Table of Contents page

Introduction to 2^nd JALT OLE SIG Conference 2013 Compendium 5

Presentation materials and papers

in order of presentation at events 8

1. Kevin Cleary, Dear OLE SIG members and conference attendees 20

2. James F. D’Angelo, Plurilingualism viewed from the Wes Enterprise: including Pedagogical Implications 22

3. Alexander Imig, LINGUA POLICY Multilingual approaches 28

4. Rudolf Reinelt, My Language – Reasoning for “my class” contributions 32

5. Morten Hunke, Qu Ming, Fern Edebohls, Miyatani Atsumi, Getting students to think and go global at Aichi Prefectural University – an integrated approach 【Keynote】

6. Elke Hayashi, Reassessing the existence of a part of speech (Wortart) termed adjective (part1)

(part2)

(part)

7. Adiene Roque de Hishiyama, Spanish as a second language through games at the Japanese school in Latin America. A study case at the Japanese school of Asunción- Paraguay (part1)

(part2)

8. Maria Ines Torrisi, My language: Experience a language- “My Spanish” 102

9. Oliver Mayer, My Language: German 106

10. Oliver Mayer, Probleme und Perspektiven des Deutschunterrichts in einem Studiengang mit integrierten Englischkursen – Das Beispiel “Internationale Kultur” (国際文化) an der Pädagogischen Hochschule Aichi 109

11. Morten Hunke, What is the question? To haiku or to tanka That is the question 114

12. Rudolf Reinelt, Weiter Deutsch lernen mit S1 and S2 116

13. Oliver Mayer and Martin Wilhelm Niers, Workshop und Erfahrungsbericht: Ein Arbeitsbuch für den Deutschunterricht. Von der Idee bis zum fertigen Buch. 125

14. Maria Gabriela Schmidt, LanguageS Plus – Language learning and teaching beyond the first foreign languages - 127

Scenes from 2nd JALT OLE SIG Conference 2013 134

Coordinator’s Preface

While we were still editing this volume, Kevin Cleary, the acting JALT president, passed away on January 15, 2014. His welcome address to this conference follows this preface.

After a brief meeting in 2012 the second OLE SIG conference took place at Chukyo University in Nagoya on October 12^th and 13^th2013. Bringing OLE on a par with most other SIGs who have annual conventions, this conference featured 18 contributions by 18 presenters in 10 events. The audience was 15 on the first day and 10 on the second.

If coming of age of a scientific association is measured in the having of its own annual national conference, OLE has finally become an adult after 17 years of its existence.

Small as the conference was, it still featured a wide variety of events, and below I will briefly explain the presentation event types and mention the contributions that were made there.

1. The first two mind-opening presentations by J. D’Angelo and A. Imig showed us that even “English” is not just one language, but that there are many “Englishes” and that language hegemony is responsible for many linguistic circumstances as they are today.

2. With our minds thus broadened, we were ready for JALT president K. Cleary’s welcome address wishing the conference success even in this hard time for other foreign language learning.

3. The concept of the “my language” event planned for the second day was explained by R. Reinelt. This event is unique to OLE and is supposed to be a link between the interested public, research, and language eduation.

4. In an instantaneous French workshop, for which we thank E. Fortin, we got hands-on experience on how to integrate current news events and popular culture in the language learning dialogues.

5. In their Keynote address, M. Hunke, M. Qu, F. Edebols and A. Miyatani treated us to the fascinating project at Aichi Prefectural University. In an approach which integrates much more than teaching and research, it aims at getting students to think and go global. Extensive materials are available from the presenters.

6. Five individual presentations concluded the first day, each treating a different aspect of and approach to foreign language learning and instruction. Areas addressed included grammar (E. Hayashi), speaking in a long-term course (P. Wright), comics (J. Pomata), games in class (A. Roque de Hishiyama) and online vocabulary games (O. Rose). Languages covered ranged from German (E. Hayashi), Thai (P. Wright), Spanish (J. Pomata, A. Roque de Hishiyama), to almost any language in the world (O. Rose).

The first day must have been very attractive: It drew more than half of the participants to the well deserved dinner.

7. On the second day, A. Imig gave us a brief overview of Sunday’s events.

8. In a smaller room ideally designed for group work, we were introduced to “My Spanish” (M. Torrisi) and My German (O. Mayer). Both “language experience events” had re-assuring English guidance, but provided us with sufficient basic target language elements to make us want for more.

9. After the lunch break, four more presentations took us away to still different approaches. M. Niers introduced Swedish criminal stories, M. Hunke hit our poetic cord, R. Reinelt demonstrated a second year continual, and O. Mayer & M. Niers explained the specifics of textbook making. Most presentations in this part concerned German, but with appropriate transfer, most contents and approaches can be used for many other languages as well.

10. In the final symposium, G. Schmidt reminded us that communication goes far beyond language.

With close to 9 points out of ten overall, the feedback was overwhelmingly positive. Besides presentations, research, approaches and activities, the loose timing structure with ample time for networking, comments and discussions was also one welcome feature.

We are especially indebted to Alexander Imig and his colleagues for the generous and perfect local organization.

A report from this conference has already appeared in the German Academic Exchange Service’s publication Lektorenbrief (Dec. 2013).

We hope to gather again in 2014. We are looking for a date near the end of October. Please watch out for announcements, e.g. in the OLE Newsletter and on the JALT event calendar, and apply early, as slots fill up fast.

We hope this gathering of contributions will provide those who for whatever reasons were not able to come in person with all necessary and much more interesting information. PLEASE also tell your friends and colleagues of the conference and this information site, and of course the next OLE-SIG conference.

Of course we will be grateful for your comments, preferably by mail to the coordinator.

Your OLE coordinator for 2013/2014

Rudolf Reinelt

In Memoriam Kevin Cleary

The OLE SIG remembers Kevin Cleary for his warm welcome address on the occasion of the 2^nd OLE SIG conference.

Dear OLE SIG members and conference attendees,

Congratulations to the OLE SIG on the occasion of holding the 2^nd OLE SIG Conference, Language learning and teaching beyond the first foreign language, at Chukyo University in Nagoya. The conference theme is very intriguing, and I would hope that we will soon live in a world where many people desire, and achieve, the ability to speak at least two languages besides their mother tongue.

When I tell someone about JALT they are often puzzled or curious about the “for language teaching” part of our organization’s name. I then make sure to explain that while most of our members are English teachers, we are not limited to English, and in fact have many members who teach and learn Spanish, French, German, Portuguese, Chinese, Korean, Japanese as a foreign language, and so on. I also then mention the existence and high level of activity of the OLE SIG. OLE plays a key role in JALT maintaining its identity as an organization dedicated to the promotion of excellence in language learning, teaching, and research.

Sadly, many schools today are reducing or eliminating classes in foreign languages other than English. Student motivation to take or excel in these classes is also dropping precipitously, at least from what I have heard from students and teachers. However, I think that we can all agree that it is extremely important to learn more than one additional language, as we find out a lot about ourselves, our original culture, and our world when we master new grammatical rules, discover new metaphors for describing the world and how we experience it. Learning one additional language opens our eyes to the world around us, and learning more than one gives us the opportunity to more deeply understand our humanity.

So, on behalf of all the JALT Directors, I would like to say to OLE “Good job! Keep it up!” We appreciate your hard work and look forward to working with you on many more projects in the years to come.

Thank you, and best wishes for a most invigorating exchange of ideas and experiences at the 2^nd OLE SIG Conference!

Presentation materials and papers

in order of presentation at events (for abc-order see the volume-final index)

invite you to the

2nd JALT OLE SIG Conference

LanguageS PLUS

Language learning and teaching beyond the first foreign language

Date: Oct. 12/13, 2013 Venue: Chukyo University, Nagoya

Program プログラム (2013年10月10日)

第2回JALT OLE SIG年次大会(および教材展示会)

開催予定日：　平成25年10月12日（土）、13日（日）

開催時間：　　10月12日（土）10:00- 18:30

10月13日（日） 9:00- 18:00

開催場所：　　中京大学　名古屋キャンパス　５号館７階３教室

住所：名古屋市昭和区八事本町101-2

対　象：　　　①（母国語である）日本語、あるいは第一外国語としての英語以外の外国語教育およびその研究・応用・授業について関係する研究者・教員

②母国語及び第一外国語としての英語以外の外国語にご興味のある方

③上記の外国語を習いたいと思っている方（どなたでも可）

主　催：　　　JALT OLE、中京大学

内容とスケジュールの概要 Contents and program outline

Extensions possible 延長可

Academic program:

Contact address 連絡先: <reinelt.rudolf.my@ehime-u.ac.jp> 0081- (0)89-927-9359

Organizational matters: Alexander Imig

Note: This program is the version of 2013/10/10. Some parts can still change.

Table of Contents

Time-schedule: p. 2/3

Abstracts: p. 4-16

	第1日: 10月 12日(土） First day
Time 時間	*Legend: (WeekdayEvent Number) Type of event or activity. Slot times: each 5 min. free before & after* 発表はすべて５分前後の余裕	日本語
Sa. Oct.12	Sa mainly in English or the respective language 土曜日のイベントは大体英語及びそれぞれの外国語で行う予定
10-12	(SaEv1) Welcome presentation Jim D’Angelo and Alexander Imig (Chukyo University) The role of (Global) English for Multilingualism An introduction to this conference	*歓迎プレゼンテーション*
12:00 -12:50	lunch break	昼休み
12:50-13:00	(SaEv2) Welcome addresses: Alexander Imig (Chukyo University) and Kevin Cleary (JALT President) in person, mail or Skype	開会あいさつ
13:00-13:30	Rudolf Reinelt (Ehime University) “My language” „私の言語“：Presentation of the event concept このイベントの計画の紹介	イベント計画の紹介
13:30-14:30	(SaEv3) Presentations Eric Fortin (St. Mary’s College) Incorporating current news events and popular culture in language learning dialogues	個人発表及び言語サポート及びその状況
14:30-15:30	(SaEv4) Keynote　Presentation Morten Hunke, Qu Ming, Fern Edebohls, Miyatani Atsumi (Aichi Prefectural University) Getting students to think and go global at Aichi Prefectural University – an integrated approach	キーノート
15:30-18:00	(SaEv5) Individual presentations Elke Hayashi (Sophia University) Reassessing the existence of a part of speech termed adjective-adverb Pornsri Wright (Kanda University of International Studies) From Zero to Fluent Thai in a Four-Year University Program Joan Pomata (CANELA, Kyoto Gaidai University) La creación de actividades con el manga en la clase de español como LE/L2 practical course Roque de Hishiyama, Adiene Ensenanza de Espanol como segunda lengua a traves de juegos en colegios japoneses de Latinoamerica. – Estudio de casos en el colegio Japones de Asuncion, Paraguay. Spanish as a second language trough games at the Japanese school in Latin America. A study case at the Japanese school of Asunción- Paraguay Oliver Rose (Kwansei Gakuin University) Online/Mobile Gamification Makes Flashcards Fun	個人発表
18:00	Party (location to be announced)	懇親会

第2日: 10月 13日(日） Second day
Su. Oct. 13	So mainly in Japanese, or the respective language 日曜日のイベントは英語、日本語及びそれぞれの外国語で行う予定	日本語
10:00-10:15	(SoEv6) Sunday orientation Alexander Imig (Chukyo University) Introduction to Sunday’s events	日曜日のイベント・オリエンテーション
10:15- 12:30	(SoEv7) My language: Experience a language- Maria Ines Torrisi (Matsuyama University) My Spanish Oliver Mayer (Aichi University of Education) My German Probleme und Perspektiven des Deutschunterrichts in einem Studiengang mit integrierten Englischkursen – Das Beispiel „Internationale Kultur“ an der Paedagogischen Hochschule Aichi.	経験コース紹介：私の言語
12:30-13:30	lunch break	昼休み
13:30- 15:30	(SoEv8) Individual presentations Martin Niers (Aichi University of Education) Das Deutschlandbild in Schwedenkrimis und der Einsatz im Deutschunterricht Morten Hunke (Aichi Prefectural University) What was that question? To haiku or to tanka, that is the question Workshop Rudolf Reinelt (Ehime University) Weiter Deutsch lernen mit S1 and S2 Oliver Mayer/ Martin Niers (Aichi University of Education) Workshop/ Erfahrungsbericht zum Verlegen eines Arbeitsbuchs zum Deutschunterricht.	個人発表及び実践の紹介
16:00-17:50	(SoEv9) Symposium Maria Gabriela Schmidt (Tsukuba) Communication beyond language	シンポシウム
17:50-18:00	Closing ceremony	閉会式
	After the conference: Proceedings Publication

　Presentation abstracts

Saturday presentations

(SaEv1) 10:00

Alexander Imig(Chukyo University): About this conference　この学会について

Sat., Oct 12. 10:00-12:00 Welcome presentation

Jim D’Angelo/Alexander Imig (Chukyo University):

The role of (Global) English for Multilingualism,

An introduction to this conference

Abstract

Regardless of endless rumours, that the spread of English might be an obstacle for multilingualism, this presentation will show that in fact the opposite point of view is matching the thriving of multilingualism: because English as a strong multinational language exists, the possibilities of multilingual projects are constantly increasing. Taking this conference as an example for multilingual programming: only on the basis of one common language multilingual settings can be organized and proceed. But what are the consequences of this observation? Following a brief introduction of the conference, this presentation will show the consequences for Global-English and for a world-wide policy on multilingualism.

(SaEv2) 12:50-13:00

Welcome address:

Alexander Imig(Chukyo University)

Kevin Cleary (JALT Pres) in person, mail or Skype

13:00 – 13:30

Rudolf Reinelt (Ehime University) : “My language” 私の言語“：このイベントの計画の紹介

Reasoning for "my class" contributions

Idea
As most parts of the OLE2SIG conference both on Saturday and Sunday are academically oriented, be that practical or theoretical, we thought that maybe (academic and) other participants (for example general people from the city of Nagoya, from Aichi prefecture, or whoever may be interested in the conference) may want to know and EXPERIENCE a class in one language that may sound interesting to them, and how you teach it.
Audience
The audience may probably not be experts in your language, or language teaching. Teachers may of course also come and learn too. Most in the audience may not know very much in or about your language, but international expressions can probably be supposed to be known.
Format
Not very much can be said about the format. As part of a scientific conference, it will of course have its academic bits. The main point, however, will be to make it an interesting experience for the audience, and make publicity for your language and also for the way you teach it. Audience participation in activities is always a good idea, but there is essentially no limit to the way you spend the time in "my class". As an aside, it is probably better to include workshop-like elements rather than a dreary speech. mountains of materials, or a power point, although these can, of course, be included.
Time
This year, we still have much time on Sunday morning (as I write this, that is. Things may change, apologies in advance), and it is somewhat like first come first served. At the moment we are looking at slots of 40 min. to 1 hour, and if you go overtime reasonably, that will also be o.k. (next is the lunch break). Rather than being exactly on time it is probably more important to have people leave with a memorable experience (just exaggerating! a good feeling is enough).
Language
The language you will be teaching is your language, but, of course, it may at times be necessary to insert English or Japanese (or yet other shared language) elements for instruction, explanation or other purposes, especially if this serves keeping up the speed of the class. But again, essentially you are free here. Again, as an aside from my own experience with unknown or (possibly) multilingual audiences, prepare your class so you feel comfortable and also prepare a few snippets in English or Japanese, just in case they become necessary to increase understanding or participation, or reduce anxiety.

(SaEv3) Presentations 13:30-14:30

Eric Fortin (St. Mary’s College)

Incorporating current news events and popular culture in language learning dialogues

Abstract

While English language teaching/learning in Japan is beginning to be taken more seriously by the Ministry of Education and universities around the country, the utility of other foreign languages appears to be increasingly questioned. One possible way to revitalize these other languages might be to incorporate more cultural topics and daily events related to countries whose people speak the target language in question, thereby hopefully generating greater interest among students. If students are made to understand that, although the ability to speak English can allow for and exchange of ideas and opinions with a large number of people from various countries around the world, the additional knowledge of other languages will enable students to interact on a deeper and more personal level with the people who speak those languages. The presenter, who is currently teaching French in addition to English at the college level, is currently developing a course that will create virtual French cultural environments that will hopefully enable students to create their own dialogues from selective vocabulary and basic grammar patterns. Introductory themes focusing on aspects of French culture will be introduced based on students’ interests in order to set the stage for creating imaginary conversations with famous French entertainers, politicians, and other contributors to French society. If time permits, the presenter will demonstrate how he has incorporated news events to create virtual environments for dialogue creation practice in his own language learning experiences.

(SaEv4) Keynote　Presentation 14:30-15:30

Morten Hunke, Qu Ming, Fern Edebohls, Miyatani Atsumi

(Aichi Prefectural University)

Getting students to think and go global at Aichi Prefectural University – an integrated approach

Under the auspices of the current nation-wide MEXT-funded Project for the Promotion of Global Human Resource Development, Aichi Prefectural University (Aichi Kendai) secured funds for a large project aimed at promoting studying abroad and preparing students to respond to global challenges at home and away.

Eight new members of staff plus support staff started curriculum planning, teaching, and advising in March 2013. Besides English language teaching and support, the project includes Chinese, French, German, and Spanish, and aims to provide students interested in going abroad with all the support and assistance they need in order to successfully achieve their goal. Teaching in languages other than English is largely focused on aspects of spoken language and cross-cultural awareness.

The newly established multilingual self-learning centre (iCoToBa) offers students further opportunities to practise their language skills. Here, they also receive guidance and support on practical matters from finding the right study abroad programme, and applying for it, through to debriefing after their return. At iCoToBa students can make use of a range of audio-visual support materials, which in turn are also integrated into the teaching.

The true uniqueness of the Project for the Promotion of Global Human Resource Development at Aichi Kendai lies in the concerted effort to create an integrated programme across the different languages, and include cooperation with the International Office, the Career Centre, and the Student Support Centre.

The keynote that will give a brief overview of the project, and features staff from different target languages, focuses on selected aspects of how we teach and support students thinking and going global at Aichi Kendai.

(SaEv5) Individual presentations 15:30-18:00

Elke Hayashi (Sophia University)

Reassessing the existence of a part of speech termed adjective-adverb

The pertinent literature on the topic of the adjective/adverb converning the German language shows that the well-established standard classification of these both concepts – up to now defined as parts of speech – contains illogical elements. Essential for their coming into being – according to the author’s considerations – may be the inconsequential commixture of grammatical/-structural and semantic components, which is used as an explanation in those cases where a need is felt for an explanation that goes further. This is pointed at by concepts such as “adverbialer Gebrauch des Adjektivs“[adverbial usage of the adjective] (Wermke et.al. 2009: 340) or ”Adjektiveadverbien“[adjective-adverbs] (Helbig/Buscha 2001: 310). Moreover, this commixture in turn is based on an inconsequential translation from the Latin as will be shown during the presentation.

In her “Bezugswort-Theorie“[word relation theory] (HAYASHI-MÄHNER 2011 and 2013), the author concludes that the existence of a part of speech termed ”adjective“ should be negated for German grammar. She backs up the relevance of this theory for the German language and at the same time proves that adverbial and adjective usage is not universal. By doing this, she confirms Hoffmann (2007: 08) who repudiates universal postulates in philology as frequently being not applicable.

- Pornsri Wright (Kanda University of International Studies)

From Zero to Fluent Thai in a Four-Year University Program

At Kanda University of International Studies, around 20 students each year enroll as double majors in the Thai and English languages. While these students have essentially no familiarity with the Thai language at the start of the program, by the end many are proficient enough to work in Thailand or in Thai businesses in Japan. In this presentation, I will outline the aspects of the program that lead to successful acquisition of the language, including:

• A range of speaking, listening, writing and grammar classes in the first two years as well as content-oriented electives (taught in Thai) in the third and fourth years;

• Emphasis on accurate pronunciation and memorization of vocabulary in the first and second years;

• Required frequent interaction with Thai exchange students;

• Frequent meetings with the teacher outside of class;

• Residential opportunities such as study tour and home stay after the first year and exchange student or half year-abroad programs in the third year;

• Wide opportunities to engage with Thai culture, as performers in Thai music or dance circles or as participants in an annual speech contest.

It will be argued that the success of this program lies in the high expectations placed on students to become proficient speakers and writers of the language, in the wide range of immersion activities in which only Thai is spoken, and in the way that the high proficiency and fluency exhibited by third and fourth-year students acts as a positive influence on beginning students.

Pornsri Wright is associate professor at Kanda University of International Studies.

Joan Pomata (CANELA, Kyoto Gaidai University)

La creación de actividades con el manga en la clase de español como LE/L2

La tipología de la novela gráfica está distribuida en tres pilares: el cómic (principalmente estadounidense), el tebeo (también llamado cómic europeo) y el manga (o cómic japonés), elementos que si bien comparten características generales, presentan ciertos rasgos particulares que permiten su diferenciación. Por desgracia, los diccionarios no ayudan con dicha tarea definitoria, ya que en la mayoría de los casos ofrecen una visión deficiente o ambigua.

La influencia y repercusión del manga no conoce fronteras, y no contentos con modificar significativamente el sector literario y especialmente el de la novela gráfica, agranda su nombre día a día al coquetear con otros formatos que se asientan sobre esta base, como es el caso de películas, videojuegos, dibujos animados japoneses (denominados anime), juegos de mesa y de cartas y un largo etcétera.

Así pues, al compartir las características generales de la novela gráfica, se presupone un potencial común con multitud de beneficios pedagógicos para la enseñanza y aprendizaje de una lengua, y por este motivo, la manca de materiales y recursos referidos al manga exige la necesidad de comprobar la eficacia de su uso en las aulas.

Dicha capacidad se pone a prueba en este estudio tomando únicamente el cómic japonés como recurso y único material en la elaboración de multitud de ejercicios prácticos para las posibles aplicaciones de las cuatro destrezas lingüísticas del MCER (Marco Común Europeo de Referencia para las lenguas), manteniendo una meta común en todas las actividades: que el alumno aprenda, mejore, asimile y por supuesto se divierta llevando a cabo tales tareas.

Más aún, se pretende potenciar la capacidad de atraer la atención del alumno hacia un material que le interese, por este motivo se busca la capacidad creativa e inversión emocional suficiente por parte del alumno para que este se involucre. Para conseguir tal tarea, es básico evolucionar y adaptarse a las nuevas posibilidades docentes. El manga, trabajado de una manera creativa puede apasionar, y convertir una clase de español en un rato de disfrute, pero siempre que se consiga una buena mezcla de trabajo y creatividad.

Así mismo, con el objetivo de trabajar destrezas lingüísticas de diversa índole, haciendo especial hincapié en las propiedades textuales (coherencia, cohesión y adecuación), se ofrecen ejercicios en el aula de español como LE/L2 (ELE/L2) adaptados al MCER. El corpus elegido ha sido seleccionado con el objetivo de representar un segmento de temática recurrente y a la vez específica (samuráis en el Japón feudal comprendidos entre los siglos X a XIX). Más aún, los cinco volúmenes seleccionados pertenecen a distintos autores. De este modo, se presupone que si se puede elaborar una batería de actividades que trabaje las destrezas lingüísticas únicamente con un corpus tan segmentado, se espera un resultado igualmente alentador para el resto de temáticas, autores, etilos, etc.

En resumidas cuentas, los objetivos que se pretenden alcanzar con la presente investigación se basan en conocer si es posible utilizar el manga como recurso de enseñanza, aprendizaje y adquisición en la docencia de ELE/L2; en caso afirmativo si se puede adaptar a los diferentes niveles del MCER; y si es factible, definir y comprobar mediante ejercicios y actividades cómo y para qué se puede utilizar. Tales hipótesis se ejemplifican y se llevan a cabo en forma de actividades para el aula en este estudio.

While tebeo and comic have had a higher prominence in teaching, learning and language acquisition research; manga has been forgotten in most of these areas. Therefore, the present research is focused on the use of manga in teaching, learning any language in general and Spanish in particular as FL/L2, as well as on demonstrating whether CEFR can be adapted as a resource in the class. Via exercises based on the functional paradigm, this research tries to verify if the Japanese comic has the three textual properties â€“cohesion, coherence and adaptation-. Thus, manga is a useful material to be used in the any language lesson as FL/L2.

Adiene Roque de Hishiyama (CANELA)

Ensenanza de Espanol como segunda lengua a traves de juegos en colegios japoneses de Latinoamerica. – Estudio de casos en el colegio Japones de Asuncion, Paraguay.

En el marco del doctorado en historia de la educación y educación comparada de la Universidad Nacional de Educación a Distancia (UNED), y con el respaldo de distintas universidades en Latinoamérica, se ha desarrollado una línea de investigación cuyo objetivo ha sido explorar la enseñanza de español como segunda lengua en Colegios Japoneses.

Para este artículo se presentará la información obtenida en Asunción –Paraguay con el “estudio de casos sobre la enseñanza de español como segunda lengua a través de juegos en el Colegio Japonés de Asunción”. Se presenta la información sobre uno de los objetivos de la investigación centrado en la descripción de los métodos y técnicas de enseñanza de lenguas empleados en las aulas de español del Colegio Japonés de Asunción así como el proceso de inclusión de estas actividades en el aula.

La fundamentación teórica de esta investigación nos refiere a la teoría socioconstructivista del conocimiento. La metodología empleada fué el estudio de casos y diferentes técnicas de abordaje como la inmersión en el campo, técnicas de observación y registro de las clases.

Entre los resultados podemos mencionar la identificación de un patrón en la aplicación de los juegos en el aula. Se observó la presencia de juegos y actividades lúdicas en las clases de todos los niveles de competencia linguística del español. Sin embargo, vemos una mayor frecuencia de presentación de estas actividades en las clases de alumnos más jóvenes, indistintamente de su nivel de competencia linguística. En los niveles altos de competencia linguística, coincidentes con alumnos de mayor edad, la incorporación de actividades lúdicas se sigue aplicando pero con una frecuencia menor en comparación con las clases de alumnos más jóvenes.

Estos resultados están relacionados con las concepciones de los docentes sobre su cotidianidad laboral, ya que las mismas influyen en la selección del tipo de actividades aplicadas en las clases de manera diferenciada (Aizencang, 2005), (Arbeláez, 2003).

Spanish as a second language through games at the Japanese school in Latin America –

A study case at the Japanese school of Asunción- Paraguay

This article discusses topics related to methodological issues such as the specific characteristics of the school context in which a second language teaching - learning process is taking place, specifically with lessons in Spanish as a second language in the Japanese school of Asunción; students, families and teachers perceptions of the processes of learning a second language, methodological aspects of second language teaching and the second language itself.

When Japanese immigrant students enroll in the Japanese school in Asunción they have a special motivation to understand what is going on around the school and in the community and they are interested in learning about the Paraguayan culture and the Spanish language.

This research found that students are demonstrating the initial motivation to learn the new language and we know that to improve the communicative competence in the second language (Spanish) teachers` motivational practices in the classroom are important.

It is imperative that we as language teachers take appropriate steps to keep the flame of motivation burning.

This presentation describes the pedagogical methods used, cultural aspects, contexts and functionality of two languages in contact in the case observed: “Spanish as second language at the Asunción Japanese school”.

The research reconfirms the effectiveness of teaching through games and the use of cultural aspects and contexts as a motivational strategy and the functional use of language in bilingual groups to increase student interest while teaching Spanish as a second language.

This work will help educators understand the variation in the language use of two contact languages when the Japanese students are migrants in a Spanish speaking context, and how code switching and functional use of languages can enhance the classroom experience. This is a case of teaching Spanish as a second language in school settings.

Oliver Rose (Kwansei Gakuin University) Online/Mobile Gamification Makes Flashcards Fun

Casual games are a genre of computer game that are quick and easy to learn and have a wide appeal. By using techniques from casual game design I developed the Lex Word Game (www.lexwordgameapp.com) for studying vocabulary in an enjoyable way. It can import wordlists from the flashcard website ‘Quizlet’ (www.quizlet.com) which has millions of flashcard sets on many topics, which supports a wide variety of languages.

Users of Quizlet can also make or upload their own lists, which is a convenient way for teachers to provide practice for their students on necessary high-frequency or ESP vocabulary, or review of words from a specific activity.

The Lex Word Game app exists as both web and mobile application, and as a widget which can be embedded in other webpages (such as blog or in LMS’s) using a specified wordlist. I will introduce the pedagogical and game design features of the app and provide instructions on how to use the application in individualized ways to support your students.

Short Bio

Oliver Rose has taught English in Japan for over 10 years in a wide range of contexts. His special interests are in materials design, and especially how game design and language acquisition theory can be paired to create effective and motivating mobile learning tools for self-study. He is an Associate Professor with the Language Center at Kwansei Gakuin University in Nishinomiya, Japan.

Sunday presentations

(SoEv6) Sunday orientation 10:00-10:15日曜日のイベント・オリエンテーション

Alexander Imig (Chukyo University)

Introduction to Sunday’s events

(SoEv6) My language : Experience a language 10:15-12:30

スペイン語　Maria Ines Torrisi (Matsuyama University) „My Spanish“

During the workshop: “El Pókemon de los Andes” you can experience by yourself how 1^st year students at Matsuyama University practice and integrate themes: human body, colors, the Spanish verbs: “Tener” and “Ser”, as well as stimulating them to express preferences.

ドイツ語　Oliver Mayer (Aichi University of Education)“My German“

Thema: Probleme und Perspektiven des Deutschunterrichts in einem Studiengang mit integrierten Englischkursen - Das Beispiel "Internationale Kultur"（国際文化）an der Pädagogischen Hochschule Aichi.

Das gleichzeitige Studium der beiden Sprachen Deutsch und Englisch ist eine bei Studenten wie Arbeitsgebern beliebte Kombination, denn Englisch als Weltsprache ist heutzutage ein Muss, und zusätzliche Kompetenz in einer anderen Sprache und Kultur ein Plus. Ein umfassendes Studium beider Sprachen kann aber nicht immer möglich sein, da Studienordnungen gewisse Vorgaben machen, die die Studenten zu beachten haben. Im vorgestellten Fall konkurrieren Kurse zum Erwerb der Lehrer-Lizenz, die angehende Englischlehrer an Mittel- und Oberschulen in Japan benötigen, mit Kursen zu deutscher Sprache, Geschichte und Kultur. Der Vortrag beleuchtet die Details dieser Studienordnung.

Im Anschluss daran zeigt Oliver Mayer im Rahmen von "My German", welche Ähnlichkeiten es zwischen Deutsch und Englisch gibt und wie dies im Unterricht genutzt werden kann.

(SoEv8) Individual presentations 13:30- 15:30

Martin Niers(Aichi University of Education):

Das Deutschlandbild in Schwedenkrimis und der Einsatz im Deutschunterricht

Morten Hunke (Aichi Prefectural University)

What was that question?

To haiku or to tanka,

that is the question

Workshop

In this workshop, the participants will receive a hands on introduction to how the presenter gets students to engage in creative writing and speaking using haiku and tanka in the German language classroom. A brief introduction of the concepts, the theoretical premises, and the preliminary considerations for choosing this format over others will be provided. No previous knowledge of German is required to participate in the workshop.

Rudolf Reinelt (Ehime University) Weiter Deutsch lernen mit S1 and S2

Dieser Beitrag stellt die Anfaenge eines Programms vor, mit dem auch Nicht-Germanistik- Studenten an der Ehime Universitaet neben ihrem Fachstudium vier Jahre Deutsch lernen koennen.

Der Vortrag beginnt mit den universitaeren (Ausgangs)bedingungen. Der zweite Teil stellt die erste Durchfuehrung des Kurses fuer das zweite Studienjahr vor. Teil drei zeigt Ausschnitte aus dem Unterricht fuer das dritte bzw. vierte Studienjahr. Teil vier erwaehnt einige Problempunkte und moegliche Auswege sowie weitere Aussichten fuer dieses Programm.

Oliver Mayer/Martin Niers(Aichi University of Education):

Thema: Workshop und Erfahrungsbericht: Ein Arbeitsbuch für den Deutschunterricht. Von der Idee zum fertigen Buch.

In Japan verlegte Lehrbücher für Deutsch als Fremdsprache haben oft keine oder nur sehr kurze Arbeitsbücher. Deshalb haben die Vortragenden "Ausgang. Das Arbeitsbuch.ドイツ語ワークブック" (2012) und "Vorgang. Arbeitsbuch für Deutsch.ドイツ語ワークブック" (2013) im Verlag der Pädagogischen Hochschule Aichi herausgegeben. Im Vortrag wird über die Hintergründe, Organisatorisches und Finanzielles gesprochen sowie die Inhalte der Arbeitsbücher vorgestellt.

Bio:

Oliver Mayer has studied Japanology at Ruhr-Universität Bochum in Germany and has been teaching at Aichi University of Education (near Nagoya) since 2001, where he has recently also become heavily involved in university administration. His research in language education focuses on active language use (spoken, written) among his students.

(SoEv9) Symposium 16:00-17:50

Maria Gabriela Schmidt (Tsukuba) (+2): Communication beyond language

In diesem Beitrag gehe ich auf kulturelle Aspekte ein, die wir haeufig als gegeben voraussetzen, die aber gerade, wenn wir mit verschiedenen Sprachen als zweiter Fremdsprache arbeiten, deutlich zu Tage treten.
Meine These ist: Kultur ist nicht transzendierbar.

Ich wuerde gern ca. 30 Minuten einen kurzen Vortrag (Powerpoint) machen
zu 1.) Kommunikationsstile kulturell
und 2.) Gruppenkonzept kulturell

und dann 3.) Arbeitsgruppen zu den einzelnen Sprachen mit den anwesenden Teilnehmern machen, die fuer ihre jeweilige Sprache "unsichtbare, aber als selbstverstaendlich gegebene" Gespraechsstrategien und Verhalten in Gespraechen herausarbeiten sollen und diese in Bezug zur japanischen Kultur stellen.

Das ganze wird dann am Schluss unter dem Gesichtspunkt "Was heisst international und interkulturell in der Fremdsprachenvermittlung?" zusammengefasst.

17:50-18:00 Closing ceremony閉会式

After the conference: Proceedings Publication