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October 2009
The Japan Association of College English Teachers
No.170――――――――――――――――――――――――――――――――――――――
Foreword (M. Morizumi)
Interview with ALAK
English Program I (Hiroshima Univ.)
English Program II (Kansai Univ.)
My Class (N. Hino)

Contents
P.1 SIG Introduction (Research on Foreign
P.3
Language Education Abroad)
P.12
P.4 Report from Headquarters
P.15
P.7 Report from Chapters
P.16
P.9 Report from Committees
P.22[Foreword]

A ‘Medium to Long' Term Plan of JACETMORIZUMI Mamoru
President of JACET(J. F. Oberlin University)
Making use of this column as a forum, I
would like to reiterate my sincere thanks to
all the members of JACET for the success of
the 48th annual convention held at Hokkai
Gakuen University at the beginning of
September. Thanks to the cooperation andcontribution of all concerned, the conference

was a success with more than 700
participants from inside and outside Japan.
In a couple of months a report detailingvarious outcomes will be featured in The
Special Issue Newsletter for the Convention.
This past convention was the fifth for me
as president of JACET, which means I will

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soon be completing my term as theassociation's president. A presidential
election will be held in October toNovember 2009, and the newly electedpresident will take control as of the next
academic year. JACET will also be
implementing a new personnel structure atits headquarters.
At the time the administration changes, it
is important for us, as members, to consider
what policies should be transferred and how
these should be managed in the future. In
preparation of this discussion, I suggested
the following 'medium to long' term plan of
JACET in the Tentative Board of Directors
and the All Membership General Meeting
held during the last convention. The plan, as
follows, consists of six issues:
1. Fully Incorporated Body
In order to make JACET a fully
incorporated body for public interest, it isnecessary to pass yet another difficult steprequired of us by the government. We willoversee the running of events for the time
being and later decide our stance in two or
three years.
2. More Young Members
The ratio of younger to older members of
JACET is not so high. We need to welcome
new members, including graduate school
students, into our association. By actively
recruiting younger members, we will help toensure the survival of the association withmore healthy and hopeful perspective for the
future.

3. Achievement Tests of Our Own
TOEIC and TOEFL are often used byuniversities and colleges to rate students
abilities within English classes. We should
be careful not to become too dependent
upon them. In the future, we should developachievement tests which reflect theeducational system and culture of Japan.
4. Further Collaboration
Collaboration with related organizations
and institutes, domestic and abroad, must be
promoted. Already we have attempted topromote the association as a whole, or
through its branches, and SIGs, but we needto expand it.
5. Development of Classroom InstructionDuetonationwidechangesindemographics, college English teachers havefound themselves teaching in more difficult
situations with a variety of students at
different academic levels in the age of "No
Competition for College Admission". To
maintain a high level of quality instruction,
as well as to meet the changing needs ofstudents, we must develop classroom
instruction more extensively and creatively.
6. Further Revision of Activities
Gradually, we have improved theassociation's activities through the usual
channels every year. It is time, however, for
us to revisit them on a full scale, in order toensure that we have a memorable 50th
anniversary of the organization in three
years.
This 'medium to long' term plan of our

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association will be continually discussed in
the Meeting of the Chapter Presidents heldin December and the Regular Board of
Directors and General Meeting ofRepresentative Members held in March. I
welcome discussion on these and othertopics, and kindly request your input onwhat you think about these issues.

Interview with

Dr. Guiboke Seongof ALAK, Korea
Dr. Guiboke Seong, an assistantprofessor at Inha University, Korea, spoke
about English education in Korea at the
JACET 47th National Convention as arepresentativeof
ALAK(Applied
Linguistics Association in Korea). She later
kindly agreed to be interviewed and below
is a summary of that interview:
ALAK was founded in 1978 forresearchers of applied linguistics. Since
then, it has developed a diverse
membership, including ESL and KFL(Korean as a foreign language) practitioners.
ALAK publishes the Korean Journal ofApplied Linguistics, three times a year. Thisjournal features articles dealing with a wide
range of topics in the field of applied
linguistics. Some articles are written in
Korean and others in English. Recent
popular topics are teaching English throughEnglish (TETE) and computer mediatedEnglish teaching.
For the past several years, TETE has
been strongly recommended by the Korean
Ministry of Education. The present
administration places great emphasis on
developing English education nationwide
and is further promoting TETE, especiallyat the secondary level. They have started
teacher education programs which involve
sending teachers to English-speaking
countries such as the U.S.A., Canada and
New Zealand. Teachers usually stay inthose countries for one to three months.
Although recent research studies havereported findings supportive of the effectsof TETE, more empirical studies are needed
to more accurately determine its
effectiveness. In fact, TETE poses certain
challenges for many teachers and students.
In Korea, high school students need to gethigh scores in the KSAT (Korean Scholastic
Aptitude Test) to enter good universities. As
KSAT is designed to test listening andreading abilities, students and parents
expect high school English education to
focus exclusively on reading, grammar andvocabulary.
Asaresult,communication-oriented teaching methods,
like TETE, are not always well-received.
Most Koreans are against introducing
English as an official language or
implementing
nationwide
immersion
programs, as they feel that the Korean
language is very important for their national
identity. But it is also acknowledged thatpeople with a good command of English are

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more likely to get better jobs and makehigher incomes than who do not. Studying
overseas, in countries like the U.S.A. andAustralia has become a popular option foryoung Koreans.
In Korea, many colleges insist on
language and computer proficiency as
prerequisites for graduation. At Inha
University, for example, students majoringin English need a score of at least 800 on
the TOEIC test in order to graduate.
It seems as though Korea is several
years ahead of Japan in the area of English
education. English has been a regularsubject at the elementary level for morethan ten years in Korea, while in Japan it isstill under discussion. In addition, teaching
English through English has been strongly
recommended at the secondary level for the
past several years in Korea, while theJapanese education ministry has recently
recommended it. Japanese people areinterested in the efficiency of the Korea's
English education system and will take this
into consideration in the planning ofEnglish education in Japan.

‘Dr. Seong in the middle’(Reported by Naoko Osuka, editor)
Classroom Practice in English
Classes Based on Hiroshima
University’s “Campus Ubiquitous
Project”
Kazumichi Enokida
Hiroshima University
Since 2005, a project team of four
English teachers (Takamichi Isoda, Hiroaki
Maeda, Kenji Tagashira and Kazumichi
Enokida) at the Institute for Foreign
Language Research and Education,
Hiroshima University, has been actively
involved in improving three first year
English classes for the University’s Facultyof Economics. The project was based on
and developed from Hiroshima University’s
campus-wide project called “Campus
Ubiquitous Project.” In this article, I am
going to look back on the four-year historyof the project and review its results.
1. “Campus Ubiquitous Project” and English
Classes“Campus Ubiquitous Project” aims toprovide students and faculty in Hiroshima
University with access to an information
network available anytime, anywhere.
The Project has made it possible forstudents to study and research using thewireless network available around thecampus.
It has also enabled English
teachers to incorporate e-learning and

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CALL outside the classroom.
Our team, all of whom are familiar
with using CALL and ICT in English
classes, set up the following principles:(1) Using CALL and ICT in andoutside the classroom(2) Unifying the textbook, homework,quizzes and tests(3) Three teachers teaching the samegroup of students for two terms(4) Improving students’ English
abilities through (1), (2), and (3)We chose the Faculty of Economics
because it was an ideal model case. The
proportion of males and females and themean TOEIC score in the faculty are close
to those of Hiroshima University’s first year
student population as a whole. In addition,
there are about 150 first-year students in thefaculty, so they can be divided into three
50-student classes, which are easy to handle
for our team of four.
2. The Classroom Practice Details
Now let us look at the details of how
CALL and ICT are used in and outside theclassroom.
(1) Web Based Training materials
We decided to use CALL rooms tohelp the student become familiar with using
PCs and Internet to study English regularly.
For this purpose, we prepared the following
four Web Based Training (WBT) authoring
systems: VP System, KD System, Satto
Sentaku, and Satto Eisaku. Along with thematerials available on these systems, we
also tried two well-known WBT learning
resources, “ALC Net Academy” and“Gyuto-e”.

Figure 1 VP System

Figure 2 KD System
VP System (Figure 1) is an online
vocabulary-building system which was
originally developed for Hiroshima
University’s Multimedia English Course. In
the system, students can learn 100 words
and phrases in each chapter made up of 16
units: 10 units for the introduction of the
new vocabulary, 5 units for practicing theterms, and the last unit as the review test.
Students can’t proceed to the next chapter
until they pass the test with a minimum of

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80%.
To help the students learn
vocabulary efficiently, I made the tasks as
simple as possible. The students were only
required to move the cursor using a mouseover the words to check their meanings, andto click on them for the pronunciations, andto drag and drop words in each review
activity and test.

Figure 3 Satto Sentaku

Figure 4 Satto Eisaku
KD System (Figure 2), Satto Sentaku(Figure 3), and Satto Eisaku (Figure 4) areparts of the YASUDA SYSTEM, anintegrated
WBT
authoringsystemdeveloped by Yasuda Women’s University
in Hiroshima. With KD System, students
can improve their listening skills throughrepeated dictation practices after which theyreceive prompt feedbacks which allow thestudents to check their answers as often as
they want.
Satto Sentaku is amultiple-choice practicing system in whichteachers can set time limits and otherrestrictions. Satto Eisaku is an excellent
system which can change the way English
composition is taught in the classroom. It
corrects students’ translations of Japanese
sentences into English by allowing teachers
to preset a number of acceptable or correct
options.
(2) Textbooks, Homework, Quizzes, Tests
and Grading
We have used a variety of textbooks
focusing on a variety of topics ranging from
American culture and business English to
TOEIC practices.
All the materials
provided through the above-mentioned
WBT
authoringsystem―including
vocabularybuilding,
dictation,
multiple-choice questions, and translations
into English―are based on the textbooks.
Some were used as classroom activities andothers assigned as homework tasks.
Here I would like to focus on how weare trying to build students’ vocabulary
through online homework and classroom
tests. 100 words and phrases are selectedfrom each section of the textbook. Before
the class, students should have studied the2339――――――――――――――――――＜6＞――――――――――――――JACET 通信

terms online, using the VP System, as
homework.
To check if they did, a
vocabulary quiz was given every week anda review test every month. During thesummer vacation, they are also expected toreview the 1,200 words and phrases theylearned in the first semester.
Students are graded according to theirclassroom performance (their quiz and test
results and WBT study data) and their
TOEIC scores. They take two TOEIC IP
Tests each semester, and the higher score of
the two is counted as part of their grades.
3. The TOEIC Results and the Students’Evaluations
I am going to look at the results of ourclassroom practice through the pre-test andthe post-test scores, the TOEIC scores, andthe students’ course evaluations.
To see how much the project hascontributed to students’ vocabulary building,a pre-test and a post-test were given during
the first and the last class of each semester.
These tests cover the words and phrases tobe learned in the semester. This year
(2009), in my first semester class of 46 firstyear students, the mean score of the April
pre-test was 71.5 (SD=14.9) and that of theJuly post-test was 95.5 (SD=5.8). The
students’ TOEIC scores have also increased.
In last year’s classes (April 2008 to January2009) the mean score went up by about 50
points from 456.91 (SD=98.47) in May,
2008 to 508.78 (SD=105.91) in January,
2009.

Feedback shows that most students are
happy with the way classes are taught.
The three classes on average received
higher evaluations than other sections of thesame course. The vocabulary learning
using VP System, and dictation using KD
System received an especially high numberof positive comments.
4. Conclusion
The classroom practice based onCampus Ubiquitous Project has been
bearing fruit after four years of trial anderror.
However, there are still many
problems to tackle, such as the TOEIC
reading scores not improving at asatisfactory rate, or the students who don’t
study online on a regular basis. We
continue to take full advantage of aubiquitous English learning environment toseek ways to improve students’ English
abilities.

BLSP
Mitsuo Nakamura
Mayumi Okamoto
Kansai University
Starting in April, 2010, the Departmentof Commerce of Kansai University (DCKU)
will launch a program called BLSP. This
program, which stands for Business Leader
Special Program, is designed to develop
future business leaders with a workable

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command of English.
The program offers some, at least,
tentative solutions to the educational issues
that have confronted us over the years.
The educational goal of DCKU is "toeducate future business leaders who haveintegrity and decency." This goal, which
addresses both the ability and moral
attitudes of the students, is elusive at best;
the criteria by which to judge its success, orlack of it, are not easy to establish. BLSP isa bold attempt to tackle these issues.
BLSP will be comprised of three classesof students, each containing 15 third-year
students. They will be selected from
hopefully large numbers of students who
agree with the goal of BLSP and apply to theprogram.
A business teacher and an
English-language teacher will be assigned toeach group. As may be suggested by thisarrangement, business and language teachers
should cooperate and collaborate in all
aspects of BLSP, including the creation ofBusiness English teaching materials.
Under BLSP, the students will have todevelop a high enough command of English
and presentation skills to be able to present
their own original business plans and discussthem at the University of Washington in
Seattle. They will also have to--brace
yourself for this--achieve a TOEIC sore of
800 or higher. We had to set up the lattergoal so that we can talk about English
education with the other teachers of DCKU
in the same language, on the same plane.
How will we achieve these goals? Wehaveestablishedsuch
courses as“Introduction to Presentation” and “English
Communication,” among other things.
Admittedly, “English Communication” may
be a broad subject area, but it allows us tomake changes to the course as we proceed;
after all, the program has yet to be launched.
Among these courses, “Introduction to
Presentation” is a centerpiece. Its syllabus
reads in part: “In this course, students willlearn the key skills of self-presentation.
Self-presentation goes beyond mere
speech-making to include any presentationin front of a group of people, such as tellinga story, taking a job interview, or teaching aclass. The skills taught will center on
preparing a presentation and then delivering
it. Preparing skills include choosing a good
topic, writing it in a conversational style,supporting it with data or visuals, and so on.
Students will be expected to write about one
presentation a month, practice them at home,and deliver them in class. Some will bevideo-recorded for analysis.”

The TOEIC score of 800 will beachieved only by exposing the students toEnglish, extensively, outside of class. In
order to increase their intake of English, we

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are constructing a website from which thestudents can download listening, grammar,
and reading materials to study on their own.
Each of the students will be assigned an
iPod and required to listen to English during
their trips to and from the university. We
are also planning to write a textbook, whichaims to meet the specific needs of the BLSP
students.
In addition, the language teachers will
select and make up a list of vocabulary items
so that the students can make businesspresentations at University of Washington.
For this purpose, we will computer-analyze
textbooks recommended by businessteachers, identifying a list of words that ischaracteristic of Business English.
Having said all of this, we cannot be certainthat we will make a success of this program.
We are yet to meet our first crop of students;
we are yet to prove anything for that matter.
The coming collaboration with businessteachers and the creation of e-learning
methods, together with the possibility of ourstudents' presenting at the University ofWashington, are both daunting andenthralling.
We can only hope that we will be equal tothis challenging and rewarding task.

My Class
Nobuyuki Hino
Osaka University
Integrated Practice in Teaching English
as an International Language (IPTEIL)-With real-time news around the world 1.

BackgroundThe classes discussed in the present
article are general English courses for firstand second year students with various
majors at Osaka University. They aresemester courses, usually with 40 to 50
students, meeting once a week for 90
minutes. For English classes at thisuniversity, it is basically up to each teacher
to decide materials and methods.
2. Participating in the Community of EIL
users
It is my policy to employ authentic

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materials for my teaching. In these classes
at CALL rooms connected with the Internet,
I use English news media around the world
real-time, combined with videos of satellite
TV English news that I record early in themorning of each day. This is a form ofcontent-based approach, whereby thestudents watch, read, and talk about thenews in English.
As I believe in the concept of English as
an International Language (EIL) (Smith
1976), or de-Anglo-Americanization ofEnglish, I make use of various news media
with a diversity of cultural backgrounds asteaching materials. In addition to popular
Anglo-American media such as CNN and
BBC, the television news programs that wewatch in class include Channel NewsAsia(Singapore), ATV (Hong Kong), and
ABS-CBN (Philippines), which expose thestudents to varieties of English. Some
examples of the Internet news media that
we read in class are Al Jazeera (Qatar), The
Jerusalem Post (Israel), Tehran Times (Iran),
The Korea Herald (Korea), People’s Daily(China), Bangkok Post (Thailand), Dawn
(Pakistan), The Times of India (India),among many others, which provide thestudents with access to a diversity ofcultural values.
In class, I make a point of dealing withreal-time news rather than news of the past.
It would be unusual, in our real life, to readnews from the previous day. It is myintention to put my classes in the realcommunity of English users instead ofviewing them as places for mere simulation.
English users all over the world arewatching, reading, and talking about thesame news at the same time as my classes.
In other words, drawing on a constructivist
notion known as Legitimate Peripheral
Participation (Lave and Wenger 1991), I
invite my students to participate in thecommunity of EIL users.
3.

Teaching Procedure
I refer to this method of teaching as theIntegrated Practice in Teaching English as
an International Language (IPTEIL), as it
embodies my intention to integrate multiple
pedagogical concepts in the teaching ofEnglish for international communication. A
typical procedure for IPTEIL is as follows.
STEP1: Watching the TV news videotapedon the morning of the day of theclass
STEP2: Q&A in English on the basic
content of the news
STEP3: Reading the same news on the TV
station’s website
STEP4: Q&A in English on more detailed
content of the news
STEP5: Reading various news media on
the same news topic, andcomparingthemfromcross-cultural perspectives throughQ&A in English
STEP6: Asking the students to express
their opinions on the news in
spoken English

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As can be imagined, in order to prepare
for a 1st period class, the teacher has to get
up rather early. The teacher’s preparation for
IPTEIL classes is always a race against time,
which is admittedly one of the difficult
factors with this method.
4.

Developing Media Literacy for CriticalThinking
One of the goals of IPTEIL is to developMedia Literacy for Critical Thinking, twoof the key concepts in higher education
today, in conjunction with the teaching of
EIL.

Here is a recent example from a class in2009. India halted its diplomatic ties withPakistan when Mumbai was attacked byterrorists based in Pakistan in November
2008. Leaders of the two governments
finally met in July 2009, but the newspapers
in each country presented very different
interpretations of the results of the meeting.
Below are the excerpts from Dawn
(Pakistan) and The Times of India (India).
In a major retreat from its hard-line
position on resumption of peace talks,India on Thursday agreed to de-link‘Composite Dialogue’ from action

against terrorism and hold talks withPakistan on all outstanding issues.
(Dawn, July 17, 2009)
In brief, this Pakistani media is reportingthat the Indian government is now willingto shelve the terrorist problem and toresume talks with the Pakistan government.
He told journalists, "The composite
dialogue process cannot resume unlessand until terrorist acts, like the one
which shook Mumbai, are properly
accounted for and perpetrators of these
heinous crimes are brought to book."(The Times of India, July 17, 2009)
In this paragraph, “he” refers to the Indian
Prime Minister. This Indian newspaper tells
us that their government has no intention ofreopening the dialogue with the Pakistan
government unless the terrorists are caught
and punished. In other words, these two
newspapers present highly contrastive
viewpoints regarding the same event.
Comparing news articles like thesehelps the students develop their media
literacy, or the skill of examining the text ina critical manner. Critical thinking is
especially important for avoiding losing
oneself in the complex world of EIL, where
varieties of cultural values are intertwined.
5. Conclusions
I believe that we teachers need to makeconstant efforts to improve our classroom
practice through reflective teaching.
Receiving objective feedback fromclassroom observers is an integral part of

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such reflective practice. In addition towelcoming individual classroom observers,
I have had major open classes at least oncea year for the past six years, attended byjunior and senior high school teachers,
university professors, and graduate students.
I have accepted a total of over 300 classobservers, who kindly offered me theirvaluable comments on my teaching. A
photograph attached to this article shows
one of my open classes.
It is my wish to continue to revise mymethods of teaching so that they will best
serve the needs of my students.

Acknowledgments
My research on this method of teachingis partially funded by the Japan Society for
the Promotion of Science, Grants-in-Aid for
Scientific
Research(C)
20520548,
2008-2010. I am grateful to my university
for encouraging me to continue with thisclassroom practice by kindly giving me the“Osaka University Award for Outstanding
Contributions to General Education” asmany as eight times since 2003. I am also
thankful to my TAs for their support in myclasses.

SIG Introduction

Researchon
Foreign
Language Education Abroad
Chair: Toshiaki Kawahara
Kyoto Koka Women’s University

References
Lave, J. & Wenger, E. (1991). SituatedLearning:
Legitimate
peripheral
participation.
Oxford: Oxford
University Press.
Smith, L. E. (1976). English as aninternational auxiliary language. RELC
Journal, 7(2), 38-42. Also in Smith, L.
E. (Ed.) (1983). Readings in English as
an international language (pp.1-5).
Oxford: Pergamon Press.

SIG (Research on Foreign Language
Education Abroad) is concerned withstudying
language-education
systems
overseas not only for English but also otherlanguages. Our research basically covers
the pre-primary, primary, secondary andtertiary levels of education.
Our group consists of about 30
members, mainly educators, who teachforeign languages at universities, highschools and junior high schools.
Wewelcome anyone who is interested in our
research. Our activities fall into three

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categories: (1) presentations to the study
group, (2) presentations at the national orregional JACET conventions, (3) various
publications.
First, regular meetings of the study
group are held 5 or 6 times a year. Either
members or invited lecturers makepresentations on a variety of topics andexchange the latest research and ideas.
We anticipate many presentations that are
informative and instructive. We invite
reports on the actual experiences of foreign
language educators in elementary, juniorhigh, high schools, and universities both inJapan and overseas.
Our current theme “Teacher-training
systems abroad” may offer information toenhance ongoing Japanese reforms, like therenewalofteacherqualifications.
Therefore, in the year 2009, presentations
on teacher training in Korea, the Philippines,
Cyprus and Cambodia have been given at
the study meeting. The following is abrief summary of these presentations.
The presentation on Korea described a2008 study that analyzed the question,“What makes an excellent English
teacher?” The presenter also analyzed
research concerning quality and evaluationof the English teacher from the Korean
Institute of Curriculum and Evaluation(KICE) and The Korean Association ofTeachers of English (KATE).
In the presentation on the Philippines,
Cambodia and Cyprus, the respective
general education systems were firstdescribed, and then the distinguishingfeatures of each country's system were
presented. In the Philippines there is along period (more than 6 months) ofpractice teaching and a lot of in-service
teacher training. In Cambodia, English
teacher trainees for lower secondary school
do not need a bachelor’s degree, and study
English using the textbooks for lower
secondary school. However, teacher
trainees for upper secondary school
complete a Bachelor of Education in TEFL
and are not required to complete a special
course in English because they are alreadysufficiently proficient in English.
In Cyprus, although the official
language is standard Greek, people usually
use Cyprian-Greek, which is significantly
different from the standard Greek.
Therefore, the basic goal of education is tohave students master the official, standard
Greek language.
All three of these presentations included
not only literature reviews, but also reports
based on interviews with the educators andadministrators in these countries.
Second, the research group’s activity
includes presentations at national orregional JACET conventions. This year
the group has several plans to present, but,the details are as yet undecided.
The third activity of the research groupis publishing research. For several years
we studied language teaching policies inother countries.
The results of thisresearch is available in the book Language

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Teaching Policy in the 21st Century (Sekai
no Gaikokugo Seisaku : Nihon no
Gaikokugo Kyouiku no Saikouchiku ni
Mukete in Japanese), Toshindo PublishingCo., Ltd., (2004).
This book is divided into two main parts.
The first part describes the language
teaching policies of 6 countries in East Asia
including Japan. The second part deals
with language teaching policies of 8
Western countries. In total, 14 countries
are mentioned: Japan, Korea, China, Hong
Kong, Taiwan, Malaysia, Germany, Spain,
Holland, England, Switzerland, Canada, theUnited States, and Australia.
Each chapter consists of a shortbackground of language teaching policies,
the educational system, teaching materials,
and teacher training in these countries.
There is also information on teacher
qualifications, entrance examinations or
requirements for admission to educational
establishments, and finally a comment by
the authors.
For the last four years we have focused
our efforts on an investigation of foreign
language education in the EU, including thevarious educational and language policies,
the education systems, curricula, teacher
training, teacher qualifications, educational
evaluation, ongoing educational reforms,
reports on actual experiences, texts orteaching materials, as well as teaching
methods.
This accomplishment means that the
research shall be published in book form

within the year. 21 countries' educational
and language policies are dealt with in thebook including France, Germany, Italy,
Belgium, England, Holland, Ireland,
Denmark, Finland, Spain, Greek, Poland,
Marta, Estonia, Slovenia, Czech, Hungary,
Austria, Portugal, Sweden, and Luxemburg.
The aim of this book is not to offer
material on the foreign language educationof the respective countries, but rather tointroduce the peculiarities of their foreign
language education policies.
In thepreceding book which deals with England,
Germany, Spain, and Holland, the authors
present more advanced research related toongoing reform.
The book describes the debates on
foreign language education in each country
and compares foreign language education in
Japan with that of the surveyed countries.
To
conclude,theresearchgroup
recommends visiting its official website,which occasionally offers its reports andothercurrent
information.
http://www.koka.ac.jp/kawahara/KaigainoG
aikokugo.htm

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Report from the JACET
Headquarters
Secretary General:
Shigeru Sasajima
Saitama Medical University
From September 4th to 6th, the 48th
Annual JACET Convention was held at
Hokkai Gakuen University in Sapporo andwas a great success, thanks to all thecolleagues of JACET. In particular, the
Hokkaido Chapter Special Event entitled“College English in Transition” was anepoch-making event. I would like toexpress my gratitude and thanks toeveryone who participated in thisconvention, and I hope you all will support
the next convention in Sendai.
This past summer, we had anotherfeature event, the 37th Summer Seminar,
whose theme was ‘English Grammar
1900-2000 and Politeness in English.’ This
traditional event attracted many influential
lecturers with a broad range of knowledge
in different fields. This year Dr. Geoffrey
Leech of Lancaster University and Dr.
Masanori Toyota of Kansai Gaidai
University were invited to the seminar. All
the participants were treated to meaningful
talks and discussions at Kusatsu Seminar
House in Gunma from August 18th to 21st. I
would also like to extend my gratitude to
the organizing committee.
JACET had a general member meetingon September 4th as well as a board
meeting on September 3rd, during theConvention, where we shared ideas on the
future plans of each committee. Details will
be reported in the convention special
edition of the JACET Newsletter.
The JACET headquarters has beenworking as an incorporated association forthe past year. This autumn is anotherimportant period for all JACET members,
because we have the presidential election in
October. You will soon receive a ballot. I
hope you will not forget to vote and elect a
new president. The new president will beannounced in December.
JACET currently has 10 committees
and some ad hoc committees, and also
supports 7 chapters and 43 special interest
groups (SIGs). There is a regular monthly
meeting at headquarters consisting of board
members and committee chairs. The current
featured topics are the 50th anniversary
projects, such as publications and theinternational convention, which require
more of your support. You will soon be
informed of the first circular for the JACET
international convention in 2011.
The JACET webpage as well as the
JACET newsletter provides details of thecurrent activities and useful information.
Pleasevisit
thewebsiteat
http://www.jacet.org.

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Reports from
Chapters<Kyushu-Okinawa Chapter Report>
July 18
The 2nd Editorial Board Meeting for the
Annual Review of English Learning andTeaching (Venue: Seinan Gakuin Univ.)
The 4th Chapter Board Meeting (Venue:
Seinan Gakuin Univ.)
SIG East Asia English Education 90th
Seminar (Venue: Seinan Gakuin Univ.)
Speakers: Akihiro Ito (Seinan Gakuin
Univ.), Hiroshi Shimatani (Kumamoto
Univ.), Ken Norizuki (Shizuoka Sangyo
Univ.), Masayoshi Kinoshita (Part-time
instructor, Seinan Gakuin Univ.)
Topic: Two versions of the TOEIC test: A
correlation study on examinees’ placement
and internal construct validity
September 1
The 3rd Editorial Board Meeting for Annual
Review of English Learning and Teaching(Venue: Seinan Gakuin Univ.)
The 5th Chapter Board Meeting (Venue:
Seinan Gakuin Univ.)
September 26
SIG East Asia English Education 91st
Seminar (Venue: Seinan Gakuin Univ.)
Speaker: Masayoshi Kinoshita (Part-time
instructor, Seinan Gakuin Univ.)
Topic: English education in Korea: Past,

present and future
October 10
2009
Pan-Korea
EnglishTeachers
Association(PKETA)
International
Conference (Venue: Pukyong National
Univ., Korea)
Kazuhito Ishii (Fukuoka Univ.) and Hideo
Hayashi (Kumamoto Gakuen Univ.) will
participate in the conference.
October 17
The 6th Chapter Board Meeting
SIG East Asia English Education 92nd
Seminar (Venue: Seinan Gakuin Univ.)
Speakers: Miki Diem (Part-time instructor,
Kyushu Sangyo Univ.), Darcy de Lint
(Kyushu Sangyo Univ.)
Topic:
Study-abroad
communication
journals: Learner communication strategies
and interlanguage pragmatics
October 24
The 2nd Kyushu-Okinawa Staff Meeting forthe 50th Memorial Convention
Fall Special Lecture (Details: TBA)
November 14
The 7th Chapter Board Meeting
November 21
SIG East Asia English Education 93rd
Seminar (Venue: Seinan Gakuin Univ.)
Speaker: Hidematsu Miura (Tokushima
Bunri Univ.)
Topic: TBA

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November 30
The Annual Review of English Learning
and Teaching No. 14 to be published.
December 19
SIG East Asia English Education 94th
Seminar (Venue: Seinan Gakuin Univ.)
Coordinator: Shin'ichiro Ishikawa (KobeUniv.)
Symposium: A corpus-based study on
Japanese and English: An Asian viewpoint
Official
Chapter
Homepage:
http://www.n-junshin.ac.jp/jacet/(Toshihiro Shimizu, Kyushu Univ.)

Place: Kobe International House
Theme: Linking Foreign Language Activities
at Elementary Schools with Pre-service
Teacher Training at Colleges and Universities
Panelists: Yoshitaka Tanabe (Kinki Univ.)
Nobuyuki Tsuji (Fuzoku Elementary School
to the Faculty of Education, Wakayama
Univ.) Masao Aikawa (Kyoto Junior College
of Foreign Languages)
2009 FALL Conference
Date: November 28, 2009
Place: Kinki University
Theme: What English Teachers Can Learn
from Relevant Disciplines: Cognitive
Linguistics,
Psycholinguistics,
andSociolinguistics<Kansai Chapter>
Publications
Seminars & Lectures
1. First Chapter Lecture of the 2009 Academic 1. The JACET-Kansai Journal (Vol.11)
Year (Special Symposium by JACET SIG on
was published on Mar. 20 with the
Literature in Language Education)
following contents.
Date: July 25, 2009
[Research Articles]
Place: Kyoto Campus Plaza
Title: Adjusting ESP to Japanese
Theme: Literature and English Education
University Education
Chair: Shinji Matsumoto (Bukkyo Univ.)
Author: Atushi Mukuhira (Osaka
Panelists: Sae Matsuda (Setsunan Univ.)
Institute of Technology)
Toshiko Yoshimura (Hanazono Univ.) Maki
Title: Identification of English Phrases
Okumura (Kyoto Univ. of Education) Teruyo
and Fixed Expressions Essential for
Sakamoto (Doshisha Univ.)
Japanese Elementary Students: The
Cases
of
Prepositions
and2. Second Chapter Lecture of the 2009
Wh-questions
Academic Year (Special Symposium by
Author: Yasunori Nishina (Kyoto Univ.
JACET SIG on English Proficiency Indices)of Foreign Studies), Yasuhiro Fujiwara
Date: October 3, 2009
(Graduate School, Osaka Univ.), Yui
JACET 通信―――――――――――――――＜17＞―――――――――――――――――2350

Matusoka(Shukugawa
GakuinCollege)
Title: Dynamics of Learner Autonomy
in Language Learning: Components
and Changes
Author: Etsuko Shimo (Kinki Univ.)
Title: Local Item Dependence andScoring Options for Sentence-level
Sequencing Items
Author: Kiyomi Yoshizawa (Kansai
Univ.)[Research Notes]
Title: Towards a University Curriculum
for Teacher Education in Teaching
Elementary School English
Author: Nobuyuki Tsuji (Fuzoku
Elementary School to the Faculty of
Education, Wakayama Univ.), Masaki
Makino (Kansai Univ. of Int’l Studies),
Yoshitaka Tanabe (Kinki Univ.), Keiko
Figoni (Mukogawa Women’s Univ.),
Judy Noguchi (Mukogawa Women’s
Univ.)
Title: Study Abroad and the Japanese
University:
Challenges
andOpportunities for the Coming DecadeAuthor: Christopher D. Hammond(Kyoto Gakuen Univ.)
Title: Hutchinson and Waters ―Position on ESP and general English: A
Commentary ―Author: Greg Rounault (Kwansei
Gakuin Univ.)
Title: EFL Homework ― Assigning
strategies Supported by the Perceptionsof Learners and Teachers ―Author: Masayuki Takahashi (Osaka
Prefectural Yamada Senior HighSchool)[Application Reports]
Title: Enhancing Communication Skills
with Bodily-kinesthetic Intelligence inMultiple Intelligences Theory: A Casestudy at AICJ Junior High School
Author: Yoshihiro Nigo (Graduate
School, Hiroshima Jogakuin Univ.)
Title: A Report on an Activity Intended
to Improve Both Comprehension and
Self-expression
AbilityinCommunication by Using a "Quote of
the Day"
Author: Etsuko Sasai (St. Andrew’s
Univ.)
2. The JACET-Kansai Chapter Newsletter,
Numbers 46, 47, 48 and 49 were
published in the calendar year 2009.
Current and back issues of thenewsletter can be accessed at
http://www.jacet-kansai.org/kako.html#
kakoInformation on Chapter SIGs
The Kansai Chapter has 10 special interest
groups that conduct research in a wide
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 refer

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to the Kansai Chapter Website at
http://www.jacet-kansai.org/(Makoto Imura, Osaka Institute ofTechnology)<Chubu Chapter>
The report in this issue covers the period
from April to October 2009.
Executive Committee Meeting
1. April 18th at Nagoya Institute ofTechnology
Agenda: Report on the Central Board
Meeting, annual conference planning andthe newsletter
2. May 16th at Nagoya University ofForeign Studies
Agenda: Annual conference program,conference planning and the newsletter.
3. June 6th at Nagoya University of Foreign
Studies
Agenda: checking the documents to be
distributed at the chapter general meeting,nominating candidates for chapter president
candidates, and the budget/ program for2010
4. July 11th at Nagoya Institute ofTechnology
Agenda: Report on the Central Board
Meeting, annual journal, newsletter,reflection on the annual conference.
5. Oct.17th at Nanzan Junior College
Agenda: to be announced
Chapter Conference 2009
Date: June 6, 2009

Place: Nagoya University of Foreign Studies
Theme: Insights into English Teaching from
Global Perspectives
Keynote speech: Prof. Otani Yasuteru(Nagoya University of Foreign Studies) on
proposals to address the chaotic foreign
language education system in Japan.
Symposium: Prof. Morizumi Mamoru, Prof.
Tanaka Harumi, Prof. Yamanaka Shuzo andProf. Kimura Tomoyasu on the conference
theme.
Presentations: 17 papers and workshops
Special Publication
On June 14th, we published a collection of
13 papers to celebrate the 25th anniversaryof the chapter. The book also contains
reflections from the past chapter presidents
and congratulatory remarks from six
chapter presidents as well as the current
president and vice-presidents of the JACET,
Inc.
Newsletter
The Chubu Chapter Newsletter 22 was sentout to the 350 members in July.
Upcoming LectureDate: Oct. 17, 2009 at Nanzan JuniorCollege.
Lecture: Professor Nakayama Toshihiro(Tsuda College) on “Barack Hussein
Obama’s view on the current world.”(Tadashi Shiozawa (Chubu University)

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＜Kanto Chapter＞
Board Meetings
The remaining board meetings for the year
2009 are scheduled as follows:
1) The 5th Meeting: September 19, 2009,
16:00 – 16:30, JACET Office2) The 6th Meeting: October 17, 2009,
16:00 – 17:30, JACET Office3) The 7th Meeting: November 21, 2009,
16:00 – 17:30, JACET Office
Annual Convention
The JACET-Kanto 3rd Annual Convention
was held at Aoyama Gakuin University on
June 21.
General Meetings
The 1st Business Meeting was held on June
21.
The 2nd Business Meeting will be held in
December.
Details of the 2nd Business Meeting will beannounced on the JACET Kanto Chapter
website.

Monthly Meeting
The monthly meeting was held on July 18.
The speaker was Prof. Yoshinori Watanabe,
Sophia University, who spoke about
innovation in language education throughinnovation in assessment: Why it fails andhow to succeed.
There will also be a monthly meeting in

December:
The speaker will be Prof. Hiroko Nishikage,
Taisho University
Title: 日本語を利用した英語教育のここ
ろみ－NHK 教育テレビ『英語が伝わる！１００のツボ』よりDetails will be announced on the JACET
Kanto Chapter website.
<Special Meeting>
The special meeting will be held in
December:
The speaker will be Dr. Douglas Biber
The title will be announced at a later date.
Details will be announced on the JACET
Kanto Chapter website.
(Norifumi Ueda, Mejiro Univ.)＜Tohoku Chapter＞
Tohoku Chapter activities in 2009-2010 are as
follows:
Annual Chapter General Meeting andConvention
Time and Date: 13:00 - 17:00, July 4, 2009
Place: L-Sola Sendai
Convention Theme: Learner and Teacher
Development in English Language
Education
The Convention was preceded by the annual
chapter general meeting. The Convention
consisted of two paper presentations followed
by a symposium as follows:[Paper Presentations]2353――――――――――――――――――＜20＞――――――――――――――JACET 通信

1 Kurauchi Sanae (Aomori Public College)“Fostering Students’ Leadership throughGroup Activities: Am I a Good Leader?”2 Kusanagi Yuka (Akita Prefectural Univ.)“Seeding Learner Autonomy by Montage
Activities: A Report from a University
English Conversation Course”[Symposium]
Theme: Learner and Teacher Developmentin English Language Education
Chair: Kojima Hideo (Hirosaki Univ.)
Panelists: Sasajima Shigeru (Saitama
Medical Univ.) “Teacher-Learner
Relationship in Language Teacher
Cognition”
Nishino Takako (Hosei Univ.) “Teacher
Learning and Communities of Practice”
Kojima Hideo (Hirosaki Univ.)“Autonomous Development of Learners
and Teachers”

Place: To be announced
Those wishing to present papers at themeeting are expected to submit abstracts.
Details will be announced soon.
December Executive Committee Meeting
Date: December 5, 2009
Time: 12:00 - 14:00
Place: To be announced
Publications
To be published in 2009-2010:
1 The JACET-Tohoku Newsletter No. 36, tobe published in March 2010.
2 TOHOKU TEFL (A collection of papers
compiled by the Tohoku Chapter) Vol. 3, to be
published in March 2010. Papers should besubmitted by October 31, 2009.
(Okazaki Kumiko, Miyagi National College
of Technology)

Executive Committee Meetings
Committee meetings were held at the Sendai＜Hokkaido Chapter＞
Ichibancho Satellite Campus of Tohoku
Institute of Technology on April 25, and at
Lecture Meetings
On January 31, 2009, the third lecture
L-Sola Sendai on July 4, 2009.
meeting for 2008 was held at Hokkai
Gakuen Univ.
Akinobu Shimura
Publication
The JACET-Tohoku Newsletter No. 35 was(Asahikawa Jitsugyo Senior High School)
published in March, 2009.
received the chapter meeting’s prize for thebest presentation. Following the award
ceremony there were two lectures.
Schedule for September 2009 - MarchTomohisa Yamada (Hokkai Gakuen Univ.)
2010
December Regular Meeting
presented his research entitled, “Trends in
Date: December 5, 2009
Studies on Beliefs in Language Education:
Time: 14:00 - 17:00
From Learners’ Beliefs to Teachers’
JACET 通信―――――――――――――――＜21＞―――――――――――――――――2354

Beliefs.” In addition, Ryuuichi Yorozuya(Hokkaido Univ. of Education), Hiroki
Ishizuka (Tokai Univ.), and Kaeko
Nakamura(Hokkaido
InstituteofTechnology) presented “Improving English
Classes to Develop Cooperation between
Elementary Schools and Junior HighSchools: Analyses of Disparities in
Teachers’ Views
ofClassesandAcquisition.”
On May 5, 2009, the first lecture
meeting for 2009 was held at Hokkai
Gakuen Univ. Yasushi Kawai (Hokkaido
Univ.) did a presentation entitled“Classification of Data Acquisition
Methods: The Case of Learner Factors.”
In addition, Yoshiki Yokoyama (Hokkaido
Univ. of Education) presented “Data
Acquisition and Research Design with
Introspective Methods: How to Conduct
Research
Using
Think-Aloudand
Stimulated Recall Methods.”
On August 1, 2009, the second lecture
meeting was held after the Hokkaido
chapter general meeting, in which the 2008
financial and activity report was approved.
The agenda also included budgets andschedules for 2009 and 2010, and thechapter officials for 2009 and 2010.
Following the general meeting there was a
research presentation conducted by Hisashi
Naito (Asahikawa Medical College). On
behalf of the ESP Hokkaido SIG, hediscussed “A Case Study on Working-Level
English in Overseas Transaction by Small
Businesses: Problems with Using English in

Business Meetings.”
Publications
The Research Bulletin of English Teaching,No. 6 was issued on February 27, 2009.
The issue included three articles: “A
Longitudinal Study on the Improvement of
Speaking Performance: Through Instructionof ‘Oral Communication’ Classes” by
Chiharu Egusa (Hikkaido Rishiri SeniorHigh School); “Vocabulary Learning
Strategy Use by Japanese EFL University
Freshmen” by Hiroya Tanaka (Hokkaido
Information Univ.); and “Cross-CurricularEnglish Education at Elementary Schools:
Teaching Methods for Developing Content
Schema”
by
Kazuhiko
Karakawa(Asahikawa Elementary and Junior HighSchool Attached to Hokkaido Univ. of
Education).
(Tomohiko Oda, Sapporo Univ.)

Report fromInternational Relations
Committee
Masao Aikawa
Kyoto Junior College of Foreign
Languages
Dr. OBARI Hiroyuki was sent as adelegate to the 2009 KATE International
Conference in Seoul, Korea. Below is anabridged version of his report on two
presentations together with his comments.
For the detailed report, please visit the2355――――――――――――――――――＜22＞――――――――――――――JACET 通信

JACET
websitehttp://www.jacet.org/reports.html.

at

KATE International Conference 2009
Across the Borders: Content Based
Instruction in the EFL Contexts
I was privileged to attend the 2009
KATE International Conference from July
3rd to 4th 2009. The 2009 KATEInternational
Conferencewaswellorganized with about 400 attendees,
including high school teachers, university
professors and lecturers. There were five
keynote speakers from the UK, the US,
New Zealand, and Japan.
Here is a brief summary of the two
keynote speeches. The first speaker was
Donna Brinton from Soka University,
California, USA. She stated that
Content-based instruction (CBI) has its
roots in both the languages across thecurriculum movement and immersion
education. In this talk, Donna Brinton
traced the historical and geographicaldiffusion of CBI, discussed ways in which
the approach has been adapted to local
contexts, and examined its applicability to
the EFL context, both in Korea andelsewhere.
The second speaker was Paul Nationfrom Victoria University of Wellington,
New Zealand. He stipulated that
Content-based instruction (CBI) may
require learners to have a large vocabularysize, and also to develop the technicalvocabulary of the subject areas that they

study. Native-speakers of English using
technical words are likely to be operating
beyond their current vocabulary knowledge.
His presentation examined the ways inwhich vocabulary learning could beenhanced by message-focused activities,
and also through deliberate learning.
About 90% of the participants were all
Korean English teachers who could speak
English fluently. All the presentations
were given only in English except at theclosing ceremony which was attended by
Korean members of KATE and several
invited guests. What impressed me mostwas that about 90% of the presenters were
Ph.D. holders and gave very impressive
presentations with solid qualitative andquantitative data. Now is the time when
JACET has to reconsider the way weorganize the National JACET Convention
following the pattern of KATE in order tocatch up with the recent advancement ofinternational order and environment.
(OBARI, Hiroyuki, Aoyama Gakuin Univ.)

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Editors’ Note
We are most grateful to Dr. Guiboke
Seong for her contribution to our
newsletter. We also extend our sincere
appreciation to the authors of the special
articles: Prof. Kazumichi Enokida, Prof.
Mitsuo Nakamura, Prof. Mayumi Okamoto,Prof. Nobuyuki Hino and Prof. Toshiaki
Kawahara.
.
_________________________________________

JACET News
DIERCTOR IN CHARGE
Hajime Terauchi (Takachiho Univ.)
CHIEF EDITOR
Naoko Osuka (Meiji Univ.)
ASSOCIATE EDITOR
Etsuo Taguchi (Daito Bunka Univ.)
EDITORS
Midori Kimura(Tokyo Women’s Medical Univ.)
Yukie Endo
(Part-time Lecturer, Meiji Univ. )Robert Hamilton (Meiji Univ.)
Maggie Lieb (Meiji Univ.)____________________________________
Published October 1, 2009
The Japan Association of College English
Teachers(President: Mamoru Morizumi)
55 Yokotera-machi, Shinjuku-ku, Tokyo
162-0831
Tel (03)3268-9686 Fax (03)3268-9695____________________________________

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