Nakasendo English Conference - Recently Updated Pages

Links

mickstout — Tue, 08 Dec 2009 15:56:40 CST

The Nakasendo English Conference Diigo Group
Michael Stout's Blog
The Nakasendo English Conference 2008 Homepage
The Nakasendo English Conference 2009 Homepage
JALT Omiya
Kensaku Yoshida's Homepage
Murphey, T., Asaoka, C., & Sekiguchi, M. (2004). Primary teachers co-learning English with their students.
Wading the Web 2
Educational Origami
Carnival 9: The 9th EFL/ESL/ELL Blog Carnival

Nakasendo English Co-operative Conference Home

ChrisCotter — Mon, 07 Dec 2009 05:14:57 CST

What is the Nakasendo English Conference?

The Nakasendo English Conference is an annual event presented by the Nakasendo English Co-operative, a dynamic co-operative dedicated to promoting positive change in English language learning and teaching in Japan through collaboration. A few quick facts:

The first Nakasendo English Conference was held in 2008.
The focus for this year will be teachers as learners, learners as teachers.
This conference uses technology, namely wikis and google docs, for better organization and planning.
You can follow the conference on Twitter and Facebook.

About this Wiki and Wikis in General

Collaboration is the key, and everyone's effort and expertise is requested. The purpose of any wiki is to collect ideas and share information. Collaboration is the key, and every visitor's effort and expertise is requested. To learn about wikis, please watch this great video: Wikis in Plain English.

The purpose of this wiki is the same: to collect ideas, queries, and discussion points that we can then use to develop the Nakasendo English Conference. Each page may be written and edited by members, all working together.

We hope you will share your ideas about how ELT organizations can work together to improve teaching practice. To share an idea, just click one of the threads below. You may also start your own thread.

Site Map
How to Use this wiki
The Nakasendo English Conference Story
The Nakasendo English Conference 2009
The Nakasendo English Conference 2008
Teaching Children
Teaching in Secondary Schools

Framework & Language Portfolio (FLP) SIG

mickstout — Wed, 11 Nov 2009 01:34:42 CST

This page gives information about what interests the members of the Framework & Language Portfolio SIG. For events see the FLP SIG website at: http://sites.google.com/site/flpsig/home

In recent years there has been a vivid discussion in Japan about language learning curriculums and frameworks, especially the Council of Europe’s Common European Framework of Reference (CEFR) and the European Language Portfolio (ELP). In forming the SIG at the JALT 2008 those present sought to gather interested individuals to garner ideas, discuss developments, and coordinate efforts.

The CEFR and ELP can be used in curriculum planning, assessment and other related language-teaching matters ranging from elementary school to university level. There are also other similar frameworks such as the Canadian Language Benchmarks. This SIG wants to discuss these frameworks and their relevance for the curriculum in Japan while carrying out projects and communicating the results. There will be an emphasis on developing materials to support educators who would like to use these pedagogic tools.

If interested in joining the SIG, for more details about the forming SIG and links to information about the CEFR, ELP etc., see below and the SIG Website.

The CEFR & ELP?
Common European Framework of Reference for Languages (CEFR)
In the early 1990’s a group of European language course providers worked together to find solutions to the following well-known problem: how can we communicate and how can we understand what kind and what degree of language knowledge is certified through a particular examination result, diploma, or certificate? On the one hand they were looking for an answer in a common reference system, on the other hand looking for ways that examinations, diplomas, and so on could be described transparently. The results of a Council of Europe symposium were that an extensive, coherent, and transparent reference grid to describe communicative language competences was to be developed. This reference grid eventually became the CEFR which since its publication in 2001 has taken the world of language testing by storm.

There are six levels: A1- and A2-Basic User；B1- and B2-Independent User; C1- and C2-Proficient User in relation to five skills: listening, reading, spoken interaction, spoken production, and writing (see following page). The CEFR provides us with a detailed scheme for describing language use. These common reference levels can be used as a starting point for the elaboration of language syllabi and curriculum guidelines and the design of assessment.

The use of the CEFR continues to spread. Syllabus designers, course book publishers, and language test providers worldwide (including the Cambridge ESOL and TOEIC and TOEFL tests within Europe) seek to align their exams to the CEFR for reasons of transparency and coherence. The government of Hong Kong has adopted the CEFR for language assessment and the whole education policy of New Zealand has been redeveloped and renamed in a way that closely follows the structure of the CEFR itself.The Osaka University of Foreign Studies, with support from the Ministry of Education, uses the CEFR for curriculum design and assessment on a class and language department level for all 25 languages studied there. The Ministry of Education is currently studying the CEFR and its application. A printable version of the CEFR is available at:
http://www.languages.unimaas.nl/niveaus_common_european_framework_reference/CEF_English.htm

The European Language Portfolio?
The European Language Portfolio (ELP) was conceived along with the Common European Framework of Reference for Languages (CEFR) in 1991. Pilot projects followed from 1998 to 2000; by 2008 ninety seven ELPs had been validated from twenty six Council of Europe (COE) members and 4 International nongovernmental organizations. The European Confederation of Language Centres in Higher Education (CERCLES) ELP designed for use in university language education is used in some 250 language centres from 21 European countries.

The guiding principles of the ELP include: it is the property of the learner; it values competence in a positive way; it promotes learning inside and outside the classroom; it takes a lifelong perspective on learning of languages; and it is based on the CEFR.　The FLP SIG has developed a bilingual (English/Japanese) language portfolio, based on the CercleS ELP mentioned above, and teachers manual.

**
The Language Portfolio for Japanese University can be downloaded at http://kurse.o-daf.org/
There you should click on the Framework&language Portfolio link. Using the menu in the top right hand corner you can change the language from German to your desired language (English and Japanese available). Then you have to create your account, following the instructions of the program. Once logged in the Language Portfolio is available to download by clicking on the section in the front panel entitled "1 FLP materials"
**

The principal aim of the LP is to motivate students to take responsibility for their own learning by facilitating self-evaluation and the setting of clear language learning goals. The LP allows teachers and learners to plan for, reflect on and record progress in learning activities. The LP consists of 3 parts: 1. The Language Passport: The main goal of the Language Passport is to help students assess their competencies in the language(s) being learned as well as the growth in these competencies. Learners may also record learning and intercultural experiences here.
2. The Language Biography: The Language Biography is used to set learning targets and regularly assess progress in order to develop the learner’s sense of responsibility for the learning process.
3. The Dossier: This is used to keeps samples of work so as to show evidence of language learning competencies and progress to the learner, teacher and others.

In the language passport learners periodically summarises their proficiency using the self-assessment grid (CEFR). Each skill is further broken into checklists of can do statements or tasks for each level and skill (see Figure 1 for an example). These checklists of can do statements can be used when the first-time user is unsure of their level during self-assessment and later to identify learning targets, select learning activities and materials, monitor learning progress, and evaluate learning outcomes (formative self-assessment)

As noted at the JALT 2008 forum the SIGs’ focus should be wide and include other frameworks (e.g. Canadian Language Benchmarks) also. We will try to focus on these in upcoming newsletters and activities.

The Nakasendo English Conference Story

StevenHerder — Fri, 06 Nov 2009 17:39:11 CST

About four years ago members of JALT Omiya started talking about organising a one-day conference. They were inspired by the efforts of other JALT chapters especially the JALT Hokkaido Language Conference. From there various other developments in Japan's ELT community had an influence including JALT West Tokyo's minconferences and the Joint-Tokyo JALT one-day conference. Also, the PAN-SIG Conference and the work of the JALT-JET Liaison committee were inspirations. Eventually a group of people who met at events organised by JALT, AJET, ESTEEM, ETJ, and others, saw a trend toward cooperation developing between a growing number of ELT organisations in Japan, and they wanted to be a part of it.

Up to this point the co-operation had been within JALT, or between JALT and one other organisation. Usually one of the organisations held a dominant role and the other provided support. The logical next step was to hold a multi-organisation event. The group of people who became the Nakasendo English Conference Organising Committee realised that many of them belonged to more than one organisation. They had many connections through their involvement in a variety of ELT communities. They decided that it was time to start making better use of their connections. So, on Sunday, 25th November 2007 at the JALT National Conference in Tokyo, the first Nakasendo English Conference Organising Committee meeting was held.

Although it began very humbly, because of the current relevancy of its aims with many language teachers in our area, it has grown significantly since the first event in 2008. These aims include supporting young teachers' organizations such as ESTEEM and (as of 2009) MASH that, despite their small size, have proven innovative in our field, as well as encouraging greater exchange between teachers of different levels and from diverse backgrounds. Specifically with regard to the latter aim, we hope to 1) create more awareness of what is going on at the levels of English education other than the one(s) individual participants are teaching at and 2) improve relations and exchanges between individuals and groups involved in English language teaching and learning in Japan. Finally, we seek to plan and run our event through cooperation and collaboration, using the Nakasendo English Conference wiki upon which any person interested in participating in the conference can write their ideas, comments, and questions.

Nakasendo English Conference 2009: Paths to Learning

mickstout — Sat, 11 Jul 2009 23:13:28 CDT

Planning and organisation of the Nakasendo English Conference 2009 is well under way. Now it's time for input from the wider Nakasendo English Conference community, This page will be for general discussion about the 2009 conference. We're looking for input on particular subjects as well including the venue and the poster. You can join the discussion of the poster and general publicity on this page: Nakasendo English Conference 2009 Poster. You can join the discussion regarding the venue on this page: The 2009 Nakasendo English Conference Venue.

How to Use this wiki

mickstout — Thu, 07 May 2009 16:36:08 CDT

Here are some screencasts showing you how to do various things on the wiki.

Teaching in Secondary Schools

mickstout — Thu, 07 May 2009 16:16:44 CDT

Traditionally English education has started in grade six, or the first year of junior high school in Japan.

Teaching Children

mickstout — Thu, 07 May 2009 16:06:52 CDT

There is no abstract available for this page revision.

Nakasendo English Conference 2009 Poster

leanderhughes — Wed, 11 Feb 2009 20:29:04 CST



NAKASENDO E.Poster.Ver.9	NAKASENDO J.Poster.Ver.9

The 2009 Nakasendo English Conference Venue: Tokyo Kasei University

mickstout — Wed, 11 Feb 2009 19:42:04 CST

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Teacher Learner Communities and the Wiki Teacher

mickstout — Sun, 08 Feb 2009 20:43:59 CST

Reflecting on the 2008 Nakasendo English Conference

mickstout — Sun, 08 Feb 2009 20:41:07 CST

Everyone who volunteered their time, effort, and creativity to make the 2008 Nakasendo English Conference possible deserves a vote of thanks (including, but not limited to, all of those listed here).

Among the most amazing things was the efforts made to publicize the conference. Many people have commented on the 2008 conference website and the logo. The conference was promoted on the websites of the participating organizations. Some of the volunteers promoted the conference on their own websites as well, for example: Sanae's Place and this AllAbout web page. ETJ-Tokyo promoted the conference on its discussion list. So, the conference had a strong web presence.

Participants found the conference to be one of the most rewarding that they have attended. It was refreshing to have teaching professionals from diverse backgrounds come together and share their thoughts and experiences. The presentations and panel discussion helped spark ideas as to how we can work together to improve our teaching as well as language education in general. Also, although the turnout was somewhat lower than we had expected, the modest numbers made for a more intimate atmosphere where it was possible to have meaningful discussions with everyone who attended.

Some challenges for next year include: 1) Finding ways to bring in more participants, 2) Finding a venue that is even more accessible than Seigakuin University (if that is possible), and 3) Showing that some tangible progress in education has ensued from the cooperation between organizations and individuals forged through NEC 2008 (and thereby validating NEC's reason de etre and generating starting points for further discussion at NEC 2009).

2008 Panel Discussion "Making Connections: Where do we go from here

mickstout — Sun, 08 Feb 2009 20:39:01 CST

adammurray
Apr 21 2008, 1:01 AM EDT
At the upcoming conference, we have one hour available for the panel discussion. What are some good questions / topics that we can ask the panelists to address?

We expect that there will be around 6 panelists, so if allocate each speaker 5 minutes, that would allow 30 minutes for a Q & A session with the audience?

mickstout
Apr 21 2008, 8:38 AM EDT
We some good discussions already started. What do you think?

adammurray
Apr 22 2008, 5:53 PM EDT
That's true. That just seemed too obvious!

Anonymous
May 8 2008, 6:22 PM EDT
We need to remember that the panel discussion theme is "where do we go from here?" That means issues like whether or not there will be another Nakasendo English Conference or not, which orgs will participate, who will constitute the organising committee...etc, need to be discussed, along with teh issues raised elsewhere on this wiki.
I think it's be useful too, to get EVERYONE to share what their vision for the Nakasendo English Conference should be!!

The 2008 Conference Organising Committee and Volunteers

mickstout — Sun, 08 Feb 2009 20:36:37 CST

Conference Chair:	Michael Stout	JALT Omiya
Programme Chair:	Adam Murray	JALT Jr/Sr SIG
Treasurer:	Abdel Ibrahim	JALT Omiya
Publicity Chair:	Sarah Louisa Birchley	ESTEEM
Website Administrator:	Leander Hughes	JALT Jr/Sr SIG
Site Chair:	Masa Tsuneyasu	JALT Omiya
Volunteer Co-ordinators:	Rick Bales	JALT Jr/Sr SIG
	Jennifer Park	AJET
Member at large:	Ken Biegel	eTLC
Advisors:	Hugh Graham-Marr	ABAX
	Roberto Rabbini	EEP
	Alastair Lamond	Macmillan
	Andy Boon	Aston University

Volunteers: Sanae Kawamoto
Yoriko Tasumi
Evelyn Asaka

English Education in Japan Forum at JALT National Conference 2008

mickstout — Sat, 27 Sep 2008 22:35:53 CDT

English education in Japan: Moving forward collaboratively
Sponsored by JALT Domestic Affairs Committee
Main Hall
In Japanese and English with simultaneous translation
3:15 pm – 4:15 pm…..Speaker presentations
4:15 pm – 4:40 pm…..Audience participation, questions, and comments

Increasingly ELT professionals in Japan are actively participating in a variety of professional organisations. This year, we celebrate this synergy by bringing together representatives from three ELT organisations in Japan: JACET, AJET, and ETJ. Each will report on their efforts to encourage inter-organisational co-operation and collaboration in Japan. A discussion regarding future collaborations follows. The colloquium ends with questions from the audience. Simultaneous translation will be available in English and Japanese.

Chair:Steve Brown: President, Japan Association of Language Teachers (JALT); Professor, Konan Women's University
David Paul: Founder, English Teachers in Japan (ETJ) ; Founder, David English House
Sarah Lineker: Chair, Association of Japan Exchange and Teaching (AJET) ; CIR, Aichi Prefecture
Ikuo Koike: Professor emeritus, Keio Gijuku University. Former President of Japan Association of College English Teachers (JACET)

テーマ：日本における英語教育：コラボレーションを求めて
スポンサー：JALT Domestic Affairs Committee
会場：メインホール
　　　日本語と英語による同時通訳
時間：午後３時１５分－４時１５分…..招待講演
　　　午後４時１５分－４時４０分…..質疑応答

様々な語学学会が日本の英語教育に活発に取り組んでいる。今年、３つの英語教育学会：JACET（大学英語教育学会）、AJET（The Association of Japan Exchange and Teaching）、そしてETJ　(English Teachers in Japan)が共に結束し、本シンポジウムをむかえる事を光栄に思う。各学会がまず、コラボレーションを実現させる為の具体策を報告し、次に将来の課題と展望を述べる。最後に提案者と参加者の積極的な意見交換でシンポジウムを締めくくりたい。日本語と英語による同時通訳で行われる。

提案者

Steve Brown：JALT会長、甲南女子大学教授

David Paul：ETJ創立者、David English House創立者

Sarah Lineker:AJET委員長、CIR愛知委員長

小池　生夫：慶応義塾大学名誉教授、JACET元会長

conecteme ao msn

Anonymous — Mon, 04 Aug 2008 10:30:43 CDT

Meeting Room Schedule

Date	Time	Group/Meeting	Venue
June 12	1 p.m.	Book Club	2nd Floor Meeting Room

"To Reform or Not to Reform? That is the Question" an article about JET in-service training

mickstout — Sat, 05 Jul 2008 22:01:16 CDT

This is a paper reporting on research that Roberto did on JET in-service training (IST). It is well worth reading. The abstract is below. You can download both article as well.

Abstract
This paper evaluates the in-service training (IST) offered by the Japanese government to non Japanese assistant Language teachers (ALTs) on the JET Program in Japan. Established in 1987, the Program employs approximately 6000 predominantly native English speakers to assist Japanese foreign language teachers at the secondary school level in raising students’ English communicative skills. In view of the grand scale of the program, little independent research has focused on the evaluation of its teacher development policy or the effectiveness of the methodologies it employs. The primary aim here is to assess the training program in terms of its pedagogical orientation, and to ultimately offer suggestions which may enhance the training experience for future JET participants.

【緒言】国際化の進展は著しく教育現場におけるそれも例外でない。ALTの多数は初来日であり、文化摩擦、故国での価値観との違いにとまどう場合が多い。
　実際に赴任したALTが「学校格差による葛藤」、「日本人教師との共同授業（Team Teaching）に起因する葛藤」、「赴任校での孤立化」により苦悩する場面は多々ある。ALTが直面するこれら広義の文化摩擦は、ストレス亢進、疎外感、抑うつ感情を誘発する可能性を否定できない。この状態は「ALT個人」の悲劇だけでなく、生徒にとっても有益な状態ではない。
　このような問題を軽減する方法として、ALTが日本で最初に受講する「初任者研修＝in service training,以下IST」は重要な位置をしめる。しかしながら、「IST」に関するALT自身の評価、効果に関する調査報告はない。そこで、我々は本調査においてISTに関する実態を調査した。
【調査対象】第一報において報告した同一の８５名を対象とした。
【調査方法】ISTに関する２１質問項目（自由記載１項目を含む）。言語教育に関する経験などに関する５質問項目を英語で質問した。
【結果】ISTが９月からの「実際の日本人生徒に対する授業」で有益であったかの質問に対して、過半数は有益ではないと回答があった。これを含め、学会当日は本調査から得た「IST」に関するALTの評価を報告し考察する。
これは、ジェットプログラムによって日本にやってくるALTが最初に受講する「初任者研修＝in service training,以下IST」の実態を調査し評価したものである。
１９８７年に始まったこのプログラムは、現在日本の中学、高校における英語のコミュニケーション能力を高めるため、主に日本人教師のアシスタントとして現場に派遣される、英語を母国語とする外国人約6,000人を抱えている。
しかしながらこの壮大なプログラムの教育指導方針や、またその効果においての調査報告はない。
そこで本調査においてISTの教育指導方法の見直しや、また今後のジェットプログラム参加者にむけた新たな方法を提案したい。

The 2008 Nakasendo English Conference

mickstout — Sat, 21 Jun 2008 19:37:34 CDT

The 2008 conference theme was "Working together to improve teaching practice" and the discussion panel theme was "Where do we go from here?".
The 2008 Nakasendo English Conference discussion panel was chaired by Tim Murphey and representatives from JALT Omiya, the JALT Jr/Sr High School Special Interest Group, the Association of Japan Exchange and Teaching (AJET), the Elementary School Thematic English Education Movement (ESTEEM), the English Teacher and Learner Cooperative (eTLC).