――――――――――――――――――――――――――――――――――――――March 2010
The Japan Association of College English Teachers
No.173――――――――――――――――――――――――――――――――――――――

Foreword (M. Morizumi)
A Contribution from a JALT Member

Contents
P.1 SIG Introduction (Global Education/EduP.4
cation for International Understanding) P.12

English Program (Waseda Univ.)
My Class (J. Veenstra et al.)

P.7 Report from Headquarters
P.10 Reports from Chapters

P.14
P.15

[Foreword]

A Review of the Manifesto and Five Medium-to-Long Term Goals
MORIZUMI Mamoru
President of JACET(J. F. Oberlin University)
On March 31 of this year, I will befinishing my term as president of JACET.
Making use of this occasion to write for thecurrent newsletter which is the last issue of
this academic year, I would like to offer areview of the manifesto I have supported, as
well as reexamining the medium-to-longterm goals which I submitted to the boardsof directors and general meetings held thispast June and September.
The Manifesto
The manifesto I announced when I was
first inaugurated as president of JACET in

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2005 focused on three points: 'Vitalization,''Reorganization' and 'Presentation', the lastof which was replaced with 'Globalization'with emphasis on presentation andinvolvement
overseas.
Largely,thismanifesto has been fulfilled as promised.
The following are brief summaries of what I
reported in the past newsletters.
1. Vitalization
Research and management activities
have been vitalized for the past five years byencouraging younger members to work at
the headquarters, and at the center of various
research and management committees.
Notably, more than 50 percent of thepositions on the board of directors havechanged from senior to junior members.
This occurred by establishing a system ofrestricted terms of office and byimplementing a mandatory retirement
system for officers, including the president,
vice-presidents, and directors.
2. Reorganization
JACET has been incorporated as apublic interest since August 15, 2008.
Incorporating our association was a major
duty for the present executives under mypresidency and was one of the main projects
in the total reorganization of JACET. The
most substantial outcome of incorporating
JACET has to do with the financial aspectsof the association, including budgets andaccounts as well as plans for activities; these
are now adequately discussed and decided ina timely manner. Personnel affairs relating to
executive members are officially decided

before the new academic year begins.
3. Presentation / Globalization
From 2006 to 2008, we published theresearch of SIGs — the 'English Classology'(orEnglishClassroom
Instruction)
Committee, the General Survey Committee,
the Testing Research and Development
Committee, and the ICT Study Committee.
In addition, we published Volumes 1 and 10
of A Series of Studies on English Education
Vols. 1-13 in February and March this year.
This publication was realized under the
JACET 50th Anniversary Publication
Project; the rest of the volumes will be
published by September 2011. As for theactivities overseas, we are now officiallyaffiliated with seven associations andinstitutions:AILA,
IATEFL,
RELC(Singapore),
KATE(SouthKorea),ETA-ROC (Taiwan), ALAK (South Korea)
and MELTA (Malaysia).

The Five Medium-to-Long Term
Goals
While many of the intended goals of the
manifesto have been realized, there are still
many things left to be done. Part of these arereflected in the following list of
medium-to-long term goals which wereintroduced during past boards of directors’
meetings, and will be discussed at theupcoming board of directors and general
meeting on March 21 of this year.
1. Reinforcement of Cooperation withRelated Fields and Institutions

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University English education builds
upon primary and secondary English
education, in terms of its vertical structure.
It also has a lot to do with other related
fields, such as, other language education,
linguistics, literature, and sociology interms of its horizontal structure. JACET
must
strengthen
coordination
andcooperation with other fields andinstitutions with both these vertical andhorizontal configurations.
2. Increasing Membership
Currently, JACET’s membership isabout 2800 (to be exact, 2791 as of January
1, 2010), which has remained constant,showing no marked increase for the past
five years. Recently, however, somepositive trends have been observed and themembership numbers seem to be increasing
little by little. It is necessary for JACET tomake a more concerted effort to increase its
membership. Especially, an attempt must be
made to attract more foreign and younger
members who are at the beginning of theiracademic careers. Increasing the number ofmembers from various nationalities andethnicities would help make the association
more international and multi-cultural.
Increasing younger members in their 20s
and 30s would insure that the association
will continue well into the future.
3. Development of English Proficiency Tests
TOEIC and TOEFL have become more
and more popular as the international
standard of English proficiency tests. We
need to have, however, similar tests of ourown: tests focusing on Japanese education,
by Japanese researchers, for Japanese
students. It would require an association of
JACET’s stature and renown to implement
and take responsibility to promote this kindof scheme.
4. Teacher Training and Tenure System forCollege English Teachers
With an emphasis on academic
meritocracy, and with the current
demographic trend of families having fewer
children, university education has been
popularized: there are more and more
'weaker students' who are less motivatedand who have less ability to perform at an
adequate academic level. To cope with thissituation, we must rethink teacher training
within university education. We also findourselves in a tough economic climate thatcompounds the difficulties facing university
administrations. There are more and morepart-time teachers in language education.
We need a secure tenure system for allcollege English teachers.
5. Drastic Reform of Activities
JACET is involved in a number ofworthwhile activities: hosting conventions
and seminars, publishing journals andnewsletters, promoting SIGs, and so on. We
have gradually endeavored to revise these
activities, but, for the occasion of the 50th
anniversary of the association that will takeplace in 2012, a plan for drastic reformmust be devised in order to survive another50 years.

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Many Thanks to All the Members of
JACET
To conclude this report, let me express
my heartfelt thanks to all the members of
JACET for their unfailing support whichallowed me to fulfill my duties in the officeof the presidency for the past five years. It
is my sincere hope that the new leadership
under President JIMBO Hisatake, andVice-presidents OKADA Nobuo and
TERAUCHI Hajime, will develop andadvance the association further with new
ideas and the positive power of action.

A Contribution
from a JALT Member

Jonathan Aleles
Himeji Dokkyo University

The Japan Association for Language
Teaching (JALT) has almost 3,000 members
and is affiliated with JACET and othernonprofit
professionalorganizations
dedicated to the improvement of language
teaching and learning. Jonathan Aleles is amember of Himeji JALT, and he has beenteaching English in Japan for seven years.
He has extensive experience in teaching
Business English and has been teaching at
the university level for the past three years.
Introduction
Learners of English often have varying

backgrounds,
varying
levelsofcommunicative abilities and have hadvarying degrees of exposure to English.
Using a differentiated instruction approachenables the teacher to be flexible while
addressing the needs of learners fromdifferent backgrounds who are in one
common class. Differentiated instruction is ateaching theory based on the premise that
instructional approaches should vary and be
adapted in relation to individual and diverse
students in classrooms (Tomlinson, 2005).
Theoretical Background
Teachers face the challenge of teachingclasses in an Eikaiwa setting orConversational English classes offeredthrough community programs or nightclasses through the local universities withstudent bodies representing both genders, awide range of experiential backgrounds,
varying interests and learners who learn in a
multitude of ways. There are many
complexities in teaching a multilevelclassroom consisting of students who
represent vast differences in language ability,
education and motivation.
Fostering and encouraging social
interaction in a classroom can play afundamental role in the overall success ofthe course. Using the Social Development
Theory as a template for planning andinstruction, the teacher can then begin tobuild a foundation for successful instruction.
The Social Interaction Theory (Vygotsky,1978) bases its foundation on two key

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principles: the More Knowledgeable Other(MKO) and the Zone of Proximal
Development (ZPD).
The MKO is someone with a higher
foreign language ability level or one who
has a better understanding of a particularconcept, task, or process than the foreign
language learner does. The MKO, in aforeign language classroom environment,
could be the instructor, an older person, ayounger person or a computer.
The ZPD, a theory based on social
interaction, refers to the area or ‘zone’ inwhich a student is able to perform a task
under peer guidance that otherwise thestudent cannot achieve alone.
According to Vygotsky, this is wherelearning takes place because “what the child[or learner] is able to do in collaboration
today, he will be able to do independently
tomorrow”.
The ZPD is not a rigidly designated areawith clearly defined borders but rather theplace of learning activity, where learningand development are encouraged throughthe open-ended and interdependent nature of
the learner (Wells, 1999).
How do learners benefit from theseinteractions? Vygotsky theorized thatlearners benefit from this process byincrementally improving their level ofcompetency. This approach to incremental
language proficiency is called scaffolding.
Scaffolding is a term widely associatedwith Vygotsky’s Social Interaction Theory as

it relates to ZPD and MKO. Scaffolding is“the collaboration of both the learner and theexpert operating within the learner’s ZPD”
(Nassaji and Swain, 2000). Throughscaffolding, the teacher builds the propermechanisms needed for English language
learners to advance in a multi-level,
multi-ability classroom in a setting where
using differentiated instruction is the key
method used for moving students to a zone
where they can successfully interact, at abasic level, with the teacher as well as with
their peers.
In a classroom of students with different
levels of ability, the teacher must provide anatmosphere that caters to the needs of all
students while maintaining a high standard
where learning can take place for all
members. Keeping Vygotsky’s theory of
ZPD in mind, lessons must be adapted
constantly during any particular class tokeep the comprehension level just beyond
the learners’ individual potential; with initialsupport from the instructor or MKO, thelearner is then able to fulfill a specific task
or goal independent of any immediate help.
Using differentiated instruction, the teacher
can implement successful strategies andactivities to meet the diverse needs of alllearners allowing “for whole groupinteraction, heterogeneous small groupcooperative work, and individual instruction.
It allows the teacher to create student
centered learning experiences that focus onvaried approaches to content, process andproduct. In addition, it provides for ongoing,

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embedded, authentic assessment of students’skills, interests and learning style”(Tomlinson, 2005).
Techniques
Generally, the students the teacher will
face in a typical multilevel, mixed age
classroom in Japan have been accustomed
and trained to learn in a specific mannersince childhood. Education has focused foryears around a teacher-centered approach,where the teacher disseminates knowledge
to the students to be memorized, who thenrecite the information back to the teacher( Hausfather, 1996). Students of this nature
are not use to being the center or focus of
the lesson where social interaction is thefoundationforthecourseusing
differentiated instruction. The teacher may
find the students are apprehensive toparticipate in this learning environment.
According to Alptkein (1984), “various
pedagogical difficulties arise from amismatch between the host country’s views
and the guest teacher’s pedagogical views”.
Keeping this notion in mind, the “typical”
student will most likely feel uncomfortable
at first when asked to participate in pair orgroup work. Harmer (1989) states “it is agood idea to familiarize students with pairwork at the beginning of the course bygiving them a very short task to perform. As
students get used to the idea of working inpairs and groups, the teacher can extend therange of activities being offered”.
A student collaboration centeredapproach, will at first come as a surprise tomost first time students in multi-level,
mixed age class; however, with carefulplanning and implementation the teacher
can give students a new outlook on learning
English. Pair or group work is not only
enjoyable but also essential in giving
students the necessary amount of time tocommunicate within a set time barrier.
According to Harmer (1989) “pair and group
work immediately increases the amount ofstudent talking time” and will give students
a valuable chance to express “suggestions,hypothesis, insights, feedback, success, andfailures” (Nielsen, 1989).
Vygotsky’s
Social Development Theory (1978) asserts
that, “interaction is essential to thedevelopment of individual thought”; throughthis kind of positive interaction, students canact as both learner and teacher further
enhancing their learning experience.
Conclusion
Successful learning of English by
Japanese students is to a great extent,
dependent on the methods of teaching andthe effectiveness of the instructor to properly
implement the methods.
Differentiated instruction has proven to
be a very proficient method in teaching
English to Japanese students; it enables
students to learn at their individual pace andlevel of learning ability through social
interaction.

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References
Alptekin, C. (1984). The question of culture:
EFL teaching in non-English speaking
countries', ELT Journal 38/1:14-20.
Harmer, J. (1989). The Practice of Language
Teaching.
New
York:
LongmanPublishers.
Hausfather, J. (1996). Vygotsky and
Schooling: Creating a Social Contest forlearning. Action in Teacher Education,(18) 1-10.
Nassaji, H. & Swain, M. (2000). A
Vygotskian perspective on corrective
feedback in L2; The effect of random
versus negotiated help on the learning ofEnglish articles. Language Awareness, 9,34-51.
Nielson, A. (1989). Critical Thinking andReading: Empowering Learners to Think
and Act. Illinois: The National Council of
Teachers of English.
Tomlinson, C. (2005). How to Differentiate
Instruction in Mixed-Ability Classroom,
2nd Edition, Upper Saddle River, NJ.
Pearson, Merrill Prentice Hall.
Wells, G. (1999). The zone of proximal
development and its implications forlearning and teaching. In Wells, G.
Dialogic Inquiry: toward a sociocultural
practice and theory of education.
Cambridge: Cambridge University Press.
Vygotsky, L. (1978). Mind and Society: The
development of higher psychologicalprocesses, MA: Harvard University Press.
Retrieved February 8, 2008, fromhttp://coe.sdsu.edu/eet/articles/sdtheory/start.htm

Multi-point Distance Learning
Courses at Waseda University
Michiko Nakano
Waseda University

It has become our mission in the 21st
century to educate our university students
as Global Citizens so that they can say theiropinions in English about not only global
issues but also the more immediate issue of
Coexistence in Asia. It is also importantfor young generations to build human
network in the world. How can we help
our students to be able to solve real
problems in the world? The easiest way isto provide discussion opportunities in their
daily life by making use of Information,
Communication Technology (ICT) andMulti-Point
Distance
Communication
System.
The recent technologicaladvancement enables our students todiscuss contemporary issues with oversea
partners, every day, day and night, beyond
the borders of space and time.
Since I reported one-to-one cyberseminars called theme-based Cross-Cultural
Distance Learning programs in JACET-ICT
2008 Practice Report (2009), I willsummarize the multi-point distance learning
content-based courses at Waseda University.

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Fig. 1 gives some examples of multi-point
distance learning programs. These content
courses involves scrutinizing multiple
sources and perspectives: socio-cultural
understanding of the concepts in Asian
countries, historical perspectives in each of
the countries involved, speculation about
causes, consequences, and hypothetical
futuristic situations. In order to take anactive part in cyber discussion, the students
need to evaluate alternative proposals andmaking and responding to hypotheses. At
the same time, they need to initiate
idealistic/humanistic
andfuturistic
discourse, and give feedback on andfollow-up statements and inferences byother participants. Furthermore, they are
expected to relate their own contributions to
the development of discourse to simulate aprocess of consensus-building among Asianusers of English.
Since each set of circumstances we arein are bound to be different from generation
to generation, it is not educationallyappropriate merely to hand down oursolutions to the younger generations. Eachgeneration must find their own solutions forthemselves. Furthermore, society may notalways be right. The mind-set we wish tofoster in the mind of our students, therefore,

includes sympathy for the weak and thepoor, courage to go into the academic
wilderness and the conceptual frontier inorder to discover solutions for the real
problems in the world, readiness to question
the authority and social norms and theself-reliance to trust their experiential
instincts and feelings. Younger generations
must be able test themselves as precious
individuals.

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Joint Classes with Overseas Universities (Cyber Seminars)“World Englishes and Miscommunications”
Coordinator

Participating Universities

Prof. Michiko Nakano

Chulalongkorn University
Hong Kong Baptist University
National University of Singapore
Namseoul University
Waseda University

Number of Students

De La Salle University
Fudan University
Korea University
University of Malaya
Hannam University
Wenzao Ursuline College of Languages

237 (2005 AY)
346 (2006 AY)
244 (2007 AY)
290 (2008 AY)“Coexistence in Asia”
Participating Universities

Coordinator

Number of Students

Korea University
Thammasat University
Fudan University National University of Singapore
Waseda University

Prof. Toshihiko
Kinoshita

110 (2005 AY)
124 (2006 AY)“Toward the Establishment of an East Asian Community”
Coordinator

Participating Universities

Number of Students

Prof. Shujiro Urata

De La Salle University

70 (2006 AY)
42 (2007 AY)“Free Trade Agreements (FTA) in East Asia”
Number of Students

Participating Universities

Coordinator
Prof. Takashi Terada

Fudan University
Thammasat University
Waseda University

De La Salle University
National University of Malaysia

120 (2007 AY)
111 (2008 AY)

Fig. 1 Multi-point Distance Learning Courses
Fig. 2 indicates that the total number of students had participated in the Cybersessions since 2001 at Waseda University.

Results of Joint Classes with Overseas Universities
Year

Country

University

WasedaOverseas

2001

16

30

1,585

2002

17

33

3,339

2003

20

43

3,183

2004

21

44

2,179

2,074

2005

21

52

2,235

1,181

2006

21

55

3,211

2,094

2007

21

78

3,379

2,999

2008

24

86

3,477

3,882

8 6
78

55
52

C o u n t ry

43

44

U n iv e r s it y
33
30

2 0
17

16

1 7

2001

2002

24
2 1

21

21

21

2 004

2 005

2 006

200 7

10
4

19 99

4

20 00

2003

200 8

7

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My ClassStudent Cards in Our
Classrooms
Jay Veenstra, Chisako
Nakayama, Reiko Okada
Tokai University
In 2008, Tokai University opened a new
campus in Takanawa known as the Schoolof Information and Telecommunication
Engineering. In our English classes we areattempting to implement a variety oftechniques that will improve the learners’
educational experience. One such attempt is
by using student cards. Student cards orname cards are usually a piece of paper that
contains a student’s name, ID number, andpicture. Student cards used in ourclassrooms, however, have evolved wellbeyond the basic piece of paper that allows
the teacher to put a name to a face. They
have been transformed into an important
documentthat
contains
pertinent
information which is made visible to boththe students and teachers. It is thistransparency that makes the students moreaccountable for their actions in class, andalso allows for better teacher/student
communication.
Name Card Layout and Procedure
Each card is created from A5 coloredpaper. On the front of the card there is aplace for the student’s name, ID number,and a small picture. There is also a large
space labeled ‘Teacher’s Comments’ whichallows for teachers to write down anythingthat they may deem important, and finally
there is a small area on the card that says
‘Your Comments’, that allows for student
feedback. The back of the card contains
sections for absences, arriving late for class,and incomplete homework.
At the beginning of every class thestudents pick up their individual cards andthen return them to the teacher at the end ofclass. This provides the teacher with theopportunity to write on the cards during or
after the class, and allows students to see
what was written.
Student Accountability
Perhaps the most important role of thecards is to make students aware of theiractions in the classroom and make themaccountable. The attendance section locatedon the back of the cards keeps a record ofexactly how many times a student has beenlate or away from class. Our university has
an attendance policy whereby students are
required to attend a specific number ofclasses or risk failing the class.
Unfortunately, there are the lackadaisicalstudents who regularly come to class late or
miss classes, but are shocked when they failthe course due to a lack of attendance.
Sometimes these students will evenquestion the validity of the grade, as theteacher is usually the only person who
keeps track of attendance. With student

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cards, both the teacher and the student
know exactly when the student has arrived
in class and how many times the learner has
been in the class. This places all the
responsibility onto the students andsurprises can be eliminated.
It is also the responsibility of thestudents to complete their homework. Thisof course does not always happen and thosethat do not complete the required extra
work will often fall behind the rest of theclass. The student cards ensure that students
do not continually neglect the homework
requirements as the homework section of
the cards clearly indicates whether or not
the learner has completed the assignments.
If students are reminded that there is often adirect correlation between the amount of
homework done and the final grade,
students have no one to blame butthemselves for their final grade.
Teacher-Student Relations
The student cards in our classrooms also
play an important part in teacher-student
relations. The attendance and homework
sections allow the teacher to immediately
identify if there are any punctuality or evenmotivation problems and can then deal withthem accordingly. Instructors can inquire as
to why the learners are often coming late or
missing class and either remind the studentsof the implications of being tardy, or find asolution if there is a problem of a more
serious matter. The ‘Teacher Comments’section on the front of the cards provides

the opportunity for the teacher to give
feedback directly to the students. These
comments can be positive or they may be ofa more stern nature, but intended to show
the learners that the teacher is aware of thestudent’s behavior. This written feedback
opens the door for students to write
comments back to the teacher in the ‘Your
Comments’ space, or for the teacher or
student to initiate a dialogue.
Conclusion
These student cards at the Takanawa
campus are now an indispensable part ofour classroom because they not only help
the teachers learn student names, but they
provide concrete evidence of exactly what
is occurring in the classroom. This has
enabled students to become more
responsible for their actions, while
contributing to improved teacher-student
relations. As this project has thus far provento be positive, it has also been extended into
team teaching situations, and has been met
with the same success.

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SIG Introduction
Global Education / Education
for International Understanding
Kazuya Asakawa
Tokai Gakuen University

This group aims to develop materials
and methodologies to promote international
understanding through the learning ofEnglish. We share our experiences, goodmaterials and practices from time to timeand conduct outreach activities such asdispatching a study tour to the Philippines.
This group has a similar mode of operation
to the SIG on Global Issues in Language
Learning of JALT (Japan Association of
Language Teachers).

The foundation of education forinternational understanding can be traced to
the “Recommendation concerning education
for international understanding, co-operationand peace education relating to human rights
andfundamental
freedoms”(UNESCO:1974). This initiative refers to
the teaching of relevant global issues acrossthe school curriculum.
We value specific materials concerningsocial issues that have been infused into
English textbooks. These materials are
frequently relevant to our own lives andreflect universal values. Recent texts of thisnature include topics that focus on theenvironment, human rights and peace, suchas the speeches of Martin Luther King, thediary of Anne Frank, the diary of Helen
Keller, movies by Charlie Chaplin and so on.
We gather good materials from movies andother resources developed by NGOs.
Specific English media such as newspaper

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articles and TV programmes are also used asteaching materials. We recognize that it isnecessary to establish a balance between
other types of resources developed by NGOsor those drawn from alternative media
sources. This stems from our belief thatmedia literacy education represents animportant part of global education.
We hold that the participatory method ofteaching is highly important and that
content-based teaching should not be justteaching about content. Consequently, if thespecific content of a lesson focuses on peace,then the classroom should be a peacefulplace. Recent trends in the communicative
approach to English teaching encourage
students to use English, and emphasize that
communication amongst students should beinteractive.
In
thismanner,true
communication can be achieved more
holistically and can deepen thinking
amongststudents.
Since
integration
facilitates better communication in thelearning context, then communication
should be considered together with its
contents, rather than with just the situationand function of the language use. Topics andcontents of teaching materials are alsosignificant issues to be designed. Theseissues are processed by means ofcommunication amongst students, and withcooperation comes awareness. It is hopedthat this teaching strategy will lead tocollaborative advocacy and social action on
the part of students.

The United Nations declared the year
2000 to be 'the international year of theculture of peace'. It is held that a world
without war may prevail through theconstruction of a positive culture of peace.
Intercultural communication to prevent
conflicts among people is key to achieving
this goal. We believe that promoting
communication among people in the worldand building solidarity for the creation of abetter future is the fundamental task ofEnglish teaching. We can strengthen ourability to identify problems withincommunities and exchange opinions andideas with people in the wider world throughnetworking in the English language.
We are in the process of extending our
network with NGOs and others who are
working for peace. For example, Peace Boatis an active study group for young people
which hires a ship to travel around the world
to study global issues. The activities ofNGOs inspire young people to become more
active in their own lives. We believe thatteachers, students and citizens must work
together through English learning tofacilitate positive change. There is great
potential in English teaching to promotereconnection and develop international
solidarity among people in the world. To
work towards this goal, the perspectives
offered by global education can enrich us
with great inspiration.

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Report fromthe JACET Headquarters
Secretary General:
Shigeru Sasajima
Saitama Medical University

Last November the election for
JACET President was held andProfessor Hisatake Jimbo of Waseda
University was elected as the next
President of JACET. The current
headquarters staff will continue, but
the basic policies and future planningwill not be changed.
The board of directors' meeting andthe general meeting of representatives
will both be held at Waseda
University on March 21st, when many
issues will be discussed and decided
upon for the academic year 2010.
I have worked as secretary generalof JACET for one year and now feelthat almost all members in eachcommittee or chapter have worked
conscientiously and diligently in theirrespective fields. I am concerned that
I have not been able to support themsufficiently during the past year.
However, I am satisfied that I haveworked effectively as secretary
general with the help of all concerned
so far.
Professor Jimbo, as the newprovisional President of JACET, iswell-prepared to take on his duties at
the JACET headquarters in 2010. I
hope all of you will support him andbe active members who can contributeto the development of English
languageteaching
inhighereducation.
As secretary general of JACET, I
would like to include in this report
three important issues for JACET toaddress in the future. First of all,the management system, especiallytherelationshipbetweentheheadquarters and seven chapters,
should be reviewed carefully. Secondly,
the relationship between events andactivities, such as SIG activities andchapter
events,shouldbereconsidered in terms of integrationand synergy. Finally, it is important toreconsider our motivation for ourcommitment to
JACET. We are all
language teachers and researchers
who want to share ideas with eachother and enjoy teaching and research.

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I hope JACET will always be a
supportive organization for us.
JACET will celebrate its 50th
anniversary in 2011. Thanks to
President Mamoru Morizumi, JACET
has been greatly improved and has abright future. President Morizumi
should be highly commended for his
service to JACET.
Finally, as secretary general, I wish
to announce a number of featured
events coming up in the academic year
2010: A spring seminar at Waseda
University in March; a general
meeting of representatives at Waseda
University in March and another one
at Doushisha University in June; asummer seminar in August withDavid Newby as the invited speaker;
and the annual JACET convention at
Miyagi University in September.
The coming year, 2010 promises to be
an interesting and productive one for
JACET.

Reports from
Chapters<Kyushu-Okinawa Chapter Report>
January 9
13:00 – 15:00
The 2nd Kyushu-Okinawa Staff Meetingfor the 50th Memorial Convention
15:00 – 17:40
The 7th Chapter Board Meeting(Venue: Seinan Gakuin Univ.)
January 23
SIG East Asia English Education 95th
Seminar (Venue: Seinan Gakuin Univ.)
Speaker: Takayuki Hara (Meikai Univ.)
Topic: English language education policy in
Malaysia
February 20
SIG East Asia English Education 96th
Seminar (Venue: Seinan Gakuin Univ.)
Speaker: Yukiko Furumura (Kyushu Univ.)
Topic: Exploring students' stereotypes ofJapanese and Korean people
February 26
The 2nd Steering Committee Meeting for
the Chapter Annual Conference(Venue: Seinan Gakuin Univ.)
March 13
The 8th Chapter Board Meeting (Venue:
TBA)
March 27
SIG East Asia English Education 97th
Seminar (Venue: Seinan Gakuin Univ.)"Student responses to 50-word story
competition"
Kouji
Mizushima(Minamikyushu Jr. College)"My English class, reading, aiming to
improve students’ efficient reading ability"
Yoko
Oki(part-time
lecturer,
Kyushu-Sangyo Univ.)
April 9The 3rd Steering Committee Meeting for
the Chapter Annual Conference(Venue: Seinan Gakuin Univ.)
April 15
Newsletter No. 26 to be published

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April 17
13:00 – 15:00
The 3rd Kyushu-Okinawa Staff Meeting forthe 50th Memorial Convention
15:00 – 17:00
The 1st Chapter Board Meeting(Venue: Seinan Gakuin Univ.)
April 17
SIG East Asia English Education 98th
Seminar (Venue: Seinan Gakuin Univ.)"E-teacher scholarship program: ESP bestpractices offered by the U.S. State
Department" Akiko Tsuda (Nakamura
Gakuen Jr. College)"Foreign language education in Indonesia"
Yuli Restiani (graduate student, Kyushu
Univ.)
May 15SIG East Asia English Education 99th
Seminar (Venue: Seinan Gakuin Univ.)
Speaker: TBA
May 21
The 4th Steering Committee Meeting for
the Chapter Annual Conference(Venue: Seinan Gakuin Univ.)
May 22The 2nd Chapter Board Meeting (Venue:
TBA)
Spring Special Lecture (Details: TBA)
May 31
Submission deadline for Annual Review ofEnglish Learning and Teaching No. 15
June 5
The 3rd Chapter Board Meeting (Venue:
TBA)
Official Chapter Homepage:

http://www.n-junshin.ac.jp/jacet/(Toshihiro Shimizu, Kyushu Univ.)< Chugoku-Shikoku Chapter>
Okayama & Tottori Research Seminar
Date: November 21, 2009
Place: Okayama University[A]Presentations
1. "On 'the + singular' about MusicalInstruments" Hideshi Takaie (Binan High)
2. "English Proficiency: An OngoingExperiment" Laurence Dante (Shujitsu
Univ.)
3. "Research on the Objectives and Teaching
Materials of the Subject 'Popular Song' at
Chugoku Junior College -- Setting the
Objectives and Selecting Songs for Classes--" Noriaki Ohashi (Chugoku Junior Col.)
4. "A Comparison of Explanations ofEnglish Pronunciation in English Phonetics
Textbooks and Transcriptions in Longman
Pronunciation Dictionary" Hirofumi Tabuchi(Shujitsu Col.)[B] Lecture"English and I ---From Studying English to
Teaching English Sounds---" Takehisa
Nishiyama（Former Prof. of Shujitu Univ.）
Announcements
For further information on all other Chapter
activities,
pleaserefer
totheChugoku-Shikoku Chapter homepage at

http://ds21.cc.yamaguchi-u.ac.jp/~bld1
0/JACET/2415――――――――――――――――――＜16＞――――――――――――――JACET 通信

(Hidetomo Torigoe, Kagawa NCT)

<Kansai Chapter>2009 Autumn Conference
Date: November 28, 2009
Place: Kinki University
Theme: What English Teachers Can Learn
from Relevant Disciplines: Cognitive
Linguistics,
Psycholinguistics
andSociolinguistics(Morning Session)[Workshop 1]
Multiple Intelligences at Work in Language
Lessons
ROUAULT, Greg （ Kwansei Gakuin
University）[Colloquium 1]
A Consideration of the Current Situation of
the Slow Learners and the Method of
Teaching for Them
Kazuhiko Maeda （ Osaka Univ. ofCommerce）, Tetsuya Kagata（Osaka Univ.yof Commerce）, Kaoru Koiso（Osaka Univ.
of Commerce）, Shuji Tsumura（Osaka Univ.
of Commerce）[Research Paper 1]
Awareness and Interests of University
Students in Engineering toward thePractical English Usage of Engineers at a
Major Japanese Manufacturer
Masako Terui （ Graduate School, Osaka
Univ.）[Report on Classroom Activities 1]
English Proficiency of Natural Science
Majors in a Competitive University –Observation from Classes
Arno Suzuki（Kyoto Univ.）[Report on Classroom Activities 2]
Teaching Pronunciation to Students of
Dentistry
Junichi Fujita（Osaka Dental Univ.）(Afternoon Session)[Poster Session 1]
Mapping Language Use in Pedagogic
Activity with Dynamic Systems Theory
Mark Taylor（Hyogo Prefectural Univ.）[Workshop 2]
Examining a Revised Writing Rubric:
Aiming for Its Use in Class
Michiko Masaki（Osaka International Univ.）,
Yukiko Kuru （ Aichi Medical Univ. ） ,Hiroyuki Yamanishi（Kansai Gaidai Univ.）[Colloquium 2]
ImprovingtheEnglishLearning
Environment for Japanese Students
Alison Kitzman,（Kinki Univ.）, Thomas
Koch（Kinki Univ.）, Kaori Nitta（Kinki
Univ.）[Research Paper 2]
A Computer Learner's Corpus-based
Analysis of the Causative Verb ‘make’
Satoshi Inoue （ Graduate School, Kobe
Univ.）[Research Paper 3]
The Effect of the Difference in Modality on
Syntactic Production by Japanese EFL
Learners
Miwa Morishita（Kobe Gakuin Univ.）[Research Paper 4]
Self-assessment System in Paragraph

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Writing Classes
Miwako Tanaka（Kyoto Notre Dame Univ.）[Research Paper 5]
Corrective Feedback and Its Effects on
Research Paper Writing and Presentation
Naomi Kamimura Backes,（Kinki Univ.）,
Keiko Hattori（Kinki Univ.）, Julia Walhelm（Kinki Univ.）[Research Paper 6]
A Study of Developing Teaching
Techniques: Questionnaires for Peer
Review Sheet and Portfolio for Self
Assessment
Hiromi Murakami（Kansai Gaidai College）[Report on Classroom Activities 3]
Introduction to the TOEIC: Motivational
Techniques and Strategies
Keiko Figoni（Mukogawa Women's Univ.）[Report on Classroom Activities 4]
Teaching Speed Reading to Low Proficiency
Students Using the Power of Plots
Junko Sugimura （ Hiroshima Institute ofTechnology）

The Third Chapter Lecture of the 2009
Academic Year will be held.
Date: March 6, 2010
Place: Kwansei Gakuin University Osaka
Umeda Campus
Lecturer: Toshiki Kumagai (Kyoto Univ.
of Foreign Studies)
Title: "ENGLISH EDUCATION IN JAPAN:
O.K. AS IS?" - Taking into AccountInternational Business Needs andStandards Publications
1. JACET-Kansai Chapter Newsletter,
Numbers 47,48,49,50 and 51 were
published in the 2009 academicyear.
2. JACET Kansai Journal will be
published on March 31, 2010.
(Eiko Kawagoe,
Kobe City College of Nursing)<Chubu Chapter>[Symposium]
Title: What English Teachers Can Learn
from Relevant Disciplines: Cognitive
Linguistics,
Psycholinguistics
andSociolinguistics
Moderator: Hirokazu Yokokawa （ Kobe
Univ.）
Panelists:
Ken-ichi Seto （ Osaka City
Univ.）, Nobuyuki Hino （Osaka Univ.）,
Hirokazu Yokokawa（Kobe Univ.）
LectureThe report in this issue covers the period
from Oct. 2009 to Jan 2010.
Executive Committee Meetings
1. The first meeting was held on Nov. 21 at
the Nagoya Institute of Technology
Agenda: Central board meeting report,
chapter president election, winter study
meeting, 2010 officers and budget
2. The second meeting was held on Dec.19
at the Nagoya Institute of Technology
Agenda: Central board meeting report,

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budget report, Feb. chapter study meeting,rules for officer nomination, 2010 annual
conference venue and date.
3. The third meeting was held on Jan.9 at the
Nagoya Institute of Technology
Agenda: Report on the chapter presidents’meeting, nominating chapter officers,
spring chapter study meeting, 2010 chapter
conference program, 2010 budget andplans.
4. The fourth meeting was held on Feb. 27 atthe Nagoya Institute of Technology
Agenda: TBA
Winter Chapter Study Meeting, 2009
Date: Dec. 19, 2009
Place: Nagoya Institute of Technology
Keynote speech: Prof. Jun Oshima(Shizuoka Univ.) on a study on designing
English courses at the tertiary education
level
Presentations: Prof. Yoko Kurahashi (Tokay
Gakuen Univ.) and Prof. Hiroshi Yoshikawa(Chukyo Univ.) presented on World
Englishes.
Publication
JACET Chubu Journal Vol.7 was publishedand sent out to members on Dec. 20th.
Newsletter
Chubu Chapter Newsletter 23 was sent out
to members in December.
Upcoming Lectures and Conferences
1. Spring Chapter Study Meeting

Date: Feb. 27 at the Nagoya Institute ofTechnology
Lecture: Prof. Mayumi Usami (Tokyo Univ.
of Foreign Studies)
2. Annual Chubu Chapter Conference
Date: June 6 at Chukyo University(Tadashi Shiozawa, Chubu Univ.)<Kanto Chapter Report>
Board Meeting
The board meetings for the Year 2010 arescheduled as follows:
The 8th Meeting: January 23, 2010, 16:00 –17:00, JACET Office
The 9th Meeting: March 20, 2010, 16:00 –17:00, JACET Office
Annual Convention
JACET-Kanto 3rd Annual Convention is
to be held at Toyo Gakuen University on
June 21.
Theme: “What is Expected in College
English Education from a Global
Perspective.”(Details are available on the JACET-Kanto
Chapter web site.)
General Meeting
The 2nd Business Meeting was held at
Waseda University on December 21, 2009.
The
newly
electedchairperson,
vice-chairperson, secretary general andvice-secretary general were announced atthe 2nd Business Meeting:
Chairperson of Kanto Chapter: Nakano

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Michiko (Waseda Univ.)
Vice-Chairperson: Shigeru Shibagaki(Tokai Univ.)
Vice-Chairperson:
MatsuoKimura(Aoyama Gakuin Univ.)
Secretary General: Norifumi Ueda
(Mejiro Univ.)
Vice-Secretary
General:
YasukoShiozawa (Bunkyo Univ.)
Vice-Secretary General: Yoshiko Usui
(Dokkyo Univ.)
Vice-Secretary
General:Yukinari
Shimoyama (Toyo Gakuen Univ.)
Details concerning new board members will
be announced on the JACET Kanto Chapter
website.
JACET－Kanto Monthly Meeting
The monthly meeting was held at
17:00-18:00 on December 19th.
Speaker：Noriko Ishihara (Hosei Univ.)
Title: Addressing Pragmatics in Language
Learning
The next monthly meeting is scheduled asfollows:
March 21st (Sat) 17:00-18:00
Presenter: Tomoko Yamakawa (Kanto
Gakuin University)
Title: ：「 現代ヨーロッパ市民社会における”plurilingualism 理念―日本の言語教
育への適応可能性を考える」
The details of JACET Kanto Monthly
Meetings will be announced on JACET
Kanto
Branchwebsite:http://www.jacet-kanto.org/monthly/index2009.html(Norifumi Ueda, Mejiro Univ.)<Tohoku Chapter Report>
Tohoku Chapter activities in 2009 - 2010
were as follows:
Annual Tohoku Chapter General Meeting
and Convention
Date and Time: July 4, 2009, 13:00-17:00
Place: L-Sola Sendai
Convention Theme: Learner and Teacher
Development in English Language
Education
The Annual Tohoku Chapter Convention
was held with the theme of “Learner andTeacher Development in English Language
Education.” The Convention consisted of
two paper presentations followed by asymposium as follows:[Paper Presentations]
1 Sanae Kurauchi (Aomori Public College)“Fostering Students’ Leadership throughGroup Activities: Am I a Good Leader?”2 Yuka Kusanagi (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:
Shigeru Sasajima (Saitama Medical Univ.)“Teacher-Learner
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Language Teacher Cognition”
Takako Nishino (Hosei Univ.) “Teacher
Learning and Communities of Practice”
Hideo
Kojima(Hirosaki
Univ.)“Autonomous Development of Learners
and Teachers”
December Regular Meeting
Date and Time: December 5, 2009,
15:00-17:00
Place: Miyagi University (Taiwa Campus)
The December regular meeting was heldat Miyagi University on December 5. We
had two paper presentations.
[Paper Presentations]
1 Tazuko Katsuhata (Shokei Gakuin Univ.)“Effects of visualization of learning
strategies on remedial English study”
2 Timothy Phelan (Miyagi Univ.) “To Fit In
or Stand Out: The Challenges of Being an
English Teacher that Loves Japanese”
Executive Committee Meetings
Committee meetings were held on April
25, 2009 at the Sendai Ichibancho Satellite
Campus of Tohoku Institute of Technology,
on July 4 at L-Sola Sendai, and on
December 5 at Miyagi University.
Publications
Scheduled for publication in 2009 - 2010:
1 JACET-Tohoku Newsletter No. 36, to be
published in March 2010.
2 TOHOKU TEFL (A collection of papers
compiled by the Tohoku Chapter) No. 3, tobe published in March 2010.

Schedule for April 2010 - March 2011
Annual Chapter General Meeting
Date: July 17, 2010
Place: L-Sola Sendai
November Regular Meeting
Date: November 27, 2010
Place: L-Sola Sendai
Lecture and paper presentations arescheduled.
Those wishing to present papers at themeeting are expected to submit abstracts(100-word in English or 200-character inJapanese) by October 27, 2010. Details
will be announced soon.
Executive Committee Meetings
1 Date: April 3, 2010
Place: L-Sola Sendai
2 Date: June 26, 2010
Place: Miyagi University
Campus)3 Date: July 17, 2010
Place: L-Sola Sendai
4 Date: August 8, 2010
Place: Miyagi University
Campus)5 Date: October 16, 2010
Place: L-Sola Sendai
6 Date: November 27, 2010
Place: L-Sola Sendai(Taiwa(TaiwaPublications
Scheduled for publication in April 2010 March 2011:
1 JACET-Tohoku Newsletter No. 37, to be
published in March 2011.

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(Kumiko Okazaki,
Sendai National College of Technology)<Hokkaido Chapter Report>
New Director of Hokkaido Chapter
According to the election-by-mail in
November 2009, Osamu Takai (Otaru Univ.
of Commerce) was elected new director of
JACET Hokkaido Chapter.
Lecture Meeting
On January 30, the third lecture
meeting for 2009 was held at Hokkaido
Univ. Zeff B. Bricklin (Hokkai Gakuen
Univ.) gave a lecture entitled, "Pragmatics

101". Kenta Sugawara (Hokkaido Univ.
Graduate School of International Media andCommunication) also participated.
He
presented his study, "Exploring the Role ofthe Ideal L2 Self and Psychological
Boundaries in the EFL Learning".
Publications
Research Bulletin of English Teaching,No. 7 will be issued in February 2010.
Following the annual academic journal, the23rd issue of the Chapter Newsletter will
also be published online in March.
（Tomohiko Oda, Sapporo Univ.）

Editors’ Note
We are most grateful to Prof. Jonathan
Aleles for his contribution to our newsletter.
We also extend our sincere appreciation to
the authors of the special articles: Prof.
Michiko Nakano, Prof. Jay Veenstra, Prof.
Chisako Nakayama, Prof. Reiko Okada andProf. kazuya Asakawa.
_________________________________________

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 March 1, 2010
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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