Vol. 4, Issue 5 - Saitama City Educators

さ
い
た
ま
市
教
育
家
会
ジ
ャ
I
ナ
ル
issn 2185 7822
volume 4, issue 5
さいたま市教育家会ジャーナル
The
Journal of Saitama City Educators (JSCE)
A さいたま市教育家会 (SCE) Publication
Published in Saitama City, Japan
ISSN: 2185-7822
Volume 4, Issue 5
September 2014
Editor: John Finucane
Issue Editors: Brett Milliner and
Travis Cote
Translator: Mitsuko Imai
Proofreading: Brett Milliner and
Travis Cote
Layout: John Finucane
Find out more at:
http://www.SaitamaCityEducators.org
This work is licensed under a Creative Commons
Attribution-NonCommercial 4.0 International License.
About the Issue Editors
Brett Milliner
Travis Cote
[email protected]
[email protected]
Brett Milliner is assistant professor in
Travis Cote is an assistant professor in
the Center for English as a Lingua Franca
the College of Tourism and Hospitality
(CELF) at Tamagawa University and lec-
Management at Tamagawa University and
turer in the faculty of law at Keio University.
a faculty member in the Center for English
Brett’s research interests include mobile-
as a Lingua Franca (CELF). He holds an
assisted
(MALL),
MA TESOL degree and his research inter-
self- access learning and student motiva-
ests include teacher induction practices,
tion. Brett is the treasurer of JALT CALL
computer-mediated language learning,
SIG and Yokohama JALT, as well as being
extensive reading and curriculum develop-
a regular contribu­tor to Digital Mobile
ment. Travis is also a contributing author
Language Learning (http://dmll.jaltcall.
to Digital Mobile Language Learning
org). When Brett isn’t working he can be
(http://dmll.jaltcall.org).
language
learning
found surfing or moonlighting as a yoga
teacher in Kamakura.
Mitsuko Imai
[email protected]
Mitsuko Imai is an assistant professor in
the Center for English as a Lingua Franca
(CELF) at Tamagawa University. She holds
an MA TESOL degree and her research
interests include motivation, autonomy,
learning strategies and extensive reading.
Foreword
In 2013, Tamagawa University launched
It is the teachers, their personal beliefs
a new, campus-wide English as a Lingua
and principles, who determine the suc-
Franca (ELF) program, the first of its kind
cess of any language program. If teachers
in Japan. The ELF program is designed
are going to hone their teaching skills,
to enable students to effectively communi-
deepen their knowledge and develop
cate with people all over the world using
professionally, they must receive proper
English as a lingua franca. Beginning in
support. To that end, the editors of this
2014, the Centre for English as lingua
current issue were involved in creating
franca (CELF) was established to house
the ELF Teacher Research Forum on
the English program and a tutor ser-
January 11, 2014. The forum served as a
vice. The Centre will serve approximately
place for teachers to share teaching ideas,
1,800 students, all of whom will be taught
and secondly, it provided a platform to
by approximately 50 instructors from
present their professional research. In
around the globe. Aware of the deep-
conjunction with this event, all teachers
rooted, native English speaker bias and
in the ELF program were invited to share
norms common not only in Japan, a con-
their teaching experience and knowledge
scious decision was made by Tamagawa
in the form of a short article or research
University to seek qualified, professional
paper. Publication in this journal rep-
English language teachers from outside
resents a chance for part-time teachers
the inner circle (Kachru, 1985) countries.
to add to their professional resume, but
The collection of articles in this journal
more importantly, this journal issue is
represents the research and work from
an opportunity for ELF teachers to share
a handful of those ELF teachers, each
ideas and add value to our new Center for
of whom comes from a different English
English as a Lingua Franca (CELF).
speaking background (L1 and L2).
In this issue, Jason Pipe introduces a creative way to take advantage of students’
smartphones to increase accuracy in ELF
speaking tasks. Arup Pandey shares his
project-based solutions for overcoming
freshman anxiety in his ELF tourism
classes. Anamaria Sakanoue talks about
two tasks she employs to encourage autonomy in her ELF classroom. Paul McBride
and Brett Milliner reflect on a trial
of M-reader, an online system of quizzes based on an extensive reading component in their ELF course. And lastly,
Tricia Okada describes the expanding
opportunities for Filipino English teachers in Japan.
It has been a challenging, yet wonderful learning experience for us in putting this second issue together. We hope
that some of these creative ideas will
embolden you to try something new in
your classroom this year.
6
Contents
ジェイソン・パイプ
Jason Pipe
Improving Performance in Task-Based
タスク活動におけるさらなる伝達能力の育成
Learning Activities with The Smartphone
方法
Page 1
アルップ・パンデイ
Arup Pandey
Enhance Classroom Dynamics and Reduce
ダイナミックスを活用した新入生の不安を和
Freshman Anxiety through Class-projects
らげるクラスプロジェクト
Page 8
アナマリア・サカノウエ
Anamaria Sakanoue
自治と教室のコンテキストで自分を見つける
Autonomy and finding oneself in the
classroom context
Page 13
ポール・マクブライド & ブレット・ミリナー
Paul McBride & Brett Milliner
多読アクティビティの実践：M-reader活用法
Managing Extensive Reading:
introduction to M-reader
Page 20
トリシャ・岡田
Tricia Okada
関東におけるフィリピン人英語教師
Filipinos Teaching English
in the Kanto Area
Page 31
7
Improving Performance in Task-Based Learning Activities
With the Smartphone
Jason Pipe
Abstract
要旨
Task-based learning does not neces-
タスクベース学習が常に第二言語習得の促進に
sarily facilitate L2 acquisition. Students
繋がるとは限らない。学生は、意義のある話し合
may fail to participate in much meaning
いに参加することができなかったり、中間言語の
negotiation or to try and develop their
発 達させることができなかったりする。本 稿で
own interlanguage systems. This paper
は、スマートフォンのボイスレコーダーが如何に学
looks at how the voice recorder on smart-
生を活発に話し合いに参加させるための役に立
phones can assist the learner to become
ち、言語習得へと導くかについて考察する。この
more engaged in activities which will bet-
方法は学生に役立つだけでなく、教師もより正確
ter place them to acquire a second lan-
な評価が可能となる。さらに、今後の研究とタス
guage. It will also allow the teacher the
クベース学習の効果的教育法の改善へとつなが
opportunity to provide a more accurate
る豊富なデータを収集することが可能である。
assessment of task performance. Finally,
this approach provides a genuine source
of data to further research and evaluate
the effectiveness of the pedagogic rationale of task-based learning.
1
Jason Pipe - TBL With the Smartphone
About
Introduction
Jason Pipe is from England. He has been
It is generally agreed that Task-Based
teaching ELF in Japan for 16 years where
Learning (TBL) aims to develop and
he has taught at elementary, junior high
improve
and senior high schools. He is currently
cation ability for the outside world by
a part-time lecturer at several universities
enabling learners to cultivate their lan-
where he teaches academic writing, listen-
guage resources to the best of their ability
ing and speaking, and business skills. His
through TBL. Overall success of the task
research interests include sociolinguis-
depends on the learners’ active involve-
tics, task-based learning and motivation.
ment with the task. However, each learner
students’
English
communi-
may encounter a wide range of learner difficulties, which could affect their overall
performance in completing the tasks. This
paper will, therefore, look closer at problems that may arise in TBL and consider
how using the voice recording function in
smartphones can facilitate greater accuracy of performance during in-class tasks.
2
JSCE - Volume 4 Issue 5
Problems/Difficulties of TBL
and continuously review their performance
Although TBL can be a motivating and
in the task.
rewarding experience for the student by
providing a sense of purpose to acquir-
The Process: Starting the Task
ing a second language, problems can
Using a voice recorder is quite simple.
occur as a result of this communicative
Once students have become familiar with
approach. Learners have limited atten-
this application, the teacher randomly
tion capabilities (Foster & Skehan, 1999)
chooses partners to converse on the main
and are challenged when attending to
topic covered in class from the textbook.
form and meaning at the same time. In
Before recording, students are reminded
fact, with emphasis on fluency over accu-
to carefully place their phone between
racy, some students avoid the opportu-
one another, so as to avoid recording sur-
nity to stretch their interlanguage systems
rounding conversations. Next, the teacher
while others fail to build confidence in
instructs the class to record their conver-
trying out communication strategies or
sation for three minutes while conduct-
language (Rahman, 2010). Consequently,
ing the task. Once this time has lapsed or
tasks can be successfully completed with-
the task has been completed, the teacher
out the need to participate in much mean-
asks students to stop recording and check
ing negotiation or the need to attend to
whether their conversation has been suc-
linguistic form. In order to address these
cessfully recorded. In the next stage, for
issues, students are introduced to the
homework, students create a word-for
voice recorder on their smartphone. It is
word (including Japanese) printout of
hoped that students can more effectively
their conversation. They are then asked to
gauge their effectiveness in negotiating
use a red pen and correct the sentences
with a partner by being able to observe
and add more appropriate vocabulary
3
Jason Pipe - TBL With the Smartphone
recently learnt in the textbook. Finally,
timely strategies to deal with the tasks at
the teacher reviews each corrected tran-
hand. From later task recordings, it was
script in order to ascertain problems that
found that target language taught in previ-
need attention and/or provide feedback.
ous classes were still being used, albeit not
This activity can be used at any time but
very often, and that, according to student
regular use will encourage students to
surveys, students felt more satisfied in their
constantly review their performance.
ability to communicate ideas in the tasks.
Feedback
Regular analysis of recorded conversa-
With availability of smartphones, and
tions has several advantages. First, it can
the simplicity of the application, it was
raise the bar on feedback as it allows
expected that students would immediately
the teacher the opportunity to provide a
understand the advantages of recording
more accurate assessment of task perfor-
their own conversations. However, some
mance while highlighting areas of indi-
learners felt uncomfortable recording
vidual concern. This activity also develops
themselves while others seemed unen-
‘conscious noticing’ observations as stu-
thusiastic about reviewing their recorded
dents have more time to attend to form
discourse. Only after time, with constant
in the recorded tasks and it raises aware-
post-analysis of transcripts by students and
ness of speaking accurately in future
feedback from the teacher did the benefits
speaking tasks. Finally, recorded conver-
become more apparent. Students became
sations provide more accountability and
more aware of issues regarding basic
transparency in the classroom. Teachers
grammar, they took more risks in choos-
can better evaluate learner performance
ing vocabulary and they developed more
and choose more appropriate classroom
4
JSCE - Volume 4 Issue 5
activities while students become more
semester would be an expedient method
actively involved in tasks as they are aware
of collecting a comprehensive amount
of their teacher’s indirect involvement.
of data that is vital in providing clearer
assessment of the effectiveness of this
Conclusions
pedagogical approach.
Research in spoken discourse could
also greatly profit from such record-
Despite such theoretical concerns, the
ings. Recently, there have been doubts
introduction of the smartphone in the
cast on whether improvements in abil-
classroom has obvious benefits to the
ity to converse in a second language can
student, the teacher and the researcher.
be sustained in TBL over the long term
However, the overall success of TBL will
(Sheen, 2003). Also, there are concerns
ultimately depend on the learners’ active
about whether more attention should be
involvement with the task. The introduc-
placed upon language forms (Cullen,
tion of the smartphone in the classroom
2008; Ellis, 2006). It is generally agreed
can enhance TBL, although some students
that focusing on negotiation of meaning
may express concern at the beginning.
alone would not be sufficient to ensure
Regular analysis of paired recordings
success in acquiring a second language as
will encourage the learner to be more
there is still insufficient research on how
involved in the task and to take more risks
much attention should be placed on activ-
when conversing with their partner which,
ities which focus on form (Swan, 2005).
according to TBL theory, is crucial when
With such questions raised over TBL and
acquiring a second language (Williams,
the overall effectiveness of using tasks to
1995). Transcribed recordings will also
allow second language acquisition, regu-
raise awareness over the issues of form,
larly recording conversations over the
meaning and lexis while maintaining a
5
Jason Pipe - TBL With the Smartphone
learner-centered environment. In fact,
regular use of this phone application can
certainly be a motivating and rewarding
experience for the student. It will provide
an added sense of purpose to the tasks
given which will prepare students for conversing effectively in the outside world.
6
References
Cullen, R. (2008). Teaching grammar as a liberating force. ELT Journal, 62(3), 221-230.
Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective.
TESOL QUARTERLY, 40(1), 83-107.
Foster, P. & Skehan, P. (1999). The influence of source of planning and focus of planning
on task-based performance. Language Teaching Research, 3(3), 215-247.
Rahman, M. (2010). Teaching oral communication skills: A task-based approach.
ESP World, 1(27). Retrieved from http://www.esp-world.info/Articles_27/Paper.pdf
Sheen, R. (2003). Focus-on-form: a myth in the making. ELT Journal, 57(3), 225-233.
Swan, M. (2005). Legislation by hypothesis: The case of task-based instruction.
Applied Linguistics, 26(3), 376-401.
Williams, J. (1995). Focus on form in communicative language teaching: research findings
and the classroom teacher. TESOL Journal, 4, 12-16.
7
Enhance Classroom Dynamics and Reduce Freshman Anxiety
Through Class Projects
Arup Pandey
Abstract
要旨
First-year university students in Japan
大学の新入生は入学時、ホームシックになった
often grapple with their new surround-
り、新たな環境になじめなかったり、家族や高校
ings, separation from family and friends,
の友人との別れを乗り越えるという状況に置か
and also the challenges presented by a
れ る時期である。更にELFクラス内では、外国語
more communicative English as a Lingua
に 対する不安や課題といったものに対処する必
Franca (ELF) classroom. It is one of the
要もある。言語教育者としては、団結力のある環
responsibilities of the second language
境 を 作 る だ け で な く 、機 能 的 に 言 語 を
teacher to provide their students with
使 用 で き る よ うになり、最終的には習得する
the tools and support during this tran-
という方向へ導く
sitional period. This paper will briefly
求められる。本稿で は、こうした新入生が直面す
present three, project-based approaches
る問題を克服するた
that I have employed to enable College
ロジェクトについて紹 介する。
of Tourism and Hospitality Management
students to thrive in their ELF studies.
8
ような協力関係を築くことが
めに筆者が行った3つのプ
About
Introduction
Arup Pandey holds a Master’s degree in
As language teachers, we are tasked with
Education and a Bachelor of Liberal Arts
establishing a good working relationship
degree. For the past eight years, he has
with the class that will not only foster a
been teaching, providing standardized
cohesive environment, but also lead to
testing support and designing curriculum.
successful language use and ultimately,
acquisition. I incorporated three class
projects to overcome anxiety and to foster
positive classroom dynamics among firstyear ELF classes at Tamagawa University.
1. Campus Tour Guide
To foster a good working relationship
between ELF class members, the first
project, Campus Tour Guide was implemented. With a goal of making self-introductions informative and engaging, the
project covered one class period for preparation and another for a campus tour.
All students were expected to speak in
English throughout the tour.
The preparation class began with a photo
slideshow of Tamagawa University campus to engage and motivate students. The
9
Arup Pandey - Class Projects
project’s objectives and task outline were
Beside excellent grades (for speaking),
then explained to them. Students were
students gained confidence and familiar-
provided with colorful maps of Tamagawa
ity with the campus. The dynamics in the
University campus and asked to choose
classroom changed positively from that
an area that they would like to focus on
time onward and we were able to estab-
and make it their presentation topic. One
lish a good working relationship among
week was allotted to the students to col-
the class members, as was the goal of this
lect information of interest about their
activity. The positive result of this activity
selected area. Students were assisted in
influenced and motivated the students to
preparing a talk outline and marking
show enthusiasm for other class projects.
their tour route on the campus map.
On the presentation day the students
2. A Travel Itinerary:
assembled at their regular classroom and
video presentation
after a brief orientation walked to the first
The goal for the next class project, A
designated area. The first presenter (or,
Travel Itinerary, was to encourage stu-
“tour guide”) introduced themselves and
dents to speak English and develop work-
then proceeded to describe the area in its
ing relationships outside of the classroom.
historical and contemporary context. They
Students were given the task of plan-
were asked pre-planned and impromptu
ning a travel itinerary and then present-
questions by other students and myself
ing the topic in video format. The class
(or, “tourists”). The activity continued in
was divided into three groups: the Paris
the same format for all 15 students and
region, the Brittany region of France, and
concluded with a simple picnic.
the Rome region, as these were the regions
10
JSCE - Volume 4 Issue 5
I intended to travel to in the upcoming
Beside its practical value for the tourism
vacation. The students felt motivated by
majors, the project provided opportunity
the fact that I planned on using the itin-
for creativity and speaking in English
erary during my holiday travels.
with classmates outside of class. As a
result, classroom dynamics improved dra-
Students from each group interviewed me
matically and pair-work and discussion
about my travel interests and expectations,
became more engaging and voluntary.
and then prepared a holiday itinerary
based on the interviews and independent
3. The Best Sights of Tamagawa
research. Once the itinerary was ready,
University: a written essay
they prepared a presentation script and
One of the ELF course components is aca-
finally videotaped their presentations.
demic writing and the final essay topic was,
Students submitted edited video presen-
“The Best sights of Tamagawa University”.
tations on DVDs, which we watched in
This essay project had two parts: collect-
class. The itineraries were very detailed,
ing data for the essay and writing the
for example, they included hour-by-hour
essay. The activity was designed with the
activities, hotel and restaurant (I am a
aim of incorporating multiple skills, tools
vegetarian) recommendations with prices
and media into one project so that it was
and menus, public transportation routes
both interesting to students and worthy of
and fares, opening and closing hours of
the grade requirements.
museums and shopping centers, and recommendations and prices for souvenirs.
Students first identified seven popular
sites on the university campus and took
photographs of them. Then they designed
a survey questionnaire with questions
11
Arup Pandey - Class Projects
such as, “Which among these seven sites is
Conclusion
your favorite?”, “Why do you like this site?”
The challenges of a successful classroom
and, “How often do you visit this site?”
are many, so are the solutions. I was able
Using the survey questionnaires and the
to make my freshman ELF class successful
photographs, students interviewed and
because I expected and prepared for the
collected data from 40 fellow students,
challenges. I worked to foster a good work-
five ELF teachers, and five university staff.
ing relationship among the classmates, I
Subsequently, they tabulated their data
tried to make my students be genuinely
to produce a list of three best sights of
interested in studying English by giving
Tamagawa University. Students then wrote
them projects that go beyond required
an essay describing the three best sights
coursework and grades, and I was able to
according to the survey and interviews.
adapt difficult and mundane tasks into
tasks that are creative and interesting for
From an ELF teacher’s point of view,
the students, to motivate and challenge
this activity encouraged communication
them. My freshman ELF students are now
and discussion opportunities in English
looking forward to their sophomore year,
with non-native speakers of English.
anxiously, and without anxiety.
Additionally, students learned more about
their campus life and met other students
and teachers. The biggest outcome from
this project, however, was the change in
attitude in students that writing essays
can be made interesting and relevant.
12
Activities to foster autonomy in university ELF classes
Anamaria Sakanoue
Abstract
要旨
This paper will share two activities in
本稿では、授業内でのウィークリージャーナルと
which educators may enhance autonomy
30分のワークショップを通して、学生が自立性を
in their classrooms through journals and
高める２つの方法について紹介する。自立性とは
a 30-minute communicative workshop.
「独立性、批判的思考、決断力、自主的活動」で
Autonomy is mainly the “capacity for
ある(Little,
detachment, critical reflection, decision-
る。ジャーナルライティングは学生が自然に言語
making, and independent action” (Little,
を獲得することが可能になるだけでなく、学習進
1991, p.4). Journal writing enables stu-
歩状況を評価することにも活用できる (Oxford,
dents not only to acquire a language nat-
1996)。教師が進行役となるグループでの30 分
urally but also to evaluate their learning
間のワークショップは、学生が4技能
progress (Oxford, 1996). The 30-minute
writing, speaking and listening)を練習す
workshop gives the students the oppor-
る機会を与える。これらのアクティビティにより、
tunity to practice the four skills (read-
学生はより独立し、自立した学習が可能になる。
ing, writing, speaking and listening) in
groups where the teacher acts as a facilitator. These conditions enable students
to be more independent and self-directed
in their learning.
13
1991, p.4) と定義付けられてい
(reading,
About
Introduction
Anamaria Sakanoue has been teach-
Most researchers and educators agree
ing in Japan for over ten years. She has
that we should help learners become
experience teaching at a language school
more autonomous (Little, 1991). The
and two universities in Japan. During her
roots of autonomy were inspired from
master’s studies, her main research focus
the early, radical ideas of Dewey, (1916),
was on autonomy and writing in second
Freire (1970), and Illich (1971). These
language acquisition. Ana believes that
ideas have been supported by three “ten-
autonomy is an innate power that all peo-
dencies” in language education: “individ-
ple possess and that it is one of the keys to
ualization, learner-centered curriculum
successful learning, especially language
and the political nature of language
learning. Presently Anamaria is a doctoral
learning” (Benson & Voller, 1997, p. 6).
candidate at the University of London
Autonomy is the power to be in control of
Institute of Education (IOE) where she
our own decisions, learning and teaching.
mainly focuses on multilingualism and
Littlewood (1996, p. 428) states: “that we
teachers’ reflections on their teachings
can define an autonomous person as one
and personal growth.
who has an independent capacity to make
and carry out choices which govern his or
her actions.” I believe that students have
the ability to be in charge of their own
decisions and they are willing to accept
responsibility for their learning process.
14
JSCE - Volume 4 Issue 5
Through autonomy students may reflect
and write weekly on their chosen topic.
on what, why and how they are learn-
After I collect the students’ journals, I
ing. This paper will share two activities I
give them feedback both on content and
use to promote student autonomy in my
persistent grammar mistakes. I put a lot
classrooms: weekly journal writing and a
of emphasis on the content and on time
30-minute communicative workshop.
devoted to journal writing.
Autonomy in my classroom:
Writing is like a guide leading the learners
Writing journals
towards autonomy. For example, the posi-
Writing journals enables students to
tive feedback students receive from teach-
have more control of their own learning.
ers can foster students’ positive attitude
Therefore, this gives them the freedom
towards learning (Duppenthaler, 2002).
to determine their goals and purposes
According to Sinclair (2000), learners
of learning (Benson, 2001). I believe that
need to be encouraged to reflect on the
through the process of journal writing,
strategies they use and whether they are
students learn not to be afraid of making
successful or unsuccessful. Assuming the
mistakes. Furthermore, writing journals
L2 learners are not beginners, journal
gives students the opportunity to prac-
writing in the L2 should not, in principle,
tice and master language functions while
be treated differently than when writing
they write on topics which are authentic
in one’s L1. Less emphasis on grammati-
and real.
cal forms may encourage the students to
be more focused on conveying a message.
At the beginning of the semester, I require
This enables a more authentic practice
students to bring a note-book to class,
since they are free to write about topics
choose some topics of personal interest
of personal interest. Learners are able
15
Anamaria Sakanoue - Fostering Autonomy
to make choices about what and how to
or dialogue on a pre-decided topic, and
write if they are given the opportunity,
then they act it out in the next lesson. In
and teachers can be the facilitators of
the speaking section, they discuss with
these opportunities.
the teacher about the topic of the workshop. In order to avoid interfering, the
Autonomy in my classroom:
teacher acts as facilitator, monitoring the
the 30-minute workshop
students’ work, promoting a collaborative
Another activity that I implement in my
atmosphere in the classroom.
classrooms to enhance autonomy is the
30-minute communicative workshop. In
“My pedagogic creed”
this workshop students practice the four
The activities conducted in my classes
skills (reading, writing, speaking and lis-
fall under the Freirean concept (1970) of
tening) in groups. Each group works on
teaching language as a whole. Through
various exercises that help them improve
my research and teaching experience, I
one of the four skills. For example, in the
have realized that two elements, motiva-
reading section, students read a poem or
tion and autonomy, are important in order
a passage from a book and answer com-
to develop students’ desire to learn in any
prehension questions. Then they have
field. The educator’s job is to motivate and
to imagine or predict the ending or out-
enhance learning in order to create inde-
come of the story. In the listening sec-
pendent learners. Learning a language is
tion, they have to listen to an interview
not only about grammar and syntax. It is
or a news report, check the key vocabu-
the educator’s responsibility to expose stu-
lary and make original sentences. In the
dents to the culture, customs and manner-
writing section, they have to write a script
isms of the language users. If students are
16
JSCE - Volume 4 Issue 5
able to understand and use both aspects
Conclusion
of language (cultural and linguistic), then
In conclusion, this paper attempted to
we may say that they are successful at mas-
show two activities I use in my classes to
tering the target language.
help students become more autonomous
learners. Through journal writing and
Autonomy is described as the “power” to
the 30-minute communicative workshop,
take charge of one’s learning (Benson,
students can acquire a language more
2001). This capacity depends on two
naturally. Being autonomous also gives
main components: ability and willing-
the students a sense of ownership and
ness. Through autonomous learning stu-
responsibility over their learning process.
dents are involved cognitively, creatively
In my case, I will continue using journals
and consciously. Educators need to be
and conducting the 30-minute workshop
aware that learners approach learning
as ways to create an autonomous learning
with cultural, ethnic, and gender- related
environment where students can express
“baggage”. In addition, our students may
themselves and acquire a language more
have numerous anxieties towards their
naturally. Autonomy is not only about giv-
language needs, goals and experiences.
ing freedom to students in their learning
When we approach languages we need to
process, but it is also about making them
take into account various aspects of learn-
responsible for their decisions.
ers such as cognitive, affective and linguistic (Brown, 2001). Autonomous learning
is one way to recognize these different
aspects of our learners and therefore, I
am suggesting that these activities allow
my students to learn in their own style.
17
References
Benson, P. (2001). Teaching and researching- autonomy in language learning. Edinburgh:
Pearson Education Limited.
Benson, P. & Voller, P. (Eds.) (1997). Autonomy and independence in language learning.
London: Longman.
Brown, H. D.(2001). Teaching by principles: An interactive approach to language pedagogy.
New York: Longman.
Dewey, J. (1916). Democracy and education. New York: Dover Publications.
Duppenthaler, P. M.(2002). The effect of three types of written feedback on student
motivation. JALT Journal, 24(2), 130-154.
Freire, P. (1970). Pedagogy of the oppressed. New York: Herder & Herder.
Illich, I. (1971). Deschooling society. London: Calder & Boyars.
Little, D. (1991). Learner autonomy 1: Definitions, issues, and problems. Dublin: Authentik.
Littlewood, W.T. (1996). Autonomy: An anatomy and a framework. Systems, 24, 427-435.
Oxford, R.L. (1996). Language learning strategies around the world: Cross-Cultural
Perspectives. Hawaii: University of Hawaii.
18
Sinclair, B. (2000). Learner autonomy: The next phase? In Sinclair, B. McGrath, I. &
Lamb, T. (Eds.) Learner autonomy, teacher autonomy: Future directions (pp. 4-14).
London: Longman.
19
Managing Extensive Reading: introduction to M-reader
Paul McBride & Brett Milliner
Abstract
要旨
M-reader is a free online aid which
M-Readerは、学生が多読（ER ）を行う際にグレ
enables teachers to verify that students
イデットリーダーズの内容を理解しているかを、教
doing
have
師が確認するための無料オンラインプログラムで
understood graded reader books. This is
ある。その方法は、学生が読んだ本に関するオン
achieved by students taking online quizzes.
ラインクイズを行うことでなされる。日本の文部
Established with the help of the Japanese
科学省の支援を受けて設立され、現在、26か国で
Ministry of Education, M-reader is now
使用されている。追加的な多読（授業外で行われ
used in 26 countries. Additive ER (exten-
る多読）は、教師の負担になりすぎず、授業時間も
sive reading done outside class time) can
削ることなく、学生の責務を確保できる効果的な
only be widely used if effective measures
評価方法があってこそ、広く使われうる手法である
are taken to ensure student accountability
(Robb and Kano 2013)。M-Readerは、読んだ
without overloading teachers or taking too
本の数と単語数を記録するだけでなく、これらの
much class time (Robb and Kano, 2013).
有益な要件を満たしているプログラムである。
extensive
reading
(ER)
M-reader satisfies these requirements,
while recording the number of books and
the number of words read.
20
About
Introduction
Paul McBride, M. Ed. (TESOL), is an
“Good things happen to students who
assistant professor at the Centre for
read a great deal in the new language.”
English as a Lingua Franca. His research
(Bamford & Day, 2004, p. 1). M-reader
interests include English as a lingua
surmounts some of the problems which
franca, extensive reading, curriculum
prevent teachers from implementing
development, critical thinking and auton-
additive ER: not being able to ensure stu-
omous learning.
dent accountability, not having enough
time to organize ER programs, and not
Brett Milliner is assistant professor in the
having enough class time available. It was
Center for English as a Lingua Franca
reported that the predecessor of M-reader,
(CELF) at Tamagawa University and
Moodle Reader, encouraged students to
lecturer in the faculty of law at Keio
read significantly more and to read regu-
University.
interests
larly during the semester (Robb, 2009).
include mobile-assisted language learn-
M-reader, an easier version for teachers
ing (MALL), self-access learning and stu-
and students to use, and is therefore ben-
dent motivation. Brett is the treasurer of
eficial from pedagogical, managerial and
JALT CALL SIG and Yokohama JALT,
motivational standpoints.
Brett’s
research
as well as being a regular contribu­
tor
to Digital Mobile Language Learning
Background
(http://dmll.jaltcall.org).
Extensive reading is often thought to be
best conducted according to the principles
of Bamford and Day (2004). They suggest
that students should select a variety of relatively easy reading material of their own
21
Paul McBride & Brett Milliner - M-reader
choice, read as much as possible, see read-
the words in a text are already familiar to
ing as its own reward, usually read faster
the reader.
rather than slower, read individually and
silently, and be guided by the teacher who
Using M-reader
acts as a role model. According to Nation
Students login in at http://mreader.org
(2009), a graded reader is at an appropri-
to see:
ate level of difficulty if 95 to 98 percent of
22
JSCE - Volume 4 Issue 5
They are taken to a personal home page,
accessible by teachers, which shows reading progress by displaying quiz outcomes,
books read, and cumulative word counts:
23
Paul McBride & Brett Milliner - M-reader
Each book cover represents a quiz passed,
true/ false and event ordering. In March
indicating that a book has been read
2014 there were over 3,700 quizzes avail-
and comprehended to a sufficient level.
able, covering at least 80 percent of the
Quizzes are designed not to test memory
books in 31 graded reader series. In a
but rather understanding of the book’s
study by Campbell and Weatherford
plot and characters. Each quiz is drawn
(2013), comments by students that the
from a bank 20 to 30 questions from
quizzes were too difficult were attributed
which a student receives 10 questions at
mainly to the students selecting books
random, usually in the form of multiple
that were too difficult.
choice (shown below), “who said this?”,
24
JSCE - Volume 4 Issue 5
Teachers have access to class logs, searchable by student name or date:
25
Paul McBride & Brett Milliner - M-reader
Teachers can also, if enabled by their
school administrator, perform the functions as shown:
The check for cheating function is particularly useful. In cases of suspected
cheating, a teacher can retrieve data
quickly, and label the relevant quizzes as
“pending”, allowing time to approach the
student(s) concerned.
Time delays between quizzes can be
set so that students are not able to complete several quizzes late in the semester.
26
JSCE - Volume 4 Issue 5
This feature also serves to prevent the
(91/145) also agreed that the system was
sharing of information about quiz ques-
easy to use. In the first semester of 2013 stu-
tion
students.
dents were asked to complete written book
Campbell and Weatherford (2013) found
reports as part of their graded reading
that 80 percent of the students reported
assessment. Table 1 illustrates which form
feeling that the time delay of 24 hours
of accountability students preferred. Some
between quizzes was too long, yet the
students (27%) preferred book reports
teachers noted that this was probably the
to M-reader quizzes. When students were
result of students failing to read consis-
asked to explain their preference, a num-
tently throughout the semester.
ber of students noted1 that they preferred
bank
items
between
written book reports because they were
Student Feedback
able to practice their writing skills. For
At the end of second semester 2013, a
example, 自分で文章を考える力をつけたいから
student questionnaire was conducted at
(I want to improve my composition skills).
Tamagawa University to help evaluate an
Another noted,自分の言葉で表現する事も重要
M-reader pilot program conducted during
だと思ったから(I
the semester with a group of 141 first year
to develop my skill at expressing things
students. The average number of books
in my own words). Some students experi-
read during the pilot program was five.
enced technology-related problems: アクセ
スしづらい、難しい
Overall, students had a positive impression
M-reader and it was hard) and ネットを開
of the M-reader component. Seventy-four
く手間がかかる
percent (104/141) either agreed or strongly
the program). Students also had to check
agreed that they were able to understand
the M-reader quizzes. Sixty-five percent
27
1 think that it is important
(it was difficult to access
(it took time to connect to
Student responses have been translated by the
authors from Japanese into English.
Paul McBride & Brett Milliner - M-reader
whether graded readers had
M-reader
quizzes available: M-readerにある本を探す
のに時間がかかる
(It took time to search for
the books which had M-reader quizzes).
Table 1
Student responses to “I prefer M-reader quizzes to writing book reports.” (n=141)
Likert Scale Response
Number of Students
Percentage of Students
Strongly Agree
29
20.57%
Agree
40
28.37%
Neutral
32
24.11%
Disagree
29
20.57%
Strongly Disagree
9
6.38%
Forty-nine percent of students preferred
more deeply). A total of 19 students (13.5%)
M-reader quizzes to book reports. Some
commented that they enjoyed the conve-
students appeared to like the feedback
nience of being able to do the M-reader
they received on their graded reading. For
quizzes. For example ネットでできるため、気
example, 本の内容を理解してるかがしっかり分
軽に何度も利用することができた
かるから (I was able to learn whether I fully
quizzes were available online, I was able
understood the book’s contents or not)
to work freely at my own pace), 楽な気持ち
and
で英語の内容を読めるから
本の内容理解がM-readerを使う事でより
いっそう深まるから
(Using M-reader helped
(because the
(M-reader allows
me to read English more freely), and 携
me to understand the content of the book
帯から出来るので、短時間で素早く出来るのがよ
28
JSCE - Volume 4 Issue 5
かった。また、やりやすかった
(As you are able
to answer M-reader quizzes on your cellphone, you can take quizzes very quickly.
Furthermore, the quizzes were easy to do).
These findings do not necessarily contradict Campbell and Weatherford’s (2013)
data which revealed that students preferred book reports. The authors of that
study suspected that their students had
learned how to do book reports without
thoroughly reading the books.
Conclusion
M-reader allows teachers to manage
graded reading activity effectively in
terms of both logistics and pedagogical
principles. ELF students in the Tamagawa
University M-reader pilot program generally had a very positive impression of
M-reader.
29
References
Bamford, J. & Day, R. R. (eds.) (2004). Extensive reading activities for teaching language.
Cambridge: Cambridge University Press.
Campbell, J. & Weatherford, Y (2013). Using M-Reader to Motivate Students to Read
Extensively. Second World Congress in Extensive Reading Proceedings (pp.1-12). Retrieved
from, www.er-korea-2013.org/wp-content/uploads/ERWC2-Proceedings.pdf
Nation, I.S.P. (2009). Teaching ESL/EFL Reading and Writing. New York, NY: Routledge.
Robb, T. (2009). The Reader Quiz module for extensive reading. In M. Thomas (Ed.), Selected
proceedings of the thirteenth annual JALT CALL SIG conference 2008 (pp. 109-116). Tokyo:
Japan Association for Language Teaching.
Robb, T. & Kano, M. (2013). Effective extensive reading outside the classroom: A large-scale
experiment. Reading in a Foreign Language, 25(2), 234-247.
30
Filipinos Teaching English in the Kanto Area
Tricia Okada
Abstract
要旨
The effects of globalization include the
グローバリゼーションは、英 語教育の需 要の増加
emergence of greater demand for English
と、異なる母語を持つ人々の間で 使われる言 語の
language teaching and the evolution of
進 化をもたらした 。この 変 化 は、生まれも育ちも
the language as it is used among speakers
フィリピンである多くの教師に、日本で英語を教える
of different first languages. These changes
という道を開いた。本稿では、短期もしくは長期に
have paved the way for many teachers born
亘り日本に居住しているフィリピン人英語教師の話
and raised in the Philippines to teach the
をもとに、教師のアイデンティティと移住について参
English language in Japan. This ongion
与観察から集めた研究データを解釈する。
research on teacher identity and migration through the narratives of Filipino
English teachers who are transient or permanently residing in Japan. The author
interprets her research data mainly gathered through participant observation to
introduce the Filipinos teaching in the
Kanto area.
31
Tricia Okada - Fillipinos Teaching English
About
Background
Tricia is a Filipino immigrant of Japanese
Filipino and English are recognized as
descent and she is currently an assistant
the official languages of the Philippines. In
professor in the Center for English as a
addition, there are 170 dialects and a mix
Lingua Franca at Tamagawa University.
of Tagalog and English language, called
She holds a master’s degree in the
Taglish. Since Filipino history dates back
Sociology of Communication from Osaka
to the early immigrants - Negros, Malays,
University. Her research interests are gen-
Indians and Chinese - a common debate
der studies and migration.
among scholars tackles the Filipino identity. Beginning with Ferdinand Magellan,
Spanish became the official language of
the Philippines between 1565 and 1898.
During the American period (1898-1946)
in the Philippines, which was briefly
interrupted by the Japanese occupation,
the English language was introduced
and used in schools for education. If the
Americans had not colonized the country, Spanish could have remained as the
official language.
32
JSCE - Volume 4 Issue 5
A brief introduction to the
in Filipino and English, most public
education system in the Philippines
announcements are in English; thus, chil-
The Philippine education system, which
dren in their formative years encounter
officially requires 17 years of formal
English in their daily lives. Still, for oth-
education, has recently been the focus
ers who are interested in learning English
of government-led improvements and
more in-depth, there are many oppor-
development (Department of Education
tunities through English films, music,
Republic of the Philippines, 2013). In
and literature to broaden their language
2013, President Aquino’s current govern-
skills. Undeniably, English fluency in the
ment started implementing a basic K-12
Philippines, as in other parts of the world,
education program (Official Gazette,
has become a status symbol of good edu-
2013). Most of the subjects like Math,
cation and upbringing.
Science, History and Social Sciences are
taught in English; thus, most textbooks
Fresh off the Boat
are also written in English. Moreover,
Through participant observation and
Filipinos are trained as early as primary
interviews, and roughly based on their
school to participate in class discussions;
background and narratives, I categorized
hence, by the time they enter university
Filipinos living, working, studying, and
they are able to actively interact in class
teaching in Japan into four categories: for-
debates and discourse.
eign students, enthusiasts of Japanese culture, Filipinos married to Japanese, and
In addition to being taught in schools,
specialists in teaching English as a second
English is used in households and often
language. The foreign students, who in
spoken on various television shows. Even
some cases are in Japan on scholarships,
though daily conversations are both
often work part-time jobs. They take on a
33
Tricia Okada - Fillipinos Teaching English
part-time job not only to make ends meet
in Japan. Since there are numerous jobs
because of the high cost of living in Kanto,
in English teaching, this has become a pri-
but also to have a break from academic
mary choice for mothers who want to have
life. What is also interesting is that most
a work-life balance and have more qual-
of them can get part-time jobs teaching
ity time with their families. Some wives of
English if their senior Filipino classmate
Filipino scholars also seek English teach-
graduates, leaves Japan, and recommends
ing jobs to get access to social life with
them for the job. For these students, they
other foreigners living in Japan, while aug-
see teaching English as a temporary posi-
menting their family income. There are
tion, since they intend to pursue a career
also some cases wherein Filipino mothers
related to their studies.
are invited by other Japanese mothers to
teach English to their children during
Similar to other foreigners, there are
playtime with Japanese children.
Filipino fans of Japanese popular culture.
They initially apply as temporary English
Filipinos, who have postgraduate degrees
teachers to obtain working visas in order
in teaching English as a second language
to enjoy life in Japan before returning to
or related fields, have more opportunities
the Philippines. For a select few, teaching
to work in academia and earn a decent
English can be a short-term option that
salary based on their qualifications and
serves as a stepping-stone to get into jobs
teaching experience. The Filipinos I spoke
related to their background.
to admitted they enjoy teaching, not just
because of its financial security compared
Another category of teachers are those
to teaching in the Philippines, but also
married to Japanese or foreigners living
because of the cultural diversity it offers
34
JSCE - Volume 4 Issue 5
in the work environment. Moreover, the
to Filipino teachers. As one of the effects
Filipinos can learn more about Japanese
of globalization, there is an emergence of
culture and people through their stu-
affordable, online English tutorials based
dents. Thus, it becomes a win-win situa-
in the Philippines and taught by Filipinos,
tion for both the teacher and the student.
yet owned and managed by non-Filipinos
(Mami, 2013). This suggests that the field
Conclusion
of English teaching in Japan is widening
Of course, the journey of every Filipino’s
beyond the inner circle (Kachru, 1985),
experience teaching English in Japan
and as result, strengthening the demand
varies. For Filipino students who teach
for Filipino teachers of English.
part-time, they feel they have gained
more from their students, which helps
them understand the culture and adjust
to living as foreigners in Japan. For the
Filipinos who find the job rewarding, they
build a career and excel in it. Depending
on their teaching environment, their educational background, work experience,
and how they learned English, there are
significant factors to be considered when
measuring how competent they are as
teachers and how well they adjust to the
Japanese school system. An active organization called Filipino English Teachers in
Japan (FETJ), offers support and training
35
References
Department of Education Republic of the Philippines. (2013). Historical Perspective of the
Philippine Educational System. Retrieved from
http://www.deped.gov.ph/index.php/about-deped/history
Kachru, B.B. (1985). ‘Standards, codification and sociolinguistic realism: the English language in the outer circle’ In R. Quick and H.G. Widdowson (Eds.): English in the World:
Teaching and Learning the Languages and Literacies (pp.11-30). Cambridge: Cambridge
University Press.
Mami, M. (2013, January 8). Online English studies benefits Japanese, Filipinos.
The Japan Times. Retrieved from
http://www.japantimes.co.jp/community/2013/01/08/our-lives/online-english-studiesbenefit-japanese-filipinos/#.Ui4S_-BC820
Official Gazette. (2013). The K to 12 Basic Education Program. Retrieved from
http://www.gov.ph/k-12/
Zaide, G. & Zaide, S. (2002). Philippine History and Government. Manila: All-Nations
Publishing Co., Inc.
36
From the Editor
A Chara
We want your contribution
Issue 5 marks an exciting evolution for
さいたま市教育家会ジャーナル ( JSCE) is
JSCE. In Volume 1, as Editor, I provided
primarily a forum for professional develop-
content for each issue as well as recruit-
ment. Our goal is to help serious (but not
ing potential Contributors. In Volume 2,
solemn) like-minded people to form work-
we expanded our pool of Contributors
ing groups to achieve professional goals.
through joining events with other organi-
We do not have a paid membership model.
zations. In Volume 3, those relationships
led to truly collaborative issues, with Issue
We also welcome opportunities to collabo-
Editors controlling the timescales and
rate with groups or organizations. If you
workflow for their issue. In Volume 4, we
have a specific goal, such as finding a uni-
can see previous Issue Editors as evange-
versity teaching position, we want to work
lists for JSCE.
with you to help you achieve it. If you have
a more general interest in professional
Issue 5, was conceived by Brett Milliner, in
development we want to provide you with
association with Travis Cote, Mitsuko Imai
varied opportunities. If you have an idea
and the other Contributors. They formed
for a project we want to get involved. We
a working group to achieve a professional
think that by working together, under the
goal. JSCE simply provided a forum for
aegis of an organization, we benefit each
their work. My sincere thanks to Brett,
other by association.
Travis, Mitsuko, Jason, Arup, Anamaria,
Paul and Tricia for a great issue.
To find out more, or get involved, please
contact John at:
Le Méas
Contact@SaitamaCityEducators