2016 CUE Conference Schedule

Sponsored by: Osaka JALT, Englishbooks.jp,

General Union, West Japan Cambridge Center

2016 CUE Conference JALT College and University Educators

Special Interest Group

Kindai University, Osaka

conTENT with teaching CONtent? Embracing Alternative Methodologies in the Modern Language Classroom

WELCOMETOCUE2016

Helloeveryone,

Welcometothe2016JALTCollegeandUniversityEducators(CUE)SIGConference.

Thisyear’sthemeis“conTENTwithteachingCONtent?EmbracingAlternativeMethodologies

in the Modern Language Classroom”. I would like to express my appreciation to Kindai

University, Osaka JALT chapter, General Union, West Japan Cambridge Center, the

conference organizing team, the presenters, and the student volunteers who have

endeavoredtomakethisconferenceasuccess.

CUE is happy to welcome two plenary speakers this year. Laurence Anthony, a

professoratWasedaUniversity,willheaduptheEnglishforSpecificPurposes(ESP)portion

ofourconferencewithhisdiscussion:“ESP-informedContent-basedLearning:Suggestions

for Keeping the Language in Learning”. In addition,Makoto Ikeda, a professor at Sophia

University,willdiscusscontentteachinginhistalkon“AThirdRevolutioninELT?:CLILasa

MethodologyforCompetency-basedLanguageEducation.”

The conference will also feature a diverse range of speakers and topics. We will

feature five ESP presentations, thirty 25-minute presentations, and four 45-minute

presentationsaswellasninepostersonothertopicsrelatedtotheconferencetheme.Iam

suretheplenarytalksandpresentationswillbebothinterestingandinspiringforconference

attendees.

Aftertheconferencewewouldliketooffertheopportunitytopresenterstosubmit

their papers for a special peer-reviewed conference proceedings edition of the OnCUEJournal.Wewillhavemoredetailsaboutthepublicationaftertheconference.

Wearehappytoannouncethatwewillalsoholdoursecondannualreferencebook

raffle featuring copies of the APAManual, 6th ed. (2009), Research Design: Qualitative,Quantitative,andMixedMethodsApproaches,4thed.byJ.W.Creswell(2013),andRoget's21st Century Thesaurus (2005). The raffle will be held after Professor Ikeda’s plenarypresentationonthesecondfloorin��.

ThankyouforyourparticipationanddedicatedefforttomakeboththeCUESIGand

thisconferenceasuccess.

WendyM.Gough

CUESIGCoordinator

2016CUEConferenceChair

2016CUECONFERENCETEAM

CUEConferenceTeam

ConferencePlanningTeamConferenceChair:WendyGough

SiteChairandStudentInterns:AlisonKitzman

PublicityChair:JamieTaylor

Webmaster:SeanGay

ProgramChair:EricHirata

VettingCoordinator:SueSullivan

Treasurer:GarethBarnes

Registration:GarethBarnesandDanielNewbury

AMLiaison:GregGagnon

ConferenceVettingTeamSueSullivan(Coordinator)

MattApple

JillBurton

MichaelCarroll

PaulCollett

MelodieCook

BrianCullen

JamesDunn

MaryHillis

BillHolden

PeterLutes

GeorgeMacLean

PaulAnthonyMarshall

GreggMcNabb

DavidOckert

JennieRoloffRothman

SteveSuzuki

RobertTaferner

ClaireTaylor

2016CUECONFERENCE

2016JALTCollegeandUniversityEducators(CUE)SIGConference

September24,2016KindaiUniversityHigashi-OsakaCity,OsakaPrefecture

ConferenceTitleconTENT with teaching CONtent? Embracing Alternative Methodologies in the ModernLanguageClassroom

DescriptionTodayavarietyofmethodshavebecomecommontoclassroomsaroundJapanandtheworld.WhetherclassesinvolvetheuseofCLT,CBT,CLIL,ESP,orothermethods,eachbringswithita different set of challenges and rewards for teachers and students. This conferencewillencourage participants to explore different teaching methods, exchange thoughts andexperiencesregardingtheuseofthedifferentmethods,andexploresuggestionsforhowtoimplementthedifferentmethodsinavarietyofclassroomsituations.Reportsonresearchrelatedtothevariousmethodstodelivercontentcoursematerialwillalsobeencouraged.

• Perspectivesoncommunicativeorcontent-basedEnglishinstructioninJapan• InnovativeapproachestoCLT,CLIL,CBT,andESP• BuildingsupportforCLILorCBTwithintheuniversity• TheroleofESPincontent-basedinstruction

2016

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DINNER

2016CUECONFERENCESCHEDULE,2NDFLOOR,��

PRESENTATIONSCHEDULE

TIME PRESENTATION

8:30-

9:00-9:50LaurenceAnthony(PlenarySpeaker)

ESP-informedContent-BasedLearning:Suggestionsforkeepingthelanguageinlearning

10:00-10:35

10:45-11:20

11:30-12:05

12:05-13:00 LUNCHBREAK

13:00-13:50MakotoIkeda(PlenarySpeaker)

AThirdRevolution inELT?: CLILasaMethodology forCompetency-basedLanguageEducation

14:00-14:50 ReferenceBookRaffle

15:00-15:35

15:45-16:20

16:35-17:10

18:00- DINNER

2016CUEPLENARYSPEAKER-LAURENCEANTHONY

ESP-informedContent-BasedLearning:SuggestionsforKeepingtheLanguageinLearning2ndFloor,��,9:00-9:50

LaurenceAnthonyCenter forEnglish LanguageEducation,WasedaUniversity,JapanHonoraryResearchFellow,LancasterUniversity,UK.

AbstractManyinstitutionsinJapanandotherAsiancountriesareadoptingContent-BasedLearning(CBL)coursesasanalternativetotraditionalEnglishlanguageprograms.Thesecoursesareoftentaughtbynon-nativesubjectspecialistswithlittleornotraininginlanguageteaching.Asaresult,studentsstruggletounderstandnotonlythenewcontentbutalsothelanguageinwhich it is being taught. Alternatively, English teachersmay be asked to teach a CBLcourse, but this leads to the danger of them teaching overly simplistic or potentiallyinaccurate contentmaterial. In this presentation, Iwill review the coreprinciplesof theEnglish for Specific Purposes (ESP) language learning approach and show how adoptingtheseprinciplesinaCBLclassroomcanhelpteacherstosuccessfullybalancecontentandlanguageandproducecoursesthatmeetthetargetgoals.IwillalsodiscusshowESPandCBL relate to other recent trends in tertiary program development, including EnglishMediumInstruction(EMI)andContentandLanguageIntegratedLearning(CLIL),anddiscussthe potential impact of all these trends on English language teachers, specialist subjectteachers,andthetertiaryinstitutionswheretheywork.

BiographyLaurenceAnthonyisProfessorofAppliedLinguisticsattheFacultyofScienceandEngineering,WasedaUniversity,Japan.HismaininterestsareinEnglishforSpecificPurposes(ESP)programdesignandteachingmethodologies,corpuslinguistics,andeducationaltechnology.HeisheadoftheESPsectionoftheJACETawardsandpublicationscommitteeandservesontheeditorialboardsofvariousinternationalESPjournals.In2012,hereceivedtheNationalPrizeoftheJapanAssociationforEnglishCorpusStudies(JAECS)forhisworkoncorpussoftwaretoolsdesign.

2016CUEPLENARYSPEAKER-MAKOTOIKEDA

AThirdRevolutioninELT?:CLILasaMethodologyforCompetency-basedLanguageEducation

2ndFloor,��,13:00-13:50

MakotoIkedaSophiaUniversity

AbstractInthishighlyglobalisedinformationsociety,Englishisnotjustabasictooltocommunicate

withpeoplefromdifferentlinguisticbackgroundsbutaninvaluabledevicetoacquirenew

knowledge,produceoriginalideasandcollaboratewithotherglobalcitizens.Thismeansit

isnotsufficienttodevelopstudents’languageknowledgeandskillsintheEnglishclassroom;

theirglobal(i.e., internationalandholistic)competenciesshouldalsobeaddressed.Here

comesinCLIL(ContentandLanguageIntegratedLearning),whoseultimategoalistonurture

learners’“softskills”.Inthistalk,Iwillcomparethisinnovativeeducationalapproachwith

other traditional ELT (English Language Teaching) methodologies, summarise its

fundamentalandadvancedtheories(principlesandpedagogies),andpresentexamplesof

bothcommerciallyproducedandprivatelydesignedCLILteachingmaterials.

BiographyMakoto Ikeda isProfessorofEnglishphilologyandEnglish languageeducationatSophia

University. He received his MA from University of London and his PhD from Sophia

University.HehaspublishedanumberofarticlesandbooksonCLIL,andguest-editeda

specialissueofTheInternationalCLILResearchJournalfocusingonCLILinJapan.Hisrecentpublications includeco-authoredCLIL:NewChallenges inForeignLanguageEducationatSophiaUniversity,Vol.3:LessonsandMaterials,SophiaUniversityPress(forthcoming).

2016CUECONFERENCESCHEDULE,2NDFLOOR,LL201 �


TIME PRESENTATION

8:30-

9:00-9:50

10:00-10:35MalcolmLarking(ESP)

Factoropinion?DevelopingacriticalreadingperspectiveforEnglishinthemedia

10:45-11:20SimonCooke

Autonomy,motivationandreflectiontasks

11:30-12:05EugeneLee

Speakingclasswithaspeakingimpairedstudent


13:00-13:50

14:00-14:50

15:00-15:35Mehran,Alizadeh,Koguchi

Fromneedsanalysistolanguagecenter:CALLforchangeatOsakaUniversity

15:45-16:20KristenSullivan

Usingnon-fictiongradedreaderstobringcontenttoskills-basedcourses

16:35-17:10

18:00- DINNER

2016CUEPRESENTATIONS,2NDFLOOR,LL201 �,MORNING

Fact or opinion?Developing a critical reading perspective for English in themedia (ESPPresentation)

2ndFloor,LL201�,10:00-10:35MalcolmLarking,RitsumeikanAsiaPacificUniversity,Oita,[email protected]

ThispresentationintroducespracticalreadingstrategiesandactivitiesforanEnglishin themedia ESP course. Empower your learners to read between the lines andcriticallydisseminatethewidearrayofmediareportsavailabletothemwiththeseengagingandthought-provokinglessonideas.

Autonomy,motivation,andreflectiontasks

2ndFloor,LL201�,10:45-11:20SimonCooke,TohokuInstituteofTechnology,Sendai,[email protected]

Thispresentationwilldiscussandsharethemethodology,materialsandresultsofastudy,carriedoutinaJapaneseuniversityfreshmanEnglishcommunicationcourse,which examined the perceived benefits to communication competence gainedthrough participation in a number of highly-regarded self-evaluation activities.

Speakingclasswithaspeakingimpairedstudent

2ndFloor,LL201�,11:30-12:05EugeneLee,AstonUniversityMScparticipant,[email protected]

In a university in Tokyo, a special needs student requested to join an electiveconversation class with 25 other students. Effectively teaching a group whilemeeting theneedsof a speakingandhearing-impairedperson is a challengeandmuchcanbelearnedfromthiscasestudy.

LUNCHBREAK

2016CUEPRESENTATIONS,2NDFLOOR,LL201 �,AFTERNOON

Fromneedsanalysistolanguagecenter:CALLforchangeatOsakaUniversity2ndFloor,LL201�,15:00-15:35ParisaMehran,OsakaUniversity,[email protected],OsakaUniversityIchiroKoguchi,OsakaUniversityHaruoTakemura,OsakaUniversity

AcomprehensiveneedsanalysiswasconductedtoassesstheEnglishlanguageneedsand difficulties of undergraduate Japanese EFL learners at Osaka University. ThefindingsrevealedthatthereisapressingneedforlaunchingaCALL-basedlanguagecenteratthisuniversitywhichcouldcontributetothestatusofELT.

Usingnon-fictiongradedreaderstobringcontenttoskills-basedcourses2ndFloor,LL201�,15:45-16:20KristenSullivan,ShimonosekiCityUniversity,[email protected]

Skills course books can often be lacking in textual content. If teachers know thelearning objectives of their courses and have a repertoire of activities, they cancreate their own content-rich curriculum and materials by adapting non-fictiongraded readers. The presentation will show how this was done for alistening/pronunciationcourse.

DINNER

2016CUECONFERENCESCHEDULE,3RDFLOOR,301 �


TIME PRESENTATION

8:30-

9:00-9:50

10:00-10:35RayFranklin

“ReadingRaces”andothertimelyteachingtips

10:45-11:20CLASSROOMSINUSE

11:30-12:05


13:00-13:50CLASSROOMSINUSE

14:00-14:50

15:00-15:35JohnCampbell-Larsen

Whatliesbeneath:Thehiddenprocessesofspokenlanguage

15:45-16:20MichaelDancsok

WhendowestopteachingEnglish?

16:35-17:10JoshBrunotteandDeborahBroadby

Sleephabitsoftertiary-levelJapaneseELLs

18:00- DINNER

2016CUEPRESENTATIONS,3RDFLOOR,301 �

“ReadingRaces”andothertimelyteachingtips3rdFloor,301�,10:00-10:35

RayFranklin

This workshop will present over two-dozen "timing tips" for use in the English

classroom(withdemonstrationsusingcurrenttextbooks),whichcanraisestudent

awareness and provide more focus while adding lively and effective practice of

almostanylanguageteachingcontentormaterials,atanylevel.

LUNCHBREAK

Whatliesbeneath:Thehiddenprocessesofspokenlanguage3rdFloor,301�,15:00-15:35

JohnCampbell-Larsen,KyotoWomen’sUniversity,[email protected]

Manyof theprocessesbywhichspoken languageworksare invisible to language

users.Inconversation,repair,hesitations,restarts,discoursemarkersandsoonare

not consciously attended toduring interactions. It is proposed that thesehidden

aspectsoflanguageinfluenceteachinginfar-reachingways.

WhendowestopteachingEnglish?3rdFloor,301�,15:45-16:20

MichaelDancsok,JuntendoUniversity,[email protected]

The presentationwill discuss the need for universities to shift from courses that

emphasize language learning to ones that emphasize language usage. The

presentationwill show that, givenanenvironment thatnurtures critical thinking,

studentscanengageincomplexissuesintheiradoptedsecondlanguage.

Sleephabitsoftertiary-levelJapaneseELLs3rdFloor,301�,16:35-17:10

JoshBrunotte,NagoyaCollege,[email protected]

DeborahBroadby,NagoyaCollege,

All teachingtechniquesaremoreeffective if studentsarementallyandphysically

preparedforclass.DatawillbepresentedonthesleephabitsofJapaneseELLsand

theirrationaleforsleepchoices.Suggestionsforhowinstructorsmightencourage

better sleep-related choices through modern teaching techniques will also be

discussed.

DINNER

2016CUECONFERENCESCHEDULE,3RDFLOOR,302 �


TIME PRESENTATION

8:30-

9:00-9:50

10:00-10:35KazumiKatoandWendyGough(ESP)

ResearchanddevelopmentofsupportfortheEnglishneedsinasmallJapaneseporttown

10:45-11:20Y. Fukada,T.Fukuda,Falout Idealclassmatesascontent

11:30-12:05GordonCarlson

PromotingmaximumstudentinvolvementamongdiverseEnglishlevelsinacontentcourse


13:00-13:50

14:00-14:50

15:00-15:35EricHirata

DevelopingacademicwritingskillsthroughLiteratureCircles

15:45-16:20ChihHaoChang

Peerreview:AsupplementarymethodinuniversitywritingclassesinJapan

16:35-17:10NicholasMusty

WordassociationinJapaneselearnersofEnglish

18:00- DINNER

2016CUEPRESENTATIONS,3RDFLOOR,302 �,MORNING

ResearchanddevelopmentofsupportfortheEnglishneedsinasmallJapaneseporttown(ESPPresentation)

3rdFloor,302�,10:00-10:35KazumiKato,TokaiUniversity,SchoolofMarineScienceandTechnologyWendyGough,TokaiUniversity,SchoolofMarineScienceandTechnology

TokaiUniversitystudentshelplocalvolunteersinterpretforluxurylinerpassengersat Shimizu Port. We are researching passenger and interpreter needs, and thesupportsimilarsmalltownsofferforeignvisitors.WewillthencreateanESPtrainingprogramfortheinterpreters,andthecityofficetobettermeetpassengerneeds.

Idealclassmatesascontent

3rdFloor,302 �,10:45-11:20YoshifumiFukada,MeiseiUniversity,Tokyo,[email protected],InternationalChristianUniversity,TokyoJosephFalout,NihonUniversity

The presenters will describe various ways to implement an awareness-raisingprocesscalled IdealClassmatesSensitizations (ICS),whichencouragesstudentstocollaboratively support each other by sharing information aboutwhat they needfrom each other to perform well. Teachers can use ICS to better prepare theirstudentsforanyclassroom-basedmethodology.

PromotingmaximumstudentinvolvementamongdiverseEnglishlevelsinacontentcourse3rdFloor,302�,11:30-12:05GordonCarlson,OtemaeUniversity,[email protected]

Althoughcontentcoursesareproven tobeeffective in improving languageskills,varied English competency levels in a single classroom are problematic forinstructors who do not wish to compromise the quality of their courses. Thispresentation demonstrates specific activities that can be applied to maximizeparticipationindiverseclasses.

LUNCHBREAK

2016CUEPRESENTATIONS,3RDFLOOR,302 �,AFTERNOON

DevelopingacademicwritingskillsthroughLiteratureCircles3rdFloor,302�,15:00-15:35

EricHirata,NagoyaUniversityofForeignStudies,[email protected]

Thepresenterwilldescribehowanadapted formofLiteratureCircles,previously

successful in EFL reading classes, canbe applied to EFL academicwriting classes.

Applying redesigned Literature Circles to focus on specific writing skills such as

summarizing, researching, and referencing improves overall academic writing

performancewillbeexplored.

Peerreview:AsupplementarymethodinuniversityclassesinJapan3rdFloor,302�,15:45-16:20

ChihHaoChang,NagoyaUniversityofCommerceandBusiness

Thispresentationaimstosummarizetheprosandconsofpeerreviewandtoprovide

suggestions forbefore,during,andafterpeer review.Byadoptingpeer review in

writing classes, not only are teachers relieved of the time-consuming tasks of

correctingstudents’writing,butmoreimportantly,studentslearnmoreeffectively

byactiveparticipation.

WordassociationinJapaneselearnersofEnglish3rdFloor,302�,16:35-17:10

NicholasMusty,KwanseiGakuinUniversity,[email protected]

Word association tests offer an understanding of thought processes. This

presentation describes one test of English language learners, who showed a

preference for syntagmatic word choices, in particular those experiential,

collocational or phonological in nature. Using such information, teachers can

considerhowtoencouragelearnerstodeveloptheirmentallexicon.

DINNER

2016CUECONFERENCESCHEDULE,3RDFLOOR,E ��


TIME PRESENTATION

8:30- PosterSetup

9:00-9:50

10:00-10:35

10:45-11:20

11:30-12:05


13:00-13:50

14:00-14:50POSTERPRESENTATIONS

15:00-15:35 PosterCleanUp

15:45-16:20

16:35-17:10

18:00- DINNER

2016CUEPOSTERPRESENTATIONS,3RDFLOOR,E ��

POSTERPRESENATIONS3rdFloor,E��

14:00-14:50

GeneralUnionJuliaKimura

TheGeneralUnionisalegallyregisteredlaborunion.Workersofanyoccupationor

nationalityareeligibletojoin,butweprimarilyorganizeforeignlanguageteachers

in the Kansai and Tokai regions. Since its foundation in 1991, our union has

established a reputation for protecting members' rights and improving working

conditions. We provide advice on workplace issues, and we actively help our

membersorganizeandnegotiateintheirworkplaces.

Areyouinthemood?Re-examiningclassroomatmosphereRichardGabbrielli,YasudaWomen'sUniversity

Classroom atmosphere underpins classroom interaction: a dramatic narrative

involvingamutualcomingtogetherofhumanity.Inthissession,Ifirstexplorethe

natureandfunctionofclassroomatmosphereandtheninviteparticipantstodiscuss

itsrelevancetotheirownteachingcontexts.

ForeignfacultyintegrationandglobalizationThomasNishikawa,KyotoSangyoUniversity,[email protected]

Theresearchexaminedtenuredandnon-tenuredforeignfacultylackofintegration

into Japan’s universities. Initiatives to globalize universities have produced few

results.Oneoftheissuesisthelackofgenuineintegrationoftheforeignfacultyinto

domestic universities. The research investigated the rhetoric and reality of

internationalizingJapan’shighereducation.


IntroducingEnglishlecturemeetingsonsciencetopicsintotheclassroomKeiichiroKobayashi,KantoGakuinUniversity,[email protected]

DBCE �>/%?$%)%<��&,��ESP 486� ��79*0@-.��2)%(=+"� �)%<%3�';��

25��>��79:1�A�&,#!�

Apresentationdetailingactivitiesinthedepartmentofengineeringsincethe2014academicyear,inwhichJapaneseFacultymembers,expertsintheirfields,havebeeninvited to regular English classes as special lecturers to provide science-majorstudentswithup-to-dateinformationonvariousscientifictopicsinEnglish.

UsingmusicasamediumofinstructionEtienneMarceau,NagoyaUniversityofForeignStudies,[email protected]

Content-based education is gaining momentum in Japanese universities, as itteachescontentwhileofferingexposuretothesecondlanguage.However,itisnotalwaysstimulatingnordoesitaddressthelanguagepedagogically.Thispresentationoffers practicalwaysof usingmusic as amediumof instruction in content-basedcourses.

Applyingcontentknowledgetoapracticalsituation–exampleusingthescientificmethod

MartinWood,KanazawaInstituteofTechnology,[email protected] theopportunity toapplycontentknowledge inameaningfulwaymay help students understand the material better. This poster will explain howstudentsappliedcontentknowledgefromthescientificmethodtoactualresearchconductedatourinstitution.Studentfeedbackandsuggestionsforsimilaractivitieswillalsobeexplored.

Student-teacherconferences:Focusingoncontent?JoeGarner,InternationalChristianUniversity,Tokyo,[email protected]

As the direction of student-teacher conferences tends to be student driven,conferences may provide valuable insights into which aspects of language-embedded content courses students wish to explore in greater depth. Plans forresearchingthisareawillbeoutlinedinthisposterpresentation.


SevenCBLactivitiesusingself-adhesivewhiteboardfilmDeborahBroadby,NagoyaCollege

Whiteboardfilmsareareusablelightweightalternativetoconventionalclassroom

boardsthatcansticktoanyhardsurface.Inthispresentation,sevenCBLactivities

willbeexploredthroughtheuseoftheseboardsandattendeeswillgainideason

howtoincorporatethemintocontent-basedclasses.

InfluencesofoverseasexperiencesonL2learningTetsuyaFukuda,InternationalChristianUniversity,Tokyo,[email protected]

About300universitystudentsatauniversityinTokyoweredividedintogroupsand

comparedtoinvestigatetheimpactoflivingoverseasbeforeenteringuniversityon

Englishlearning.Itwasfoundthatreturnees,especiallythosefromEnglish-speaking

countries,aregenerallybetteratEnglish,andthatnon-returneesimprovemorein

university.

Classroomculturebeforecontent:EnglishcanwaitStephenPaton,FukuokaUniversity,[email protected]

Manyofourstudentsarenotaccustomedtothekindofclassroomcommunication

that underpins modern communicative language teaching methods. Therefore,

overcomingthenon-communicativenon-interactiveclassroomculturethattheycan

bringwiththemisanecessaryprecursortomeaningfulsecondlanguagelearning.I’ll

showhowIapproachthissituation.

2016CUECONFERENCESCHEDULE,4THFLOOR,4S1 �


TIME PRESENTATION

8:30-

9:00-9:50

10:00-10:35VincentPetrin(ESP)

CreatingalternativeassessmentsfortheuniversityCLILclassroom:Thelecture-genre

10:45-11:20ThomasLockley

InternationalJapanesehistoryasCLIL

11:30-12:05SusanLauraSullivan

Using“VoiceThread”togivestudentsavoice


13:00-13:50

14:00-14:50CeciliaFujishima(LongPresentation)ScaffoldingideasfortheCLILclassroom

15:00-15:35QuenbyAokiHoffman

Trainsleavingstations:AlanguageteachergetsonboardwithCLIL

15:45-16:20TamaraSwensonandSteveCornwellManagingacontent-basedcurriculum

16:35-17:10JamieTaylor

Discussingentertainment:Student-directedcontentinstruction

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2016CUEPRESENTATIONS,4THFLOOR,4S1 �,MORNING

CreatingalternativeassessmentsfortheuniversityCLILclassroom:Thelecture-genre(ESP

Presentation)

4thFloor,4S1�,10:00-10:35

Vincent Petrin, Sophia University, Center for Language Education and Research,

[email protected]

As university English education programsmove towardsmore academic content

approaches(e.g.,CLIL),aneedhasarisentocreatecomplementaryassessmentsto

traditionalsummativetextbookexams.ThispresentationintroducestheAcademic-

ProfessionalSkillstestaimedatprovidinga90minuteintegrated4skillsassessment

forthelecture-genre(ESP-ready).

InternationalJapanesehistoryasCLIL

4thFloor,4S1�,10:45-11:20

ThomasLockley,NihonUniversityCollegeofLaw,Tokyo

This paper will describe a variety of CLIL history courses focusing on Japanese

internationalhistory.Itwillfirstbrieflyvisittheconceptualframeworkbehindcourse

construction and explain the content and pedagogicalmethods employed. Itwill

thenexaminethepedagogicalandcriticaloutcomes,includinginternationalposture.

Using“ThreadVoice”togivestudentsavoice

4thFloor,4S1�,11:30-12:05

SusanLauraSullivan,TokaiUniversity,SchoolofMarineScienceandTechnology

Implementing activities which draw on CBT, CLIL or EMI methodologies can be

difficult,due tobeing required to teach fromsetcoursebooks.Thispresentation

exploresusing“VoiceThread,”anonline interactiveandcollaborative tool,which

enabled students to exploit and supplement textbook ideas on story telling

techniques

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2016CUEPRESENTATIONS,4THFLOOR,4S1 �,AFTERNOON

ScaffoldingideasfortheCLILclassroom(LongPresentation)4thFloor,4S1�,14:00-14:50CeciliaFujishima,ShirayuriUniversity,Tokyo,[email protected]

This presentation seeks to give practical examples of scaffolding in humanitiescontent. Techniques,utilized togoodeffectby thepresenter,will be introduced.Techniques include interventions with course material and activities, classroomlayout and practices, as well as homework and assignments. Attendees areencouragedtosharetheiropinionsandexperiences.

Trainsleavingstations:AlanguageteachergetsonboardwithCLIL4thFloor,4S1�,15:00-15:35QuenbyAokiHoffman,SophiaUniversity,[email protected]

Thispresentationexploreswaysthatteacherscanusetheirskillsandexperienceaslanguage teachers trained inTESOLorAppliedLinguistics to teachCLILandotherContent-Based courses. Specific examples and materials will be provided fromclasses the presenter has taught, including Psychology, Environmental Problems,GenderStudies,andMultiethnicLiterature.

Managingacontent-basedcurriculum4thFloor,4S1�,15:45-16:20TamaraSwenson,OsakaJogakuinUniversity,[email protected],OsakaJogakuinUniversity

The presenters will share their expertise in designing, writing, and maintainingmaterialsforaCBIcurriculumataJapaneseuniversity.Theuniversitybegancontent-based instruction inthe late1980s.Twochallengesaresupervising facultyas theydevelopfirst-yearmaterialsin-houseandlinkingcontentandlanguagegoals.

Discussingentertainment:Student-directedcontentinstruction4thFloor,4S1�,16:35-17:10JamieTaylor,ChubuUniversity,[email protected]

Content-based English classes can be engaging and thought provoking whenstudentsare interested in thetopic.Thepresenterwilldiscussanentertainment-themedcoursewherestudentsdeterminedcoursecontentandactedasteacherstotheirclassmates.Thepresentationexaminesstudentopinionsregardingthisformatandgivessuggestionsforimplementingsimilarsyllabi.

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TIME PRESENTATION

8:30-

9:00-9:50

10:00-10:35PaulMcAleese(ESP)

Towardsmoreintelligibleresearchpresentations

10:45-11:20IngridTo

Task-basedteachinginaJapaneseuniversitycontext

11:30-12:05EricHirataandJeremiahHall

Integratingcontentandpresentationskills


13:00-13:50

14:00-14:50ChadCottam(LongPresentation)

Smartphonemovies:Dynamic,task-basedlearningforcollegestudents

15:00-15:35NathanielCarney

Assessingthechallengeofunscriptedlistenings

15:45-16:20SeanGay

Contentlearningandidentitydevelopment

16:35-17:10FloydH.GrahamIII

MulticulturaleducationintheJapaneseuniversityclassroom-ANativeAmericanstory

18:00- DINNER


Towardsmoreintelligibleresearchpresentations(ESPPresentation)4thFloor,4S2 �,10:00-10:35PaulMcAleese,NaraInstituteofScience and Technology,[email protected]

Thisshorttalkwillconsidertheoutcomesofanoralresearchpresentationtrainingprogram for post-graduate bio-science students. Based on final presentationevaluations, post-presentation questionnaires, and video material, some specificareas for further improving NNS (non-native speaker) presentation delivery andlanguageareidentifiedanddiscussed.

Task-basedteachinginaJapaneseuniversitycontext

4thFloor,4S2�,10:45-11:20IngridTo,NagoyaUniversityofCommerceandBusiness,[email protected]

This presentation will consider the application of task-based language teaching,alongsideform-focusedinstruction,for lower-intermediateproficiencystudents inJapaneseuniversityclassrooms.

Integratingcontentandpresentationskills

4thFloor,4S2�,11:30-12:05EricHirata,NagoyaUniversityofForeignStudies,[email protected],NagoyaUniversityofForeignStudies,[email protected]

Thepresenterswilladdressbestpracticesforintegratingcontentandpresentationskills into EFL courses to improve student communicative competence. Theywillsharestrategiesforadaptingcoursematerialstoincludecontentandpresentationskills whilemeeting course objectives. Participants will receive access to samplecoursematerials.

LUNCHBREAK


Smartphone movies: Dynamic, task-based learning for college students (LongPresentation)*

4thFloor,4S2�,14:00-14:50ChadCottam,HimejiDokkyoUniversity,[email protected]

Thisworkshopwillexplainanddemonstratethesimplicity,poweranddynamicrangeof learningactivities throughmovieproduction,nowavailablewith themost recentdevelopments of smartphone and 'cloud' technology. Attendees should have areasonableknowledgeofsmartphonesandsmartphoneapplications,howeverthereisnorequirementtobringasmartphonetotheworkshop.Pleasenote: iOSandAppleStoreproductssuchasiMoviewillbedemonstrated.

*Forthisworkshoppresentation,thetechlevelrequiredisnovicetointermediate

Assessingthechallengeofunscriptedlistenings4thFloor,4S2�,15:00-15:35NathanielCarney,KobeCollege,[email protected]

TwelveJapaneseuniversityEFLlistenersofthreedifferentproficiencylevelswatchedshort unscripted video clips of two different native English speakers talking aboutlearning to drive. A verbal recall procedure with participants revealed a variety ofdifficulties, including misinterpretations of connected speech, hesitations, culturalreferences,andknownvocabulary.

Contentlearningandidentitydevelopment4thFloor,4S2�,15:45-16:20SeanGay,RitsumeikanUniversity,[email protected]

This presentation explores the intersections between identity formation, content-focused learning, and second language acquisition. In acquiring a second or foreignlanguage,thereisanaspectofidentityformationthatwillaccompanytheexperience.This presentation is focused on how to foster and utilize identity formation in thecontent-focusedlanguageclassroom.

MulticulturaleducationintheJapaneseuniversityclassroom–ANativeAmericanstory4thFloor,4S2�,16:35-17:10FloydH.GrahamIII,KansaiGaidaiUniversity,Osaka,[email protected]

Creating"worldcitizens"isthecurrentgoaldujourofmanyuniversityEnglishlanguageprogramsinJapan.Thispresentationwilloutlineanecessaryfirststepinthisprocess—multiculturaleducation—explainitsnecessityincurrentJapanesesociety,andprovidematerialsandactivitiesforanEAPmodulebasedonNativeAmericans.

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TIME PRESENTATION

8:30-

9:00-9:50

10:00-10:35CarolineBertorelli(ESP)

Takeadetouroutofthetextintocontext

10:45-11:20MartinHawkes

LecturecoursesforEFLstudentsinJapanasstudyabroadpreparation

11:30-12:05RobertDykes

Curriculum’seffectonforeignlanguageanxiety


13:00-13:50

14:00-14:50DarleneYamauchi(LongPresentation)

ComparingmultipleintelligencesinESPnursingclasses-Acomparativestudy

15:00-15:35BrianWojtowicz

L2self-confidenceawarenessdevelopment

15:45-16:35GlenHill(LongPresentation)

Anauthor’sguideforpublishinginOnCUEJournal

18:00- DINNER


Takeadetouroutofthetextintocontext(ESPPresentation)

4thFloor,4S3�,10:00-10:35Caroline Bertorelli, Toyo University, Department of International Tourism, Tokyo,[email protected]

ThepresenterwillshareprojectsthathavebeensuccessfulinacompulsoryEnglishclassforsecond-yearuniversitystudentsmajoringintourism.

LecturecoursesforEFLstudentsinJapanasstudyabroadpreparation

4thFloor,4S3�,10:45-11:20MartinHawkes,UniversityofShigaPrefecture,[email protected]

ThispaperwilldescribetheimplementationofalectureprogrammeforEFLstudentsin at a university in Japan. The presenterwill describe the courses, some of thechallengesthatemerged,andthemeasuresthatweretakentodevelopthecoursesafterfeedbackfrombothcolleaguesandstudents.

Curriculum’seffectonforeignlanguageanxiety

4thFloor,4S3�,11:30-12:05RobertDykes,UniversityofFukui

Thispresentationwillcoveracompleted,andongoingfollow-up,researchprojecttoexamineagapinforeignlanguageanxietyresearch:measuringthechangeofFLAoverthemediumandlongterminauniversitycontextfocusingonacommutative-orientedcurriculumversusareadingandTOEIC-orientedcurriculum.

LUNCHBREAK


Comparing multiple intelligences in ESP nursing classes- a comparative study (LongPresentation)

4thFloor,4S3�,14:00-14:50

DarleneYamauchi,ToyoUniversity,[email protected]

This interactivepresentationwilldiscuss theapplicationofMIprinciples topromote

learner-centeredinstructioninfirstyearuniversityESPcoursesfornursingstudentsin

two universities. Results from case studies demonstrated that regardless of English

proficiency level, students in both universities possessed similar MI levels. With

practicalexamplesoffered,presentationparticipantswillbegivenanopportunity to

see how knowledge of students’ MI strengths and weaknesses may be utilized to

transformandimprovetheirownEnglishinstruction.

L2self-confidenceandidentitydevelopment4thFloor,4S3�,15:00-15:35

BrianWojtowicz,KwanseiGakuinUniversity(LanguageCenter),Hyogo,

[email protected]

Thepresenterwilldiscussresearchresultsthatshowhowlearnerself-reflectiveanalysis

of videoed conversations positively affected L2 self-confidence levels. Students self-

evaluated their own topic-less paired L2 discussions with emphasis on identifying

personal satisfaction of communicative output, individual strengths, weaknesses,

desiredimprovements,andachievedimprovements.

Anauthor'sguideforpublishinginOnCUEJournal(LongPresentation)4thFloor,4S3�,15:45-16:35

GlenHill,ChiefeditorofOnCUEJournal,ObihiroUniversity,[email protected]

This talk will provide detailed information on the sections of OnCUE Journal for

potentialauthors.Inadditiontoexplainingwhatsectioneditorsseeasvitalmaterial,

the presentation will demonstrate what writing weaknesses to avoid. The overall

submissionprocesswillalsobedescribedwithtipsondosanddon’ts.

DINNER

2016 CUE Conference Schedule

Documents

Transcript of 2016 CUE Conference Schedule