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2012/06/18

1

All presentations, plenaries, and poster sessions will be held in rooms in buildingK.
Pre-ordered sandwiches can be picked up at the student plaza on Sunday from11:00 to 3:00 on Sunday. The vendor will have a limited supply of sandwiches for
those who did not order one.

2

Message from the Conference Chair
Naomi Fujishima, Okayama University

Welcome to the 11th Annual Pan-SIG Conference! This weekend we are delighted to be able to offer you an amazing line-up of interesting presentations. The theme for this year’s conference is ‘Literacy: SIGnals of emergence’.
Presenters from the 22 special interest groups participating in the conference
will explore this theme from a wide range of perspectives. Not only will we hearpresentations on literacy in the traditional sense of being able to read and write
texts, but participants will also address critical literacy, digital literacy, and media literacy.
We are very excited to have Hiroshima University host the conference thisyear. We invite you to join us as we express our gratitude to the university, particularly the Institute for Foreign Language Research and Education and its staff
for their hospitality and the hard work they have put into making this weekend
possible.
It is our sincere hope that you will have an intellectually stimulating, pedagogically motivating, and highly enjoyable weekend!
Through your enthusiastic participation, you will make this conference a success. We thank you in advance.
Naomi Fujishima
Chair, PanSIG 2012 Committee

3

This year's conference could not have been made possible without the help of Hiroshima University and the Hiroshima chapter of JALT.
SIG Representatives
Bilingualism
Ron Murphy
College and University Educators
Richard Miller
Computer-Assisted Language Learning
Robert Chartrand
Critical Thinking
Roehl Sybing
Extensive Reading
Richard Lemmer
Framework and Language Portfolio
Alexander Imig
Gender Awareness in Language Education
Diane Nagatomo
Global Issues in Language Education
Tom Fast
Japanese as a Second Language
Megumi Kawate-Mierzejewska
Junior and Senior High School
Jake Arnold
Learner Development
Jim Ronald
Materials Writers
Jim Smiley
Other Language Educators
Rudolf Reinelt
Pragmatics
Donna Fujimoto
Professionalism, Administration and Leadership in Education Tom Goetz
Speech, Drama and DebateDavid Kluge
Study Abroad
Andrew Atkins
Task-based Learning
Justin Harris
Teacher Education and Development
Peter Hourdequin
Teachers Helping Teachers
Joe Tomei
Teaching Children
Jane Takizawa
Testing and Evaluation
Edward Schaefer
The 2012 Pan-SIG Committee
Conference Handbook
Exhibitors
Feedback
Japanese Language Editor
Local Liaison
Mailing List
Panel Coordinator
Poster sessions
Proceedings Assistant Editor
Proceedings Editor
Program Chair
Publicity Local
Publicity National
Registration
Site Chairs
Social Coordinator
Student interns
Submissions
Technical Director
Treasurer
Website coordinator

4

Mathew Porter
Andy BoonPaul Jensen
Megumi Kawate-Mierzejewska
Emi Sugita
Jim Smiley
Ryan Richardson
Susan Meiki
Robert Chartrand
Kim Bradford-Watts
Mark Brierley
Warren Tang
Rudolf Reinelt
Rory Rosszell
Joe Lauer and Katherine Song
Fuyuko Takita Ruetenik
Jaime Selwood
Neil Cowie and Andy Barfield
Marshall HigaDavid Townsend
Jim SmileySaturday, June 16
11:00–12:00 K107
Dr. Thomas Cobb
Literacy: SIGnals of emergence
Sponsored by the CALL SIG
Abstract
Literacy is undergoing a major expansion, as the once simple reading of texts
morphs into the interpretation of complex multimedia and interconnected documents of which texts are just one part. There is thus a new literacy and literacy
training to be developed which, as ever, may involve extra challenges for second
language (L2) readers. And yet ideas from the original literacy may be able tohelp with this development. A multimedia document is basically a text connected to some of its contexts in a single wrapper, and we know quite a bit about
the relationships between texts and contexts. We also know that for firstlanguage (L1) speakers, contexts can amplify the band-width of a message,
while for L2 learners they are more likely to replace the message and reduce
comprehension. Similarly, interconnected texts or hypertexts can be a boon toexpert L1 readers but place excess memory burdens on beginning or L2 learners.
The need to develop traditional literacy skills is even greater in this era of the
new literacy, if L2 learners are to profit from its benefits. My talk will look atways we can use the new technologies to work on both new and old literacies.
Bio
Thomas Cobb has taught and coordinated ESL reading programs and trained
ESL teachers in many parts of the world (Saudi Arabia, Oman, Hong Kong, New
Zealand, Japan, England, and Canada). He currently teaches teachers and does
research and development in applied linguistics at the University of Quebec inMontreal, Canada. His development work is mainly involved with building andmaintaining The Compleat Lexical Tutor website (or Lextutor) (http://
www.lextutor.ca/) which is devoted to supplying ESL and French teachers andlearners worldwide with tools for "data driven" language learning. His researchmainly involves checking that Lextutor is doing its job!

5Saturday, June 16
17:00–18:00 K107
Dr. Toshihiko Shiotsu
Researching the Component Skills of L2 Readers
Sponsored by the TEVAL SIG
Abstract
Reading is a complex cognitive process the individual is involved in while engaged with a written text, and one may think of reading as supported by somecomponent skills, such as decoding and syntactic parsing (Carr & Levy, 1990;
Grabe 2010). A number of research studies have attempted to identify the component skills that could help characterise skilled and less skilled L2 readers (e.g.,Bernhardt, 2005; van Gelderen et al., 2007), and my presentation will begin withan overview of the results of such studies. I will then report on a few of the completed and ongoing research projects in which my colleagues and I have focusedon the component skills for EFL readers at the university level in Japan. The results of some of the completed projects involving students of a fairly wide rangeof English proficiency (n=200 to 600) indicate that the more skilled readers tend
to have broader knowledge of English vocabulary and grammar, faster access toword meanings, and higher listening comprehension skills.
The ongoing project looks more into the fluency aspect of the learners' reading
performance and pays closer attention to the differences in texts and response
formats. This presentation will provide an opportunity for a somewhat metaanalytic account of our own studies with a view to illustrate the research methodologies employed in componential studies and discuss future directions for
those interested in similar research.
Bio
Toshihiko Shiotsu (PhD, University of Reading) is a professor in the Institute ofForeign Language Education at Kurume University. He has been involved in
TEFL and related research and is recently interested in language assessment, L2
reading, and vocabulary. He has been presenting and publishing his work internationally on those subjects.
Sunday, 15:00–16:00 K107 Panel Discussion
Dr. Thomas Cobb: Université du Québec à Montréal, Dr. Hiromi Nagao: Hiroshima Jogakuin University, & Dr. Toshihiko Shiotsu: Kurume University
Trends in Literacy and Literacy Studies

6Sunday, June 17
10:15–11:15 K107
Dr. Hiromi Nagao
Language as a tool for communication
Sponsored by the GILE SIG
Abstract
To work in the court as an interpreter, it is essential to listen to every word in the
court and translate quickly and accurately to guarantee a fair trial. It is not what
the defendant says in his/her mother tongue, but the interpreter’s words which
will be recorded and be the evidence for the judge to determine the sentence.
To be a professional court interpreter, the most important element is his/her
Japanese language ability as well as his/her English ability. Understanding both
cultures is the second. However, we cannot neglect the moral standard and theinterpreting skill of the interpreter to support the efficiency of the communication in the court.
Bio
Hiromi Nagao graduated from Hiroshima Jogakuin University in 1972. After receiving a master’s at Kobe JogakuinCollege, she pursued post-graduate studies
at Osaka University of Foreign Studies and received her PhD in Language andCultural Studies in 2010. Before assuming her post as president of Hiroshima
Jogakuin University in April, 2010, she taught as an associate professor at Seiwa
University and a professor at Kobe Jogakuin College. Her research area is on thetheory of interpretation, especially in the area of judicial interpreting. She hasserved as a court interpreter for the Osaka District Court. In addition to her duties as university president, she is a member of the 6th Central Council for Education and board member of the YMCA World Alliance.

This panel discussion will provide Pan-SIG participants with an opportunity to interact with theplenary speakers to examine important issues relating to literacy today. The panelists will introduce their views on literacy, especially relating to their individual fields of study and interests.
Initial discussion, following introductory presentations by the panelists, will focus on literacy
relating to modern technology, gender and cultural issues, and general advice for teachers on
promoting literacy focused instruction. In the remaining time the panelists will answer questions
and respond to comments from the audience.

7

SIG room assignments
Bilingualism (BSIG)
College and University Educators (CUE) Sat. K105, K106, K207; Sun. K105, K106
Computer-Assisted Language Learning (CALL) Sat. K102, K207; Sat. & Sun. K201
Critical Thinking (CT) Sat. K102, K202; Sun. K105, K207
Extensive Reading (ER) Sat. K102; Sat. & Sun. K104, K105
Framework and Language Portfolio (FLP) Sat. K206
Gender Awareness in Language Education (GALE) Sat. & Sun. K210
Global Issues in Language Education (GILE) Sat. K102; Sat. & Sun. K202
Japanese as a Second Language (JSL) Sat. K107, K205
Junior and Senior High School (JSHS) Sat. K102; Sat. & Sun. K208
Learner Development (LD) Sat. & Sun. K108; Sun. K208
Materials Writers (MW) Sat. K207, K208
Other Language Educators (OLE) Sun. K202
Pragmatics (PRAG) Sat. & Sun. K204, K205
Professionalism, Administration and Leadership in Education (PALE) Sun. K209
Speech, Drama and Debate (SDD) Sat. K107
Study Abroad (SA) Sat. K102, K201
Task-based Learning (TBL) Sat. K107
Teacher Education and Development (TED) Sat. K209
Teachers Helping Teachers (THT) Sun. K208
Teaching Children (TC) Sat. K208
Testing and Evaluation (TEVAL) Sat. & Sun. 206; Sat. 207

8This year’s Pan-SIG would not have been possible without the generosity of thefollowing sponsors:
Abax Ltd
Bridge Learning
BTB Press
Cengage Learning K.K.
Compass Publishing Japan
ELT for Tohoku
englishbooks.jp
Global Communication & Testing Co., Ltd.
Intercom Press, Inc.
Macmillan Language House
Oxford University Press
Stop by their displays throughout Building K. Also, representatives from some ofthe sponsors will be presenting on various topics at the times below.
Sat 13:00–13:30 K208 TOEFL® Junior™テストのご紹介
Yuki Takada: Global Communication and Testing
Sat14:10–14:40 K209 What I Learned in French ClassDavid Barker: BTB Press
Sat 15:50–16:20 K208 Book-ing your place in the future through digital publishing
Colin Bethell : OUP
Sat 15:50–16:50 K206 The joy of discovering language targets
Jonah Glick: Compass Publishing JapanSat 18:00–19:00 K104 Spicing up Extensive Reading
Jonah Glick: Compass Publishing JapanSun 09:30–10:00 K107 Write to speak
Paul Shimizu: Intercom Press
Sun 11:15 — 11:45 K105 A systematic approach to basic academic writing
David Kluge: Cengage (Nanzan University)
Sun 13:15–13:45 K104 Engaging students with interactive fiction readers
Jeffrie Butterfield: McGraw-Hill Education
Sun 13:45–14:45 K201 The workbook has e-volved!
Darren Halliday: Macmillan LanguageHouse

9

Sat
K102

Poster Presentations
ALL

Presenters will be at their posters to speak with participants on Saturday during the following times:

CALL

Poster Session 1: Saturday, 13:00-13:30
Poster Session 2: Saturday, 15:40-15:50.

CT
CUE
ER
FLP
GALE
GILE
JSHS
JSL
LD
MW
OLE

There are also some sofas in the room and free coffee will be available.

12:00–19:00 Samuel Crofts: Xi'an Jiaotong Liverpool University[CALL] Podcasting tailored for your students: Why and how?
Although podcasting websites such as the Pod101.com series have achieved success in commercial language learning, this presentation explores the advantages of establishing a podcast as a resource for asingle institution. Podcasts can be tailored to any level, and preliminary results of a project undertaken at
Xi’an Jiaotong Liverpool University in China suggest that ‘institution specific’ podcasts may have a number of benefits. As well as describing the logistics involved in establishing a podcast, I will also discuss theresults of a small scale study which looked at creating and maintaining student interest in a podcasting
project.

12:00–19:00 Brian Cullen: Nagoya Institute of Technology & Avril Haye-Matsui:
Nanzan University[CT] Using metaprograms for developing critical thinking and literacy Skills
This poster presentation examines how metaprograms can help students develop critical thinking andliteracy skills by understanding and targetting different kinds of reader/writer. Metaprograms are ameans of classifying personality type. The original work by Carl Jung on psychological types and its extension into the well-known Myers-Briggs personality typing has been further developed within the fieldof Neuro-Linguistic Programming into a comprehensive framework for identifying and utilizing over 50
personality characteristics. This presentation will describe eight metaprogram distinctions and examplesof EFL writing tasks based on these distinctions which promote critical thinking, literacy, and reader/
writer awareness.

PALE
PRAG
SA
SDD
TBL
TC
TED
TEVAL
THT

10

12:00–19:00 Andrew Boon: Toyo Gakuen University[ER] Practical activities for the Extensive Reading classroom
Research has shown the benefits of Extensive Reading programs in developing the overall literacy levelsof language learners (Day & Bamford, 1998). This poster presentation will provide an overview of an extensive reading course taught at a university in Japan. It will describe a number of pedagogical activities
that teachers can use to help students to improve their reading fluency and to develop a classroom learning community in which readers can share their personal interactions with the texts through various
channels of communication.

12:00–19:00 Hitomi Sakamoto: Toyo Gakuen University[GILE] Letters of encouragement received from Turkey
This presentation aims to show EFL teachers how to facilitate Japanese students' communication in English with students in other countries. Letters of encouragement written by Turkish children to Japanese
students after the Tohoku Earthquake were the focus of the communication and my language lessons.
From communicating with Turkish children, my students became interested in Turkey and Islamic culture, and they were impressed that simple English expressions could encourage people so much. They
also came to realize that English is a global language, which they could use to communicate with nonnative speakers.

12:00–19:00 Yuko Sugiyama: Kanda University of International Studies[GILE] Japan and globalization: Teaching ideas for the language classroom
When one thinks of the relationship between globalization and Japan, it is common to think how globalization has changed Japan. How about the other way around? This presentation will introduce teachingactivities used in a university level content-based course on Japan and globalization. In this course, students discuss how Japan has influenced the world in the fields of culture, technology, entertainment and
MTG, how Japan is contributing to globalization and what it means to be Japanese. In addition, the presenter will explain how these activities lead to the promotion of critical thinking skills.

Sat
K102
K104
ALL
CALL
CT
CUE

12:00–19:00 Alex Wright: J.F. Oberlin University[JSHS]Vocabulary circles

ER

Vocabulary is an important part of learning a second language. One excellent method of learning vocabulary is through the use of word cards. One weakness of this method is that it is often considered boring. This presentation explores how teachers can use word cards in a way, which maximizes students
learning and also is fun for students. By creating word cards and sharing them with their classmates
through a variety of activities and games, students can learn a great deal of new vocabulary and greatly
enjoy their time in class. This presentation explores how to do this through vocabulary circles.

FLP
GALE
GILE

12:00–19:00 Stella Millikan: Kyushu Sangyo University[JSL] Foreign student attributions for Japanese language learning successIn the transglobal economy Japan is on par with Western nations to attract foreign students to its borders. However, before successful entrance to institutions of higher education students must enroll inJapanese language schools for a minimum of 1.5 years to become proficient in the language. This poster
presentation seeks to highlight the positive collective experiences of a group of JSL learners located insouth-western Japan through the strategy of narrative inquiry. The results of this preliminary research
will showcase the key attributions students regard as essential to their success in JSL.

12:00–19:00 David Williams: Josai International University[SA] Mickey Mouse English: Learning through the Disney internship programme
In the current economic climate, students are looking for new ways to develop foreign language literacy
while learning practical work related skills. The internship is one way to ensure that these two complementary needs are met (Kwok, 2012). One such internship through the Disney World College is an international programme annually attracting 8000 students from around the world. This poster session will
explore how students from a Japanese university prepare, experience and reflect on the Disney College
internship. By assessing the personal experiences of participants through in-depth interviews the merits
and drawbacks of international internship will be made.

JSHS
JSL
LD
MW
OLE
PALE
PRAG
SA
SDD

K104

13:00–14:00 James Venema: Nagoya Women's University[ER] Fables, fairy tales, and the English classroom

TBL

This presentation will explore fables and fairy tales as an overlooked source of authentic reading materials. While fables and fairy tales are familiar to most people, some of this familiarity might be based on acultural filtering that can leave out lesser known, and occasionally less digestible, stories. In addition, acloser look at the morals of the stories, explicit in fables, and mostly implicit in fairy tales, can uncoververy different and surprising messages. Both the familiarity of fables and fairy tales, and their ability tosurprise, present opportunities to facilitate reading and discussion in the EFL classroom.

TC
TED
TEVAL
THT

Continued on the next page.

11

Sat
K104

ALL
CALL
CT
CUE
ER
FLP
GALE
GILE
JSHS
JSL
LD
MW
OLE
PALE

14:10–14:40 Ben Shearon: Tohoku University, Sendai[ER] 多読導入：生徒・学生への動機づけ
多読を授業に導入する際には、学生への動機づけが重要な位置を占める。本プレゼンテーションでは、多読を取り入れた授業の成功例を通し如何に学生の動機を高め多読プロジェクトを成功に導けるかを吟味する。具体的には、多読に関する研究調査や多読授業での勉強例を紹介しながら、英語学習過程における多読の位置付けを考えてみる。

14:40–15:10 Rieko Matsuoka: National College of Nursing, Japan & David Evans:
National College of Nursing, Japan[ER] How should an extensive reading approach be employed?
Extensive reading has been found to be beneficial for learners of English as a foreign language. This
study examines the ways in which an extensive reading approach should be included in the regular English classes. The questionnaire data from the Japanese nursing students who received extensive reading
instruction were compared. The first group did it in class, the second as a homework assignment, and thethird as an optional extra. With the aim of encouraging the students to establish independent andautonomous studying skills, the relationship between the degree of compulsion in pedagogy, and sociopsychological factors of students is discussed.

15:10–15:40 Glen Hill: Obihiro University of Agriculture and Veterinary Medicine[ER] Design and practical applications of university courses employing extensive
reading
This presentation will describe action research about an extensive reading program implemented three
years ago at a Japanese national university with science-only majors. The talk will explain developmentsin the program in five types of courses, including the installation of a barcode reader checkout system.
Valuable practical advice from empirical classroom observations will be given to teachers who are starting or who currently have similar courses. Topics will include formulating expectations in using graded
readers, determining reading levels, designing lessons, and providing assessment tips with the
MoodleReader system. Post-course student survey results on reading habits will also be presented .

15:50–16:20 Matthew Claflin: Kyoto Sangyo University[ER] Bringing English literacy to your local library. Why not?

SDD

What English resources are in your local library? Some dictionaries, perhaps some children’s books and
TOEFL and Eiken study materials. With English now in all elementary schools, Japanese students will go
through 8 years of English education, and yet there is no English reading material in most local libraries.
This presentation will suggest reasons for this and outline how the researcher has worked with libraries
in Kyoto city to build a collection to support literacy for both Japanese and the children of English native
speakers.

TBL

16:20–16:50 ER SIG: Building libraries

TC

This is a round table discussing how publishers, teachers and the ER SIG can work together to get graded
readers into libraries.

PRAG
SA

TED
TEVAL
THT

12

18:00–19:00 Jonah Glick: Compass Publishing Japan
Spicing up Extensive Reading
Extensive reading has become quite popular and more and more teachers are now incorporating thisimportant facet of language teaching into their programs. However, as the initial enthusiasm wears off
you need some new ideas to keep students motivated. I will introduce some ideas to spice up the extensive reading process and keep both teachers and students motivated. In addition I will invite the participants to share some of their ideas for keeping both students and teachers motivated. Lastly, I will giveaway some samples from the Compass Classic Reader series and the new Young Learners Classic Reader
series.

13:00–14:00 Heather Doirion: Nanzan University Nagoya[ER] Using graded readers in the classroom: How intensive reading activities can encourage extensive readingThis presentation will explore ways of using graded readers in the classroom, in particular examining how
intensive reading activities can encourage extensive reading. A graded reader can provide several learning opportunities for the ESL/EFL student. It can also be an excellent starting point to activate a student’s
schemata and build the confidence required to read in a second language; thus helping students eventually develop both the intensive and extensive reading skills necessary for reading longer texts such as novels. Under the headings of background information, character exploration and reader’s theatre, the presentation will provide an overview of how intensive graded reading activities can promote extensive reading.

15:50–16:20 Margaret Orleans: Seinan Jo Gakuin University[CUE] “Advanced” punctuation: Recognizing how the dash, colon, and parenthesis
signal intra-textual relationships
Most of the questions raised by my first-year university Intensive Reading students about the 300- to 500word passages in their textbook concern the meaning and use of words and phrases. When the definitions and/or examples of terms are actually contained within the passages themselves, they are signaled
by the presence of dashes, colons, and parentheses. However, the students often don’t know how to use
this punctuation to answer their own questions of meaning. I will look at possible reasons for this phenomenon and ways to empower students through explicit instruction and scaffolded exercises.

Sat
K105

ALL
CALL
CT
CUE
ER
FLP
GALE
GILE
JSHS
JSL

16:20–16:50 Mutahar Al-Murtadha: Kanazawa Institute of Technology[CUE] Which reading tasks help non-English major university students understandacademic readings?
Many non-English major university students struggle with understanding reading texts. This presentation
introduces a series of classroom activities and tasks used in teaching a reading course to non-English major university students. The presentation also describes the results of a survey administered to these students after finishing the course. The survey investigates the most effective activities and tasks that help
students understand the content of academic readings.

18:00–18:30 Stuart Cunningham: Kwansei Gakuin University, School of Science andTechnology, & Paul Leeming: Kwansei Gakuin University, School of Science andTechnology[CUE] Popular science versus academic science: Some key linguistic differences
University ESP teachers with a humanities background may find teaching English for academic sciencechallenging. Often academic science texts can prove inaccessible. Therefore, some teachers may feel thatby using popular texts designed to explain science to the non-scientific reader, they are better able topresent the language of science. This presentation challenges the assumptions behind the practice ofusing popular science texts to teach academic science. Many core linguistic features existing in academic
science are, by necessity, removed from popular science texts. This presentation highlights the key differences between the two linguistic variations of science texts.

18:30–19:00 Ray Yasuda: Soka University[CUE] Increasing writing fluency in a university EAP context through quick writing
Writing fluency, the ability to place thoughts onto paper smoothly and quickly, is the basis for all writing.
This ability is especially important for students in EAP contexts who must complete timed essays as classassignments or on the TOEFL exam. This paper will report on a study in which QuickWriting was used tobuild writing fluency in an advanced EAP class. Results include the increase in word count over the semester, as well as the impact of schema activation and increasing the difficulty of topics on output. The effecton timed TOEFL style essays will also be presented.

LD
MW
OLE
PALE
PRAG
SA
SDD
TBL
TC
TED
TEVAL
THT

13

Sat
K106

ALL
CALL
CT
CUE
ER
FLP
GALE
GILE
JSHS
JSL
LD
MW
OLE
PALE
PRAG
SA

13:00–14:00 John Doodigian: Kinki University, Michael "Rube" Redfield: Osaka University of Economics , & Bill Figoni: Kinki University[CUE] Creating, developing and applying an EFL class evaluation survey
Japanese universities often use student surveys to evaluate instructors. Usually, these evaluations are
general and mainly serve administrative purposes. Additionally, they are not always an effective measure of teacher performance in EFL contexts (Burden and Troudi, 2007). The presenters will guide you
through the steps to develop and put into practice a TEFL-specific student evaluation survey (Dörnyie,
2007). This presentation should be of interest to college teachers and administrators who want to develop evaluations based on experimental variables such as school, major and type of course.

14:10–15:40 Richard Miller: Kansai University, Michael Parrish: Kwansei Gakuin University, Ryan Richardson: Kansai University, Department of Psychology, & Zane
Ritchie: Rikkyo University[CUE] Developing your professional literacy: A forum on career fluency
Professional literacy is the ability to read and write (understand and produce) documents in a field of
employment. As professional college and university educators in Japan, there are many types of documents that we need to deal with in order to function fluently. This forum will discuss how to develop professional literacy skills that are considered essential for educational careers in Japan. A non-inclusive listof these skills include: reading Japanese job postings; creating a Japanese rirekisho; preparing an academic CV; writing cover letters and application essays; and getting published. The forum audience will be
encouraged to contribute their ideas on what professional literacy means in the Japanese university context.

15:50–16:20 John Adamson: University of Niigata Prefecture & David Coulson: University of Niigata Prefecture[CUE] Freshmen attitudes towards CLIL lecture preparation
We investigate the attitudes of a mixed-proficiency Japanese university freshmen class (n=173) towards a
year-long lecture skills preparation course (conducted in English). Along with a Content and Language
Integrated Learning (CLIL) focus, we wished to promote critical literacy and autonomy. Comparisons ofearly and later questionnaire feedback revealed students’ degree of conviction about how this dual emphasis initially was aligned with proficiency before later converging. Although evidence was detected ofincreasing autonomy, students’ recognition of improvement in critical literacy was variable. Conclusions
indicate CLIL supports our class aims; however, our students’ understanding of their own critical skills
lags behind actual growth.

SDD

16:20–16:50 Shzh-chen Nancy Lee : Kyoto University[CUE] Changes in freshman students’ attitudes toward English learning

TBL

This study examines changes in university students’ attitudes toward English learning at the very initialstage of their university career. A total of 300 freshman students from Kyoto University participated inthis research. First-year students’ attitudes toward different aspects of English learning were examined
during the first semester. Students were asked to fill out a questionnaire at the first and final lecture.
Changes in students’ attitudes were examined. A small correlation between students’ attitudes toward
English learning and their English achievement was witnessed.

TC
TED
TEVAL
THT

14

18:00–18:30 Zane Ritchie: Rikkyo University[CUE] Using project-based instruction to increase fluency in college-level classrooms.
Using stories can help learners to become more self-confident and express themselves spontaneously
and creatively (Colon-Vila, 1997). This presentation will discuss how a folktale project was used to promote fluency in first-year college-level communicative classes. The presenter will demonstrate how using stories for group-based projects can promote confidence, motivation and peer solidarity. This will befollowed by an overview of how a project based upon a “fractured folktale” was successfully implemented into a lesson, and how the development of fluency was encouraged through having the learners
re-tell the tale with their own original endings.

K107

Sat
K106
K107
ALL
CALL
CT
CUE

18:30–19:00 Yo Hamada: Akita University[CUE] How to prevent demotivation

ER

This study explored strategies to prevent demotivation, and in order to identify practical classroom techniques it addresses the following question: What are generally effective strategies to prevent demotivation? A 41-item questionnaire on a 1-6 Likert Scale was administered during the second semester to a
total of 491 university students from the Tohoku, Tokai, and Kanto regions. The presentation will reporton factor analysis which identified six primary factors to prevent demotivation and offer several practicalsuggestions based on the participants’ responses to an open-ended question.

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12:00–13:00 Speech, Drama, and Debate SIG
General meeting
All interested people are welcome to join in the Speech, Drama, and SIG General Meeting. We will discuss the schedule of events for the second half of the year, the kinds of papers we are looking for to publish in Mask & Gavel: The Publication of the Speech, Drama, and Debate SIG, and the election of new officers in October. Feel free to bring and eat your lunch.

13:00–14:00 Dawn Kobayashi: Onomichi University, Onomichi, Aya Kawakami:
Nanzan University, Nagoya, & Jason White: Himeji High School[SDD] Spice up your teaching toolbox: Drama techniques for the classroom
Has a piece of literature ever sparked your imagination? Do you want to help students bridge the gap
between the classroom and their own identities? In this workshop, the presenters will take you through anumber of techniques to demonstrate how a 'text' can be used in multiple ways to create a stimulating
learning environment in the classroom. This will be an interactive workshop where participants will explore how to use texts to foster students' creativity and skills of self expression.

14:10–15:40 David Kluge: Nanzan University, James Venema: Nagoya Women's
University, Aya Kawakami: Nanzan University, Dawn Kobayashi: Onomichi University, Jason White: Himeji High School, Jay Klaphake: Ritsumeikan University, &Chiaki Iwai, Hiroshima City University[SDD] Literacy through action: Theory and practice of speech, drama, and debate in
the language class
Most teachers, when they think of literacy, think of the written word, but before the written word there
was the spoken word. The oral tradition of literature has a history that goes back as far as Homer, according to the Parry-Lord Theory, and has found new relevance in the work of Ong, who posited that we are
now in a new era of oral tradition, but this time via TV, movies, and YouTube. The members of the forum
will examine how oral interpretation, speech, drama, and debate can aid in literacy promotion. The forum will look at both theory and practice.

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15:50–16:50 David Kluge: Nanzan University[SDD] Oral interpretation in the language classroom
Oral interpretation, sometimes called "the oralization of literature," is the dramatic reading of poetry,short stories, letters, or essays by an individual or a group. The purpose of oral interpretation is for thereaders to study the nuances of the piece of literature, to learn it so well that the readers can then communicate their understanding of the piece to others. In this workshop the presenter will give a definitionof oral interpretation, go through the research showing its value, explain the classroom procedure, andthen take the audience through rehearsal and performance of a very short piece.

18:00–19:00 Harry Harris: Hakuoh University[SDD] Debate for the needs of the second language classroom
Debate encourages intellectual, academic, linguistic, and social growth. When engaged in debate, students can learn about important issues and improve their ability to think and speak critically, do research, use language, and cooperate with others. This workshop introduces a debate methodology for
SL (second-language) students. After a brief discussion of relevant issues, participants will be led, stepby-step, through a debate as it could be introduced in an SL classroom. Handouts will be provided offering sample debate time frames, judging criteria, and score-keeping charts. Participants are encouraged
to contribute ideas and adapt this experience to their own objectives and circumstances.

13:00–13:30 Joe Sykes: Akita International University[LD] Metaphor molding: How to facilitate metacognitive development through metaphor
Metaphors learners use to describe themselves as learners can help them to better understand the role
they unwittingly play in their own language learning (usually developed implicitly through their educational experiences), allowing critical reflection and metacognitive development. This presentation describes a practical activity in which metaphors are elicited from students about their idea of what a goodlearner is. The activity then guides learners through a process of critical evaluation and reshaping their
metaphors to better align them with their rational view of a good learner. Data collected through suchactivity with learners and the conclusions drawn will be shared.

13:30–14:00 Luke Rowland: Kanda University of International Studies[LD] Literacy skills and linguistic landscape projects
Teachers of English in EFL contexts are invariably confronted with the issue of how to generate authentic
L2 exposure opportunities for their students. One possible way is to have learners explore the uses ofpublicly displayed written English texts in their local communities. Within the relevant literature, such
student-driven investigations of their local linguistic landscape are claimed to develop learners’ criticaland multimodal literacy skills. This presentation will discuss these claims in relation to an actual linguistic
landscape project carried out by an undergraduate English writing class in Japan.

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14:10–14:40 Brian R Morrison: Kanda University of International Studies[LD] An autonomous learner's literacy development strategies

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At Kanda University, freshman students have the opportunity to take an optional 8-week self-directed
learning module. Each module participant writes a learning plan and keeps a weekly learning journal.
Over the course of the module, all participants receive regular feedback from their learning advisors. This
presentation is a case study of one learner who chose to focus on critical essay writing as she developed
her literacy in that particular genre. The strategies she employed are clearly identifiable, and theseevolved as she chose to move from a focus on grammar to structure to content over the two-month period.

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14:40–15:40 Steve Brown: Konan Women's University[LD] Sharing stories of autonomy to improve classroom practice
As professionals we present at conferences in ‘expert’ mode with the voice of authority. But as practicing
teachers, we want to share stories and experiences with others as we construct an understanding of ourclassroom practice – a narrative form really quite different from the authoritative voice of academic discourse. I struggled with this difference recently as I wrote my own autonomy ‘story’ and have come toappreciate more fully the potential of stories to improve our own practice. In this workshop, we’ll explore
and share our own autonomy stories/experiences, as we reflect on (and co-construct) our own classroom
practices.

15:50–16:50 Andy Barfield: Chuo University[LD] Learner development action research groups: An initial sketch
In 2012 the Learner Development SIG is holding regular local get-togethers in Hiroshima, Kansai, andTokyo. In Tokyo, these meetings are non-presenter based, with participants working in small-scale action research groups around particular learner development themes (e.g., self-assessment, peer learning, vocabulary development). This presentation focuses on the Tokyo group and explores different conditions helping and hindering the development of such group-based teacher-learning. After considering
the interests and positions of different participants, we will identify different problems that individuals
and sub-groups notice in such collaboration. I conclude by sketching particular challenges that the activity of such get-togethers initially, perhaps necessarily, involves.

18:00–18:30 Paul Collett: Shimonoseki City University & Kristen Sullivan: Shimonoseki City University[LD] Metacognitive literacy
Metacognitive literacy refers to the strategies, skills, and underlying knowledge necessary to become an
active learner in control of learning processes and outcomes. Tertiary level language educators may presume their students have developed a certain degree of metacognitive literacy prior to their entry to university which they can utilize to direct their learning; however our contention, based on research andclassroom experience, is to the contrary. We will support this claim, drawing on evidence from student
interviews, and make the case that the development of metacognition as a fundamental literacy is aprior condition for literacy in the target language.

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18:30–19:00 Andrew Sowter: Kwansei Gakuin University[LD] Time audit project: Making students more time literate

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This presentation will describe a project designed with the main goal of making Japanese EFL university
students question and analyze their personal time management skills with respect to study, and with asecondary goal of teaching presentation skills using an authentic context. The project structure consistedof three stages: first student predictions of time use; next an accurate self-audit of student time use overa one week period; and, finally a poster presentation comparing SIGnificant differences in predicted time
use with actual time use. In making students critically examine their time-usage their main priorities
emerged. Understanding existing priorities will hopefully enable student to SIGnal potential areas forEnglish language improvement through re-prioritization of time use.

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13:00–13:30 Masaru Ogino: Okayama University, Junko Otoshi: Okayama University, Garold Murray: Okayama University & Naomi Fujishima: Okayama University[CALL] E-learning literacy and alternative classroom models
Increasingly, students find themselves in e-learning contexts as opposed to the traditional classroom
setting to which they are accustomed. This presentation reports on a mixed-methods inquiry which explored the pedagogical, affective, and social implications for students learning in alternative instructionalmodels based on the use of an on-line interactive program. The study compared the learning experiences of low level EFL students (TOEIC score below 435) in three different classroom contexts, ranging
from independent study to teacher-directed. The researchers discuss the findings pertaining to thelearners’ reaction to the modes of learning, autonomy, and adaptation to the e-learning environment.

13:30–14:00 James Selwood: Hiroshima University[CALL] Smartphones in the classroom: Limitations and opportunities
Japan has the highest percentage of mobile phone ownership in the world, and so is in an advantageous
position in which to best utilise mobile-devices in the M-Learning field. This presentation will illustratesome of the potential advantages and disadvantages of mobile-device use in the classroom. Through theresults of a study conducted at Hiroshima University it will attempt to show how the rapid expansion of
new hand-held technologies, such as Smartphones, can offer solutions to challenges that have faced
mobile-device inclusive courses.

14:10–14:40 Shao-Ting Alan Hung: National Kaohsiung First University of Scienceand Technology, Taiwan[CALL] Exploring self-assessment strategies in a blog-based EFL speaking project
Although numerous studies have investigated the interplay between blogs and language learning, none
have utilized blogs as a platform for EFL students to undertake self-assessment of their speaking skills.
The current study recruited a total of 450 EFL college students for a blog project in which they createdand uploaded 2-minute self-introduction video clips to their respective blogs for evaluation. The results
identified student use of a number of self-assessment strategies, including planning, monitoring, rehearsing, drafting and examining specific language components (e.g., word usage) and presentation
skills (e.g., body language).

14:40–15:40 Justin Harris: Kyoto Sangyo University[CALL] Developing literacy in language and technology: Online survey sites for student projects
This workshop will outline how Survey Monkey can be used in the classroom as part of an interesting andmotivational project for students which develops literacy in both language and technology. As well as apractical demonstration of how to carry out the project, student feedback from around 100 students who
have completed the project will be presented.

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15:50–16:50 James York: Tokyo Denki University & Scott Stillar: University of Tsukuba[CALL] Using Reddit in an EFL classroom context
An introduction to how the popular social media website "Reddit" can be used in an EFL setting to teachstudents about English Internet memes and give students the opportunity to interact with an Englishspeaking audience.

18:00–18:30 Daniel James: Suzugamine Women's College, Keith Hoy: Suzugamine
Women's College[CALL] Video slideshows on hometowns and Japanese culture: Issues and challenges
The presenters will show how a class of eight junior college students produced two video slideshows withspoken English commentaries using Windows Movie Maker. These slideshows were part of a year longproject, with the first term’s theme focusing on the student’s hometown and the second term examining
an aspect of a famous Miyajima tourist spot. The results of these video slideshows reveal that while thestudents grew as language learners and acquired useful computer skills, they became aware of the difficulties of explaining intrinsic aspects of their own culture and differences between spoken and formal
written English.

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JALT 2012, the 38th annual International Conference on Language Teaching and
Learning & Education Materials Exhibition, will have plenaries from Suresh Canagarajah, Pennsylvania State University; John Eyles, Auckland University of Technology (co-sponsored by englishbooks.jp); Alan Firth, Newcastle University (cosponsored by the Pragmatics SIG); Özge Karaoglu, Terakki Vakfı Okulları, (JALT
Junior Plenary); and Jeannette Littlemore, University of Birmingham.

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09:00–10:00 Kip A. Cates: Tottori University[GILE] Peace education activities for the foreign language classroom

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Foreign language instructors have a special role to play in promoting peace and international understanding. Content-based lessons on themes of peace and conflict can help to achieve this goal while
promoting language learning and critical thinking. This workshop will introduce classroom activities
designed for EFL learners which incorporate ideas from the field of peace education. Participants
will analyze the aims and design of each activity, then discuss how these could be adapted to different ages, levels and teaching situations. The workshop will finish with a question and answer session, and encourage participants to share their own ideas and experiences.

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14:10–14:40 Jennie Roloff Rothman: Kanda University of International Studies[CT] Using critical media analysis to deconstruct stereotypes
This presentation introduces results of action research conducted in a university media analysis course.
The course aim is to help students understand issues or perceptions in a variety of media, in this casestereotypical representations of Asians in Western media, and of "foreigners" in Japanese media.
Through a process of identification, categorization, critique and interpretation, students explored media
depictions of these groups. The project’s final focus was on developing activities to raise awarenessamong their peers and resist the spread of such labeling. The presenter will end by elaborating on applications of the analytical process to other themes in media.

14:40–15:10 Herrad Heselhaus: Tsukuba University, Graduate School of Humanities
and Social Sciences, Department of Literature and Linguistics[CT] Rereading "literacy“ and "illiteracy“ – teaching images of Japan in foreign literature
Based on depictions of Japan (from everyday-life objects to artifacts loaded with traditional meaning andphilosophical discourse) in recent fiction, the paper tries to review our concepts of "literacy" and"illiteracy", by showing how we use our capacity of "literacy" in order to decode images of a foreign culture. The paper argues, however, that a certain amount of illiteracy is helpful to overcome preconceived
ideas and to become aware of the otherness of the language and culture studied. A complex process
combining "literacy" and "illiteracy" may lead to a more careful approach when reading about foreigncountries, e.g. Japan.

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15:50–16:20 Tom Fast: Okayama Gakugeikan High School *Sponsored by GILE SIG[GILE] Model United Nations in the ESOL Classroom

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Nothing has stimulated my high school students’ learning like the Model United Nations (MUN). It challenges them to roleplay UN delegates from other countries, exercises their English (through research,
writing, presenting, questioning, and debating) and promotes critical/creative thinking skills to attempt
to resolve the most difficult issues of our day. This talk will explain what the MUN is and discuss how I
prepare my students for the annual Kansai High School Model United Nations in Kyoto. It will describe
how the MUN fosters global literacy and will feature comments from former students about its impact
on their education and future career paths.

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16:20–16:50 Christopher A. Bradley: Okinawa University[GILE] Spiritual literacy and language teaching: Signals of compassion from threeeducators
The Dalai Lama observes that all humans seek to reduce their suffering and increase their happiness.
This axiom touches upon an aspect of human development and identity that has been neglected in theapplied linguistics literature. I thus present three language teachers’ narratives of how they employedspiritual beliefs and practices in order to help mitigate their own travails and those of their learners. Although the spiritual views of these three instructors diverged widely, they nonetheless all held that thecompassion that sprang from their spiritual practices strongly informed their interactions with their students.

18:00–18:30 Naoko Harada: The Senior High School Affiliated with Japan Women's
University[GILE] Learning from disaster situations: Rescue teams and survival skills
This presentation will feature teaching plans related to the Great East Japan Earthquake (specifically listsof relief goods and the actions of rescue teams from overseas), as well as how a high school English classconnected meaningfully with the aforementioned materials. The presenter will also discuss survival skills
literacy in times of crisis. All interested educators are welcome to share their individual thoughts andexperiences on the teaching of crisis management.

18:30–19:00 Wayne Malcolm: Akita International University[SA] Marketing study abroad for linguistic and inter-cultural literacy
Japanese higher education is being pressured by corporate Japan to equip students with skills necessary
to succeed in a competitive global environment. Robust study abroad programs have been identified asa way to address this situation. The following presentation will address linguistic and inter-cultural literacy from the standpoint of global competency (Hunter, 2004). I will discuss the current paradigm within
Japan, present a set of suggestions higher education institutions could employ to make study abroad
programs more fruitful, and finally discuss how corporate Japan can assist in developing graduates withhigher degrees of inter-cultural and linguistic literacy.

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Speech, Drama, &Debate SIG Conference
Featuring Ken Wilson
and Carolyn Graham
Nagoya, October 16,
2012

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13:00–14:00 Mayumi Fujioka: Kinki University[PRAG] From praise to critique in offering peer feedback on writing
This presentation focuses on demonstrating suggestions for Japanese university students to learn toproduce pragmatically appropriate oral and written feedback for peers’ writing. Based on the notion of“from praise to critique” as a linguistic politeness strategy (Brown & Levinson, 1987), the presentation
introduces the expected structure of feedback and important discourse markers (e.g., positive comments followed by "however"), as well as the use of certain modal auxiliaries (e.g., "could", "might") inoral and written feedback in English. Demonstrations will follow to show how to assist Japanese students
in adopting effective and pragmatically appropriate peer feedback in English.

14:10–14:40 Steven Silsbee: Momoyama Gakuin Daigaku[PRAG] Cultural literacy: Getting to the other side
All cultures have their own interpretations of what constitutes humor. Humor is complex in that it is not
only a reflection of cultural identity, but also a contributor to the overall culture itself. This presentation
will examine how cultural knowledge leads to a better understanding of humor in terms of language andmeaning and how we as teachers can help students better understand the culture of the language they
are learning.

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14:40–15:40 Simon Capper: Japanese Red Cross Hiroshima College of Nursing[PRAG] Intercultural communication is a two-way street.
Most materials that focus on intercultural communication emphasize learning about the ‘other’ or‘foreign’ culture. But intercultural communication is a two-way street, and language learners who aim to
study abroad, work in an international environment, or simply make foreign friends, need to understandand make themselves understood. True cultural literacy requires the ability to understand and explain
one’s own culture too. This workshop introduces practical activities with which to develop learners’ abilities to explain their own culture and lifestyle.

15:50–16:20 Seth Cervantes: Tomakomai Komazawa University & Rob Olson: Tomakomai Komazawa University[PRAG] The use of non-standard spelling in text messages to display extra pragmatic
information
This presentation explores how EFL learners use non-standard spelling in text messages to express extra
pragmatic information (e.g., “… ohhhhh ...”), and considers whether the use of non-standard spellingshould be taught to EFL learners. To achieve the first aim, the presenters collected a small corpus of textmessage conversations between the presenters and ten EFL learners and analyzed the corpus for instances of non-standard spelling being used to express extra pragmatic information. Finally, the presenters give examples of EFL learners using/avoiding non-standard spelling and discuss the possibility ofteaching it.

16:20–16:50 Peter McDonald: J.F. Oberlin University, Tokyo[PRAG] Digital literacy: New classroom approaches
As new forms of texts emerge in the digital age, there is a clear need to improve digital literacy among
both teachers and students. However, digital texts may be more difficult to understand than has beenaccounted for in existing educational research because digital texts combine written texts (the writtenmode) or spoken texts (the spoken mode) with visual and/or music. These new texts, which systemic
functional grammar researchers call multi-modal texts, require new classroom approaches. This presentation will summarize this research and give practical examples of what these new approaches might be.

18:00–18:30 John Herbert: Hiroshima Jogakuin University[PRAG] Teaching sociolinguistic and cross-cultural literacy
This talk discusses using a hybrid teaching cycle incorporating mini-lectures and student activities basedon Adamson (2006). Replacing the traditional one-way transmission of knowledge from teacher to student in sociolinguistics lectures, the approach stresses personalization of sociolinguistic themes(including age, gender, dialects, and politeness). This makes the sociolinguistics content relevant toJapanese students’ lives and offers a point of reference that aids comprehension and cross-cultural comparison. The talk provides examples, resources and an approach that can be tailored to individual teachers' needs, and the mini-lecture/student activity cycle is recommended for lecture/content-based classes
in other fields.

18:30–19:00 Barry Kavanagh: Tohoku University[PRAG] Unconventional cross cultural online communication.
Two hundred Japanese and American personal online weblogs were examined for unconventional meansof communication (emoticons, pictograms, the manipulation of grammatical markers, phonetic spelling
and laughter representations). The presentation will show they are used semantically to allow the blog
writer to express their affective stance and tone towards the interaction, and pragmatically to imply
pragmatic intention and identification with the propositional content of the message. Results show thatJapanese personal blog writers use these unconventional representations far more frequently than their
American counterparts and that this is rooted in the need to promote smooth cyberspace communication.
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13:00–14:00 B. Bricklin Zeff: Hokkai Gakuen University[PRAG] Teaching the speech act, 'Greetings' in Japan
Greetings in Japan and the West differ in distinctive ways. These differences include "turn taking rules,
face rules, spatial and temporal issues." They can also differ from other "speech acts or events." For thisreason, EFL students should be made aware of the variety of rules that may apply when participating in atalk exchange with native English speakers. This workshop will address the issue of teaching "speechacts" in EFL classes in general, and specifically address the issue of 'greetings.' The presenter will also
introduce some of his research in that area.

14:10–15:40 Megumi Kawate-Mierzejewska: Temple University Japan Campus, Sayoko Yamashita: Meikai University, Kyoko Tomikura: Waseda university, Chie Yamane-Yoshinaga: Sanyo Gakuen University & Mika Kiyama[JSL] Looking for the universal teaching method in teaching Japanese
The JSL forum consists of five papers focusing on a critical-literacy approach, shadowing, critical thinking, dramas, and a task-based approach. It will be conducted in both English and Japanese. The first
speaker will introduce different activities to understand Japanese texts, using a critical-literacy approach.
The second speaker will discuss the advantages of shadowing and demonstrate how to use it. The third
speaker will emphasize communicative activities with critical thinking. The fourth and fifth speakers will
introduce drama and task-based teaching approaches in JSL classrooms respectively. Teaching approaches introduced in this forum have been originally developed by each presenter.

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The Pragmatics SIG will be publishing its 3rd book in the Pragmatics Resources Series.

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15:50–16:20 Miho Takehara: Oita University[JSL] A discourse analysis of JSL learner narratives: Storytelling of four-frame comic
stripsThis study examines oral narratives by advanced JSL learners and demonstrates their ability to understand ordinary Japanese life culture. Data was extracted from the audio recordings of oral interview tests
which were conducted as the term's final examination for an advanced speaking course in a Japanese
university. During the test, the learners read four-frame comic strips and orally constructed stories. It
was found that more advanced learners produced longer and better-organized stories, indicating theircultural literacy, than less advanced learners did. However, the performance of a few advanced learners
showed some lack of cultural literacy.

16:20–16:50 Anne McLellan Howard: Miyazaki International College[PRAG] Feedback in university-level discussion sections
In a university-level discussion, the instructor must simultaneously perform two tasks: create an atmosphere in which students feel comfortable speaking, and help students develop their ideas and make appropriate contributions. These tasks sometimes conflict, as when the instructor must evaluate a comment that the student has made in such a way so as to not discourage risk-taking and speaking out. This
presentation examines the ways that instructors attempt to accomplish this, using two corpora of academic spoken English which were recorded in the U.S. and U.K.

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18:00 — 18:30 Michael Iwane-Salovaara: Momoyama Gakuin University[PRAG] Putting communicative literacy into conversation
Conversation is more than just the sum of its parts. To have a conversation is to engage in a communicative relationship that has a beginning, middle, and end. For the conversation to be successful the interlocutors also need to understand the roles they play. It is not uncommon for Japanese learners of English
to approach conversation without a clear understanding of how or why they work in English. This presentation focuses on teaching strategies to help learners of English improve communicative literacy by focusing on the conversation as a whole rather than as a series of discrete and unconnected parts.

18:30 — 19:00 John Campbell-Larsen: Momoyama Gakuin University[PRAG] Towards a pedagogy of conversation
Many comunicative English classes aspire to teach students to engage in conversation, focusing mainly
on grammar and vocabulary building excercises. This presentation will outline some aspects of conversation beyond sentence level grammar, such as backchanneling, use of smallwords and the structuring ofextended turns that can be explicitly taught to students to help them engage in more naturalistic spoken
interactions. The presenter will illustrate with 'before' and 'after' video clips of students engaging in conversation to show how explicit teaching of conversational language can bring about real development in
students' speaking skills.

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13:00–14:00 Alexander Imig: Chukyo University[FLP] Writing core-competencies within a multilingual framework: The CEFR and
graduation theses
This workshop analyzes the writing of a final thesis and also other argumentation texts from the perspective of multilingual writing instruction. After presenting and defining some key concepts, I will introduce the Common European Framework of Reference for Languages (CEFR). I will then highlight literacy
and writing scales that make up part of the CEFR, and discuss how they are academic core competencies.
The practical part of the workshop is dedicated to a curriculum that focuses on writing skills. I will conclude by discussing how the CEFR can serve as a grounded theory for covering writing across different
languages.

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14:10–14:40 Jeffrey Stewart: Kyushu Sangyo University[TEVAL] Statistical properties of the TOEIC® Bridge test
The TOEIC® Bridge test is now taken by over 190,000 people each year. However, despite its increasing
popularity, little research has been conducted on the test. Using responses of 1,069 learners representative of its target population, statistical properties of the test are examined by fitting it to two common
IRT models: the Rasch model and the 3PL model. Results indicate that the test is designed to produce anormal distribution of scores with a mean of 50%. However, superior fit to the 3PL model suggests highstandard errors on scores for lower-level learners. Implications are discussed.

14:40–15:10 Michihiro Hirai: Kanagawa University[TEVAL] Correlation between BULATS Speaking/Writing and TOEIC® Scores
The presenter analyzed the results of BULATS Speaking and Writing Tests administered to more than
1,600 Japanese from April 2005 to February 2012. It was found that the correlation coefficient between
their speaking scores and the TOEIC scores was .58, and 56% of the test-takers with TOEIC scores ≧ 800
failed to exhibit the MTG English speaking skills expected of competent international MTGpeople. For
writing, these numbers were .56 and 70%. The presenter attributes the lower correlation coefficients andthe greater percentages of test-takers meeting the expected standard than those reported in 2008 and2009 to the expanding test-taker demography.

15:10–15:40 Heng-Tsung Danny Huang: National Sun Yat-Sen University[TEVAL] Examining EFL learners’ response strategies in taking integrated speaking
test tasks
This study explored the response strategies associated with the taking of integrated speaking test tasks
and examined the relationship of such strategies with test performance. The researcher invited 179 Taiwanese EFL learners to first take two integrated speaking test tasks and then respond to a custom-madeinventory entitled Strategy Inventory for Integrated Speaking Tests. Data analysis following the twostep structural equation modeling procedure led to two major findings. First, five groups of response
strategies emerged: organizing, translating, elaborating, monitoring, and comprehending strategies.
Second, organizing strategies and translating strategies significantly affected the integrated speaking
performance, yet in an opposite manner.

15:50–16:50 Jonah Glick: Compass Publishing JapanThe joy of discovering language targets
The traditional way of presenting language targets is for the teacher or textbook to give an explanation
at the beginning of class. However, another way of getting the students to understand the language target is to give the students a series of activities to do that help them figure out or discover the language
target for themselves. Students are motivated by the need to solve the puzzle. The speaker will show an
example of how this can be done and invite participants to offer other ideas on how to do this.

18:00–19:00 John Gunning: Gifu Pharmaceutical University[FLP] Portfolios: Relating constructivism to literacy
In this workshop participants will have the opportunity to consider the theoretical underpinnings andimplementation of a 15-week portfolio project. Portfolios were introduced to university students with
the intent of improving their literacy. The theory is based on the research of Jones and Shelton (2011) inregards to human development and constructivism. The presenter will relate the theory to face validity
in regards to the syllabus, teacher and students. The 15-week project implementation, design, rubric
negotiation and self-reflection will be introduced to participants through workshop tasks. Results of the
project will be assessed by participants with student samples.

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*All of the presentations in K207 on Saturday are organized around the theme of vocabulary.
13:00–13:30 Joe Lauer: Hiroshima University[CALL] English podcasts: A corpus linguistics study
These days English podcasts play an important role in improving literacy skills, because the portable audio files and accompanying written scripts have been shown to be highly motivating and effective materials for students in Japan. This presentation will explain what types of vocabulary items and grammatical
patterns are found in some English podcasts. By utilizing corpus linguistics software, the most frequentwords in podcasts will be identified. Also, it will be shown how the grammatical article “the” can be categorized into nine types of usage. Such findings, it is hoped, will help teachers develop better podcasts
and vocabulary teaching materials in the future.

13:30–14:00 Charles Wiz: Yokohama National University[CALL] The vocabulary load of computer games
Proponents of computer games for learning argue that the games require creative and critical thinking aswell as problem solving skills. In addition, games provide immediate feedback, “explanation of failure”
and “reflection and interpretation are encouraged.” (Gee, 2007). Whether or not these games can beeffectively used for teaching English to non-advanced speakers has not been explored. This presentation
reports on a study to determine the vocabulary load of computer games. The frequency and range ofcomputer game vocabulary will be reported and the data compared to the British National Corpus frequency lists.

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14:10–14:40 Miki Tokunaga: Fukuoka University[CUE] Low proficiency university EFL learners' understanding of grammar terms

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A lack of metalinguistic knowledge such as basic grammar terms may hinder learners’ understanding of
textbook content and classroom explanations. To measure metalinguistic knowledge of low-proficiency
EFL students, a simple metalanguage test was administered to 705 university students. The results revealed that many students had difficulty with simple grammar terms. The word “slowly” was correctly
identified as an adverb by only 39% of the students, and 15% of the students could not identify the word
“teacher” as a noun. The presenter will discuss the results using Rasch analysis.

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14:40–15:10 Warren Tang: Hiroshima University[MW] Teaching function words: Cognitive and corpus linguistic perspectives

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Function words, also called ‘structure words’, work to give sentences their meaning. They are not about
the world but operate to help the grammar of a sentence and are therefore abstract in meaning. In English these are prepositions, determiners, pronouns, auxiliary verbs, adverbial particles, coordinators andsubordinators. They account for over fifty percent of language usage, written or spoken. While thesewords are included in the curriculum (MEXT, 1999, 2010), they are mostly left untaught during actual
English language teaching in Japan. The aim of this presentation is twofold, first to analyse textbooks
commonly used in Japanese high schools (New Horizon, Sunshine, Columbus, etc) to verify the lack offocus upon these highly frequent and important group of words, and second to show how it is possible toteach them in a way similar to content words (nouns, verbs, adjectives and adverbs). As examples, juniorhigh school, senior high school and university corpus linguistic data – productive and receptive – will bedrawn upon to show the range of cognitive meanings that exist for the function words of ‘at’, ‘on’ and ‘in’and where problems and errors occur within written production by L2 learners.

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15:10–15:40 Goro Yamamoto: Hiroshima University[MW] Analysis of vocabulary lists for EFL learners using an English movie corpus
The objective of this study is to analyze a vocabulary list for Japanese university EFL learners, focusing
on the validity of the Japanese definitions presented in the list. This study analyzes the vocabulary list,
which has 6000 entry words, by using the English movie corpus. On the basis of the analysis, it discusses
some aspects to be considered in the future development of vocabulary lists. This study’s approach overcomes the limitations of some previous studies on the development of certain vocabulary lists for English
learners, such as the General Service List (West, 1953) and Academic Word List (Coxhead, 2000).

15:50–16:20 Raymond Stubbe: Kyushu Sangyo University[TEVAL] Student knowledge of English loanwords versus non-loanwords in Japaneseand the JACET8000
This study aims to determine: 1) whether a random selection of English loanwords found in the JACET8000 are significantly better known by Japanese university students than an equal number of randomly selected non-loanwords from the same JACET8000 frequency levels; and, 2) how recognition
rates vary with frequency level. Four loanwords and four non-loanwords were randomly selected fromthe bottom 500 and top 500 halves of each of the eight JACET8000 levels. Participants completed two
vocabulary tests: a Yes/No test; then a translation test of the same items into Japanese. Results and implications will be presented.

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16:20–16:50 Simon Fraser: Hiroshima University[CUE] Difficulties faced by learners in the acquisition of technical vocabulary
Medical disciplines are notorious for their “difficult” vocabulary. Morphological complexity is clearly asource of difficulty, but there are several other less obvious factors to be considered. The creation ofword lists from a large corpus of pharmacology research articles made it possible to identify various categories of specialized vocabulary, each of which poses its own particular problems for learners. Of special
interest are cryptotechnical words, with a hidden technical meaning, and lay-technical words, which takeon their technicality by the way in which they combine and interact. The influence of the learners’ L1 on
word learnability is also investigated.

18:00–19:00 Rob Waring: Notre Dame Seishin University & Charles Browne: Meiji
Gakuin University[CALL] Maximizing vocabulary development with online resources
This presentation opens with a review of important aspects of vocabulary acquisition related to what itmeans to 'know' a word. These include, form vs function, usage, collocation and collocational knowledge, register, frequency, pragmatic value and so on. Using this as a base, we will then examine representative online resources that range from decontextual memorization environments such as Anki and
Quizlet to more integrated environments such as EnglishCentral and online graded reading platforms.
Participants will then be asked to think about and discuss which ones would best fit their needs.
K208

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13:00–13:30 Yuki Takada: Global Communication and Testing
TOEFL® Junior™テストのご紹介

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世界的な英語学習開始年齢の若年化と社会のグローバル化に伴い、世界各国から子どもの英語運用能力を世界指標で測りたいという多くの声を受けたＥＴＳが、新たな世界共通のテストを開発しました。それがTOEFL® Junior™
テストです。TOEFL®Junior™テストは英語を母語としない中高生の英語運用能力を測定する世界共通のテストです。TOEFL®テストが主に大学教養レベルでの英語運用能力を測るテストであるのに対し、TOEFL®Junior™テストはその中高生版です。プレゼンテーションでは、2011年より日本でも開始したこのテストの概略についてお伝えしま
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14:10–15:10 Mark Kulek: Gifu Kids English School[TC] A lexical approach for young learners
Emergent literacy starts from the time a young child sees the world; images become content, situations
become context, and lexical chunks become the building blocks that form communication. The presenter will demonstrate how a lexical approach can help ESL young learners communicate more effectively. This workshop will focus on lexical chunks used in conversation-based activities. Participants will
actively take part in a conversation cycle that is designed to move students from input to intake. The
activities include: TPR, brainstorming, mind mapping, comic writing and sharing.

15:50–16:20 Colin Bethell : OUP
Book-ing your place in the future through digital publishing
The demise of books is inevitable, because so many people have been saying it for so long! Now educators and publishers are all engaged in digital publishing. What does it mean to publish digitally and how
can we survive this transition with our credibility and copyright intact? This discussion-based short workshop will take questions from attendees and endeavour to give practical answers and examples to helpdelegates with their own projects. The publisher is happy to share ideas and things we have learned fromour side of the fence to help teachers make decisions that work for their research, teaching and publishing.

16:20–16:50 Cameron Romney: Momoyama Gakuin University & Leon Bell: Momoyama Gakuin University[MW] The role of images in BE textbooks: A follow-up
At the 2011 Pan-SIG conference, Romney and Bell presented research which highlighted that the majority of images in MTG English (BE) textbooks served no instructional purpose. During the course of theirresearch they envisioned ways that these decorative images could contribute to learning. Consequently,
in a later investigation, Romney (2011) discovered that many images in ELT textbooks were not merely
decorative, but had passive learning functions. Following up the 2011 Pan-SIG study, the same BE textbooks were reanalyzed. Images previously identified as decorative were categorized according to passive
learning functions. This follow-up presentation will show the findings of this reanalysis.

18:00–18:30 Roehl Sybing: Toyo Gakuen University[MW] Learner preferences toward native-speaker English
This presentation reports on a survey study conducted with English language learners in Japan, who appear to choose to study the language for purposes relating to communication with native speakers oraccess to native-speaking culture. The research suggests that learners may be less interested in pursuinggoals that can be obtained through studying English as an international language than pursuing goals
requiring contact with the native-speaking realm. The presenter will then propose how classroom materials can be designed to focus on target language culture while addressing the concerns teachers may
have regarding the dangers of presenting culture to non-native speakers.

18:30–19:00 Gavin Brooks: Kwansei Gakuin School of Policy Science[MW] Understanding and improving the design of listening classes
Aural literacy is probably one of most difficult to skills to teach as it is “the least explicit of the four language skills" (Vandergrift, 2004). Because of this most teachers tend to have a "narrow interpretation ofacademic listening as ‘listening to lectures and taking notes’" (Lynch, 2011). This presentation looks at
how to use current research in the field of ESL listening, such as the ideas of Anderson and Lynch (1988)
and Underwood (1989), to create a class that allows students to engage in and learn about the languagethat they are studying, as well as the content being taught.

13:00–13:30 Fuk-chuen Ho: Hong Kong Institute of Education[TED] A collaborative mode of professional development for teachers
The aim of project was to set up a school network for teachers to have a platform for an interactive exchange of ideas, resources, services, and expertise among different schools that mutually address theneeds of children with dyslexia. Five primary schools were invited to participate in this scheme. Teachersof each school were requested to identify an area of concern in reading or writing and to develop a 10week instructional programme. A 5-day cross-site visitation was held. Individual interviews were conducted for teachers. It was found that teachers of member schools benefitted from the experience sharing among schools.

13:30–14:00 Richard Miller: Kansai University[TED] Expanding your own professional literacy through outsourcing
Literacy comes in many forms, and teaching literacy often requires that the university educators havequalifications as well as having presented and published within their field. With the heavy workloads forcollege and university educators in Japan they often find themselves overworked and overloaded withthings to do. Due to technology in today’s world there are options open to assist those with heavy workloads. One thing that teachers can and should consider is outsourcing difficult and time consuming tasks.
This presentation will explore the options open to people to outsource such diverse things from doing
illustrations to doing research. Hiring professional services can be surprising inexpensive (from $2 perhour) and very rewarding. Practical advice will be given during the presentation.

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14:10–14:40 David Barker: BTB Press
What I Learned in French ClassJSL

Last year, the presenter decided to join a low-level French class at a culture center in Nagoya. This waspartly because he regretted having forgotten all the French he learned at school, but also because hewanted to once more have the experience of being a beginner in a language classroom. In this presentation, he will discuss the things he learned through seeing a language classroom from a student’s point ofview. He will explain how his experience has affected his own teaching, and how it has influenced histhoughts on other topics including teacher training and materials development.

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14:40–15:40 Timothy Buthod: Hiroshima Prefectural University[TED] Staying fresh: A forum on teachers learning foreign languages

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As language teachers, many of us are interested in learning languages ourselves. This can open up newworlds to us and can also shine a reflective light on our own tendencies as teachers and as learners. This
workshop will include testimonials of teachers on their own experiences learning foreign languages aswell as an opportunity for participants to explore the benefits and considerations involved.

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15:50–16:20 William Green: Sapporo University[TED] Using texts in the university classroom: Japanese teachers' practices
The English curriculum at Japanese universities often consists of only course titles, with teachers responsible for designing, teaching and assessing their own courses. In institutions where there is little or nopeer observation, teachers often have no idea what their colleagues are doing in the classroom. In aneffort to illuminate this area I describe a study of Japanese teachers' thinking and practices, focusing on
their use of texts in the classroom. It is hoped that this type of study will help inform pedagogical innovations, curriculum renewal, and other initiatives dependent on the co-operation of teachers.

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16:20–16:50 Donna Fujimoto: Osaka Jogakuin University[TED] Process--then product: Student-produced magazines
Although the process approach to writing is common in language classrooms, there are many obstacles against using a true process approach. Time constraints, the need for grades, and lack of trainedteachers means a course may be “process” in name only. This presentation reviews the basic components of the process approach for writing with a special focus on two, often missing, components: thepeer feedback and the final product stage. Concrete suggestions of how teachers can adapt the process approach to low, intermediate and advanced classes will be given. A student-produced magazine
is recommended as one of the final products.

18:00–19:00 Ryan Richardson: Kansai University Department of Psychology[TED] Generating ideas for research topics and getting publishedWith universities requiring publications for new hires, the pressure to do research has become morepressing. For many teachers this pressure to publish may not be an issue while for others, finding a
topic to research and publish can be daunting. This workshop is designed to help generate research
topics based on teacher experiences and interests. We will discuss methods for finding appropriate
topics to research, stages in the research process and publications which publish language teaching
related articles.

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13:00–13:30 Diane Hawley Nagatomo: Ochanomizu University[GALE] Issues faced by eikaiwa teachers
This presentation focuses on one group of teachers (foreign women who are married to Japanesemen) who teach privately throughout Japan and who may have a strong impact on the communicative abilities of numerous Japanese people. Data obtained from online surveys and from email discussion groups suggest that the personal and pedagogical issues faced by these women may be different
from other groups of eikaiwa teachers. The talk will address their ongoing and overlapping professional struggle in balancing their families’ personal and financial needs, their relationships with theirstudents, and the gendered constraints imposed upon them by Japanese society.

13:30–14:00 Gerry Yokota: Osaka University[GALE] Gender literacy in the EFL classroom
The Japanese government stated in the 1998 Programme for Educational Reform that education
should raise awareness of gender equality; however, in comparisons of gender equality worldwide
Japan still consistently ranks low, particularly in the areas of political and economic power. This paper
examines a small, preliminary study undertaken in a Japanese university examining Japanese students’ perceptions of gender issues in relation to gender equality and their educational experiences. It
discusses the lack of explicit gender awareness education in schools in Japan, the strong ‘hidden curriculum’ and the resulting lack of gender literacy in Japan.

14:10 — 14:40 Sandra Healy: Kyoto Women's University[GALE] Japanese students’ perceptions of gender issues in education
The curriculum at many Japanese universities is highly goal-oriented, with explicitly stated objectives
such as being able to expect an outcome of XXX points on your next TOEFL or TOEIC test. At the sametime, educators are concerned about making a contribution to the formation of well-rounded global citizens, and an understanding of the impact of gender stereotypes on individuals and societies is crucial tothat aim. In this presentation, I will introduce specific examples of practical ways to integrate a gender
literacy component into any lesson plan, whether it be based on a commercial textbook or original materials.

14:40 — 15:40 Sarah Mulvey: Nanzan University, Nagoya[GALE] A re-examination of gender stereotypes in the Japanese classroom
The topic of gender stereotyping in the classroom will be examined by utilizing a column written in an
online journal for English educators in Japan. This column led to an unprecedented online discussion regarding gender in the Japanese university classroom. Portions of the discussion will be used with thepresenter's own analysis, providing the audience the opportunity to a) discuss how their own attitudes
and actions may be influenced by ingrained stereotyped beliefs regarding gender in the Japanese classroom, and b) create responses that can be used when teachers witness or are subjected to genderprejudiced behaviour in their own university.

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15:50 — 16:50 Amanda Gillis-Furutaka: Kyoto Sangyo University[GALE] Music video literacy: Challenging assumptions

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Music videos have a mixed reputation for the ways in which they represent women and men. Some videos exploit the female body to boost their appeal to certain audiences. Others challenge stereotypes andsuggest alternative views on gender roles. Many videos, however, are ambiguous, especially when produced by a culture other than our own. We will watch and discuss both a Western and a Japanese music
video. We will also predict what Japanese university students may not interpret in the same way as theirteachers do. The presenter will then provide her research findings, which are expected to challenge someof our assumptions.

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18:00 — 18:30 Robert O'Mochain: Rikkyo University[GALE] Media literacy and masculinities: Using film for classroom inquiry“Hegemonic Masculinity” has been explored by a wide range of theorists and activists to problematize
the notion of “real” masculinity that predominates in popular culture. Signifiers such as dominance over
women and dominance over “weaker” men find their way into a plethora of images in film, video, andtelevision. How are these complex issues to be dealt with in an “average” language classroom? One possible solution is the use of film and this presentation explains how three films: “Capote,” “Sling Blade”
and “Caché” (Hidden) can be used to critique hegemonic masculinity in a way that learners find accessible and challenging.

18:30 — 19:00 Aaron Hahn: Fukuoka High School[GALE] Linking mathematical literacy and gender issues
At the high school level, there are often objections to covering gender and other political issues, including concerns about difficulty, personal discomfort with the topics, and the belief that the topics aren’t
related to critical tests. This presentation demonstrates a two-part lesson based on statistics drawn fromthe students’ own lives that links mathematical literacy, talking about statistics in English, and genderissues. By make overt gestures to “testing”, the lesson overcomes the relevancy objections, while theconcrete focus on statistics and students’ lives ensures that students can engage with the topic seriously
using language skills appropriate to their level.

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09:00–10:00 PanSIG 2013
[ALL] Planning meeting
11:15–11:45 Aaron James: Temple Univeristy[ER] Creating online reading assessments
Extensive reading (ER) has been gaining in advocacy for use as an essential component to developing
language proficiency in English. The benefits of ER include enhancing conceptual, grammatical, and discourse knowledge. Designing reading assessments is helpful for measuring achievement or proficiency
that results from more reading done by students. Moreover, assessments can improve or create interest
in ER programs. Therefore, identifying the reading micro-skills (orthography, root words, affixes), andmacro-skills (inferring, recognizing metaphors, cultural references) of students is important. An elementary overview of specifications for creating test items will be discussed.

11:45–12:15 Mark Brierley: Shinshu University & Richard Lemmer: Chugoku JuniorCollege[ER] Testing extensive reading literacy: The ERF Online Self-Placement Test
Language tests traditionally focus on explicit knowledge of lexicogrammatical features and use short,decontextualised texts. The Extensive Reading construct--reading long passages for pleasure—is challenging within an assessment context where fluency and enjoyment have little currency. The Extensive
Reading Foundation's Online Self Placement Test uses relatively long passages, adaptive selection,
timed reading, and impressionistic questions as well as comprehension questions to assess candidates’
reading levels. It can be used to select learners’ starting levels, and to check readiness to change levels
after reading. The audience will be invited to offer advice on the test and contribute to its development.

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13:15–13:45 Jeffrie Butterfield: McGraw-Hill Education[AM] Engaging students with interactive fiction readers
Most readers are written in the third person which creates a feeling of detachment for the person reading. However, in interactive fiction readers, the reader is the main character. There are several branchingstorylines and the reader is given choices throughout the story which lead to various endings. This presentation will discuss the features of interactive fiction readers and introduce a variety of activities thatcan be done with interactive fiction readers to engage students and increase student motivation.

13:45–14:45 Mathew White: Nagoya University of Foreign Studies & Sophie Muller:
Chukyo University[ER] Graded readers: The missing links in content-based courses
Controlled vocabulary items and grammar structures found in graded readers facilitate the level of comprehension of a text (concepts and words), turning graded readers into springboards towards better understanding of non-graded texts and their social contexts. This workshop will describe the different
stages involved in the use of graded readers and other non-graded resources to teach a course on humanrights. The four skills are called into action to build upon the basic knowledge gained through graded
readers, leading to better research skills with more critical thinking when dealing with material found in
the different media.

09:00–10:00 Mamoru Takahashi: Akita Prefectural University & Stephen Shucart:
Akita Prefectural University[ER] Basic principles and techniques in teaching story writing
Basic principles of writing stories are useful for writing and telling stories. First, we will discuss the mostimportant principles of writing/telling stories such as 'character', 'conflict, and 'premise'. Second, authentic samples from an ongoing writing project will be presented. The focus of this section will be on how
the presenter gathered materials and put them into a short story. The explanation of real creative writing
will identify the core activities necessary for changing our thoughts into words. We hope our talk will enable teachers to utilize similar principles and techniques to enhance motivation and language acquisitionin their classrooms.

11:15–11:45 David Kluge: Nanzan University (Cengage Learning)
A systematic approach to basic academic writing
Japanese university students struggle with writing. The presenter shows how students can benefit frombeing exposed to: a variety of suggested topics, appropriate exercises to bring across key concepts, andinstructive examples. The presenter also explains the Cubing system which introduces students to themajor types of writing, and the POWER approach, which guides students through the steps of each writing assignment. The audience will receive a copy of Basic Steps to Academic Writing (lower-intermediate
and intermediate learners).

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11:45–12:15 Greg Rouault: Konan University, Hirao School of Management[CT] Functional language analysis for critical literacy in content area reading
Content-based instruction is defined by Brinton, Snow, and Weshe (2003) as the integration of content
learning with language teaching aims. Anchored in the theoretical rationale of language learning acrossthe curriculum, this presentation looks at “functional language analysis” (Fang & Schleppegrell, 2008), a
tool for readers to develop critical literacy to understand language and unpack meaning in subject area
reading. In addition to instructors working with content-based courses, this session will be of interest to
reading class teachers, especially those looking to build critical reading skills in English for Specific or
Academic Purposes or TOEFL iBT test preparation.

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13:15–14:15 Rory Rosszell: Meiji University[ER] The impact of timed and repeated reading on reading fluency

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Despite reading being widely regarded as a significant means by which learners can develop their second
language ability, many learners read laboriously and with little fluency (Gorsuch & Taguchi, 2010), and as
a result fail to derive the benefits that they would from reading more extensively. In this workshop, participants will be given a summary of the timed and repeated reading literatures, an overview of an ongoing exploratory study of the effectiveness of these two techniques in developing reading fluency, a summary of the presenter’s research findings, first-hand experience using both techniques, and finally, theopportunity to ask questions.

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14:15–14:45 Michael Parrish: Kwansei Gakuin University[CUE] Literacy assessments: Monitoring the SIGnals of reading fluency
In large, mixed-level classes it can be difficult to find appropriate reading materials; students often are
reading texts that are much too difficult for them. Individual instructional differentiation is key to developing engaged and motivated readers. This presentation will suggest some methods, drawn from theliterature on beginning and struggling readers in primary schools, to assess EFL university student literacy levels and text difficulty quickly and accurately. Further it will argue that periodic, consistent use of
these methods can improve student motivation to read and overall literacy and English fluency.

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09:30–10:00 Nathan Ducker: Ritsumeikan Asia Pacific University[CUE] Developing literacy beyond academic settings
Literacy can be defined as “the ability to use language to function appropriately within a chosen community.” However, many academic tasks/tests remove the question of context from assessment, thus failing to challenge students to be literate, nor properly helping evaluate students’ literacy. Students reveal
their literacy when they are challenged to connect with a real audience, rather than in decontextualized
settings such as academic essays. This presentation will discuss what can lead to students selfdeveloping various literacies, and then challenges the audience to think how to re-create these phenomena in their courses.

11:15–11:45 Walter Davies: Hiroshima University[CUE] Literacy and logic: Using logical-mathematical tasks in university EFL classes
The presentation is on the value of logical-mathematical problems for use in university foreign language
classes where communicative competence is the general goal. Five groups of students worked on two
logical-mathematical problems in English and answered a short questionnaire on the two tasks. The results show that the tasks were generally considered interesting and useful by the participants. In terms ofthe value of such tasks in relation to communicative competence, they involve understanding a particular kind of text, adding to discourse competence, and can be used to focus on key aspects of linguisticcompetence.

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11:45–12:15 Kurtis McDonald: Kobe College[CUE] How does information literacy instruction fit in?
While the ability to effectively seek out, evaluate, and use information is important for all students at the
post-secondary level, these skills may be even more critical for English language learners who are often
asked to conduct research in English and in accordance with Western conventions with which they may
not be altogether familiar. This presentation will highlight the central elements of academic information
literacy and provide an overview of the various measures, instructional methods, and materials from thefield of library and information science that can be most readily applied in the teaching of English language learners in Japan.

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13:15–13:45 Jeffrey Durand: Tokai University & Forrest Nelson: Tokai University[CUE] Class streaming using information on student experience

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Streaming students, placing those with similar ability and readiness together, is challenging. Using traditional listening and reading scores have had mixed results. Teachers have some ability to switch students
at the beginning of the semester, but very often it is not clear until too late that a student should be in adifferent class. This research used information about students’ past study experiences to provide more
information about how they might perform in class. Results show that the information about experience
helped better differentiate students, especially in situations where there were questions about classplacement.

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13:45–14:45 Stephen Henneberry: The University of Shimane[CUE] Teacher Travel 2.0: Student-sourced
Have you ever had to cancel or reschedule class due to a conference or personal travel plans? This presentation will outline how to take advantage of scheduling conflicts to activate or rekindle your students’motivation in a unique and enjoyable way. During this presentation, you will learn to crowd-source travelplans as a language learning activity. You will see the results of a teacher’s one-day tour of Paris after a
TESOL France conference, planned by language-learning students. You will also receive tips on how toeasily create video travelogues to share in class using an iPhone.

09:30–10:00 Paul Shimizu: Intercom Press
Write to speak

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Many of our Japanese learners of English are false beginners; they have quite a large set of vocabulary
but often have difficulty giving voice to that language. Marathon Mouth uses reading and comprehension to write answers, write questions and write statements as a route towards speaking English. Good
preparation is a crucial aspect of EFL/ESL learning. Students who invest time in preparation are more
inclined to invest time in speaking.

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11:15–12:15 Loran Edwards: Kansai Gaidai University[TBL] Working together! Teaching reading & writing with tasks

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Through my teaching, I discovered that many Japanese students enjoy a classroom atmosphere where
they are encouraged to use their language to communicate without worrying about form. They also appreciate it when tasks and activities are clearly explained. This led me to write Working Together! Communicative Reading and Writing (Edwards, 2011), which incorporates cooperative learning and taskbased techniques. In this presentation, I will describe the reasons I decided to write a task-based reading
and writing textbook, as well as demonstrate how teachers interested in implementing a task-based syllabus in their reading and writing classrooms can use this textbook and its activities successfully.

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12:15–13:15 TBL SIG: General meetingJSHS

13:45–13:45 Oana Cusen: Ritsumeikan University[TBL] Multiple literacies through project-based learning
Project-based learning (PBL) can be considered as a series of extended tasks which are meant to develop
different types of literacies: critical, media and digital, presentation design, and public speaking. This
presentation will introduce a classroom project on the topic of "countries of the world", with a focus on
how multiple literacies were developed throughout the stages of the project: content input, internet andlibrary research, and finally group presentation preparation and delivery. The audience will be able totake away practical tips for implementing PBL in their classrooms and thus help foster multiple literacies
for their students.

13:45–14:45 Joel Laurier Columbia: University Teachers College, Machiko Asakawa:
Columbia University Teachers College, Ayako Kanamaru: Columbia University
Teachers College, Ethan Taomae: Columbia University Teachers College, & Chie
Shiramizu, Columbia University Teachers College[TBL] Read all about it! Studying can be a social activity.
Reading classes in Japan tend to focus on vocabulary and complex grammatical points in a teachercentered approach which leads to rote memorization and superficial understanding of texts. To improve
literacy skills, students must be able to go beyond literal comprehension of texts. This can be accomplished by creating learning opportunities for deeper understanding. Using secondary high school level
reading materials, this hands-on workshop will demonstrate how teachers can use Cooperative Learning(CL) structures to design interactive reading tasks that result in deeper comprehension and higher
achievement in reading.

15:00–16:00 Panel Discussion
Dr. Thomas Cobb: Université du Québec à Montréal, Dr. Hiromi Nagao: Hiroshima
Jogakuin University, & Dr. Toshihiko Shiotsu: Kurume University
Trends in Literacy and Literacy Studies

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09:00–9:30 Tim Marchand: J.F. Oberlin University,[LD] Peer teaching and emerging literacy in test-taking
This paper will look at the set-up of a compulsory TOEIC course for university students. The presentation
will detail how the instructor encouraged learner development and improved test-taking skills by assigning specific roles and responsibilities to pairs of students throughout the course. The peer teaching that
resulted in this class organization will be discussed through examples of the students' work, as well as interms of the learners' involvement during the class, and overall improvements seen in their TOEIC
scores.

09:30–10:00 Mathew Porter: Hiroshima Bunkyo Women’s College[LD] Developing learner autonomy with English Central
As an out-of class activity, university students from three sections of a required, first-year class wereasked to shadow three videos a week over one semester using the online tool, English Central. At theend of the semester, data were gathered from students that showed personal gains in confidence,awareness, and noticing. A majority of students also reported that they would continue using English
Central in the future. The presenter will share relevant data and student comments about the pros andcons of using English Central as a tool to improve English ability without much in-class, teacher guidance.

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11:15–11:45 Craig Manning: University of Shimane[LD] Make a significant difference with peer tutoring

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Would you like to significantly enhance your students’ learning outcomes and overall educational experiences without working harder? Find out how the University of (name removed) peer-tutoring program
inspired unmotivated students to show up early, enjoy studying a difficult subject, and triple theirachievement gains. More importantly, find out how peer tutoring could be used to help your students!
For best results bring a few peers and some work-related challenges to overcome.

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11:45–12:15 Katherine Song: Hiroshima University[LD] Developing effective communication skills through regular peer feedback andself-evaluations
The presenter will report on student peer feedback and self-evaluation comments in her first-year university English language courses focusing on spoken communication. To help develop critical awarenessof their English language output and its communicative effectiveness, students were required to provide
written comments for their classmates’ oral presentations and to respond to the comments about theirown presentations. These peer feedback comments and responses to them were collected throughout
the term and analyzed to determine the students’ ability to judge and offer constructive comments aswell as to set realistic and relevant goals for becoming clearly and easily understandable.

12:15–13:15 LD SIG: Lunch meeting
13:15–14:45 Jim Ronald: Hiroshima Shudo University, Joy Jarman-Walsh: Yasuda
Women's University, Midori Kanmei: Hiroshima Shudo University, Bill Mboutsiadis: University of Toronto and TC Columbia University, Masashi Nakamura: Mesei University, Mathew Porter: Hiroshima Bunkyo Women’s University, Monika
Szirmai: Hiroshima International University, Joseph Tomei: Kumamoto Gakuen
University, Philip Shigeo Brown: Konan Women's University, George
Higginbotham: Hiroshima Kokusai Gakuin University, & Ken Ikeda: Otsuma
Women's University*Title and abstract across the fold.

09:30–10:00 Jennifer Verschoor: ARCALL Argentine Computer Assisted Language
Learning[CALL] Multiliteracies in education *Webinar
Are you ready to implement a new paradigm that integrates new media literacies across the curricula?
Are you opening your classroom door to the world? Do you know what challenges you have to face tomotivate young learners? Join this presentation and discussion around the needed skills in the new media culture as well as how to implement them in your classroom. After participating, you will have thenecessary tools to move forward and become a multiliterate and connected teacher.

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11:15–12:15 Ted O'Neill: Tokyo Medical and Dental University[CALL] L2 reading/writing tasks with Simple English Wikipedia
Simple English Wikipedia (SEWP) describes itself this way: "Wikipedias are places where people work
together to write encyclopedias in different languages." However, the primary English Wikipedia is far
too demanding for most learners to contribute to. Simple English Wikipedia is much more inviting in that
it offers a range of tasks for learners from low- to high-language proficiency that require students tothink, as well as allows them to communicate with native and non-native speakers of English. Participants will actually perform some of these tasks in this workshop and leave ready to try them with students.

13:15–13:45 Susan Meiki: Hiroshima University[CALL] Visual language retention
When we use software and technology for designing and preparing materials for classes, we are usuallyconcerned with visual impact and the actual information that we want to focus on. Rarely do we consider
the effectiveness of such tools on student retention of information. In this presentation, the presenter
will provide evidence from her ongoing PhD research concerning the visual language attributes of presentation software on students’ retention of information. She will also consider if there is a cross-culturalretention component and look at possible cognitive differences to the type of data that is retained.

13:45–14:45 Darren Halliday: Macmillan LanguageHouse
The workbook has e-volved!
Are you still using worksheets or workbooks in your classroom? If you answered yes, you are not alone.
These materials reinforce our students' language learning while helping us monitor our students' understanding and progress. While they are extremely useful, they can seem somewhat dry and boring attimes. In this workshop you will see how the digital workbook has evolved from the simple worksheet toa highly interactive learning resource. Using our award-winning Global eWorkbook, we will explore theadvantages of using digital workbooks in the classroom and as the perfect home study tool.

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[LD] Learner Development forum: Language, literacies, learners - development beyond the classroom
Outside the classroom is Japan, where English is typically perceived as a very foreign language withwhich our students will have little contact. Through rotating mini-presentations, we will report explorations of different ways of exploiting, or creating, a world beyond the classroom to challenge this perception, helping our students become more motivated, focused, and independent (or interdependent) language learners. We will address these topics: the purposes, planning and running of English camps; language learner histories and digital comics; media literacy development; online pronunciation resources,
finding and talking with English speakers outside the classroom; running Scrabble contests; and assessing learner autonomy.

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13:00–14:00 Warren Decker: Momoyama Gakuin University[GILE] Casual and informal language literacy
The language exchanged between friends is often very casual and informal. Thus, at times the most intimate and meaningful communication in language does not necessarily follow formal grammatical patterns. Classroom and textbook based language learning often focuses on formal language, and yet casual language can be very important for enabling people to develop friendships across boundaries of nationality and culture. Considering examples from English, Japanese, and other languages, this workshop
will be an open discussion of how language learners and teachers should approach the study of casualand informal language with the aim of promoting international friendship and understanding.

11:15–11:45 Thomas Cobb: Université du Québec à Montréal[OLE] Learning French from a corpus / L’utilisation d’un corpus pour apprendre lefrançais
Since about 1985, English learners have profited from working with language corpora, and empirical research supporting this approach is strong. However, a corpus approach is applicable to learning any language, in principle. Now, corpus-based learning tools and techniques are gradually becoming feasible for
languages other than English, notably for French. This presentation will review some corpus developments under way in French as a second or foreign language and empirical research supporting it, examine some corpus developments currently under way, and present a “wish list” of resources for further
development.
(French abstract) Depuis l’année 1985 les apprenants de l’anglais ont profité des corpora dans leursétudes, et la recherche empirique qui soutient cette approche est solide. Cependant, On pourrait employer un corpus pour apprendre n’importe quelle langue en principe. En ce moment, les matériaux etméthodes d’apprentissage des langues outre l’anglais basés sur les corpora deviennent peu à peu réalisables, notamment pour le français. Cet exposé examinera les développements actuels des corpora pourl’apprentissage du français comme langue secondaire ou étrangère, détaillera la recherche empirique qui
soutient son emploi, et terminera avec une “liste de souhaits” de ressources pour augmenter son
développement.

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11:45–12:15 Eric Fortin: St. Mary's College[OLE] Language, nursing, chaos, and learner autonomy literacy
Nursing students are usually too burdened with hospital-related courses to devote adequate time to language study. This presentation will focus on how the notions of uncertainty and attractor states found inchaos theory, which has been adapted to both nursing theory and language learning, can be used as abridge between the two disciplines to motivate students, help them understand their own best learning
methods, and achieve language learner autonomy literacy. How the 'Uncertainty in Illness Theory of
Nursing' can be adapted to English and French language classes to help diminish students’ uncertainty
and anxiety will also be demonstrated.

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12:15–13:15 OLE SIG: General meetingTC

This OLE MTG meeting attempts to prepare common approaches and gather momentum for activating
OLE-related teachers and researchers, and offers information on recent JALT developments and tasks
resulting from these for OLE.

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13:15–13:45 Tats Paul Nagasaka: Dokkyo University[OLE] After English, who comes next?
English language seems to have a Platinum card to most of the exclusive club lounges at most international airports. But does that also mean English is the de facto medium of academic communication of
the next generation? Although English is a very attractive language in many aspects, it sometimes seems
that this language is given unjustified preference in some societies. At the same time, if it allows certain
societies to have too much advantage over others, it should be considered unjustified. Not yet, at least.
Then, who comes next? Which language? This short paper will reflect on language fairness from a multicultural point of view.

13:45–14:15 Morten Hunke: Tokyo University of Foreign Studies[OLE] Life is more complex than grammar - practical pragmatics and Japanese students
Too often especially Japanese learners focus on translations, tables, and formulas. But being literate in alanguage also means to accept, perhaps even embrace, ambiguity, not understand every utterance fully,
having to fill in the gaps, and to act on your own language intuition. More advanced learners, particularly, develop a more intuitive understanding of a foreign language. But do they know it? How can weraise consciousness of such matters, and how do we practically help students to uncover pragmatic abilities? This presentation will demonstrate a teaching approach of analysing and using pragmatics withadvanced learners of German.

14:15–14:45 Rudolf Reinelt: Ehime University[OLE] Writing despite/ because of speaking
The productive skills of speaking and writing are supposed to mutually support each other. Exploring thisrelationship, the first part of this presentation briefly introduces the theory and the author's German
courses. Part two explains the mutuality hypothesis and operationalizes it for verification in a small, lowproficiency class. Part three demonstrates the methods used in this study. Part four presents a video example and introduces the results of a complete class set of oral and written exams. The final part discusses ramifications for analyzing the relationship of speaking and writing in wider contexts and how tofurther prove mutually enhancing effects.

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09:00–09:30 Nobuko Tahara: Okayama University[PRAG] Metadiscursive nouns and textual cohesion in second language writing
It is evident that English metadiscursive nouns have some kind of discourse marking role, but it is notclear to what extent the notion is applicable to student writing, particularly in second language writing
contexts. This presentation reviews past studies investigating the use of major types of metadiscursive
nouns in student writing (e.g., carrier nouns and shell nouns), by combining findings on student use ofcohesion devices proposed in Halliday and Hasan's (1976) framework. Some features of student use of
metadiscursive nouns will be shown.

09:30–10:00 Midori Ishida: Stanford University[PRAG] Affordances of interaction for development in receipt use
This paper explores features of interaction that facilitate pragmatic development, especially in the use ofreceipts (e.g., soo desu ne [That’s true], soo soo [That’s right]) in Japanese as a second language. Ordinary social interactions were video-recorded monthly during a learner’s one-year study-abroad. Conversation analysis of the data reveals that, while no explicit corrective feedback was provided to thelearner’s receipts, his interlocutor’s next-turn action afforded implicit feedback on how his receipt wasinterpreted, and provided him with an opportunity to perform more competent receipting actions. Moreover, the interlocutor’s utterances served as models that the learner could use subsequently.

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11:15–12:15 Alex.L.Selman: Kanda University of International Studies[PRAG] Advanced literacy and discourse prosody

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Prosody in spoken language is the punctuation, paragraphing, font and format of written texts. Timing
and pausing break speech into units; tones project information as new or shared; relative pitch marks
unit relationships. On top of this, speakers add layers of meaning through idiomatic and melodic patterns, and changes in voice. This presentation takes advanced literacy to include presentation skills andcomprehension of complex spoken texts. Awareness of prosody is essential for full understanding - misinterpretation can result in significant misconstrual of texts. Practical approaches will be examined forEnglish language education in Japan.

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12:15–13:15 Pragmatics SIG: Lunch meeting
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Pragmatics SIG meeting: All current and interested members of the SIG are welcome. Expect to do some
networking, find out the latest about the SIG's activities, learn about opportunities to publish or present,
and compare notes with other teachers and researchers.

13:15–14:45 Noriko Ishihara: Hosei University, Makiko Asaba: ALC Education Inc.,
Akiko Mereu: Columbia University, Teachers College graduate, Megan Burke: Chiba
Prefectural Board of Education[PRAG] Pragmatics Forum: Visual narratives for L2 pragmatic learning: Socioculturalliteracy development
While pragmatic competence has been viewed as an essential component of communicative competence, L2 instruction often fails to address appropriate language use in sociocultural contexts. This forum
is an attempt to enhance learners’ pragmatic competence, namely, their sociocultural literacy, throughstory-telling utilizing picture books and kamishibai performance (i.e., a Japanese traditional form of story-telling with large illustrated art work and voice performance). We will report on our small-scale pilottesting and explore the effects of instruction on the pragmatic awareness and language socialization ofelementary and college-age learners in seven different contexts in Japan and Hong Kong.

09:00–09:30 Nobuko Trent: Aoyama Gakuin University[PRAG] The challenge of English sentence subjects (shugo) to Japanese learners ofEnglishJapanese learners of English claim to have difficulties in determining the proper sentence subject evenafter more than six years of formal English education. This is apparently caused by the significant influence of typically used Japanese sentences which often do not have clear subjects. The root cause is morethan simply grammatical differences and also involves cognitive and neurological aspects of the two languages. This study presents an analysis of this particular syntactical problem, relates the issue to thetheories of Japanese syntax, and proposes solutions to improve English education.

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09:30–10:00 Kimiko Koseki: Denenchofu Futaba High School[PRAG] Japanese L1 transfer in refusals in English

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Language is social practice and pragmatics studies this phenomenon. The results of Discourse Completion Tasks (DCTs) on Japanese high school students will be compared with published DCT results on native English speakers. The Japanese students used similar strategies for both their direct and indirect
refusals while native English speakers used distinctly different strategies. For example, for refusals
meant to be short direct refusals, the Japanese students used apologies and verbose excuses similar totheir indirect refusals. Therefore, it is important for learners to notice possible L1 cultural transfer and to
study more appropriate ways of expressing refusals.

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11:15–11:45 Kim Bradford-Watts: Kyoto Women's University
Kiva.org is a microfinance site on which loans are listed by microfinance institutions (MFIs). Lenders select loans that they would like to support and contribute a minimum of $25.00 per loan. Once the loan is“fully funded” the funds are transferred to the MFI. As the borrower makes repayments, the funds aretransferred back to lenders. Newspaper articles describing the Kiva model have been positive. This
analysis of 30 newspaper articles written since 2005 about Kiva.org will describe features of genre andmetaphor common across the articles, as well as ways in which the articles promote misconceptions
about Kiva.

11:45–12:15 John Bankier: Soka University[PRAG] University students' awareness of hedging devices
In academic and non-academic literacy, hedging expressions such as “it may be” or “it appears that” canrepresent the writer’s confidence in a statement and provide polite deference (Hyland, 2000). Misinterpreting and misusing hedges can significantly affect how meaning is expressed and understood, yet few
textbooks focus on hedging. Research by Hyland (2000) and Low (1996) showed a significant differencein how NS and NNS notice hedges. This presentation will describe a pilot study I conducted to determine
whether Japanese university students notice hedging expressions, and whether their ratings of thestrength of hedges correspond to those of native speakers.

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New book coming out! “Pragtivities: Bringing Pragmatics to Second Language
Classrooms”

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Over 60 activities for teachers.

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Going on sale at the JALT conference, October 2012.

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09:00–09:30 Judith Runnels: Hiroshima Bunkyo Women's University[TEVAL] The power of Rasch: For non-statisticians who want to statistically evaluate
assessment
Rasch analyses are often used to evaluate pedagogical assessment by providing preliminary validity evidence. Using Rasch is a powerful analytical tool which highlights test items that may be measuring variables that oppose the test construct. It does so by estimating the probability of a specific response according to person ability and item difficulty parameters. Fortunately, an advanced background in statistics is not required. This presentation (from a non-statistician teacher) introduces some of the basic concepts of Rasch and outlines the process of interpreting results of a WINSTEPS analysis of multiple choicetests. Item writing and distractor analysis are discussed.

09:30–10:00 Keita Kikuchi: Tokai University[TEVAL] The process of constructing questionnaire items: Using Rasch PCA and CFA
In this presentation, the process of constructing and validating questionnaire items utilizing Rasch Principal Components Analysis (PCA) and Confirmatory Factor Analysis (CFA) will be explored. Questionnaire
data obtained from 1334 high school students on their perception of demotivators within their English
classrooms will be analyzed using Winsteps (Linacre, 2006) and Amos (Arbuckle, 2007). The presenter
will illustrate how he constructed and validated six constructs of demotivators (teachers, characteristics
of classes, experiences of failure, class environment, class materials, and learners’ interest) and discuss
the strengths and weaknesses of using Rasch PCA and CFA.

11:15–12:15 Andrea Carlson: Nagoya University of Commerce and MTG, Reiko Furuya: Nagoya University, Trevor A. Holster: Fukuoka Women’s University, Bill Pellowe: Kinki University, J. Lake: Fukuoka Women’s University[TEVAL] Writing core-competencies within a multilingual framework: The CEFR and
graduation theses
This workshop analyzes the writing of a final thesis and also other argumentation texts from the perspective of multilingual writing instruction. After presenting and defining some key concepts, I will introduce
the Common European Framework of Reference for Languages (CEFR). I will then highlight literacy andwriting scales that make up part of the CEFR, and discuss how they are academic core competencies. The
practical part of the workshop is dedicated to a curriculum that focuses on writing skills. I will conclude by
discussing how the CEFR can serve as a grounded theory for covering writing across different languages.

13:15–14:45 Fergus O'Dwyer: Osaka University, Jim Sick: International Christian
University, Azusa Kodate: Hiroshima Bunkyo Women's University, Ian Munby: Hokkai Gakuen University, Sapporo, Ed Schaefer: Ochanomizu University
TEVAL and FLP SIG panel discussion: The role of assessment and feedback
Classroom assessment has typically played two roles: 1) ranking performance, generally to acknowledge
or reward students who have done superior work; and, 2) providing feedback to stakeholders on the degree to which learning objectives have been achieved. This joint presentation by members of the Testingand Evaluation SIG and the Framework and Language Portfolio SIG will explore how different approaches to assessment view and achieve the latter aim. The format will consist of two short presentations and a round-table discussion using focus questions. This will lead to an open discussion on how assessment can incorporate meaningful feedback.

09:00–10:00 Philip Shigeo Brown: Konan Women's University[CT] Academic cultural literacy
Based on the assumption that language is rarely if ever completely neutral, critical discourse analysis(CDA) examines the relationships between language, power, and ideology (Fairclough, 1989). More often
used as a linguistic tool, CDA has been criticised for its complexity and lack of clear methodology suitablefor classroom practice, especially in English language teaching. This workshop therefore introduces a
critical questioning framework for text analysis, developed to inform materials design and pedagogy,
helping to raise both learners’ and teachers’ critical awareness of discourse and promote critical thinking
skills. Lesson materials will also be shared and healthy discussion invited.

11:15–12:15 Kristjan Bondesson: Kanda University of International Studies[CT] A critical questioning framework for text analysis: Bridging theory and practice
Academic cultural literacy refers to an awareness of the values and beliefs that reproduce academic practices. Not unlike the meaning-making practices of other cultures, academic English discourse stems fromthe histories of select institutions that have developed their language ideologies in relation to wider
events. Seen in this light, learners can benefit from understanding the cultural implications of developing
their academic literacy in English. This presentation will feature a history of academic English discourse
and a number of consciousness-raising activities that situate academic English skills in particular social
contexts.

12:15–13:15 Ted O'Neill: JALT Publications Board Chair[ALL] SIG Publications Community Roundtable
JALT SIG publications involve a diverse range of writing, editing and publishing where each SIG freely
decides its publishing policies. Different editorial teams face many similar challenges in attracting writers, developing writing, and making the writing-publishing activities of the SIG inclusive and sustainable.
This workshop is for SIG publications editors/editorial teams to discuss writing for, editing, and developing SIG publications. Please bring samples of your publications to exchange, together with a handout(paper and electronic) listing important information about: your SIG publication(s), writing successes
your SIG has had, any challenges it faces, and plans for the future. We will discuss.

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13:15–13:45 Thomas Mach: Konan University[CT] Voices of caution along the road of shifting literacy

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Breakthroughs in literacy-supporting technology, such as the current shift to digital, entail cognitive realignment. Naturally, we tend to focus on new possibilities afforded, while society's gradual abandonment of skills associated with the previous medium garners less attention. Socrates in ancient Greece
offered specific warnings about the invention of writing his generation confronted, and the presenter will
use those warnings to situate similar cautions being raised today about our shift to digital. Then, after
reviewing which cognitive habits tend to be promoted or discouraged by the digital medium, suggestions
regarding what this realignment implies for our L2 classrooms will be offered.

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13:45–14:45 Richard John Walker: Meiji Gakuin University, Neil Addison: Meiji Gakuin University[CT] Increasing opportunities for critical perception of content through a blended
learning approach in a media English course
This presentation outlines ongoing research undertaken on a Media English course taught at two universities in Japan. Discussion on our choice of CBI/CLIL will be followed by a description of our present pedagogical ambitions, which acknowledge the schematic problems our students face when approaching
critical thinking. We outline the construction and employment of materials that compliment the teachingof our CBI course; one example of these incorporates a blended learning approach to improve both thecomprehension of content and the acquisition of specific vocabulary. The effectiveness of the course isassessed with reference to statistics taken from a recent student questionnaire.

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09:30–010:00 Yukie Saito: Dokkyo University[LD] Communicative competence for listening comprehension
For Japanese EFL students, listening is a hurdle they have to overcome in acquiring English. Although theimportance of acquiring communicative competence has been mainly emphasized in terms of the instruction of speaking, it also applies to the instruction of listening. In Japan, recently teaching listening
has been recognized as one of the major components in English education. However, it seems that welack clear guidelines about how to teach listening skills. The presenter will explore how effective communicative competence theory can be used to inform teaching practices that help Japanese EFL students
improve their listening comprehension skills.

11:15–12:15 Bruce Lander : Kurume University, Fukuoka & Bob Ashcroft: Tokai University, Kanagawa[THT] Speaking out in the classroom: Our top ten list of activities that work in a
speaking class
English ability is synonymous with advancement for the majority of modern day university graduates inJapan. More specifically, a well-developed oral fluency is particularly necessary and has a palpable impact on an individual’s career prospects. It is therefore important for EFL teachers to devote sufficient
effort towards fostering oral interaction in their classrooms. This workshop includes practical and interactive demonstrations of tried and tested communicative activities which teachers can implement immediately in their classes. The presenters will offer detailed advice on how to get students talking in English with ten activities that work in a large range of learner spectrums.

13:15–14:15 Mari Nakamura: English Square (Kanazawa)[TC] Empowering young readers with the brain in mind
Promoting young learners’ reading skills is one of the biggest challenges among EFL teachers of young
learners. Will there be any ways to accelerate their literacy development when we see them only once a
week? What does current research in brain science inform us about effective approaches in literacy education? In this practical session, the presenter will demonstrate some fun, dynamic and brain-friendly
literacy activities using illustrated stories and graded readers. If you are eager to learn how to nurturechildren’s love of literature while actually developing their skills, this is the session that you do not want
to miss.

14:15–14:45 Bernadette Luyckx: Tokyo Jogakkan Middle and High School & Crystal
Brunelli: Tokyo Jogakkan Middle and High School[JSHS] Teaching Shakespeare in middle school: Building emotional literacy
One key to language learning is cultural literacy, and in English that is Shakespeare. At Tokyo Jogakkan,
we have taught Romeo and Juliet to 9th graders of mixed ability levels for the past five years. Whatmakes this possible is emotional literacy. First, the focus is less on decoding the language of Shakespeare
and more on reading and responding to the emotional messages. Second, by performing the play as aclass, students apply cooperative skills and teamwork that stay with them. In this presentation we willoffer an overview of our lesson plans with sample activities.

09:30–10:00 Thomas H. Goetz: Hokusei Gakuen University[PALE] Testing placement tests
Placement tests provide a positive message to colleagues, students, and their parents that a careful, systematic and purposeful approach to assigning students to appropriate levels is, in fact, de rigueur. Alternatively, program administrators must deal with budgetary concerns and test reliability issues. Two tests(the CASEC and the World Link Placement A) will be considered. One is free, the other available by subscription. Both tests are designed to sort students by proficiency, and correlations will be explored tocheck for associations. It is hoped this analysis will benefit program administrators who face shrinking
budgets while desiring to deliver excellence.

11:15–12:15 Martin Pauly: Tsukuba University of Technology[PALE] Being hired at national university corporations
Hiring of faculty is carried out in different ways throughout the country at national university corporations (formerly national universities). And this varies even within individual institutions. The presenter
will focus on two such institutions, relating his experience as a part-timer at one and a Gaikokujin Kyouinat another. As his field of view is quite narrow (i.e., zero experience in private institutions) the presenter
will offer the workshop section as a time for participants to compare and contrast points of the talk with
their own experience.
K210

11:15–11:45 Reiko Yoshihara: Nihon University[GALE] What is feminist pedagogy?
In this presentation, I explore the theory and practice of feminist pedagogy. I first define what feminist
pedagogy is and describe the evolution of feminist pedagogy. Next, I describe the uniqueness, characteristics and methods of feminist pedagogy in education. I also discuss limitations and criticism of feminist
pedagogy from inside and outside of feminism. Then, I explore empirical studies about feminist teachingin the TESOL field.

Sun
K209
K210
ALL
CALL
CT
CUE
ER
FLP
GALE
GILE
JSHS
JSL
LD
MW

11:45–12:15 Kristie Collins: University of Tsukuba[GALE] Strong, spirited, and single: Re-reading femininity in Anne of Green Gables

OLE

Lucy Maud Montgomery’s classic novel, Anne of Green Gables, has captured the hearts and imaginationsof Japanese readers for over half a century, and its appeal endures to this day. As a Prince Edward Islander—the real-life setting of Anne of Green Gables’ fictional world—I am proud to share this novel withstudents in my Canadian Studies and Literature courses. Furthermore, as a gender scholar, I propose thatthe text offers us a useful framework from which we can explore non-traditional configurations of family,
and transgressive representations of femininity in the characters of Anne, Marilla, Josephine, and Miss
Stacy.

PALE

13:15–14:45 Fiona Creaser: Kitakyushu City University, Salem K. Hicks: Ritsumeikan
University, Blake E. Hayes: Ritsumeikan University, & Gerry Yokota (moderator):
Osaka University[GALE] Japanese academia: Paving the way for equality
Women in Japan like anywhere else in the world come in all shapes and sizes, they colour our lives with
their expertise and enrich us all with their talents. In spite of this, women in Japan are still underrepresented in academia and those women who have broken through the “pearly gates” of tenure arevery often seen as mere tokens—proof that equality in the ivory tower does exist. The presenters in thispanel hope to address a number of problems that women in academia in Japan are faced with. Subjects
in this panel include the invisibility of foreign women in the English teaching profession, obtrusive recruitment practices, and stereotyped images of women in academia.

PRAG
SA
SDD
TBL
TC
TED
TEVAL
THT

45

Index
Aaron Hahn

aaronhahn@hotmail.com

GALE

K210: Sat, 18:30-19:00

Aaron Jamesaaron.james@temple.edu

ER

K104: Sun, 11:15-11:45

Adam Slobodniuk

a.slobodniuk@gmail.com

JSHS

K208: Sat, 14:10-14:40

Akiko Mereu

akikocm@yahoo.com

PRAG

K204: Sun, 13:15-14:45

Alex Wrightalexwright48@gmail.com

JSHS

K102: Sat, 12:00-19:00

PRAG

K204: Sun, 11:15-12:15

Alex.L.Selman
Alexander Imig

imigalexander@hotmail.com

FLP

K206: Sat, 13:00-14:00

Amanda Gillis-Furutaka

gillisfurutaka.amanda@gmail.com

GALE

K210: Sat, 15:50-16:50

Andrea Carlson

carlson@nucba.ac.jp

TEVAL

K206: Sun, 11:15-11:45

Andrew Boon

bromleycross@hotmail.com

ER

K102: Sat, 12:00-19:00

Andrew Sowter

andysowter@gmail.com

LD

K108: Sat, 18:30-19:00

Andy Barfieldbarfield.andy@gmail.com

LD

K108: Sat, 15:50-16:50

Anne McLellan Howardahoward@sky.miyazaki-mic.ac.jp

PRAG

K205: Sat, 16:20-16:50

Avril Haye-Matsuihayeavril@gmail.com

CT

K102: Sat, 12:00-19:00

Aya Kawakami

ayakawakami17@hotmail.com

SDD
SDD

K107: Sat, 13:00-14:00
K107: Sat, 14:10-15:40

Ayako Kanamaru

ayakana81@gmail.com

TBL

K107: Sun, 13:45-14:45

B. Bricklin Zeff

bbzeff@gmail.com

PRAG

K205: Sat, 13:00-14:00

Barry Kavanaghb_kavanagh@auhw.ac.jp

PRAG

K204: Sat, 18:30-19:00

Ben Shearon

shearon@he.tohoku.ac.jp

ER

K104: Sat, 14:10-14:40

Bernadette Luyckx

luyckx@tjk.jp

JSHS

K208: Sun, 14:15-14:45

Bill Figoni

billfigoni@gmail.com

CUE

K106: Sat, 13:00-14:00

Bill Mboutsiadis

bill.mboutsiadis@utoronto.ca

LD

K108: Sun, 13:15-14:45

Bill Pellowe

billp@gol.com

TEVAL

K206: Sun, 11:45-12:15

Blake E. Hayes

GALE

K210: Sun, 13:15-14:45

Bob Ashcroft

bashcroftmeister@gmail.com

THT

K208: Sun, 11:15-12:15

Brian Cullen

cullen.brian@gmail.com

CT

K102: Sat, 12:00-19:00

Brian R Morrison

morrison_brian@yahoo.com

LD

K108: Sat, 14:10-14:40

Bruce Lander

bruce_lander@kurume-u.ac.jp

THT

K208: Sun, 11:15-12:15

Cameron Romneyromney.cameron@gmail.com

MW

K208: Sat, 16:20-16:50

Charles Browne

browne@ltr.meijigakuin.ac.jp

CALL

K207: Sat, 18:00-19:00

Charles Wiz

chaswiz@ynu.ac.jp

CALL

K207: Sat, 13:30-14:00

Chiaki Iwai

iwai@intl.hiroshima-cu.ac.jp

SDD

K107: Sat, 14:10-15:40

Chie Shiramizu

standby_chie@yahoo.co.jp

TBL

K107: Sun, 13:45-14:45

Chie Yamane-Yoshinaga

chie@sguc.ac.jp

JSL

K205: Sat, 14:10-15:40

Christopher A. Bradley

chriskyoju@hotmail.com

GILE

K202: Sat, 16:20-16:50

Colin Bethellcolin.bethell@oup.com

MW

K208: Sat, 15:50-16:20

Craig Manningc-manning@u-shimane.ac.jp

LD

K108: Sun, 11:15-11:45

Crystal Brunelli

brunelli@tjk.jp

JSHS

K208: Sun, 14:15-14:45

Daniel Jamesdanjames418@hotmail.co.uk

CALL

K201: Sat, 18:00-18:30

Darren Halliday

halliday@mlh.co.jp

CALL

K201: Sun, 13:45-14:45

David Barker

david@btbpress.com

TED

K209: Sat, 14:10-14:40

CUE
ER

K106: Sat, 15:50-16:20
K104: Sat, 14:40-15:10

David CoulsonDavid EvansIndexDavid Kluge

klugenanzan@gmail.com

David Williams

SDD

K107: Sat, 15:50-16:50

SDD
CUE

K107: Sat, 14:10-15:40
K105: Sun, 11:15-11:45

SA

K102: Sat, 12:00-19:00

Dawn Kobayashi

dawnkobayashi@msn.com

SDD
SDD

K107: Sat, 13:00-14:00
K107: Sat, 14:10-15:40

Diane Hawley Nagatomo

dianenagatomo@gmail.com

GALE

K210: Sat, 13:00-13:30

Donna Fujimoto

fujimotodonna@gmail.com

TED

K209: Sat, 16:20-16:50

Ed Schaefer

schaefer.edward@ocha.ac.jp

TEVAL

K206: Sun, 13:15-14:45

Eric Fortin

eric@st-mary.ac.jp

OLE

K202: Sun, 11:45-12:15

Ethan Taomae

etaomae@gmail.com

TBL

K107: Sun, 13:45-14:45

Fergus O'Dwyer

fodwyerj@gmail.com

FLP

K206: Sun, 13:15-14:45

Fiona Creaser

GALE

K210: Sun, 13:15-14:45

Forrest Nelson

CUE

K106: Sun, 13:15-13:45

Fuk-chuen Ho

fcho@ied.edu.hk

TED

K209: Sat, 13:00-13:30

Garold Murray

glmurray@cc.okayama-u.ac.jp

CALL

K201: Sat, 13:00-13:30

Gavin Brooks

gavinbrooks@gmail.com

MW

K208: Sat, 18:30-19:00

George Higginbotham

gmhigginbotham@gmail.com

LD

K108: Sun, 13:15-14:45

Gerry Yokota

gyokota@gmail.com

GALE
GALE

K210: Sat, 13:30-14:00
K210: Sun, 13:15-14:45

Glen Hill

hill@obihiro.ac.jp

ER

K104: Sat, 15:10-15:40

Goro Yamamoto

gyamamoto@hiroshima-u.ac.jp

MWK207: Sat, 15:10-15:40

Greg Rouault

greg@center.konan-u.ac.jp

CTK105: Sun, 11:45-12:15

Harry Harris

HarryWHarris@hotmail.com

SDD

K107: Sat, 18:00-19:00

Heather Doirion

heatherdoiron@gmail.com

ER

K105: Sat, 13:00-14:00

Heng-Tsung Danny Huang

danny123@mail.nsysu.edu.tw

TEVAL

K206: Sat, 15:10-15:40

Herrad Heselhaus

heselhaus.herrad.fw@u.tsukuba.ac.jp CT

K202: Sat, 14:40-15:10

Hitomi Sakamoto

hitomi.sakamoto@tyg.jp

GILE

K102: Sat, 12:00-19:00

J. Lakejlake@temple.edu

TEVAL

K206: Sun, 11:45-12:15

James Selwood

jselwood@hiroshima-u.ac.jp

CALL

K201: Sat, 13:30-14:00

James Venema

james.venema@gmail.com

ER
SDD

K104: Sat, 13:00-14:00
K107: Sat, 14:10-15:40

James Yorkyorksensei@gmail.com

CALL

K201: Sat, 15:50-16:50

Jason White

jayinhimeji@gmail.com

SDD
SDD

K107: Sat, 13:00-14:00
K107: Sat, 14:10-15:40

Jay Klaphakejayrits@mac.com

SDD

K107: Sat, 14:10-15:40

Jeffrey Durand

kandajeffd@gmail.com

CUE

K106: Sun, 13:15-13:45

Jeffrey Stewart

jeffjrstewart@gmail.com

TEVAL

K206: Sat, 14:10-14:40

Jeffrie Butterfieldjeffrie_butterfield@mcgraw-hill.com ER

K104: Sun, 13:15-13:45

Jennie Roloff Rothman

jennie-r@kanda.kuis.ac.jp

CT

K202: Sat, 14:10-14:40

Jennifer Verschoor

jenverschoor@gmail.com

CALL

K201: Sun, 9:30-10:00

Jim Ronald

jmronald@gmail.com

LD

K108: Sun, 13:15-14:45

Jim SickJoe Lauer

jimsick@gmail.com
lauer@hiroshima-u.ac.jp

FLP
CALL

K206: Sun, 13:15-14:45
K207: Sat, 13:00-13:30

IndexJoe Sykes

joesykes@gmail.com

LD

K108: Sat, 13:00-13:30

Joel Laurier

waldolaurier@gmail.com

TBL

K107: Sun, 13:45-14:45

John Adamson

johnadamson253@hotmail.com

CUE

K106: Sat, 15:50-16:20

John Bankier

johnbankier@yahoo.co.uk

PRAG

K205: Sun, 11:45-12:15

John Campbell-Larsen

joncamlar@hotmail.com

PRAG

K205: Sat, 18:30-19:00

John Doodigian

jdoodigian@gmail.com

CUE

K106: Sat, 13:00-14:00

John Gunningkinkajapanmtb@yahoo.com

FLP

K206: Sat, 18:00-19:00

John Herbert

herbert@gaines.hju.ac.jp

PRAG

K204: Sat, 18:00-18:30

Jonah Glickjonahglick@compasspub.jp

FLP
ER

K206: Sat, 15:50-16:50
K104: Sat, 18:00-19:00

Joseph Tomei

tomeiter@gmail.com

LD

K108: Sun, 13:15-14:45

Joy Jarman-Walshjoyjwalsh@hotmail.com

LD

K108: Sun, 13:15-14:45

Judith Runnels

jrunnels@h-bunkyo.ac.jp

TEVAL

K206: Sun, 9:00-9:30

Junko Otoshi

otoshi-j@cc.okayama-u.ac.jp

CALL

K201: Sat, 13:00-13:30

Justin Harris

justinharris@nike.eonet.ne.jp

CALL

K201: Sat, 14:40-15:40

Katherine Song

ksong@hiroshima-u.ac.jp

LD

K108: Sun, 11:45-12:15

Keita Kikuchi

TEVAL

K206: Sun, 9:30-10:00

Keith Hoykeith@suzugamine.ac.jp

CALL

K201: Sat, 18:00-18:30

Ken Ikeda

kodanuki@gmail.com

LD

K108: Sun, 13:15-14:45

PRAG

K205: Sun, 11:15-11:45

Kim Bradford-Watts
Kimiko Koseki

koseki@myad.jp

PRAG

K205: Sun, 9:30-10:00

Kip A. Cates

kcates@rstu.jp

GILE

K202: Sat, 13:00-14:00

Kristen Sullivan

kris@shimonoseki-cu.ac.jp

LD

K108: Sat, 18:00-18:30

Kristie Collins

kristiecollins@yahoo.com

GALE

K210: Sun, 11:45-12:15

Kristjan Bondesson

kristjan_bondesson@hotmail.com

CT

K207: Sun, 11:15-12:15

Kurtis McDonald

kurtis@mail.kobe-c.ac.jp

CUE

K106: Sun, 11:45-12:15

Kyoko Tomikura

kyoko_tomikura@yahoo.co.jp

JSL

K205: Sat, 14:10-15:40

CUE

K106: Sat, 16:20-16:50

Lee Nancy Shzh-chen
Leon Bellleonsensei13@yahoo.com

MW

K208: Sat, 16:20-16:50

Loran Edwards

loranedwards@mac.com

TBL

K107: Sun, 11:15-12:15

Luke Rowland

lukerowland@hotmail.com

LD

K108: Sat, 13:30-14:00

Machiko Asakawa

mmmachi7@gmail.com

TBL

K107: Sun, 13:45-14:45

Makiko Asabamakikoasaba@gmail.com

PRAG

K204: Sun, 13:15-14:45

Mamoru Takahashi

bobby@akita-pu.ac.jp

ER

K105: Sun, 9:00-10:00

Margaret Orleans

tommysibo@yahoo.com

CUE

K105: Sat, 15:50-16:20

Mari Nakamura

mari-@pop02.odn.ne.jp

TC

K208: Sun, 13:15-14:15

Mark Brierleymark2@shinshu-u.ac.jp

ER

K104: Sun, 11:45-12:15

Mark Kulek

mark@gifukids.com

TC

K208: Sat, 14:10-15:10

Martin Pauly

pauly@k.tsukuba-tech.ac.jp

PALE

K209: Sun, 11:15-12:15

Masaru Ogino

masaru@cc.okayama-u.ac.jp

CALL

K201: Sat, 13:00-13:30

Masashi Nakamura

masashi042@gmail.com

LD

K108: Sun, 13:15-14:45

Mathew Porter

portermathew@hotmail.com

Mathew White

matspaldingwhite@hotmail.com

LD
LD
ER

K108: Sun, 9:30-10:00
K108: Sun, 13:15-14:45
K104: Sun, 13:45-14:45

IndexMatthew Claflin

mclaflin@cc.kyoto-su.ac.jp

ER

K104: Sat, 15:50-16:20

Mayumi Fujioka

mfujioka42@hotmail.com

PRAG

K204: Sat, 13:00-14:00

Megan Burkeakikocm@yahoo.com

PRAG

K204: Sun, 13:15-14:45

Megumi Kawate-Mierzejewska megumik@tuj.temple.edu

JSL

K205: Sat, 14:10-15:40

Michael "Rube" Redfield

rube39@gmail.com

CUE

K106: Sat, 13:00-14:00

Michael Iwane-Salovaara

mjsalo@andrew.ac.jp

PRAG

K205: Sat, 18:00-18:30

Michael Parrish

mparrish@kwansei.ac.jp

CUE

K105: Sun, 14:15-14:45

Michihiro Hirai

mjhirai@beige.ocn.ne.jp

TEVAL

K206: Sat, 14:40-15:10

Midori Ishida

midoriishida@gmail.com

PRAG

K204: Sun, 9:30-10:00

Midori Kanmei

midorikanmei@yahoo.co.jp

LD

K108: Sun, 13:15-14:45

Miho Takehara

mhtkdt@oita-u.ac.jp

JSL

K205: Sat, 15:50-16:20

Mika Kiyama

mikakiyama@yahoo.co.jp

JSL

K205: Sat, 14:10-15:40

Mike Parrish

mparrish@kwansei.ac.jp

CUE

K106: Sat, 14:10-15:40

Miki Tokunaga

tokunagamiki@gmail.com

CUE

K207: Sat, 14:10-14:40

Monika Szirmai

szirmaimonika@gmail.com

LD

K108: Sun, 13:15-14:45

Morten Hunkemortenisverige@yahoo.se

OLE

K202: Sun, 13:45-14:15

Mutahar Al-Murtadhamurtadha@neptune.kanazawa-

CUE

K105: Sat, 16:20-16:50

Naoko Harada

yasunaok@r5.dion.ne.jp

GILE

K202: Sat, 18:00-18:30

Naomi Fujishima

nfujishi@cc.okayama-u.ac.jp

CALL

K201: Sat, 13:00-13:30

Nathan Ducker

ducknath@apu.ac.jp

CUE

K106: Sun, 9:30-10:00

CT

K207: Sun, 13:45-14:45

Neil Addison
Nobuko Taharan-taha@e.okayama-u.ac.jp

PRAG

K204: Sun, 9:00-9:30

Nobuko Trent

ntrent@cc.aoyama.ac.jp

PRAG

K205: Sun, 9:00-9:30

Noriko Ishihara

ishi0029@gmail.com

PRAG

K204: Sun, 13:15-14:45

Oana Cusen

oana_maria_c@yahoo.com

TBL

K107: Sun, 13:15-13:45

Paul Collett

collett@shimonoseki-cu.ac.jp

LD

K108: Sat, 18:00-18:30

Paul Leeming

paulleeming@yahoo.com

CUE

K105: Sat, 18:00-18:30

Paul Shimizu

paulshim@intercompress.com

Intercom

K107: Sun, 9:30-10:00

Peter McDonald

pmcd27@gmail.com

PRAG

K204: Sat, 16:20-16:50

Philip Shigeo Brown

philza2003@yahoo.com

CTLD

K207: Sun, 9:00-10:00
K108: Sun, 13:15-14:45

Ray Yasuda

ryasuda@soka.ac.jp

CUE

K105: Sat, 18:30-19:00

Raymond Stubberaymondstubbe@gmail.com

TEVAL

K207: Sat, 15:50-16:20

TEVAL

K206: Sun, 11:15-11:45

Reiko Furuya
Reiko Yoshihara

yoshihara.reiko@nihon-u.ac.jp

GALE

K210: Sun, 11:15-11:45

Richard John Walker

rjwalker@warpmail.net

CTK207: Sun, 13:45-14:45

Richard Lemmer

richard@cjc.ac.jp

ER

K104: Sun, 11:45-12:15

Richard Miller

richardmiller@temple.edu

CUE
TED

K106: Sat, 14:10-15:40
K209: Sat, 13:30-14:00

Rieko Matsuoka
Rob Olson
Rob Waring
Robert O'Mochain

rieko.matsuoka@yahoo.com
robolson32@hotmail.com
waring_robert@yahoo.com
robertomochain@yahoo.co.jp

ER
PRAG
CALL
GALE

K104: Sat, 14:40-15:10
K204: Sat, 15:50-16:20
K207: Sat, 18:00-19:00
K210: Sat, 18:00-18:30

IndexRoehl Sybing

roehl.sybing@gmail.com

MW

K208: Sat, 18:00-18:30

Rory Rosszell

rory@kisc.meiji.ac.jp

ER

K105: Sun, 13:15-14:15

Rudolf Reinelt

reinelt.rudolf.my@ehime-u.ac.jp

OLE

K202: Sun, 12:15-13:15

Ryan Richardson

rrinjapan@gmail.com

TED
CUE

K209: Sat, 18:00-19:00
K106: Sat, 14:10-15:40

GALE

K210: Sun, 13:15-14:45

Salem K. Hicks
Samuel Crofts

samuel.crofts@xjtlu.edu.cn

CALL

K102: Sat, 12:00-19:00

Sandra Healy

sanhidjoj@yahoo.co.uk

GALE

K210: Sat, 14:10-14:40

Sarah Mulvey

sarahmulvey@yahoo.ca

GALE

K210: Sat, 14:40-15:40

Sayoko Yamashita

yama@meikai.ac.jp

JSL

K205: Sat, 14:10-15:40

Scott Stillar

stillar@gmail.com

CALL

K201: Sat, 15:50-16:50

Seth Cervantes

sesu46@hotmail.com

PRAG

K204: Sat, 15:50-16:20

Shao-Ting Alan Hungalanhung123@gmail.com

CALL

K201: Sat, 14:10-14:40

Simon Capper

capper@jrchcn.ac.jp

PRAG

K204: Sat, 14:40-15:40

Simon Fraser

fraser@hiroshima-u.ac.jp

CUE

K207: Sat, 16:20-16:50

Sophie Muller

sophiemuller1979@me.com

ER

K104: Sun, 13:45-14:45

Stella Millikan

millikan@temple.edu

JSL

K102: Sat, 12:00-19:00

Stephen Henneberry

steve.henneberry@gmail.com

CUE

K106: Sun, 13:45-14:45

Stephen Shucart

triplegem@akita-pu.ac.jp

ER

K105: Sun, 9:00-10:00

Steve Brown

brown@konan-wu.ac.jp

LD

K108: Sat, 14:40-15:40

Steven Silsbee

ssilsbee@andrew.ac.jp

PRAG

K204: Sat, 14:10-14:40

Stuart Cunningham

stuart71cunningham@yahoo.co.uk

CUE

K105: Sat, 18:00-18:30

Susan Meiki

smmeiki@yahoo.com

CALL

K201: Sun, 13:15-13:45

Tats Paul Nagasaka

paul_n@fa2.so-net.ne.jp

OLE

K202: Sun, 13:15-13:45

Ted O'Neill

oneill.las@tmd.ac.jp
pubchair@jalt.org

CALL
ALL

K201: Sun, 11:15-12:15
K207: Sun, 12:15-13:15

OLE

K202: Sun, 11:15-11:45

Thomas Cobb
Thomas H. Goetz

thosgoetz@gmail.com

PALE

K209: Sun, 9:30-10:00

Thomas Lockley

thomas-l@kanda.kuis.ac.jp

JSHS

K208: Sat, 14:10-14:40

Thomas Machtmach@center.konan-u.ac.jp

CT

K207: Sun, 13:15-13:45

Tim Marchandmarchand@obirin.ac.jp

LD

K108: Sun, 9:00-9:30

TED

K209: Sat, 14:40-15:40

Timothy Buthod
Tom Fast

rapido200@yahoo.com

GILE

K202: Sat, 15:50-16:20

Trevor A. Holster

trevholster@gmail.com

TEVAL

K206: Sun, 11:45-12:15

Walter Davies

wdavies@hiroshima-u.ac.jp

CUE

K106: Sun, 11:15-11:45

Warren Decker

wdecker200@yahoo.com

GILE

K202: Sat, 13:00-14:00

Warren Tang

warrentang@hiroshima-u.ac.jp

MWK207: Sat, 14:40-15:10

Wayne Malcolm

wamalcolm@gmail.com

SA

K202: Sat, 18:30-19:00

William Greenwrgreen@sapporo-u.ac.jp

TED

K209: Sat, 15:50-16:20

Yo Hamadayhamada@gipc.akita-u.ac.jp

CUE

K106: Sat, 18:30-19:00

Yuki Takada

info@toefljunior.jp

JSHS

K208: Sat, 13:00-13:30

Yukie Saito

ty-saito@yacht.ocn.ne.jp

LD

K208: Sun, 9:30-10:00

GILE

K102: Sat, 12:00-19:00

CUE
CUE

K106: Sat, 18:00-18:30
K106: Sat, 14:10-15:40

Yuko Sugiyama
Zane Ritchiezane.ritchie@gmail.com