Table of
Contents page
SIG Coordinator’s
Preface
3
PanSIG2012 Theme
in 4 languages
6
I. OLE’s sponsored
presenter Tom Cobb
1. Tom Cobb, Learning
French from a Corpus: How and Why 8
II. OLE at JaltCALL
2012 (2012 June 3)
2. Rudolf Reinelt,
Integrating speaking, writing and grammar in
2FL German testing 17
III OLE at PanSIG
2012 (2012 6 16 & 17)
3. David Barker, Ten Things I Learned in French Class
28
4. Herrad Heselhaus,
Rereading “Literacy” and “Illiteracy”
– Teaching Images of Japan in Foreign Literature
30
5. Timothy Buthod,
Intensive Language Courses in Lifelong Learning
38
6. Eric Fortin, Language, Nursing, Chaos, and Learner Autonomy
Literacy 49
7. Tats Paul Nagasaka,
After English, who comes next?
53
8. Morten Hunke, Life is more complex than grammar!
文法は人生ほど難しくない！
55
9. Rudolf Reinelt,
Writing despite / because of speaking
60
Outside cover: OLE
2013 conference flyer 61
Coordinator
contact
Rudolf Reinelt
Ehime University 愛媛大学 教育・学生支援機構
Integrated
Education Center 共通教育センター
Center for General
Education 松山市文京町3
790-8577
Bunkyo-cho 3 reinelt.rudolf.my@ehime-u.ac.jp
Matsuyama
790-8577
T/F 089-927-9359
Coordinators
Preface
PanSIG
2012 almost lived up to its name: Almost all (pan=greek: all) sigs were
represented at the conference at Hiroshima University’s main campus in Higashi
Hiroshima City. This diversity is also represented in the OLE presentations
gathered in this booklet.
This
booklet first contains the PanSIG theme in four languages other than
English as they were prepared by OLE.
At
PanSIG 2012, OLE sponsored main speaker Prof. Tom Cobb of the university de
Quebec at Montreal, and he has made his presentation, which is relevant for a
host of languages, available to us as the first presentation in this booklet.
You are invited to try out all the links.
Next
follows OLE’s only presentation at JALTCALL 2012 by Rudolf Reinelt.
This
is followed by the OLE presentations at PanSIG 2012. There were also three
other OLE-related presentations. All of these are included below: Nagasaka,
Hunke, Fortin and Reinelt,a s well as Buthod, Decker and Heselhaus.
Brief
overview
Prof.
Cobb introduced us to his Lextutor, accessible at lextutor.ca/cv/. He explained
how this tool was set up, what it contains, and how it can, is and has been
used by teachers and learners of English, French, and in part other languages.
As he is still developing it, he would be very grateful for feedback.
In
his JaltCALL presentation, Reinelt argues that and gives an example for
“students reaching a comparably advanced degree of a certain stage in their 2FL
speaking, simultaneously attain a similarly advanced level in both writing and
grammar” without especially addressing the latter two in the teaching previously.
The
OLE and OLE-related contributions at PanSIG, here given in the order they were
presented, started on Saturday with Profs. Barker, Heselhaus and Buthod. They
are followed by OLE’s thread on Sunday, including, after Prof. Cobbs special
lecture, Profs. Fortin, Nagasaka, Hunke and Reinelt.
In
a brief contribution, Barker shares his 10 insights from his French learning.
Heselhaus
demonstrates the importance of both literacy and illiteracy from “teaching
images of Japan in Foreign literature” with German examples.
Buthod
has us remember that it is important for foreign language teachers to take up
learning a(ny) foreign language every few years in order to again get a feeling
for the learners’ circumstances and adds a list of questions for teachers to
ponder and answer.
On
Sunday, Fortin introduced us to the basics of Chaos theory and how its
fundamentals and its tenets could be helpful when designing foreign language,
in his case French, courses for various learners, in the presenter’s case those
at a nursing college.
Nagasaka
started from the present English dominance and took us along pondering how it
may be possible to come to any further steps.
Hunke,
overcoming grammar, explores pragmatic features in his consciousness raising
workshop.
Reinelt
explores and gives an example of how “the productive skills of speaking and
writing” support each other.
All
contributions are presented as they were made available by the authors, who
would be grateful for any comments or other contacts. As for copyright,
all material is only free for information. If in doubt about using it for
educational purposes or research, please contact the presenters directly or via
this coordinator. As everything appears online, we gratefully acknowledge the
support of the Education and Student Support Center’s Education Department at
Ehime University for OLE at JALT.
Report
from the OLE SIG meeting
OLE
held a brief SIG meeting during the lunch break. This SIG plans to hold its
first OLE SIG conference in Oct 2012 and its second conference on October 12
and 13, 2013 at Chukyo University in Nagoya. Ideas and proposals for this event
are most welcome. Please see the provisional flyer at the end of this book.
Conference
information
For
info on OLE at JALT 2012 on October 13 and 14 at Acty in Hamamatsu see or order
NL 63 and 64 with all long and short abstracts and summaries. Please bring
these newsletters along to the conference.
Next
years’ PanSIG conference site and date have not yet been decided. We will keep
you informed as soon as we know more.
Other
upcoming conferences:
The
7th Mini-conference on language learning and teaching in Matsuyama
will take place on September 22 and 23, 2012 at Ehime University in Matsuyama.
The deadline has been extended to August 15th. Please send a
proposal for presentation with an A4-abstract and 7thMatsu12 in the subject
line to reinelt.rudolf.my@ehime-u.ac.jp.
You will be notified of the status of your proposal by the end of August 2012.
Also:
JALT
2013 will take place Oct. 25 to Oct. 28 in Kobe.
JALT
2014 is planned for Nov. 21 to 24. in Tsukuba.
Please inform your colleagues about this
publication.
We
hope you get as much (and may be more) from this book as we got from JALTCALL
2012 and PanSIG 2012.
Your
OLE SIG Coordinator
Rudolf
Reinelt
PanSIG2012
theme in four languages
German
“Literacy”, Literarizität im
traditionellen Sinne bezeichnete die (gute!) Produktion und das (richtige)
Verständnis schriftlicher Texte. In der letzten Zeit hat sich kritische
Literarizität mit der Infragestellung und der Analyse solcher Texte und ihrer
sozialen Eingebundenheit beschäftigt. Außerdem wurde das Konzept als digitale
und als mediale Literarizität ausgeweitet auf alle sichtbaren Phänomene und
deren Technologie. Im Muttersprachenbereich ist universale Alphabetisierung ein
Ziel regionaler wie landesweiter Erziehungseinrichtungen und weltweiter
Bildungsinstitutionen. Was verstehen wir als Fremdsprachenlehrer unter
„literacy“ und wie beeinflusst dies unsere Lehre und unsere Forschung?
French
L’alphabétisme traditionnellement signifiait
la compréhension et la production des textes écrits. Plus récemment les
compétences critiques en lecture et écriture se concentrent sur la capacité de
mettre en doute et analyser ces textes pour les voir dans ses contextes
sociaux. En plus, maintenant le concept s’élargit pour traiter les images
visuelles et la technologie, comme la culture numérique et la culture de média.
Dans les contextes de langue maternelle, la réalisation des compétences en
lecture et écriture est l’objectif déclaré des administrations locales et
nationales qui gèrent les affaires scolaires, ainsi que les corps
internationaux. Comme enseigneurs des langues, comment pouvons-nous comprendre
les compétences en lecture et écriture, et comment est-ce que ces
compréhensions informent nos méthodes d’enseignement et de recherche?
Spanish
Convocatoria
al Congreso Anual JALT Pan-SIG 2012
16
y 17 de junio de 2012
Plazo para el envío de propuestas: 29 de febrero, 2012
El comité organizador del Congreso JALT
Pan-SIG 2012 invita a docents investigadores enviar propuestas para el Décimo
Primer Congreso Anual Pan-SIG a realizarse el sábado
16 y el domingo 17 de junio de 2012 en la Universidad de Hiroshima, campus
Higashi-Hiroshima.
Este congreso está co-auspiciado el
Hiroshima Chapter de JALT y los siguientes SIGS (Grupos con Intereses
Específicos): Bilingüalismo, Aprendizaje de Lenguas Asistido por Computadoras
(CALL), Pnsamiento Crítico (CT), Educación Terciaria y Universitaria (CUE),
Lectura Extensiva (ER), Marco y Portafolio de Lengua (FLP), Estudios de Géneros
en la Enseñanza de lenguas (GALE), Temas Globales en la Enseñanza de Lenguas
(GILE), Japonés como Segunda Lengua (JSL), Educación Secundaria (JSHS),
Desarrollo del Aprendiente (LD), Producción de Material Didáctico (MW),
Enseñanza de Lenguas Extranjeras con excepción de Inglés y Japonés (OLE),
Profesionalización, Administración y Liderazgo en Educación (PALE), Pragmática
(PRAG), Discurso, Dramatización y Debate (SDD), Estudio en el Extranjero (SA),
Enseñanza por Tareas (TBL), Enseñanza de niños (TC), Evaluación (TEVAL) y
Docentes que ayudan a Docentes (THT).
El tema del congreso es “lecto-escritura, señales de
emergencia”.
Tradicionalmente, se ha entendido por
lecto-escritura la comprensión y producción de textos escritos. Más
recientemente, la lecto-escritura crítica se ha centrado en la destreza para
cuestionar y analizar esos textos y considerarlos dentro de su contexto social.
Además, el concepto se ha ampliado para abarcar imágenes visuales y
tecnológicas, es decir, lecto-escritura digital y de medios. En el contexto de
la lengua materna, la lecto-escritura universal es un objetivo establecido
desde las autoridades nacionales de educación hasta las instituciones
internacionales. Como docentes de lenguas extranjeras, ¿De qué modo entendemos la lecto-escritura
y qué incidencia tiene esta comprensión en nuestra enseñanza e investigación?
Se aceptarán propuestas que estén claramente
escritas y que presenten investigaciones o ideas pedagógicas novedosas.
Se considerarán en particular las
propuestas que se ajusten al tema del congreso y/o a los intereses generales
del SIG al que se dirijan.
¡Se invita muy especialmente a ponentes
que presenten en idioma japonés!
El comité organizador agradecerá si cada
persona envía una sola propuesta.
Chinese
“识字”在传统意义上被认为是理解 和书写文字的能力。近来，“识字”的关键被聚焦在抽象和分析文章，以及联系上下文的能力。此外，这个观念已经被拓展应用到虚拟图像和 新技术领域，比如数字化识字 和多媒体识字。在母语环境 下，普及“识字”是一个既定目标，无论是本地和本国的教育机构，还是国际间的相关 机构。作为外语教 育工作者，重要的是，我们如何理解“识字”，以及如何把这些 理念运用到指导我们的 教育和研究工作中。
Learning to Teach, Teaching to Learn
invite you to the
2nd JALT OLE SIG
Conference
Language learning and teaching beyond the first
foreign language
Date: Oct. 12/13,
2013
Venue: Chukyo
University, Nagoya
Information: OLE Coordinator
Rudolf Reinelt reinelt.rudolf.my@ehime-u.ac.jp
T/F 089-927-9359
Please inform teachers of languages other than English and
Japanese of this opportunity.
We look forward to meeting you
- telling us about the FL teaching situation at your school
- presenting about your research
- networking with colleagues, students and others
- preparing your presentation for the annual JALT
conference.
