A record of publications in competitive
and refereed journals (in-house universitybulletin articles will be considered as part
of a publishing record on their merits,
but some of the applicants publications
should include recognized, reputable and
anonymously-refereed journals at either the
national or international levels). Information
on either the impact factor or the acceptance
rate for some of the journals in which the
applicant has published would be helpful in
determining the applicants own ability to
publish in competitive forums.
8. Association with JALT through membership
and previous participation in publications
are valued, but meritorious applications
from non-members will also be considered
provided that such applicants meet or exceed the above requirements. The applicant
must become a JALT member if selected by
the Board for the position.
Duties include processing submissions, sending them out for review, communicating with
What next?
Write it up and submit it to The
Language Teacher of course!
See the Submissions Page
on our website for more
information!
THE LANGUAGE TEACHER: 36.4 July / August 2012
83
SHOWCASE
JALT FOCUS
<jalt-publications.org/tlt/departments/
showcase-members-profile>
SHOWCASE
Kay Irie
My involvement in the Learner Development
(LD) SIG over the last six years has given me
great opportunities for professional and personal
growth. By actively participating in the LD SIG
community, I have gained a deeper understanding of autonomy, broadened my own view of
learning and teaching, and acquired academic
and practical skills. But what I really appreciate the most is that it has helped me to build
my self-confidence as a non-native speaker of
English (NNSE) professional in TESOL. I am
now comfortable with my strengths, weaknesses,
and possibilities. That self-confidence was very
low six years ago; as a Japanese woman coming
from the world of advertising into the field
84
GRASSROOTS
JALT FOCUS
<jalt-publications.org/tlt/
departments/grassroots>
85
Learner
Development
SIG forums:
Networking and
learning together
by Andy Barfield, Darren Elliott,
Bill Mboutsiadis, Rob Moreau and
Jim Ronald, Learner Development
website: <ld-sig.org>
Many JALT Special Interest Groups (SIGs) hold a
forum at the JALT national conference each year,
with each forum serving both as a showcase for
the SIG and as an affirmation to SIG members of
what each SIG is about. A forum acts as a current
demonstration of SIG members special interests
and re-establishes the SIGs identity; indirectly, it
also reflects how the SIG appeals to and involves
SIG members and would-be members. For the
Learner Development (LD) SIG and other active
groups, forums play a very important and
central part of the SIGs activities, and not only
at the national conference. This year, for example, our SIG is organising a total of four forums:
at the Nakasendo Conference in Urawa, at the
Pan-SIG Conference in Hiroshima, at JALTCALL
in Nishinomiya (all in June), and at JALT2012 in
Hamamatsu in October.
Part of a recent call for forum contributions
illustrates how LD SIG forums have typically
worked over the past decade: The forum will
feature simultaneous displays/presentation
corners (poster, laptop, tablet, kami-shibai, and
so on) with plenty of opportunities for audience
interaction, discussion, and plenary round-up.
At this stage, for 2012, we are expecting over 30
people to present at the four forums, if present is
the right word, that is. The goal of each forum is
to be a forum a space for interactions between
presenters and participants. After all, the forum
is about learning, we are all teacher-learners, and
we are looking forward to interacting with many
people at these forums.
86
87
References
Beglar, D. (2010). A Rasch based validation of the
Vocabulary Size Test. Language Testing, 27(1),
101-118.
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). New York: Longman.
Meara, P. (1980). Vocabulary acquisition: A
neglected aspect of language learning. In V.
Kinsella (Ed.), Surveys 1: Eight State-of-the-Art
Articles on Key Areas in Language Teaching (pp.
100-126). Cambridge: Cambridge UP.
Nation, I. S. P., & Beglar, D. (2007). A vocabulary
size test. The Language Teacher, 31(7), 913.
Zimmerman, C. B. (1997). Historical trends in
88
Willful ignorance
or mindful
intelligence? Part
3: Questioning the
answers
by Paul Doyon, Visiting Professor,
Escuela de Ingles, Universidad Catolica
del Norte, Antofagasta, Chile,
<doyon.paul@ucn.cl>
The good student answers questions, but does not
question answers. Ira Shor
A teacher I know someone who is seemingly very knowledgeable in the area of critical
thinking mentioned to me how he was feeling
dizzy and weak and also that he was having
heart palpitations and believed he was suffering
from heart arrhythmia. However, when he went
to the hospital for a checkup, the tests showed
that there was seemingly nothing wrong with
his heart. Immediately, he felt better (due to the
power of suggestion perhaps), and he instantly
presumed that he must have just been imagining the whole ordeal without suspecting in
the slightest that the tests might not have been
showing the whole picture. More recently, a
student missed one of my classes because she
was also having heart palpitations and was
referred to a famous heart specialist in the city
THE LANGUAGE TEACHER: 36.4 July / August 2012
89
90
OUTREACH
JALT FOCUS
<jalt-publications.org/tlt/departments/outreach>
91
92
SIG NEWS
TLT COLUMN
<jalt-publications.org/tlt/departments/sig-news>
SIGs at a glance
Key: [ = keywords ] [ & = publications ] [
Bilingualism
[ bilingualism, biculturality, international families, childraising, identity ] [ & Bilingual Japan3x year, Journal1x
year ] [ forums, panels ] [ ]
93
Business English
The JALT Business English SIG is intended
to develop the discipline of teaching English
conducive to participation in the world business
community. We wish to provide instructors in
this field with a means of collaboration and
sharing best teaching practices.
All CUE members receive the refereed publication OnCUE Journal (ISSN:1882-0220).
Submissions for issue 6.3 are due July 1, 2012.
Prospective authors should check out our helpful
authors template and guidelines at <jaltcue-sig.
org/node/56>. A slide show on basic statistics
for SLA educators is available at <jaltcue-sig.
org/node/32>. Details about the OnCUE Journal
sections can be found at <jaltcue-sig.org/
node/160>. Our website also provides useful
information about how to use APA formatting
and statistics at <jaltcue-sig.org/node/37>. For
more information about CUE SIG news and
events, see the CUE website at <jaltcue-sig.org>,
follow <@jaltcue> on Twitter, or join JALT-CUE
on Facebook or Yahoo Groups <bit.ly/9NZBTC>.
94
Critical Thinking
[ critical thinking ] [ & CT Scan3x year ]
Extensive Reading
[ extensive reading, extensive listening ] [ & ERJ3x
year ] [ Annual ER Seminar ]
GILE aims to promote global awareness, international understanding, and action to solve world
problems through content-based language teaching, drawing from fields such as global education, peace education, environmental education,
and human rights education. The SIG produces
a quarterly newsletter, organizes presentations
for local, national, and international conferences,
and maintains contacts with groups ranging
from Amnesty International to Educators for Social Responsibility to UNESCO. Contact us for a
sample newsletter, or for more information about
the SIGs work in teaching for a better world.
For more information, please visit <gilesig.org>
or contact Kip Cates <kcates@rstu.jp>.
6161711
PANSIG
2013JALT
jalt.org/jsl/
<megumik@tuj.temple.edu>.
95
Learner Development
[ learner autonomy, critical approaches to teaching and
learning, teacher/learner roles, learning processes, learning content, group dynamics ] [ & Learning Learning, 2x
year; regular emailings to members; discussion list ] [
regular local area get-togethers; ongoing practitioner/action
research & ebook projects; conference grants; research
grants; forum at the annual JALT conference ] [ ]
.
190,
, .
,
, , ,
. , ( )
. , , ,
, ,
, . ,
,
. ,
, ,
,
, , .
<ld-sig.org>
.
96
Materials Writers
[ materials development, textbook writing, publishers and
publishing, self-publication, technology ] [ & Between the
Keys3x year ] [ JALT national conference events ]
[][^]
Pragmatics
[ appropriate communication, co-construction of meaning, interaction, pragmatic strategies, social context ] [ &
Pragmatic Matters () 3x year ] [ Pan-SIG
and JALT conferences, Temple University Applied Linguistics
Colloquium, seminars on pragmatics-related topics, other
publications ] [ ]
97
98
Study Abroad
[ study abroad, pre-departure curriculum, setting up,
receiving students, returnees ] [ & Ryugaku3-4x year ] [
national and Pan-SIG conferences ] [ ]
Ryuugaku
<jalt-sa.org> <studyabroadsig@gmail.
com>
Task-Based Learning
The JALT Task-Based Learning (TBL) SIG was
created for teachers and other professionals who
currently use, or are interested in using, taskbased approaches in the classroom and focuses
in particular on issues related to task-based
language teaching and learning in the Asian EFL
context. We hope that the SIG will serve as a useful forum for the exchange of practical teaching
ideas, theoretical discussion, and academic studies of TBLT issues. Our journal OnTask focuses on
both research and theory in the form of feature
articles as well as more practical TBLT-informed
lesson plans. Potential contributors to OnTask are
invited to contact our publications officer, Julian
Pigott at <julianpigott@gmail.com>.
The THT workshops in Bangladesh andKyrgyzstan are moving ahead and we are looking
for participants!The seventh THT/BELTA
program will be held on September 12-14, 2012
in Dhaka, hosted by the Bangladesh English
Language Teachers Association (BELTA) and the
University of Liberal Arts Bangladesh (ULAB),
while the 4th Kyrgyzstan program atBishkek
Humanities University has been tentatively set
for September 17-19, 2012. The programs are not
limited to SIG members or to those having JALT
membership, so feel free to pass this information
on to others. If you are interested or would like
more information, please email <thtjalt@gmail.
com>, giving your name and the location you are
interested in.
Teaching Children
[ children, elementary school, kindergarten, early childhood, play ] [ & Teachers Learning with Children, bilingual
4x year ] [ JALT Junior at national conference, regional
bilingual 1-day conferences ] [ ] [ ^ ]
<tcsig@yahoogroups.com>
Vocabulary
JALT members with an interest in the teaching
and learning of vocabulary should watch this
space for future Vocabulary SIG events. The
Vocabulary SIG is one of the newest additions to
the JALT family, but its future contributions appear to be very promising indeed. Please visit the
JALT Vocabulary SIG at <jaltvocab.weebly.com>
for links to the symposium proceedings, upcoming events, the Vocabulary Education and Research
Bulletin (VERB) online publication website, and
their Facebook web page at <facebook.com/
groups/236623256372419>.
JALT2012
October 12-15, 2012
ACT City,
Hamamatsu, Japan
<jalt.org/conference>
99
CHAPTER EVENTS
TLT COLUMN
100
101
102
CHAPTER REPORTS
TLT COLUMN
<jalt-publications.org/tlt/departments/chapter-reports>
AKITA: MarchOld English for today by
Susumu Hiyama. This presentation was in two
sections of discussion followed by a workshop.
Hiyama specializes in English philology, i.e., the
literary history of the English language. He first
treated participants to a discussion of the three
main periods in the history of the English language (Old English, Middle English, and Modern English), which gave the audience a base so
they could engage Old English readings. He then
led the group in sounding out the fundamental
Old English alphabet. Finally, everyone read
passages from the Old English text Beowulf. It
was noted during the concluding discussion that
learning to read Old English might assist with
103
104
establishing a reading syllabus including funding and which books to choose. The grading of
books varied between publishers but a good rule
of thumb was that if you struggle with 5 or more
words on a page you should choose another
book. In the concluding session assessment
methods were outlined including book reports
and online assessment. The presentation was
both interactive and informative.
Reported by Brent Simmonds
GUNMA: AprilTeaching in a Japanese junior
high school by Kaitlin Kirby and Chiharu Takebayashi. Over the past 25 years, team teaching
has become an essential part of the English classroom in Japanese junior high schools. Combining
their different abilities and strengths can allow
ALTs and JTEs to teach more effectively. However, this synergy is not easily come by, and like
any other relationship, team teaching partners
must work to maintain it. Kirby and Takebayashi
make it look easy. Their easy rapport with
one another showed Gunma JALT attendees
how team teaching should be done. Kirby and
Takebayashi discussed the contrasting roles
and perspectives of ALTs and JTEs. Through
their presentation and subsequent discussion
they explained how they approach some of the
challenges of compulsory English education
in Japan. Kirby and Takebayashi have worked
together for two years at Takasaki Sano Junior
High School where they strive to give their
students authentic communication experiences.
Prior to teaching English in Japan, Takebayashi
lived abroad where she taught Japanese as a
foreign language. Her experiences there give her
a unique perspective on the language-learning
classroom. Originally from Seattle, Kirby came to
Japan in 2010 via the JET Programme. She has a
MA in Teaching from Seattle Pacific University.
Reported by John Larson
HIMEJI: April Fun phonics activities (MPI)
and How to introduce phonics to elementary
schools and elementary school teachers by
Rumiko Kido and Buzz Green. Kido from MPI
Publishers presented phonics-related materials,
and gave us some new ideas including the phonics alphabet chant, sound-recognition activities
such as playing a song and phonics bingo using
105
106
107
108
He started his discussion by saying, All teachers are material developers, and thats how he
started to get involved in material writing. First,
an introspective approach was introduced. He
gave us examples of how he enjoyed his hobbies
as a child, through which he learned English. He
suggested that all teachers should become more
aware of their own learning style, and use it to
inform their own teaching. Next, he talked about
the relationship between textbooks and teachers: Instead of the textbook providing language
exercises and the teacher making this material
interesting for students, the textbook should
provide the interesting content and the teacher
should then use this content to target language
forms. Some examples of this approach were
given, such as narrow reading and task-based
learning. Finally, different kinds of ELT publishers were discussed, with some advantages and
disadvantages for each kind.
Reported by Masahiko Goshi
SHIZUOKA: AprilUsing questionnaires and
student reflections to better understand your
classroom by Robert Croker. This event, cohosted with SHARP-DO, was a rare pleasure,
and rare is not an adjective I use very often.
Croker sees writing questionnaires and student
reflections as two ends of a continuum. He first
spoke about the basics: using both open and
closed questions; making a variety of questions
(two-choice lists, rank order, counting and bands,
Likert scales, etc.); the timing of questionnaires;
and appropriate topics (background information,
behavioral, emotional and cognitive processes).
His information was clear, his prints wellorganized, andthis is the rare parthe organized the time so well that we didnt feel rushed
when creating our own questions with partners.
He also showed us some wonderful examples of
how he and various other teachers have shared
back the information they had garnered from
students: class newsletters, posters, etc. He used
the phrases learning community and space to
communicate to emphasize that questionnaires
and reflections can and should be an important
two-way street, a way to communicate and reflect back to your students and to work together
to make your class the best it can be.
Reported by Jennifer Hansen
THE LANGUAGE TEACHER: 36.4 July / August 2012
109
JOB INFORMATION
TLT COLUMN
110
Smart goals
and goal setting
for career
enhancement
Goal setting has been a very important tool of
people who want to achieve various difficult
tasks, and with job hunting it is something that
can and should be considered by those who
are looking for employment, or are interested
in improving their careers. While there are a
numerous ways to set goals, there are a couple of
things that one may want to keep in mind when
setting career (or any other) goals.
For years, one tool that was taught in business
schools and business seminars is goals that are
defined and framed through a set of guidelines
called SMART (Doran, 1981). SMART goals
refers to an acronym that means Specific,
to its lack of most of the goal setting requirements laid out, with the possible exception of its
relevance. Utilizing that example, a SMART goal
would turn into: I will have a 4000 word article
published one year from today (with the date
written) in a peer reviewed journal in the field
of phonology. Remember that if the goal is not
achievable, or seems too much of a stretch, why
not start with something a lot easier. Another
example (for those just starting out) might be, I
will get one 500-word article published on ezine.
com on the meaning of phonology by 60 days
from today. While the first one may be an excellent idea, the second one might be much more
achievable. Again, these are only examples and
they would vary from person to person, but keep
it so that your goals are yours and reflect what
you are focused on, and be sure not to violate
any of the five parameters.
Most experts would agree that by goal setting
you prepare your subconscious to direct your
actions towards the goal or goals that you have
set. Setting the rudder of a ship as it leaves port
to cross the ocean is how Tracy (2010) put it. So,
I would encourage anyone with employment
goals to give these ideas a try as they enhance
their professional careers. They can be combined
and used in conjunction with the balanced
scorecard that was introduced in an earlier
column. In addition, be sure to use them as they
will give you specific targets that youll be able
to work towards achieving.
References
Doran, G. T. (1981). Theres a S.M.A.R.T way
to write managements goals and objectives.
Management Review, 70(11), pp. 35-36.
Tracy, B. (2010). Goals!: How to get everything you
wantfaster than you ever thought possible. San
Francisco: Berrett-Koehler.
111
CONFERENCE CALENDAR
TLT COLUMN
<jalt-publications.org/tlt/departments/
conference-calendar>
Upcoming Conferences
1 JUL 12The JALT SIG Extensive Reading Japan Seminar 2012: Extensive Reading: Research
and Practice, Sugiyama Jogakuin U., Hoshigaoka
Campus, Nagoya. Plenary speakers will be S. D.
Krashen and Junko Yamanaka. Contact: <ersig.
org/drupal-ersig/5th-er-seminar>
14-16 JUL 12FAB3 The 3rd Annual International Brain Days Conference: Connecting
Neuroscience and ELT, Kitakyushu U., Fukuoka.
Featured speakers will be Curtis Kelly, Marc
Helgesen, Tim Murphey, and Robert S. Murphy.
Contact: <fab-efl.com>
31 AUG 12JACET (Japan Assn of College
English Teachers) 2012: The 51st International
Convention, Aichi Prefectural U., Nagakute,
Aichi. Contact: <jacet.org/2012convention/
index.html>
6-8 SEP 1211th Symposium on Second
Language Writing: Graduate Study in Second
Language Writing, Purdue U., USA. Contact:
<sslw.asu.edu/2012>
9-10 SEP 12The 2012 Science and Art of
Language Teaching (SALT) International Con-
112
113
TE S O L |
Opening the door to a higher level of learning doesnt always mean setting foot in a traditional
classroom. Through Azusa Pacifics TESOL program, students have the opportunity to earn their
degree or certificate from anywhere in the world and bring relevant learning to a multicultural
setting. Graduates develop the vision and skills necessary to teach English to diverse student
populations both locally and internationally.
Enjoy practical training in a program with more than 25 years of history.
Gain valuable teaching tools grounded in a Christian worldview to enhance your role.
Learn from dedicated faculty with an extensive background in cross-cultural service.
Complete your masters degree while teaching abroad through the innovative field-based program.
Choose from flexible program formats tailored to meet your needs.
OLD GRAMMARIANS
TLT COLUMN
<old-grammarians@jalt-publications.org>
A Voyage to
Laputa, Balnibarbi,
Luggnagg, Japan,
and Purikura
The title above is adapted from a section of
Jonathan Swifts Gullivers Travels, which indeed
labeled Japan as one of the 18th centurys more
exotic, outrageous, and factually suspect travel
destinations. For some people today, Japan seems
no less magical. A few years ago I was walking
through a mall in Seattle, USA, politely declining
the sales pitch of two well-dressed young men
trying to sell me phone service. When I told them
I lived in Japan and couldnt use their product,
they switched from professionals-in-training to
excited schoolboys about to be shown a lizard in
a box. Cool! they both cooed in unison. I asked
them why they thought Japan was so neat, and
they rattled off a list of Japanese objects of western fixation: Akihabara technology, animation,
instant noodles, manga, etc. Perhaps practical
training for exchange students should include
the following advice: As thank-you gifts for host
families, rather than folding fans or pickled plum
treats, they should instead just buy some comics
from the convenience store. Half the fun would
be trying to explain the popular Japanese obsession with oversized eyes.
Which reminds me of an enduring Japanese
fad that doesnt seem to have caught on yet in
most western countries: the print club (purikura).
Recently I stumbled into a purikura hive and
was astounded by the advances that have been
made there. One booth promised to give you
a milk face. Another booth allowed you the
option of enlarging your eyes, a la manga. If
purikura were ever to take off in the USA, though,
115
Meetings and conferences sponsored by local chapters and special interest groups (SIGs)
are held throughout Japan. Presentation and
research areas include:
Bilingualism
CALL
College and university education
Cooperative learning
Gender awareness in language education
Global issues in language education
Japanese as a second language
Learner autonomy
Pragmatics, pronunciation, second language
acquisition
Teaching children
Lifelong language learning
CALL
Regular : 10,000
Student rate (undergraduate/graduate in
Japan) :
6,000
Jointfor two persons sharing a mailing address, one set of publications
2JALT
2
: 17,000
16,500
For more information please consult our website <jalt.org>, ask an officer at any JALT event,
or contact JALT Central Office.
JALT110-00161-37-9
F
Use attached furikae form at Post Offices ONLY. When payment is made through a bank using
the furikae, the JALT Central Office receives only a name and the cash amount that was transferred. The lack of information (mailing address, chapter designation, etc.) prevents the JCO
from successfully processing your membership application. Members are strongly encouraged
to use the secure online signup page located at <https://jalt.org/joining> .
T E SOL |
Opening the door to a higher level of learning doesnt always mean setting foot in a traditional
classroom. Through Azusa Pacifics TESOL program, students have the opportunity to earn their
degree or certificate from anywhere in the world and bring relevant learning to a multicultural
setting. Graduates develop the vision and skills necessary to teach English to diverse student
populations both locally and internationally.
Enjoy practical training in a program with more than 25 years of history.
Gain valuable teaching tools grounded in a Christian worldview to enhance your role.
Learn from dedicated faculty with an extensive background in cross-cultural service.
Complete your masters degree while teaching abroad through the innovative field-based program.
Choose from flexible program formats tailored to meet your needs.
Making it Stick
Saturday, November 3 at Hokkai Gakuen
University in Sapporo
The deadline for submissions is August 12, 2012
Final confirmation of acceptance will be no
later than Sunday, September 2, 2012
For details on submissions, see
<www.jalthokkaido.net/>
Tuesday, July 3 from 19:00 at the Kobe International House, Sannomiya. JALT members free, one-day
members 1,000
Visit
<fab-efl.com>
for more information
FASHION RUNWAY
Adjective Order: (2 or more adjectives + noun)
article
size +
style +
pattern+
colour +
material +
noun
He is wearing
long
loose-fitting
checked
wool
coat
She is wearing
knee length
casual
solid
pink
cotton
skirt
Size:
Large
Floor length
Short
Medium
Long
Small
Knee length
Style:
Tight-fitting
Casual
Classic/Traditional
Loose-fitting
Formal
Mini
Form-fitting
Modern
Sheer
Athletic
Pattern:
Paisley
Strips (Vertical/Horizontal)
Checked
Plaid
Floral
Polka Dot
Lace
Knitted
Sequined
Solid
Graphic
Tweed
Camouflage
Argyle
Pink
Silver
Khaki
Blue
Green
Red
Metallic
Brown
Navy
White
Orange
Gold
Beige
Purple
Black
Yellow
Grey/Gray
Colour:
Dark
Light
Pale
Pastel
Bright
Florescent
M aterial:
Wool
Cotton
Polyester
Fleece
Silk
Linen
Nylon
Corduroy
Fur
Velvet
Spandex
Leather
Knit
Denim
Jacket
T-shirt
Gloves/Mittens
Dress
Coat
Sweater/Jumper
Scarf
Shorts
Shirt
Vest/Waistcoat
Tights/Stockings
Pants/Trousers
Blouse
Tie
Nylons
Suit
Top
Belt
Socks
Boots
High-heels
Hat/Cap
Shoes
Purse
Bag
Necklace
Runners/Trainers
Earrings
Bracelet
Answer the following questions about what you are wearing today:
1. What is the size/style of your clothes?
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2. What colours/patterns are you wearing?
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3. What materials are your clothes made from?
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4. What clothing brand/store do you like?
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Useful expressions:
It looks like
It feels like
I am wearing.
She/he is wearing
I bought it at
RUNWAY FASHION
<http://www.elle.com/Runway/>
Chanel
Chloe
Celine
Louis Vuitton
Marc Jacobs
Ralph Lauren
Vivienne Westwood
Moschino
Burberry
Carolina Herrera
<http://www.gq.com/fashion-shows/>
GIORGIO ARMANI
GIVENCHY
ERMENGILDO ZEGNA
MICHAEL KORS
PAUL SMITH
YOHJI YAMAMOTO
FASHION FILE
Step 1: Listen to the designer fashion descriptions given by your classmates.
Step 2: Write each description below. Use the Fashion Runway handout to help you.
Step 3: Now look at the fashion runway photographs.
Can you match your descriptions with the photos?
Description 1
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Photo ___________
Description 2
________________________________________________________________________________
________________________________________________________________________________
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Photo ___________
Description 3
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Photo ___________
Description 4
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Photo ___________
Description 5
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Photo ___________