Tag: Gakuin

  • TILES 2021 – Using L1 in the Classroom

    TILES2021 Call for Proposals

    Date: Sunday, September 26

    Time: 13:30 – 17:00

    Place: Hirosaki Gakuin University & Online

    Submission Materials:

    (1) Abstract: 100-200 words describing your intended presentation (in English or Japanese).

    (2) Presenter Bio: Up to 100 words describing yourself and your current teaching situation (in English or Japanese). Submit to Vikki Williams: w_vikki@auhw.ac.jpSubmission Deadline: Friday, July 16Presentations should be between 20 – 30 minutes, followed by a 10-minute Q & A session.

    We welcome presentations in either English or Japanese; however, it would be appreciated if important information was available in both languages.

    Presentations should include one or some of the following:

    • Describe the presenter’s own research.

    • Describe the presenter’s own classroom experience.

    • Give practical examples or ideas for classroom use.

    TILES2021

    発表者募集日日：9月26日(日)

    時間：13:30~17:00

    場所：弘前学院大学およびオンライン

    提出書類：

    (1) 概要：発表予定の内容について、英語100-200語。日本語300-400字。

    (2) 発表者のバイオグラフィー ：発表者自身と発表者の現在の教育活動状況について、英語100語以内。日本語200字以内。提出先：ウイリアムズ・ヴィッキー（w_vikki@auhw.ac.jp）

    提出締切：7月16日（金）

    発表時間：20-30分（＋質疑応答10分間）

    英語と日本語いずれかによる発表でかまいませんが、重要な内容は両言語で伝わるようにしていただければ幸いです。

    発表の内容に以下のことを含めてもらえれば幸いです：

    • 発表者の研究について

    • 発表者の教育現場での経験について

    • 教室で使える実践的なことについて

  • MEES 2019 Presenters lineup!

    Click on the banner to go to the MEES 2019 info page. Thank you.

    53578864_2207426592856689_5935301867113283584_n

  • Plenary Speaker Announcement – MEES 2018

    27654897_1958608957738455_7346079632474532514_n

    We are excited to announce Gregory Sholdt of Kobe University as our 2018 MEES plenary speaker!
    よろしくお願いします！

    Plenary Title:

    Exploring Avenues of Insight into Our Classrooms: Let’s Take a Look at the Numbers

    Summary:

    Making adjustments based on informal observations of teaching and learning is second nature for most experienced, reflective language teachers. Yet, engaging in more systematic cycles of observation and change through action research can guide teachers to more refined and deeper understandings of their craft and significant improvements in their classrooms. Action research also provides an entry to academic discourse on language teaching and learning when teachers share their findings through conference presentations and published manuscripts. The goal of this talk is to explore these professional benefits for language teachers and to introduce an approach to doing action research that fosters knowledge and skills necessary for more traditional research studies, particularly those involving quantitative methods. The presenter will review standard action research methods and describe how to adjust them to emphasize the collection and analysis of quantitative classroom data. He will introduce some fundamental topics in quantitative methods including basic measurement theory and interpretation of descriptive statistics in order to demonstrate the benefits and limitations of working with numbers in action research. Resources outlining specific types of quantitative data readily available in classrooms and techniques for basic data analysis will be provided. During this relaxed, fun, and interactive talk, participants will have opportunities to share about their own research endeavors, get first hand experience with the fascinating world of statistical analysis, and consider ways to incorporate quantitative data in their own action research projects.

    Greg’s Bio:

    Gregory Sholdt teaches in the School of Languages and Communication at Kobe University. His interests include professional development, classroom-based research methods, English for academic purposes, and fluency instruction. Based on his graduate studies in Educational Psychology and experience teaching introductory statistics courses at the University of Hawaii, he has been exploring innovative approaches to professional development for teachers through classroom-based research. He has been encouraging, guiding, and supporting language teachers in Japan as they work towards building knowledge and gaining skills fundamental to conducting classroom-based quantitative research. Along with presentations, workshops, and online instruction, he has planned and executed large-scale, yearlong projects that center on collaborative professional development through shared research experience and have involved nearly one hundred language teachers across the country. He currently serves as a Consulting Editor for the JALT Journal and the Chair of the JALT Research Grants Committee.