Chiyuki Yanase & Sean Reid:  Focus on Young Learners

Date: June 25, Sunday
: 13:00 - 17:00 (note early start time).
Miyagi University of Education (MUE), Bldg 2, 3F - Room 220. (Map)
           (Brown building straight ahead from the front gate. Please follow the signs).
          Free on-site parking is available, and MUE is just a short walk from the new Tozai
          subway line's Aobayama Station.
Fee: Free for JALTmembers and MUE students and aliumni. ¥1000 for non-members, ¥500 for students and first-time visitors. (See "first time free" coupon on homepage.)

Download fliers in English and/or Japanese to post or share with friends, colleagues or students.

Abstract: In her session Chiyuki Yanase will discuss what Content and Language Integrated Learning (CLIL) is and why it can be an effective approach in EFL classes for young learners. She will also explore how CLIL can be integrated in order to develop young learners’ literacy skills in a EFL story-based class. Participants will be invited to experience CLIL activities, based on a story. It is hoped that participants go back to their classrooms with engaging CLIL activities which motivate literacy development and language learning of young learners.

Sean Reid's workshop will begin with a brief explanation of what a CLT-based approach to teaching is, followed by a discussion of how the implementation of such an approach can benefit our students and ourselves as teachers. The speaker will lead the class through the process of designing a CLT-based unit.  Elements, including materials and resources, communicative activities, the teaching of communication strategies, student-centeredness and assessment will be demonstrated while the attendees actively participate in the role of students to experience and evaluate their effectiveness first hand. The attendees will then share their impression of the activities and we will discuss ways of modifying, adapting and improving these elements to our particular teaching environments.

Speaker Bios: Chiyuki Yanase is a language school owner and a lecturer at several universities in Tokyo. She has been teaching English for young learners for over 20 years and holds M.Sc. in Teaching English to Young Learners from Aston University. Her research interests focus on collaborative learning and the development of young learners’ literacy. She has presented at numerous conferences, and published several articles on team-teaching, learner autonomy and collaborative learning.

Sean Reid has a Master’s degree in TESOL from the Nagoya University of Foreign Studies and a Bachelor of Education degree from the University of British Columbia, Canada. He has taught at Taki Gakuen Junior and Senior High School in Aichi and he currently works at Teikyo Daigaku Kani Shogako in Gifu, where he has been in charge of the school`s English program since the school`s opening in 2012.  At Teikyo, he has developed a completely original curriculum with all original materials for each grade level.  This curriculum has been well received throughout Japan. He has given several presentations and workshops focusing on the effects of a Communicative Language Teaching (CLT)-based approach and communication strategy instruction on young learners.



Richmond Stroupe—Developing “global citizens”: Considering the role of language educators in developing 21st century skills

Date: July 23, Sunday
: 14:00 - 17:00
Sendai War Memorial Hall. MAP
Fee: Free for JALTmembers. ¥1000 for non-members, ¥500 for students and first-time visitors. (See "first time free" coupon on homepage.)

Abstract: As we move through the 21st century, developing “global citizens” is increasingly becoming a focus at secondary, tertiary, and even primary, levels of educational systems. In Japan, this has been manifest through a number of “global” initiatives at both the secondary and tertiary levels. Post graduate, prospective employers of our graduates are also no longer satisfied with solely higher levels of English language proficiency, but also require additional skills that shape a well-rounded “global citizen.”
As part of the global community, our learners will be required to be autonomous and confident and be able to think critically. In addition, our learners need to be able to effectively manage large amounts of information, use technology efficiently, understand the cultural perspectives of others, and work collaboratively and in leadership positions. All of these skills need to be incorporated into educational programs that increasingly are providing content through English medium instruction, increasing the expectations placed on students and instructors alike.
This workshop will provide opportunities for teachers at the primary, secondary and tertiary levels to discuss the obstacles they face when trying to support learners as they develop these skills, and to discuss effective approaches to overcoming these obstacles. Participants in this workshop will also have the opportunity to discuss specific strategies and effective suggestions that teachers can use on a daily basis within any curriculum with students at any level to help them achieve the skills necessary for success within the global community.

Speaker Bio: Richmond Stroupe has worked with university and professional language learners from Asia since 1989. He received a Ph.D. in International Comparative Education from the University of Southern California and has been involved in the development of language learning programs in a number of contexts. He is the Chair of the Master’s Program in International Language Education: TESOL at Soka University, Japan. Richmond is professionally active in Japan, as the President of the Japan Association for Language Teaching (JALT), in the United States, with TESOL International Association through involvement in various committees and task forces, and in Cambodia, with CamTESOL (Cambodia TESOL), as a member of the Advisory Board of the IDP Education sponsored Language Education in Asia publication. Richmond actively conducts workshops, publishes and presents on a variety of professional activities and research projects, which include teacher education practices, curriculum and professional development, and developing learners’ critical thinking skills.



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