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October 2010
The Japan Association of College English Teachers
No.175――――――――――――――――――――――――――――――――――――――
Contents
Foreword (Hisatake Jimbo)
A Contribution from JASTECSIG Introduction (Classroom-centeredResearch)

English Program (Sapporo International
University)

Report from Headquarters
Reports from Chapters

My Class (Mitsutada Metoki)

Call for Classroom Reports[Foreword]

New Beginning
Hisatake Jimbo
President of JACET(Waseda University)
As new president of JACET, I asked
Professors Okada Nobuo and Terauchi
Hajimetobecomevice-presidents.
Nineteen other directors of the board werealso appointed including two non-JACET
members. They are Mr. Takahashi Koichi(former Japanese ambassador to the Czech

Republic) and Mr. Yamaguchi Ko (Advisor,
Kyodo News).
My objective is to bring the following
projects to fruition.
1. JACET 50th Anniversary Publication
Project
We are publishing A Series of Studies on

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English Education. So far five volumes
have been published and other eight
volumes will be forthcoming in two and halfyears. We will also publish JACET’s
Fifty-Year History in 2012.
2. Key Events
This year the 49th JACET Annual
National Convention was held at Miyagi
University in Sendai, Tohoku, September
7-9. The theme was ―Tomorrow‘s Learners
and Tomorrow‘s Teachers: Autonomous
Development in College English Language
Learning and Teaching.‖ The following
keynote speeches were delivered: A New
Framework of Initial Teacher Education,
Professional Development, and Evaluationfor Secondary EFL Teachers in Japan.
JACET President Jimbo Hisatake (Waseda
University); Autonomy in Language
Learning and Teaching: Fantasy andReality! Dr. Barbara Sinclair (University of
Nottingham); Teacher Cognition andTeacher Autonomy. Dr. Simon Borg
(University of Leeds) and A Socio-cultural
Approach to Classroom Discourse andTeachers’ Professional Development. Dr.
Akita Kiyomi (University of Tokyo). In
addition to six invited speakers, theConference featured a wealth ofpresentations, symposia and workshops.
Thanks to the cooperation and contributionof all concerned, the Conference was agreat success with nearly 600 participants.
A more detailed report of the 49th Annual
Conference will be published in a special

issue of JACET News in December, 2010.
Next year the JACET 50th International
Commemorative Convention will be held
August 30 - September 2 at Seinan Gakuin
in Fukuoka, Kyusyu. The theme of thisimportant event will be ―Challenges for
Tertiary English Education: JACET‘s Rolein the Next Fifty Years.‖ The Convention
will feature four keynote speakers: Dr.
Koike Ikuo (Keio University, Professor
Emeritus), Dr. Rod Ellis (University of
Auckland, New Zealand), Dr. Peter Skehan(Chinese University of Hong Kong), and Dr.
Ernesto Macaro (University of Oxford). We
will also invite many other scholars fromabroad.
3. Seminars
The 38th Summer Seminar was held in
Kusatsu, Gunma Prefecture, August 22 - 25.
The theme was ―Theory and Practice inCommunicative Language Teaching (CLT)－the role of European Language Portfolio(ELP).‖ Dr. David Newby (University ofGraz, Austria) gave four lectures:
Competences in Language, Culture,
Learning and Teaching: the Role of theCouncil of Europe; European Portfolio forStudent Teachers of Languages (EPOSTL);
Cognitive and Communicative Grammar
and The Changing English Language. Two
invited presentations were delivered:
Professor Hisamura Ken on Adapting the
EPOSTL Self-assessment Descriptors to theJapanese Educational Context and Dr.
Nagai Noriko on Design of English

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Curriculum for Undergraduate Students on
the basis of CEFR.
Seven otherpresentations were also given. Forty
participants fully enjoyed the Seminar.
The next Spring Seminar will be held on
March 26, 2011 at Waseda University. The
tentative theme is ―A New Framework ofEnglish Education from Elementary to
Tertiary Level.‖
The 39th Summer Seminar will be held in
the first or second week of August, 2011.
The main lecturers will be Dr. William
Grabe and Fredricka Stoller. The tentative
theme is ―Advanced EFL and ESP
Reading.‖
4. Collaboration with other academic
associations
JACET has been pursuing collaborative
relationships
with
other
academic
associations in and out of Japan. We haveinvited many representatives of associateEnglish teaching organizations to our annual
conventions.
As a new initiative, we have begun tocollaborate with the academic associationsof other languages. The first attempt was a
joint seminar with the Japan German
Association and the Japan French
Association on ―Contexualization ofCommonEuropean
FrameworkofReference for Languages (CEFR) in
Japanese Setting‖ on August 20 at Waseda
University. The follow-up collaborative
symposium on a related topic is scheduled
for March 17-18, 2011 at Waseda

University.
5. Contributions
The success of the above projects depends
largely on the tireless efforts of many
volunteers, as well as on the financial
contributions we receive. We are gratefulfor your continued support of JACET
activities through involvement in theplanning, organization and delivery of theevents, and your generous monetaryassistance.

A Contribution
from JASTEC

Kazuyo Yatsugi
President of JASTEC

In 2010, JASTEC (The Japan Association
for the Study of Teaching English toChildren) is celebrating its 30th anniversary.
Coincidentally from April 2011, after nearly
two decades of trials at public elementary
schools, it was decided in 2008 that Foreign
Language (English) Activities would
become compulsory in the elementary
school curriculum. While there are stillunresolved issues to be addressed, previous
initiatives and efforts in the field are now
likely to attract considerable attention.
JASTEC, as a study group, has beenoffering information on early learning in

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English to the Ministry of Education,
Culture, Sports, Science and Technology inrecent years. Based on an original survey,
we presented JASTEC Appeals in 1995 and2004 to the Ministry of Education, Culture,
Sports, Science and Technology as well as
to the public, and suggested methods of
implementing English classes at public
elementary schools. JASTEC, valuingteachers‘ points of view, as they are theones dealing with children daily, is
expected to assist in making these activities
meaningful in elementary school education.
On November 16, 1980, JASTEC‘s first
Convention was held at Tezukayama
University in Nara, and the late Professor
Tadahisa Goto, an honorary professor at
Osaka University, was elected as President.
Other officers involved in the operation,
namely Board of Directors, auditors andResearch Planning Committee were also
elected at this time.
There was a certain movement toestablish JASTEC at that point, due to theincreasing number of private English classes
as well as elementary school children who
wanted to study English. Yet, teachingcontents and methods varied from place toplace, and instructors were free to teach as
they pleased. In that situation, there seemed
to be a common awareness that appropriate
guidance and advice from specialists was
required.
Before any message from Japan‘s former
Ministry of Education was delivered withregards to teaching English to children,

JASTEC started to let those who wereteaching English to children know how it
should be done and taught.
National conventions of JASTEC are heldin June and autumn annually, and there areother conventions held by its five chapters(Kanto-Koshinetsu,
Tokai,
Kansai,
Chugoku-Shikoku, and Kyushu-Okinawa)
once or twice a year respectively with theirown plans.
JASTEC has been an opinion leader in thearea of teaching English to children, and bylooking back on the kinds of themes at thecenter of discussions and the kinds ofmessages dispatched from our surveys andpresentations, we are able to perceive thatthe concerns of administrative authorities
and researchers have changed gradually withthe passage of time.
In February 1992, Mr. H. Sakamoto,Chief of the Elementary and Middle
Education Bureau of the former Ministry of
Education, announced at an interview thatthey had decided to begin an investigation to
introduce English education to elementary
schools. That marked the point at whichadministrative authorities took the firstaction to deal with English education atelementary schools.
In 1995, when we celebrated JASTEC‘sth
15 anniversary, a plan to publish a book
was proposed. In March 1997, ―Foreign
Language Education from Elementary
Schools” (Editor in chief: Professor T.
Higuchi of Kinki University) was publishedfrom KENKYUSHA with the cooperation of

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all official members.
JASTEC has repeated this initiative
regularly on its 5-year anniversaries. In
November, 2005, on the occasion of its 25th
anniversary, ―English Education from now
on at Elementary Schools—Theory andPractice‖ (Editor in chief: Professor T.
Higuchi, KENKYUSHA) was published to
draw public attention to our way of thinking.
On March 28, 2008, the new ―Guidelines
for Learning at Elementary Schools‖ wereannounced and it was made known that―English at Elementary Schools‖ would becompulsory for 5th and 6th graders as
Foreign Language Activities, which alongwith Moral Education, would be allocated
35 classes a year. Although English was not
accepted as a subject on its own, it issignificant that English education wasproperly recognized in the elementary
school curriculum.
In June, 2010, at its 30th anniversary
convention, ―Development of Elementary
School English Education—Suggestions for
Better English Activities‖ (Editor in chief:Professor T. Higuchi, KENKYUSHA) was
published.
The role that JASTEC should accomplish
is, from a middle- and long-range planningpoint of view, to strive to provide a goodenvironment to establish desirable teachingcontent for the leaders of the next generation,
to ensure the provision of instructors, orteachers, and to make JASTEC trustworthy
as an opinion leader. Knowledge obtained asa result of JASTEC‘s activities over the past

30 years can have an important role inhelping to ensure the success of English
education at public elementary schools inJapan.
(cf. History of JASTEC, ―DevelopmentofElementary
SchoolEnglishEducation—Suggestions for Better English
Activities‖)

One Distinctive Way of Learning
English: Internship in English
Norihito Kawana
SapporoInternational University

A. Background
Sapporo International University (SIU) is
located near Sapporo Dome, in Sapporo.
Besides regular subjects, SIU offers aunique program: internships. Every year
around 200 students participate in thisprogram. The students can acquire credits
depending on the duration of the internship;
short internship (less than one month) offers
two credits; intermediate internship, with aduration between one month and threemonths, offers eight credits; and longinternship, with more than three months,
offers 16 credits.
B. English-based Internship
Taking advantage of this unique curriculum,

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the Department of Contemporary Cultural
Studieshas
beendevelopinganEnglish-based internship where students
mainly use English at work. So far the Cityof Portland, Oregon in the U.S., the
Hokkaido International School in Sapporo,and three major international tourist
companies in Niseko have raised their hands.
In Oregon, for example one student had
six-week internships each year in 2006,
2007, and 2008. The student stayed with ahome stay family and worked with
American interns at the city hall. As for theinternational companies such as the Niseko
Company, students stayed at a company
lodge with seasonal Australian staff
members. They got two months of work
experience.
The reason for the selection of the Niseko
area for an internship is the rapid increase offoreign tourists there. The number ofAustralian tourists is especially impressive;in 2009 over 50% of all foreign visitors wereAustralians and they stayed longer thanother foreigners. In addition, there areforeigner-owned international lodges in that
resort area, and they are always looking forhelpers during the high season.
C. Internship Procedures
1. English Level
Internship Abroad: TOEIC 600 ~ 650
Domestic Internship: Eiken Step 2 or
TOEIC over 500

Our intern at work in Portland
2. Participation in preparation classes
The students are given lectures and lessons
so that they can learn the environment of thecompany or institution and develop theircommunication skills. This preparation
usually lasts eight weeks.
3. Internship Diary on the blog & Skype
Communication
During the internship the students keep adairy in English. The teacher in charge, staff
members, or even their friends write
comments, which encourage them to keep
writing more frequently and in detail. The
blog data reflect this trend. The student who
worked in Oregon in 2008 submitted 36
blog entries with a total of 9990 words. The
blog was accessed 1099 times. Skype
communication is another useful activity.
SIU provides the students with a small PC
with Skype software. During the internshipthe students talk with their advisor on
campus. The video data are recorded andused as discussion material after theinternship is over. Usually one talk session
lasts over 30 minutes.
The following comments were recorded

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by one of the advisors, Dr. Stuart Walker,
after he read a blog article and talked using
Skype:―I have enjoyed our Skype conversations.
I was really impressed with your March 5
comments. They are very insightful andintelligent comments. Keep up the greatwork. We will be seeing you soon.‖
4. Submitting a Report & Evaluation
Upon finishing the internship, the students
write a report. It includes the nature of work,
life at the home stay, and impressions of theinternship program. There is also feedback
from the company or institute where theinterns completed their internship program.
That evaluation form covers these topics: 1.
Intern was able to fulfill overall
responsibilities required. 2. Intern showedwillingness in performing office duties. 3.
Intern showed initiative in an office setting.
4. Intern demonstrated ability in learning
new duties. 5. Intern demonstrated ability
to cooperate with others in an office setting.
6. Intern demonstrated proficiency inspeaking English. 7. Intern demonstrated
proficiency in writing English. 8. Interndemonstrated proficiency in office skills. 9.
Intern demonstrated behavior appropriate in
the office.
10. Intern demonstrated
behavior appropriate in social settings. 11.
Intern demonstrated ability to get along withothers in a social setting. 12. What is youroverall rating of the intern. The person in
charge of evaluating one of the interns
overseas wrote the following comments;―She was a delight to have in the office. She

took initiative to help whenever she could
and did an excellent job at each task she
undertook. Anyone with her level of English
skills, positive attitude, sense of integrity,
and ability to take initiative and offer help
would do well as an intern in this office.‖
D. Results
All of the interns evaluated this internshipvery positively and realized how much they
improved their English skills and changed
their attitudes towards work. This can beproved by their employment after graduation.
Out of the seven who did an internship, one
became a cabin attendant; one a groundcrew staff of a major airline company; one atour conductor for foreign tourists; one was
accepted by a major travel agency; one by amajor resort hotel; and one by a major theme
park in the U.S.A. The one other student
decided to do a one-year internship at a
research institute in America.

At the international lodge in Niseko
E. Ongoing Strategy
Looking at the past five years of internships,
we can conclude that experience-basedlearning is effective. It not only fosters the

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improvement of English skills, but also
gives the students more realistic and solid
ideas about their careers. Therefore, ourdepartment has been trying to expand thenumber of places that would accept ourinterns to meet various students‘ demands. If
students can find their ideal work places forinternship, we believe they will work
positively, actively, and responsibly, giving
them more maturity and independence.

My Class
Reflections about My
Philosophy of Teaching English
and Teaching Strategies
Mitsutada Metoki
Tenshi College
When I was a little boy, my mother used
to take me to department stores where I
could enjoy looking at fancy toys such as air
guns, plastic models, model cars, modeltrains, model airplanes, and video games.
Department stores, as you know, sell avariety of goods, some of which can easily
fascinate a young boy and drive him crazyuntil he actually owns one. In fact, I still
remember pestering my mother to buy megreat toys whenever we went shopping in
the department store. Unfortunately, I was
not always successful in convincing mymother of the need for the toys andsometimes went home empty handed. But,
still until this day I fondly remember myattraction for department stores andspending lots of time looking at wonderfultoys.
A few decades later, I am now all grown
up and have become a college teacher ofEnglish. Now I spend every day with
non-English major college students.
Remembering the enjoyable experiences I
had in childhood in department stores makes
me wish I could conduct English lessons
with a fascinating department store-likeambiance, where students could also romp
in a playful manner through a variety ofactivities such as watching movies, listening
to music, singing songs, reading on-line
articles, or writing emails in English. My
point is that the teacher cannot always be
sure what kinds of learning activities attract
all students effectively. Thusly, I always try
to make my lessons something like
department stores, in order to offer the
students a variety of learning experiences. I
strongly believe this department store likelesson plan can motivate and help students
to achieve a level of autonomy as learners ofEnglish since it is more customized to theindividual needs of the student. In particular,
I think such a style is crucial for English
lessons in college that only meet once aweek for 90 minutes.
Just teaching interesting lessons throughmy department store like lesson plan does
not necessarily guarantee all students
effective acquisition of English. To meetthe learning needs of the students for
gaining quicker fluency in English, I have

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implemented various ideas that I discovered
helped to improve my own English skills.
One of my fundamental basic ideas is toraise awareness in the students of their study
goals or target level in English ability byencouraging an inductive learning process.
In my lessons, students are required to workin pairs or in small group work activities tounderstand grammar rules, language patterns,
and word meanings which I select for them
to focus on in each class. In order to conduct
these inductive learning sessions, various
worksheets and other study materials areneeded, which is a time-consuming task andhonestly I sometimes find frustrating. But
the payback comes during class when I see
the student‘s happy smiling faces during thegroup work. At that point in the day I realizethat teaching English is not just a job to me;
it's more like my life's mission.
While I consider awareness-raisingessential for effective teaching, I also like tostresstheimportanceofbasiccommunication skills. As a college teacher, I
feel it is a responsibility to help the students
improve the way they communicate as aperson either in Japanese or in English. Partof my new drive extends from mass media
reports that college graduates lack goodcommunication skills. It would be a shame
to groom a student to excel in the four basic
skills in English and fail in the arts ofcommunication, social awareness, and how
to collaborate with other people. For thisreason, in order to encourage better
communication amongst the students during

my lessons, I utilize student pairing andgroup work as a teaching tool to give themmore opportunities to practice their English.
In this article, I have shared somethoughts about my teaching philosophy as
an English teacher. To reiterate my key point,
I like to make English learning as fun andinteresting as my childhood days pondering
great toys in department stores, throughoffering a variety of learning experiences tothe students entrusted to my care. Another of
my key points is to encourage the students tobecome individual learners of English and toachieve autonomy as English learners forcontinued learning, even after the course has
ended. Finally, I am a fierce planner of classlessons and spend my time outside of classconsidering how I might better teach English
to my students in the future.
I have probably made it sound liketeaching English is a very hard job, andsome days that is true. However, for me thesolution to the conundrum "to be or not tobe" an English teacher is not even a question
I bother to ponder upon because I simply
love teaching English and look forward to along career in the field of English education.

SIG Introduction
Classroom-Centered Research
Chair: Yoshiki Yokoyama
Hokkaido University of
Education, Sapporo

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Stephen Gaies has suggested that SLA
research should focus more on classroom
language learning. Based on his research
perspective,
theClassroom-centeredResearch SIG has been doing research on
various aspects of language teaching andlearning in English classrooms. More than adecade ago, our first research project started,
aiming at elucidating how English curricula
were viewed by the students based on theirexperience at the university. A questionnaire
was administered consisting of five sections:curriculum, reading skills, writing skills,
speaking skills, and opinions to improve thecurriculum. We collected data from 300
college students learning English in
Hokkaido, and discovered their high demand
to improve listening and speaking skills. We
then investigated listening tests of college
entrance examinations, since listening is oneof the skills students thought vital in thequestionnaire. Based on the criteria ofcommunicative
abilityproposedbyBachman,31
passagesand
theircorresponding 73 questions were carefully
rated and analyzed. The results clearly
showed that the ratings for socio-pragmaticcompetence, consisting of illocutionary
competence and sociolinguistic competence,
were extremely low, suggesting thatsocio-pragmatic competence was of minimal
importance in the successful completion of
the listening tests.
Reflecting the task-based view oflanguage teaching, we then focused on thenature of pedagogical tasks in high school

textbooks and ESL textbooks. The results
showed that all of the tasks in high school
required interaction as well as retrieval of
information in order to attain the goals of thetasks. In addition, almost all of them were
one-way, structured, closed, and focused. On
the other hand, the tasks in the ESL coursebook had some variety, but most of themwere two-way, less structured, anddifferentiated.
Finally, we took on direct investigation ofclassroom procedures. We employed aclassroom observation tool called COLT,
developed by Spada and Fröhlich, to analyze
various aspects of English classrooms. We
observed four classes instructed by native
speakers of English, and learned that the
COLT observation scheme successfully
provided us with information on the
differences between the instructors and thedegree to which the purposes of the English
program were actually reflected in theclassroom activities.
We are currently investigating activities
conducted in six classrooms to find out whatfeatures of class activities in a class areclosely related to the students‘ preferences
and ideas of effectiveness. In a questionnaire,
students may evaluate an activity conductedin the classroom, although they rarely see
common features of activities they rate
preferable or effective. To closely investigate
the features of actual classroom activities,
we used the COLT observation scheme PartA that provides a variety of features included
in an activity, i.e., the time, the frequency of

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an activity, participant organization, content
control, modality and materials. We hopethat we will find out to what extent thestudents‘ evaluation of classroom activities
reflects the actual activities identified by
COLT observation scheme.

Report fromthe JACET Headquarters
Secretary General:
Naoko Ozeki
Meiji University

I would like to extend deep gratitude tothose who spent a great deal of time andenergy planning and organizing the 49th
Annual Convention at Miyagi University.
The success of that conference will pave theway for the JACET 50th Commemorative
International Convention at Seinan Gakuin
University, Fukuoka next year. This
Commemorative International Convention
will feature not only leading international
ELT researchers and practitioners, but will
also set up special projects that have yet tobe revealed. I hope that all the members of
JACET will attend this conference andcelebrate the 50th anniversary of JACET
together.
In addition to next year‘s ambitious
convention, there will also be a significant
event this year. We will have a presidential
election in October. Whenever we have thepresidential election, we are happy toreceive ballots from many members.
However, since only a limited number ofmembers participate, we would like toremind everyone that this is a unique
opportunity for members to offer theiropinions about JACET and would like toencourage all members to cast their ballots
this year.

Reports from
Chapters<Kyushu-Okinawa Chapter Report>
June 1211:00-13:00
15
st
The 1 Editorial Meeting for Annual Review
of English Learning and Teaching
14:00-17:00
The 2nd Chapter Board Meeting(Venue: Seinan Gakuin University)
July 3
The 24th Chapter Conference and General
Meeting(Venue: Seinan Gakuin University)
Conference Theme: Diversified English
Proficiency Levels and College English
Language Education
July 31
14:00-17:00
The 2nd Editorial Meeting for Annual Review
of English Learning and Teaching(Venue: Seinan Gakuin University)
August 27

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14:00-17:00
The 6th Kyushu-Okinawa Staff Meeting forthe 50th Memorial Convention(16:00-17:00 The 3rd Chapter Board
Meeting)(Venue: Seinan Gakuin University)
September 18
SIG East Asia English Education 101st
Seminar(Venue: Seinan Gakuin University)―Acceptability Evaluation of ‗tough‘ English
sentence structures for Japanese Learners‖
Manami Ito (undergraduate student,
Seinan Gakuin Univ.)―AsymmetryofNominatives
andAccusatives for Japanese Learners inUnderstanding Sentence Structures‖
Akihiro Ito (Seinan Gakuin Univ.)（Kenichi Ito, The Univ. of Kitakyushu）< Chugoku-Shikoku Chapter>2010 Chapter Annual Meeting
Place: Tottori Univ.
Time: July 5, 2010(a)General Meeting(b)Oral Presentation[Research Paper 1]"About the Use of Working Memory for
English Dictation Practice" Hironobu
Matsuoka (Yasuda Women's Univ.),
Kazumichi Enokida (Hiroshima Univ.) andJitsuko Odate (Yasuda Women's College)[Research Paper 2] "Reading Strategies byJapanese EFL College Students:
Think-aloud Protocols," Yukiko Taki(Matsuyama Univ.)[Research Paper 3] "Developing an
Introductory English Textbook forTechnology Majors" Hideo Horibe &Junko Sugimura (Hiroshima Institute ofTechnology)[Research Paper 4] "On the Use of 'cuss' inRoald Dahl's Fantastic Mr Fox" Hirofumi
Tabuchi (Shujitsu College)(c)Report from Oral Presentation and
Performance SIG"Report on the first SIG event of Oral
Presentation and Performance (OPP) andproposals for activities this year"
Chiaki IWAI (OPP Coordinator:
Hiroshima City Univ.)(d)Symposium"On the English Entrance Examination -- its
Present Situation and Problems to be
Solved --"Chair: Seiichi Ikadatsu (Tottori Univ.)
Panel: Keiji Nishioka (Okayama Univ. of
Science), Keiroh Maeda (Hiroshima Univ.)and Noriaki Ohashi (Chugoku JuniorCollege)
Schedule for Seminars↑(a)Hiroshima, Yamaguchi, Shimane Seminar
Date: September 25
Place: Yasuda Women's University(b)Okayama, Tottori Seminar
Date: October 16
Place: Shujitsu University(c)Shikoku Seminar
Date: November 27
Place: Matsuyama University

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(Hidetomo Torigoe, Kagawa NCT)

<Kansai Chapter>
Spring Conference
Date: June 19, 2010
Venue: Doshisha Women‘s College of
Liberal Arts, Imadegawa Campus
Theme: ―Toward the innovation of aconsistent English education system inJapan‖
There were colloquia, research reports,
application reports and a lecture with morethan 150 participants.

Information on Chapter SIGs
The Kansai Chapter has 10 SIGs (special
interest groups) that conduct research in awide range of fields. For more information,please refer to the following web page:
http://www.jacet-kansai.org/kenkyukai.html
Announcements
For further information on the conference
and all other Chapter activities, please referto the Kansai Chapter website at
http://www.jacet-kansai.org/.
(Yuko Ikuma, Osaka Kyoiku Univ.)

Seminars & Lectures
1st Chapter Lecture of the 2010 Academic
Year (Special Lecture Meeting by the
Research on Foreign Language Education
Abroad SIG)
Date: July 24, 2010
Venue: Campus Plaza Kyoto
Theme: ―Recent Development of Language
Policy in Europe‖
Chair: T. KAWAHARA (Kyoto Koka
Women's Univ.)
Presenter: K. HAYASHI (Hiroshima
Jogakuin Univ.)
Prof. M. SUGITANI (Kansai Univ.)
Publications
The JACET Kansai Chapter Newsletter,
Numbers 52, 53, and 54 have been
published in the calendar year 2010. Current
and back issues of the newsletter can beaccessedat
http://www.jacet-kansai.org/kako.html#kako<Chubu Chapter>
The report in this issue covers the period
from April to October 2010.
Executive Committee Meeting
1. The 1st Meeting: April 3 at Chukyo
University
Agenda: Report on the Central Board
Meeting, the annual Chapter Conference
program and Newsletter.
2. The 2nd Meeting: May 15 at Chukyo
University
Agenda: the Chapter Conference
program, conference planning andNewsletter.
3. The 3rd Meeting: June 6 at Chukyo
University
Agenda: checking the documents to be
distributed at the Chapter General
Meeting, the budget/ program for 2011.
4. The 4th Meeting: July 10 at Chukyo
University

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Agenda: Report on the Central Board
Meeting, Newsletter, reflection on the
Chapter Conference.
5. The 5th Meeting: October 16 at Nanzan
Junior College
Agenda: to be announced
Chapter Conference 2010
Date: June 6, 2010, 10:00－16:55
Place: Chukyo University
Theme: English Education in an Age ofMulticulturalism
Keynote speech: Nobuyuki Honda (Emeritus,
Aoyama Gakuin Univ.) on ―English acrossCultures‖.
Symposium: Dr. Tomoko Yashima (Kansai
Univ.), Dr. Yasuhiro Shirai (Univ. of
Pittsburgh), and Dr. Shin‘ichiro Ishikawa(Kobe Univ.) on the conference theme.
Presentations: 12 papers and workshops
Newsletter
JACET-Chubu Newsletter 24 was sent out tothe 350 members on May 10.
LectureDate: October 16, 2010 at Nanzan JuniorCollege
Lecture: Professor Makoto Oumi (Nanzan
Junior College) on oral interpretation
training.
Announcements
For further information on the
Chapter
Conference
and
other
Chapter activities, please refer to the

Chubu
Chapter
Websiteat
http://www.jacet-chubu.org/index.html(Yuka Ishikawa,
Nagoya Institute of Technology)<Kanto Chapter Report>
Board Meeting
The board meetings of the Year 2010 arescheduled as follows:
The 1st Meeting: 16:00 – 17:00, April 17,
2010
The 2nd Meeting: 16:00 – 17:00, May 15,
2010
The 3rd Meeting: 16:00 – 17:00, July 17,
2010
The 4th Meeting: 16:30 – 17:00, October
16, 2010
The 5th Meeting: 16:30 – 17:30, November
20, 2010
The 6th Meeting: 16:30-17:30, January 22,
2011
The 7th Meeting: 16:30 – 17:30, February
19, 2011
The 8th Meeting: 16:30 – 17:30, March 19,
2011
Annual Convention
The JACET-Kanto 3rd Annual Convention
was held at Toyo Gakuen University on June
21.
Theme: ―What is Expected in College
English Education from a Global
Perspective.‖(The next JACET Annual Convention in2011 is to be held at Daito Bunka University
in June. Detailed information about the next

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convention is to be announced on the
JACET-Kanto Chapter website.)
General Meeting
The 1st Business Meeting was held at Toyo
Gakuen University on June 21.
The 2nd Business Meeting is to be held at
Waseda University on December 18.
JACET－Kanto Monthly Meeting
Monthly Meetings are to be held at
17:00-18:00 on October 16 and November
20 in Room 606, Bldg No. 16, Waseda
University.
Details of JACET Kanto Monthly Meetings
will be announced on the JACET
Kanto-Chapter
website:http://www.jacet-kanto.org/monthly/index20
09.html(Norifumi Ueda, Mejiro Univ.)<Tohoku Chapter Report>
Tohoku Chapter activities in 2010-2011 are
as follows:
Annual Chapter General Meeting andConvention
Date and Time: July 17, 2010, 13:00 - 14:00
Place: Meeting Room 2, L-Sola Sendai
The annual chapter general meeting washeld. The Annual Tohoku Chapter
Convention was not held this year.
Executive Committee Meetings
The following committee meetings were
held in preparation for the 49th (2010)

Annual Convention:
1st Executive Committee Meeting
concerning the 49th Annual Convention
2nd JACET Award Tohoku Chapter
Selection Committee Meeting
Date and Time: April 3, 12:00-16:00
Place: Meeting Room 6, Sendai Civic
Auditorium
2nd Executive Committee Meeting
concerning the 49th Annual Convention
3rd JACET Award Tohoku Chapter
Selection Committee Meeting
Date and Time: April 24, 12:00-18:00
Place: Meeting Room 7, Sendai Civic
Auditorium
3rd Executive Committee Meeting
concerning the 49th Annual Convention
4th JACET Award Tohoku Chapter
Selection Committee Meeting
Date and Time: July 3, 12:00-16:00
Place: Main Building Room 401, Miyagi
University Taiwa Campus
4th Executive Committee Meeting
concerning the 49th Annual Convention
5th JACET Award Tohoku Chapter
Selection Committee Meeting
Date and Time: July 17, 12:00-16:00
Place: Meeting Room 2, L-Sola Sendai
5th Executive Committee Meeting
concerning the 49th Annual Convention
6th JACET Award Tohoku Chapter

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Selection Committee Meeting
Date and Time: August 8, 12:00-16:00
Place: Main Building Room 401, Miyagi
University Taiwa Campus
6th Extraordinary Executive Committee
Meeting concerning the 49th Annual
Convention
Date and Time: August 31, 12:30 - 16:30
Place: Main Building Room 301, Miyagi
University Taiwa Campus
7th Executive Committee Meeting
concerning the 49th Annual Convention
7th JACET Award Tohoku Chapter
Selection Committee Meeting
Date and Time: September 6, 8:30-9:30 and
18:30-19:00
Place: Main Building Room 301 and Main
Conference Room, Miyagi University
Taiwa Campus
Executive Committee Meeting concerning
the 49th Annual Convention
Dates and Time: September 7-9, 8:00-8:30
Place: Main Building Room 301, Miyagi
University Taiwa Campus*JACET 49th (2010) Annual Convention
Theme: ―Tomorrow‘s Learners,
Tomorrow‘s Teachers: Autonomous
Development in College English
Language Learning and Teaching‖Dates and Time:
September 7 (9:00 - 18:40)
September 8 (9:00 - 17:10)

September 9 (9:00 - 15:30)
Place: Main Building, Miyagi University
Taiwa Campus
Publications
1 JACET-Tohoku Newsletter No. 36 waspublished in March, 2010.
2 TOHOKU TEFL (A collection of papers
compiled by the Tohoku Chapter) Vol. 3
was published in March, 2010.
Schedule for September 2010 - March
2011
Executive Committee Meeting concerning
the 49th Annual Convention
Date: October 16, 2010
Time: 12:00 - 16:00
Place: L-Sola Sendai
November Executive Committee Meeting
Date: November 27, 2010
Time: 12:00 - 14:00
Place: Meeting Room 6, Sendai Civic
Auditorium
November Regular Meeting
Date: November 27, 2010
Time: 14:00 - 17:00
Place: Meeting Room 6, Sendai Civic
Auditorium
Those wishing to present papers at themeeting are expected to submit an 100
English word abstract by October 27.
Details will be announced soon.
Publication
To be published in 2010-2011:

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1 JACET-Tohoku Newsletter No. 37, to be
published in March 2011.
(Kumiko Okazaki,
Sendai National College of Technology)<Hokkaido Chapter Report>
Annual Chapter Convention
On July 10, the 2010 Hokkaido Chapter
Convention was held at Hokkaido Univ. In
the general meeting, the financial andactivity reports for 2009 and 2010 were
accepted. The agenda also included 2011budget, schedule, and committee members,
which were also approved. Following thegeneral meeting were research presentations:"Development and Consideration toward
Generalization of 'Retriever
2',aComputerizedPortfolio
Supporting
Vocabulary Learning" by Hiroya Tanaka(Hokkaido Information Univ.); and "The
Ideal L2 Self and Thinness of Psychological
Boundaries: A Study of EFL Learners inJapan" by Kenta Sugawara (Hokkaido Univ.
Graduate School). After the presentations,
Hisatake Jimbo (Waseda Univ., JACET
President) gave a lecture entitled, "In Searchof a New Framework of EFL Teacher
Training and Evaluation: Based on Survey
Results of Education Boards". After thelecture, a symposium entitled, "Social
Contributions and Their Actualities by
College English Teachers" was held. The
chairperson was Yoshiki Yokoyama(Hokkaido Univ. of Education Sapporo); thepanelists were Ryu-ichi Yorozuya (Hokkaido
Univ. of Education Sapporo), Tomoyuki

Sasaki (Hokkaido Institute of Technology),
and Yasushi Kawai (Hokkaido Univ.).
Lecture Meeting and Publications
On May 16, the first lecture meeting for2010 was held at Fuji Women's Univ.
Won-Gyu Lee (Korea Univ., Visiting
Professor at Hokkaido Univ.) gave a lecture
entitled, "Development of CALL Materials
through an Interdisciplinary Collaborative
Project: An Anecdotal Report from South
Korea".
Research Bulletin of English Teaching, No.
7 was issued on March 15, 2010. This
issue
includestwo
articles:"A
Suprasegmental
Thresholdfor
L2
Pronunciation" by Tamami Katayama(Hokkaido Univ. Graduate School); and"Methods for
Improvement toward
Communication-Oriented English Lessons:Through a Method of Classroom Analyses
Using COLT" by Akinobu Shimura(Asahikawa Jitsugyo Senior High School).
The 23rd issue of the Chapter Newsletter
was published online in March.
（Tomohiko Oda, Sapporo Univ.）

Call forYour Classroom Reports
The JACET Secondary Classology
Research Committee
The JACET Secondary Classology

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Research Committee began discussing
developmental education in April, and islooking for good examples of classroom
reports in order to publish a new book
English Language Classes in Higher
Education: Developmental Education for
Learner Autonomy (tentative) (『高等教育における英語授業の研究―学習者の自律性を高めるリメディアル教育（仮）』). The
book will be published in March, 2012.
We will begin collecting your reports in
December, 2010, and the deadline will be
February 28, 2011. The reports must be
typed in Japanese on 2 pages of A4 size
paper. More detailed information will be
provided in December.
We hope many of the JACET members
will apply for this project.
If you have any questions about thisproject, please contact us.Hokkaido Chapter:
SASAKI, Tomoyuki(Hokkaido Institute of Technology)tsasaki@hit.ac.jp
Tohoku Chapter: KOJIMA, Hideo (Hirosaki
Univ.) kojima@cc.hirosaki-u.ac.jp
Kanto Chapter: BABA, Chiaki (Teikyo Univ.
of Science) chiaki@ntu.ac.jp
Chubu Chapter: KIMURA, Tomoyasu(Nagoya Univ. of Foreign Studies)
kimurat@nufs.ac.jp
Kansai Chapter: SUGIMORI, Naoki(Ritsumeikan Univ.)
naosugi@is.ritsumei.ac.jp
Chugoku-Shikoku Chapter: MATSUMOTO,
Hiroyuki (Ehime Univ.)

matsumoto@eec.ehime-u.ac.jp
Kyusyu-Okinawa Chapter: TAGUCHI,
Atsushi (Chikushi Jogakuen Univ.)
ataguchi@chikushi-u.ac.jp

Editors’ Note
We are most grateful to Prof. Kazuyo
Yatsugi for her contribution to our
newsletter. We also extend our sincere
appreciation to the authors of the special
articles: Prof. Norihito Kawana, Prof.
Mitsutada Metoki, and Prof. Yoshiki
Yokoyama.
_________________________________________

JACET News
DIERCTOR IN CHARGE
Naoko Ozeki (Meiji Univ.)
CHIEF EDITOR
Naoko Osuka (Meiji Univ.)
ASSOCIATE EDITOR
Etsuo Taguchi (Daito Bunka Univ.)
EDITORS
Yukie Endo (Seisen Univ. )Robert Hamilton (Meiji Univ.)
Maggie Lieb (Meiji Univ.)____________________________________
Published October 1, 2010
The Japan Association of College English
Teachers(President: Hisatake Jimbo)
55 Yokotera-machi, Shinjuku-ku, Tokyo
162-0831
Tel (03)3268-9686 Fax (03)3268-9695____________________________________

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