In this issue:

PANSIG CONFERENCE

THREE FEATURE
ARTICLESCUE CAREERS

CUE CIRCULARISSUE 3
July

2017

News and articles from the JALT College and University Educators Special Interest GroupRikkyo University, Ikebukuro campus

Photo by Steven Paydon

As we cross the first finish line of the year…
Welcome to issue 3 of CUE Circular. How was the first semester of 2017?
The CUE Circular is all about providing a space for articles, essays, commentaries, anddiscussions on exactly that kind of question. What’s working for you? What isn’t? What
have you been trying out, and how has it gone? What got you thinking? Is there
anything you want to share? Please take a look at our website, and consider coming up
with an article over the summer break.
In this issue, Emiko Hirosawa and Tim Murphey discuss student “miss takes”, Mike
Guest introduces his approach to developing students’ discussion leadership skills, andAnderson Passos discusses one way he overcame some of the challenges of teachingcontent in English to Japanese students, as opposed to teaching language itself.

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I hope you enjoy this issue of the Circular!

Steve Paton, Editor

CUE at PanSIG 2017
The CUE SIG information desk was relatively busy
during PanSIG. Teachers who came were interested
in general information, and half of them also wanted
to know about publishing. It was a good opportunity
to continue spreading the word about bothpublications: OnCUE Journal and CUE Circular. The
highlight was when Paul Wadden stopped by. He is
the editor of a 1992 reference book A Handbook for
Teaching English at Japanese Colleges andUniversities (Oxford University Press). Paul said he
was in the process of editing a new book along
similar lines, but with additional authors including
more women. The reason he approached CUE was to
ask how we might get involved, so we (Wendy andGlen) started discussions with him, perhaps leading
to something at the 2018 JALT national conference.

Feature articles
Self regulating beliefs about miss takes:
Amygdala whispering to university
students

3

Emiko Hirasawa and Tim Murphey

Teaching discussion skills

5

Mike GuestClassroom journals in content classes

8

Anderson Passos

CUE Careers column
Make what you do ‘count’
Michael Parrish and Richard Miller

JALT CUE SIG

11

Scenes from the Pan-SIG
conference in May. The CUE SIG
held a forum entitled “Expanding
Students' Interest in English with
an Eye on Global Citizenry”.
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Feature articles
Self regulating beliefs
about miss takes:
Amygdala whispering
to university students
Emiko Hirosawa, Waseda
Jitsugyo Elementary School;
Tim Murphey, Kanda
University of International
Studies
Emiko Hirosawa got her MA
TESOL degree from Kanda
University in March, 2017. Her
thesis was entitled “Making
Mistakes Meaningful: Making
Meaningful Mistakes.”
hirosawa.emiko@gmail.com
Tim Murphey, PhD, juggles
while skiing and makes lots ofmiss-steaks in order to increase
his opera-tunes-it-teas forlearning.
mitsmail1@gmail.com

of amygdala whispering might help:“Calm down, everybody makes mistakes,
and we learn from them. They are actuallytreasures. Just talk a lot and you will learn
a lot!”
The amygdala is the ancient reptilian partof our brains which tells us to take flightor to fight in dangerous situations.
Cozolino (2013, 2016) says that teachersand caretakers must often act as
amygdala whisperers to calm people
down and assure them that the situationis under control and not dangerous sothat they can learn more effectively. Whenthe amygdala is very active, it can actually
impede learning.
There are several powerful ways ofchanging students’ harmful beliefs about
mistakes and allowing them to selfregulate their amygdalas. One is telling
mistake stories. The teacher should be thefirst to tell one in class to show thateveryone does make mistakes (inlanguage or other areas). Secondly,

University language teachers who wish tohave their students use English andinteract with it in their classes want
students to speak freely and not be overly
stressed. But as we all know, learning alanguage requires experiencing
potentially stressful interactions when weare not sure of what others may be
communicating, and not sure that they
are understanding what we are trying tosay. If students are overly concerned withnot making mistakes they often shut
down and stop talking. This is where a bit
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explaining to Japanese students thatmaking mistakes is part of social capitaland encoded in Japanese koto waza
(proverbs) can also help: Nana korobi yaoki (Fall seven times, get up eight!),
yareba dekiru (If you try, you can do it),naseba naru nasaneba naranu
nanigotomo (If you don’t do anything,nothing happens).
A third way is having “mention
conversations” (Murphey, 1994) using
just one or two words for each turn. Many
native speaker conversations are just a
few words each anyway, so these arenatural, and they are not mistakes.
Teachers can give students topics topractice one- or two-word conversations,such as What foods, sports, movies, orsongs do you like? If the teacher
demonstrates a conversation at first with
one student, other students get it quickly.
Here is an example of a mention
conversation:a. Curry?
b. Love it!
a. Salad?
b. My favorite!
A fourth way, adapted from Julian Edge’s
book (1989, p. 14), is to dictate the threephrases below to students and ask them ifthey agree: (a) yes, (b) somewhat, (c) no.
1. I make a lot of mistakes.
2. I want my teachers to correct all
my mistakes as soon as I make them.
3. I don’t like to make mistakes.
The teacher then explains to students that
research shows that we can learn a lot
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from our mistakes and they function as“learning steps.” The students are thenasked to cross out the word “mistakes” ineach phrase and replace each of them with“learning steps” as is written below.
1. I make a lot of mistakes learning steps.
2. I want my teachers to correct all mymistakes learning steps as soon as I makethem.
3. I don’t like to make mistakes learning
steps.
Then ask them to re-read the phrases toeach other and see if they agree ordisagree with them. There are usually a
lot of giggles and laughter and “aha!”
moments. It is nice for students to learn
to make friends with their mistakes.
Self-regulation theory
The above are just four ways among manyof gaining some control over our fear of
ER ROARS, and of controlling our
amygdala’s fight or flight response. Thereis one more self-regulation strategy wewould like to share with you that had along-term effect on Tim’s life. When he
was on the college tennis team, he noticed
that every time he hit a ball into the net,
there was a negative voice screaming at
him in his head, and afterwards heactually played worse. Deliberately, hepracticed changing the screaming voice
into a laughing one, actually laughing out
loud with a wild guffaw! He did it a lot inpractice at first and found that it carriedover (generalized) into the games heplayed. He found that it not only calmed
him and made him able to play better, but
it made his opponents think he was reallystrange, which was a good psychological!4

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tactic. Later it generalized to almost any
mistake he made, such as dropping abook, or tripping while walking. He would
add “Hey great, this shows I’m human! I
can make mistakes!” (There is a much
longer story about where that phrasecame from, but we will leave that foranother time.)
After doing these exercises about
mistakes, many students experience thethrill of “flow” in a conversation when
they can talk for 5 to 15 minutes, enjoy
themselves, and feel like they are reallycommunicating. There may be small slips,
errors, or funny pronunciations, but
students can make their way throughthem and havean enjoyable
conversation. After all, that is what goodcommunication is all about. Helping themcope with their amygdala can relax themso they can learn more and worry lessabout miss takes.
References
Cozolino, L. (2013). The social
neuroscience of education: Optimizing
attachment and learning in theclassroom. New York: W.W. Norton &Company.
Cozolino, L. (2015). Why therapy works:
Using our minds to change our brains.
New York: W.W. Norton & Company.
Edge, J. (1989). Mistakes and correction.
London: Longman.
Murphey, T. (1994). Mentions in action:
Few word sentences, O.K.! TESL
Reporter, 27(1) 21-26.
Amygdala image drawn by E. Hirosawa

JALT CUE SIG

Teaching discussion
skillsMike Guest, University ofMiyazaki
Mike Guest is a 30-year
veteran of teaching EFL. He
has also published educationrelated books, academic
papers, language-teaching
blogs, a newspaper column,
and even a novel.
mikeguest59@yahoo.ca

Imagine a language skill that is widely
acknowledged to have immediate
practical applicability, a language skill
that is understood as enhancing careersand professional standing among
academics and specialists. Yet also
imagine this skill almost never having acourse dedicated to its teaching or
learning, never being taught or practiced
by teachers or included in their syllabi or
curricula. You would naturally think that
this scenario exposes a gap in our
teaching.
I’m talking about the ability to leadformalized discussions, such as tutorials,
seminars, study and working groups, etc.
Discussion leadership skills are often
simply assumed without being explicitly
taught, causing many students who are
asked to lead such groups, who do nothave training as teachers, to flounder. We
might compare this to presentation skills.
Most language teachers understand thevalue of teaching presentations, so thoseskills can regularly be found in course!5CUE CIRCULAR 7/2017

curricula, as well as among both popularand academic literature. Why the neglectwhen it comes to discussion skills?
Over the last several years, I have led anelective class dedicated to developing
discussion leadership skills in the Facultyof Medicine at the University of Miyazaki,
with many skills that need to be taught
and practiced emerging. Let me outline a
few of those here in the hopes that readers
may be inspired to establish such a classor course in their own workplaces.
There are two key external factors toconsider initially. The first is that learners
must understand that discussions do notequal presentations. The physical setups
are distinct. A presentation has an
audience, whereas discussions haveparticipants. Participants interact andnegotiate — the communicative dynamic
is dialogic and inclusive. Secondly, a
discussion is not a lecture or a report.
While this may seem obvious to readers, it
is likely that many Japanese students will
instinctively prepare for a lecture and, in
doing so, defeat the purpose of having a
discussion.
When we turn to internal factors, theimmediate concern is topic choice. As I
work in a medical school, relevant andmeaningful themes are fairly obvious. In
fact, I would argue that ESP classes makethe most suitable locales for discussion
skills to be taught and learned. The
foremost feature of topical choice is that it
must be of particular interest to theleader. If the leader has little actualinterest in the topic they will be unlikely
to pique the interest of the participants.
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Again, this may seem obvious, but it canbe surprising how many learners choose
topics out of a sense of obligation or by
random selection. Leaders should also dosome research. They should be able toconvey something that the participants do
not already know, and they should becertain of what they say. However,research resources need to be monitored.
Young Japanese students may not beaware of the tenor of National Enquirer
articles trumpeting the “fact” that ‘Mars
Bars Cure Breast Cancer.’ Conversely,
learners may resort to using the most
specialized, driest, densest academic
journals – which is likely to frustrate boththemselves and their participants.
A healthy discussion should also aim toengage participants. This can best be
achieved by utilizing the threecommunicative pillars of PIE: Persuasion,
Information, and Entertainment. Younglearners will tend to focus inordinately on
information, but without applying theother pillars, information being conveyed
may lose impact.
Engaging also implies being
knowledgeable about exactly who theparticipants are, being sure to include allmembers, and discerning their levels ofknowledge of the topic early on. Thislatter point is indispensable tomaintaining interest and producing
impact since the leader may well have toadjust the level or focus of discussion if
participants seem wholly unfamiliar, orconversely, already very knowledgeable
about the topic at hand.

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The choice of an opening can also affectthe mood of the discussion. Students may
default to “My topic is…” or “Today, I will
introduce…” gambits, but these often havethe effect of becoming leader-centeredand thereby moving the discussion
further into report or presentation mode(not to mention their formulaickindergarten-like tenor). Rather,
openings should seek to personalize thetopic, to relate it to participants’ lives, andto establish relevance. Indirect openings
are particularly effective. For example, adiscussion on sleep disorders might begin
by asking participants about how longthey sleep on average and/or what factors
have the greatest effect on the quality of
their sleep, before explicitly introducing
the topic. Thus, the ability to directquestions to participants becomesparamount. One reason for this is thateliciting is more effective than telling, andimmediately involves participants.
Questions should be specifically directed;
in Japan, non-directed questions will
rarely be met with a response. If theselead to mere yes/no responses, expansion
and extension should be sought. Teachers
should also monitor leaders for obvious or
mechanical questions of the ‘Do you likesleep?’ or ‘Do you think sleep is good foryour body?’ type.
Leaders can also be encouraged to usesome type of physical handout, props, orcomputer/tablet visuals to accompany the
discussion. However, paper handouts inparticular should not be distributed at the
beginning of the discussion unless one
wants all participants to keep their heads
down and enter passive reading mode.
Handouts should also not be too textJALT CUE SIG

heavy and edited in such a way thatparticipants can easily be guided to thekey points.
New vocabulary can also be a pertinentissue. However, rather than simply
teaching new or “unknown” items inadvance, leaders would do well to find out
if participants are already familiar with(and to what degree) the items inquestion. When necessary, ready-madeparaphrases and explanations should beoffered. The ability to distinguish more
intrinsically valuable items (those thathave long-term value in a learner’s
lexicon) from those which have only
instrumental value (likely to be used only
to participate in the current discussion) is
also important. The former should beemphasized and promoted by leaders (orteachers).
Finally, one should aim to have an
impactful ending. Students should be
encouraged to avoid using the phrases,‘That’s all’ or ‘Finished!’ (or, even worse,‘Finish!’). Glib slogans and foregone
conclusions (‘So, sleep is good for yourbody and mind!’) should be discouraged.
Better endings include asking forsummaries, questions, feedback, and/orcomments, asking participants what
they’ve learned, or even introducing a
mini-task comprehension check.
The benefits of introducing such a course
are many. A lot of student-generated
interactive language emerges. The leaders(who should rotate so that all eventuallytake on this role) have an opportunity to
produce English in a relatively
unthreatening language situation, which!7

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tends to produce greater attention toform. Discussion skills classes encourage
creativity, autonomy, discipline,
responsibility, cooperation, andnegotiation skills. They help students
become more aware of how to educate or
be educated (as well as becoming good
discussion participants). They foster asense of self-control and achievement.
The teacher’s role is mainly to set leader/
participant groupings and schedules, keeptimes, monitor content, and jump-start
flagging discussions (as unobtrusively as
possible). The teacher should also model a
discussion in the first class and, after this,elicit the various skills they employedfrom the students.
It is recommended that groups be madeup of 3-5 participants plus the leader,aiming at a discussion time of 20 minutes
per session, with three rotating
participant sessions per 90-minute classbeing ideal. Having three turns allows
leaders to refine and consolidate theirskills and topic contents/choices to thepoint where they can feel increased
control and competence.
These skills can be applied across various
academic and professional disciplines.
They also transfer well into the workplace.
Furthermore, they are applicable acrosslanguages and thus could have a positive
washback effect upon the learner’s first
language. In fact, there are very few
reasons not to have a discussion skills
class included in the curriculum. Perhaps
it is something you should, ahem, discuss,with your colleagues and superiors.

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Classroom journals incontent classes
Anderson Passos, Miyazaki
International College
Anderson Passos teaches
ICT-related courses inEnglish. As a non-native
speaker of English himself, hetries his best to make surestudents learn content nomatter their language abilities.
anderson.passos@ieee.org

Journal writing is a tool commonly usedby language teachers, but it has not been
explored as much by content instructors(at least in my institution). After myuniversity was awarded the Acceleration
Program for University Reform (AP)grant from the Japanese Ministry of
Education (which was rolled out
beginning in April 2015), I found that I
was one of the key people in charge ofpromoting the e-Portfolio system inside
our institution. As you may have guessedfrom the title, what started as a means bywhich to convince my fellow colleagues touse our e-Portfolio system became awonderful tool for not only students but
also myself.
The system is running… now what?
The AP grant made it possible for us to
distribute tablet computers to all newly
enrolled students, which they would use
to access our institution’s e-Portfolio
system inside and outside the classroom.
The system uses Moodle (an open-source
LMS) and Mahara (an open-source e-!8CUE CIRCULAR 7/2017

Portfolio system). As the primary
Information and Communication
Technology (ICT) instructor, I was
assigned to a working group in charge ofpromoting the e-Portfolio system,
training students on how to use it, andrunning faculty development sessions soother instructors would feel comfortableusing the tool in class. Everything waswell planned, except for the fact thatneither my working group colleagues nor
I had ever used Mahara before.
We had been using Moodle for some time,
but the grant required using Mahara
specifically for the task of showcasing
students’ work and learningachievements. At this point, I had to finda way to convince other instructors to use
the system in order to check all the boxes
with the grant. This is where classroom
journals came to the rescue.
Many language instructors in my
institution made use of physical academic
journals and forums in Moodle topromote writing fluency, among otherobjectives. Therefore, writing online did
not sound like a great challenge for people
who were already doing somethingsimilar (although physically), and using
Moodle.
Regarding the grant, classroom journals
can easily be used to showcase criticalthinking and active learning inside andoutside the classroom depending on theassigned task. So, when I found out that
Mahara had a specific functionality foracademic journals, I felt like I had foundthe perfect reason for using Mahara aspart of our system.
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How to write a journal entry?
My institution uses team-teaching formost first- and second-year classes. Whatthat means is that a content instructor isalways both sharing the classroom andplanning classes together with a language
specialist. Different partners havedifferent agreements, but in our case, I set
all the ICT-related content and havecomplete control over the syllabus. Still, I
like to give my language partners enoughfreedom to work on language-related
activities the way they see fit.
With two different sections of the Intro to
ICT class, I was lucky enough to havedifferent language partners, and it wasinteresting to see how differently they
approached the writing process. One of
my partners used a degree of scaffolding,while the other left it to students to decide
how and what to write. As a content
instructor lacking the knowledge todiscuss writing instruction, I still haveconfidence reporting that both methods
were effective for our needs.
Regarding the first journal entries, theclass in which we used scaffolding was notvery creative at the outset because
students simply copied the structure we
gave them. Conversely, the class without
scaffolding wrote simple sentences withminimal content. To make a long story
short, the first journal entries of bothclasses were not ideal, but within a matterof weeks, my colleagues and I began to see
improvements.
Evaluating journal entries
Again, because I am a content instructor,
my primary focus is not correcting!9

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students’ language mistakes, but toensure students learned the content of thelesson. My first shot at evaluating
students’ writings was to use a rubric forevaluation directly in the e-Portfolio
system. Moodle has a built-in rubric
module that allows for a point-and-clicktype of grading as well as the ability toreuse rubrics. Unfortunately, moving
between two windows, one for reading thejournal entries and one for referring to
the rubric to ensure accurate and reliable
grading across four categories for 60
students became extremely tiresome.
Furthermore, as we are instructing firstyear first-semester students in my Intro to
ICT class, many of these students arrivewith less than desirable language skills. A
large majority of students can get the ICT
concepts, but it is very common to see
their thoughts crossing or goingsomewhere else when they write. So, formy own sake, rubrics were forgotten, anda simple binary evaluation adopted,
meaning that students either received one
point or zero.
And the winner is… me, theinstructor.
What was once a quest to get colleagues
on board with a new e-learning system
had become both an important part ofoutside the classroom instruction as well
as a tool for students to provide criticalfeedback for myself, the instructor, about
my instruction. Having students’ journals
a click away allowed me to review myclass plan because I could identify points
that needed further explanation and selfevaluate the effectiveness of materials andactivities I had used. Students are veryhonest when they write things like “I
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didn’t understand”, and if they are saying
that, who am I to say otherwise?
Sure enough, writing improvements are
the result of English language classes, andmany will argue that a binary evaluation
system is not ideal. I can say that for now,
it fits with my objectives. It is still hard toread and understand all first-year
students’ entries, but if I look at it asprofessional development and receive
students’ comments as criticism, the only
possible outcome of it is that the level of
instruction in my classes will improve.
Regarding instructors, unfortunately, I
have to report that I have gathered fewer
people than I expected. Not because theMahara journals are difficult, but because
the system requires a huge amount ofmanual labor from the instructor. Faculty
development sessions are still held andpeople often praise me for the ideas, buteven when I go the extra mile and try
teaching someone individually how to doit, I can see they either don’t have thetime or the patience to learn it. So, until
Mahara journals become somehow more
integrated with Moodle, I am notexpecting many people to join me.
Keeping a class journal helps students not
only to improve their writing but also
their ability to explain what theyexperienced in the class. Journaling is, at
its essence, promoting self-awareness andreflective learning. Also, in a class setting
like ours where language and content
instructors collaborate, journals can beused by both, each giving feedback fromthe perspective of their area of expertise.

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CUE Careers
Make what you do‘count’“Publish or perish!” That is the first advice
given in graduate school for academics
just starting out. But what exactly counts
as “publishing”? I think most people
would agree that a long, statistics-heavy
article published in TESOL Quarterly or
JALT Journal would count as apublication, but is that the only metric?

In this regular column, Michael Parrish andRichard Miller offer insights on theemployment market for college anduniversity language teachers in Japan, as
well as general career guidance, advice, andstrategies.
Contributions from readers with specificareas of expertise, or regarding specificissues or changes in the job market, areencouraged.

Michael Parrish and Richard
Miller are the current cocoordinators of the Job
Information Center at the
JALT National Conference,
and are former editors of the
Career Development column
in The Language Teacher.

In reference to the value of various typesof academic engagement, our colleague
Ryan Richardson noted, “It counts until it
doesn’t.” The meaning of this Yogi Berraesque phrase is that there are various
types of publications varying in word
length, complexity, or depth of researchthat job seekers can use to demonstrate(as described in one online job posting)“evidence of continuing professional
development.” Richardson is trying to saythat it is important to try and make asmuch of what you do in your career‘count’ in the satisfaction of minimum
hiring requirements, then replacing thoselower level publications with those ofhigher quality as circumstances change.
Of course, different levels of publications
will be more appropriate for certain jobs,
part-time versus contract versus tenured,and according to the level and aims of theemploying institution.

positions is the inclusion of a publication
requirement (typically 3-5 publications).
As a result, after your educational
attainments, it is the next most importantarea of an academic CV, outweighing evenrelevant teaching experience. Although it
remains important to maintain a balanceof academic qualifications according to
the principles of the “academic balanced
scorecard,” (consisting of degrees,
publications, experience, and service), formost applicants, the weakest area remains
the research and publication component(Miller, 2011). Therefore, in reference tothe academic CV, always ensure that you
are continuously trying to improve thepublication side of your professional
development.

The thing that sets applying for an
academic (university) EFL teachingposition apart from other EFL/ESL

There are a number of ways to improveyour professional development in thisarea, one of the most accessible is

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email: cuecareers@gmail.com!11CUE CIRCULAR 7/2017

atte nding confe re nce s and giving
presentations (Parrish, 2014).
Conferences provide a venue to networkand to get ideas to present on, and making
a presentation is a great opportunity that
often allows for the option of publishinglater in the conference proceedings. One
colleague ensures that his paper is written
and distributes copies at the end of his
presentation with the request that
attendees send feedback within a couple
of weeks. This ensures that the paper isready long before the proceedings
deadline and that he gets constructive
feedback that improves the quality of thepaper. This method contrasts sharply withseveral CVs that we’ve viewed where there
are numerous presentations with nocorresponding publications.
If you have created some novel, effective
and original materials, there are several
ways to convert this type of work into
valuable entries on your academic CV.
One is to write up a ‘My Share’ article that
explains what you have done and why it
can be effective. These appear in many
EFL-related magazines and on many
websites. As an example, one author tooka genre-based exercise that was effectively
used to teach students research, writing
and presentation skills, wrote up theprocedures and rationale, along with abrief literature review, and submitted as a
My Share article (Miller, 2017b). The
turnaround for this type of publication
can be quite fast, so it might be helpful if
you are looking for an additional article,
just before hiring season. In addition, acollection of good lessons can be
combined to create an original textbook,and textbooks (even if self-published) can
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be powerful ways to enhance any
academic CV (Miller, 2013a, 2013b,
2017a).
Other shorter academic works include
scholarly reviews, often included innewsletters and academic publications(e.g., The Language Teacher, JALT
Journal, and OnCUE Journal have suchcolumns). Topics include reviews ofacademic books, textbooks, or recently
attended conferences. Other areas could
be teacher narratives, writing up
summations of what you have done inyour teaching practice, taking students
overseas, setting up self-access zones,
extensive reading programs, oral
assessment protocols, or other specialized
curricula. Other topics could be more
personal: sharing workplace adjustment
issues, intercultural issues, or experience
with job hunting or employment
interviews.
There are also legitimate ways to publish
outside academic journals. “Spend a few
hours reading news and opinion pieces,surfing interesting blogs, or dipping into
conference-based hashtags on Twitter,and you will find academic voices
speaking out—everywhere” (Perry, 2014).
Perry (2014) discusses how many
universities in North America arerecognizing the importance of thesemodes of publication, and using such“public engagement” as a category for theevaluation of faculty. These online media
are accessible, widely read, and may
provide precursors to longer, more
serious works. It also develops youronline presence when employers searchfor you.
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Do not sell yourself short. Keep in mind
that there are others who would benefit
from your experiences and find yourinsight helpful. Bernie Susser, Professor
Emeritus of Doshisha University, always
encourages those who are just starting out
and applying for work to “get it down on
paper; to present on and publish what you
are doing.” After all, it is through those
who contribute that the field improves,
and we as peers improve.
As professionals, there are always waysthat we can develop our skills and, at thesame time, our CVs. We accomplish thisthrough getting involved and then making
what we do count. That applies to those
who are already well published and those
who are lacking in the minimum
requirements that are necessary to get thedesired job. By making what you do
count, you are not only contributing to
your own CV, you are broadening
academia in general and in your field
specifically.
If you are interested in discussing thisissue further, please join the authors at
JALT 2017 in Tsukuba where they will beat the Job Information Booth and giving
a workshop on publication strategies.
References & Additional Reading
Miller, R. D. (2011a). Using the balanced
scorecard to keep your career on track.
The Language Teacher, 35(3). Retrieved
from: http://jalt-publications.org/tlt/
departments/career-development-corner/
articlesMiller, R. D. (2011b). The basics of theacademic CV. The Language Teacher,35(4). Retrieved from http://jalt-

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publications.org/tlt/departments/careerdevelopment-corner/articles
Miller, R. D. (2013a). Publishing options
to enhance your CV. The Language
Teacher, 37(3). Retrieved from http://
jalt-publications.org/tlt/departments/
career-development-corner/articles
Miller, R. D. (2013b). Publishingtextbooks to enhance your CV. The
Language Teacher, 37(4). Retrieved fromhttp://jalt-publications.org/tlt/
departments/career-development-corner/
articlesParrish, M. M. (2014). Balancing yourAcademic Scorecard at JALT2014. The
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CUE Circular
Issue #3, July 2017
A publication of the JALT College andUniversity Educators Special Interest GroupISSN 2432-5570
All rights re se rve dw w w .jCUE
a l t c uSIG
e .o rgOfficers/c u e c i rc u l a r
Coordinator
Wendy
Gough
EditorSteve
Paton
Program Chair
Daniel Newbury
Assistant
Dion
Clingwall
TreasurerEditor
GarethBarnesMembership
LornaHillis
Asami
Proofreading
Mary
Kinsella Valies
Ryan Richardson
Publications Chair Glen Hill
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GavinHill
BrooksPublicity Chair
Jamie Taylor!13