We are pleased to announce the upcoming LLL-SIG Forum at the JALT 2024 Conference in Shizuoka (Granship) this weekend.
Forum Details:
Day: Sunday, November 17th
Time: 1:45 PM – 3:15 PM (90 minutes)
Room: Hikae 2 (1F)
All are welcome. Regrettably, there won’t be an option for online participation at this event.
Theme: Creativity and Imagination in Lifelong Language Learning
Abstract: In our fast-evolving world, traditional lifestyles and work models are becoming obsolete. Eagleman and Brandt (2017) contend that to succeed in this new era, learners must develop the ability to establish fresh social conventions. This necessitates nurturing their imagination and creativity. This forum seeks to investigate how language classes can cultivate these vital skills, offering ideas and activities for consideration, and encouraging participants to contribute their perspectives and inquiries.
Facilitator: Chiyuki Yanase (Keio university)
She will present the theme of the forum and its rationale. Then, she will introduce each panellist and their topics. At the end of the forum, participants are invited to join the Q&A session to engage in discussions.
Speaker 1: Marc Doyle (Sophia University)
His presentation will advocate for the use of Arts-Based Curriculum and Pedagogy within the EFL classroom. An Arts Based Pedagogy can empower students to move from resistance, and even compliance, to commitment towards their EFL study. After a brief introduction of Arts Based Research (to provide a framework), he will present this approach through sample assignments. Examples of student work will be used to explore the use of vulnerability and its role in fostering both engagement & empowerment.
Speaker 2: Ruth Iida (Rainbow Phonics English School)
Is encouraging drawing during class worth the time on task? Is getting an early start on Eiken exams more valuable than reading or listening to stories? In an Eikaiwa environment, children begin learning English through play before beginning primary school. These same children often continue for years in an environment of “playful learning”, giving them a solid four-skills base with which to begin communicating in their second language. For these children, English can also be the key to understanding themselves more deeply. My presentation will highlight a simple low-tech project designed for upper elementary age learners with a solid four-skills base, nurtured by years of playful learning. The project, designed to replace the commonly-used conversation starter, “When I grow up, I want to be a….”, encourages children to think more deeply about themselves rather than checking a box containing a standard occupation.
Speaker 3: Joseph Dias (Aoyama Gakuin University)
Language educators benefitted from the collaboration and sharing of online teaching expertise in preparation for emergency remote teaching during the COVID-19 pandemic. By virtue of those experiences, they are now well positioned to engage in what has variably been referred to as (foreign language) Telecollaboration, Online Intercultural Exchange (OIE), or Virtual Exchange (Guth, Helm, & O’Dowd, 2012; O’Dowd, 2018). These negotiated exchanges are generally arranged by like-minded teachers who bring their geographically distant classes together to enhance the language development and cultural awareness of learners. The speaker will show how he has included photographed and videoed creative content in his exchanges, such as tableaux vivants and pantomime.
