Sessions / Workshop (80 mins)
In keeping with the conference theme of re-envisioning, rethinking, and re-evaluating our teaching as reflective practitioners, this presentation will give a case study that supports what we have intuitively felt all along as teachers--namely, that conversation practice does have its place in and effect on academic performance and test results. Despite advances in areas of applied science such as brain theory and AI for language teaching and learning, we must return to the realization that our students are human beings who need social and emotional support and affirmation. This presentation will illustrate how a student can thrive personally and academically when English language learning includes not only academic tutoring but also support for building self-confidence and self-esteem, factors which undeniably contribute to successful performance in high stakes testing--in this case, the TOEFL iBT.
Burnout is a common experience among many EFL instructors, but it is relatively unknown how to ease, prevent, or eliminate burnout. The objective of this workshop is to provide a variety of strategies that teachers can use to alleviate their feelings of burnout. These strategies have been collected from scholars such as Christina Maslach, Michael Leiter, Richard Davidson, and Tammy Gregersen, in addition to the valuable knowledge and experiences shared by real teachers in their own published works. Strategies collected are broken down into five categories, including authentic self-care, self-awareness and improvement, relationships, technology, and books. Participants will engage in four different interactions. Each interaction will provide an opportunity for participants to think about the practical application of these strategies at home and in the workplace using the provided workbook. The workshop will conclude with a reflective activity in which each teacher will create their own burnout recovery plan.
Language for special purposes can pose a challenge on multiple levels. This workshop will introduce the potential, methods, and ease of applying both self-compiled and already-available (collections of) texts and concordancing tools in the language classroom. We will show how corpora can be easily and quickly analyzed with freely available software for in-class data-driven learning and informed materials development that can complement the language curriculum as well as self- and remedial teaching. Drawing on concrete examples from two genres, namely legal documents and cookbooks, we shall see how such tools can reveal a plethora of information about the lexis, grammar, information structure, and cultural associations in the genres investigated, which often differ from the conventions and principles of “general English." The concrete examples from culinary and legal English will demonstrate the pertinence and ecological validity of corpus-driven learning that can go far beyond the relevance of the coursebook.
Play with Me, Please! #1087
Play is absolutely essential for human development. How can we help our students to find balance and motivation again in this difficult period of change and crisis? Playing. It's so simple and so necessary. But we need to play before them, to discover specific skills, and after be ready to give a new and daring shape to our classes. How can we do this? With playful creativity and specific exercises. This workshop will be highly interactive with slides, videos, materials, and practice.
*** Participants, please bring paper, scissors, glue, and colored pencils or markers! The presenter also recommends two or three acrylic paints in your favorite colors, one or two white sheets of paper, a shoebox or something similar, and some objects you like: ephemera, erasers, pencils, coins, fabric, etc. ***
(NOTE: Rescheduled from Feb. 21, 4-5:20 p.m.)
The pandemic has challenged our patience, balance, and motivation. This workshop is composed of various activities and simple techniques to help us be more resiliant and inspiring when we speak to a class or a group. Social communication skills, drama, and improvisation together with creative writing and free mental association will be important aspects of a workshop that aims to include everybody. The key part will be dedicated to art therapy and collage applied to ELT for children and adults.
For most learners and speakers today, English is a language learned predominantly for interaction with other non-native users. We shall discuss how these users adapt and variably alter English ad hoc to suit their communicative purpose, thus preserving their identity without striving to mimic native speakers’ conventions. We will present the results of the first comprehensive analysis of the complete conversation subcomponent of the Vienna-Oxford International Corpus of English, focusing on (a) the possible causes of communication breakdowns in ELF communication, and (b) strategies employed by speakers in order to both prevent and overcome such failures. We categorize and show the distribution of the sources of breakdowns as well as the compensatory strategies. These considerations will steer us towards a discussion of the implications for language pedagogy, taking as an example learners who are L1 speakers of Korean, and conclude with recommendations for the translation and interpreting professions.
While all teaching is being reevaluated in light of the experiences of going online during COVID, this presentation will focus on the possibilities embedded in writing instruction. The workshop will discuss experiences with a 2nd-year writing course that was taught in multiple sections to students with varying levels of English ability and computer skills through two different learner management systems. We will discuss the problems faced and how they were managed as well as discuss a framework for conceptualizing writing instruction, tying this into current writing pedagogy discussions. While the process has been tailored to the quirks of the Japanese university system and Japanese students, I hope that the workshop format will allow us to collaborate and develop further ideas.
"During the COVID-19 era, Zoom has been viewed by many (if not most) educators as a “temporary” and “inferior” environment to hold classes that until 2020 were always taught in the conventional brick-and-mortar classroom. This workshop will present an alternative view (a “re-envisionment”) – one that not only suggests but urges that Zoom be retained as a permanent fixture in EFL education, especially when it involves adult learners. This workshop will allow attendees to learn new ideas on how to teach speaking skills in the Zoom environment and practice some of these in groups. Participants will also be encouraged to share their own ideas with each other. Most of the strategies discussed will be applicable to all learning contexts, including the regular, traditional brick-and-mortar classroom. It will also be an opportunity to learn about some of the latest EFL research that is occurring in the Zoom context."
In response to the pandemic crisis, the Korean Ministry of Education had to create a universal response to ensure the standardized quality of the Korean higher education system, and to allow enrolled students to continue their studies. Using a set of measures for recorded and live classes these rigid rules provided some assurance that a set of standards could be maintained, a key factor considering the peninsula’s growing dependence on overseas students. Almost one year on, as a new academic year prepares to roll out on-line, do these measures provide a glimpse of an online future of higher education, or do they remain a set of necessary measures ready for lifting once the pandemic eases? There has been long-term discussion on what university actually means in the modern world, as higher education and institutions have shifted from small scale centres of scholarship to large scale global centres of learning. How learning should take place within higher education is a pressing issue brought even more to the fore by concerns on integrating educational technology and new pedagogies in a more digitized era. Has the experience of remote learning highlighted the importance of well-rounded and contextualized pedagogy, or has it exposed limits and weaknesses in tertiary learning? This workshop considers the pedagogical implications of the past 12 months, the economic factors involved, and the teleological issues at the heart of online learning. It will offer discussion sessions for sharing the experiences of the past 12 months and build up a reflective framework for participants to consider the purpose and goals of what is taking place within the remote learning space and what lessons can be learned and applied going forward.
This presentation is brought to you by the MCALL Special Interest Group.
The aim of this workshop is to support participants in setting up and implementing extensive reading (ER) components in the courses they teach. Extensive reading, defined as reading for overall meaning, information, pleasure, and enjoyment, has been proven by research to enhance reading speed and fluency, writing skills, and overall language knowledge. Research findings also indicate that although ESL and EFL teachers may have positive views on the effectiveness of ER and may be motivated to implement an ER component in the classes they teach, they may be reluctant to do so. Workshop participants will initially contribute their experiences of implementing ER in their context. Subsequently, they will be presented with an ER approach utilizing free resources available online, including implementation examples of the approach and strategies and techniques to link an ER component with the intended learning outcomes of various foreign language programs. The workshop will end with group work on the topic.