4th JALT OLE SIG Conference 2015 Compendium

Rudolf　Reinelt (ed.)

4th JALT OLE SIG Conference 2015 Compendium

containing all materials from the OLE-related events at 4th JALT OLE SIG Conference, October 24 in at Chukyo University in Nagoya.

A service of Ehime University for JALT’s Other Languages Educators Special Interest Group

Ehime University, Matsuyama,　Japan

松山市愛媛大学

April 2016

Issued by:

Rudolf Reinelt Research Laboratory　　　ルードルフ・ライネルト研究室発行

For citation:

AuthorLastName, AuthorFirstName (2015) Title-of-the-paper-you-are-citing. In:

Reinelt, R. (ed.) (2015) 4th JALT OLE SIG Conference 2015 Compendium compiled for OLE by Rudolf Reinelt Research Laboratory, Ehime University, Matsuyama, Japan, p. first page – last page.

主催：JALT Japanese Association for Language Teaching

OLE Other Language Educators SIG

ルードルフ・ライネルト研究室、愛媛大学教育・学生支援機構

Organization: Rudolf Reinelt, Ehime University Center for General Education

All rights remain with the authors and the original publishers

All materials and papers only free for viewing. For educational and research uses contact the authors or the editor

Table of Contents page

Introduction to 4th JALT OLE SIG Conference 2015 Compendium 4

Presentation materials and papers

in order of presentation at events 14

1. Alexander Imig, TANDEM: How to apply and demystify a method 14

2. Rudolf Reinelt, The FL speaking and teaching circle: German without Germans 17

3. Morten Hunke, Countering the trend - sending more Japanese students abroad 34

4. Maria Gabriela Schmidt, Multilingual in Japan - Recent Trends including CEFR (Mehrsprachigkeit in Japan - Aktuelle Entwicklungen mit dem GeR) 39

5. Caroline Lloyd (JALT President), JALT Presidential Address 42

6. Pornsri Wright, Enriching Language and Culture Learning through the Overseas Study Tour 43

7. Eric Fortin, Stimulating the desire in Japanese students to learn foreign language - Using English pronunciation tendencies of non-native speakers to speak interest 48

Coordinator’s Preface

With a considerable delay, this volume offers all presentations which were made available to us after the OLE4Sig conference. The fourth Other Languages Educators (OLE) Special Interest Group's annual conference took place on 0ctober 24th, 2015 at Chukyo University in Nagoya. We take this occasion to thank Alexander Imig for the perfect organization, including the concluding get-together. Over the whole day, there were 10 presentations attended by some 15 participants at various times. We are especially grateful to Prof. Wakisaka for her enlightening presentation on her research in Tandem.

After the conference, a few presentations could not be made available for various reasons, such as being considered for other publication purposes. The remaining presentations follow this preface. We hope that, despite the considerable delay, they still hold intersting points and argumentations. OLE will gladly refer any requests for further information to the authors. Just send an e-mail with the subject OLE4SIG and which author you would like to contact to the coordinator at reinelt.rudolf.my@ehime-u.ac.jp and we will forward your request.

The presentations gathered in this small volume address a wide variety of areas of interest to almost all teachers of languages other than English and beyond. The authors address studying abroad, practice with Tandem, ways for raising interest in other languages, framework issues such as the CEFR, and what continued other foreign language learning can lead to.

In the meantime, OLE5SIG has already taken place, and the papers will be made available on this homepage in the near future. For 2017 we are looking forward for a place in Western Japan.

Any comments to this volume are welcome as they will help us to make this conference series more useful. Please also send us your wishes for further conferences.

Hoping to have provided helpful materials again

Your coordinator for 2015 and 2016

Rudolf Reinelt

Presentation materials and papers

in order of presentation at the event

español - 조선어 ・한국어- 汉语 - le français - Deutsch –ру́сский язы́к　‐Bahasa Indonesia　‐　Tiếng Việt　－Português　‐ ภาษาไทย

Do not miss this!

invite you to the

4th Annual JALT OLE SIG Conference

LanguageS PLUS

Language learning and teaching beyond the first foreign language

（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

Date: Oct. 24, 2015

Venue: Chukyo University,

Nagoya, Aichi

http://www.chukyo-u.ac.jp/index.html

開催日: 2015年10月24日(土)

主催：中京大学

〒466-8666 愛知県名古屋市昭和区八事本町101-2

学会HP Conference information: http://www.geocities.jp/dli nklist/ENG/2015OLE-Conference.html

Please inform teachers of languages other than English or Japanese of this opportunity.

We look forward to meeting you

- telling us about the FL teaching situation at your school

- networking with colleagues, students and others

英語及び日本語以外の教授に関わっている同僚の方にもご案内ください。

この学会では次の点も歓迎します：

－あなたの学校及び大学での外国語教授の状況についての情報

－同僚、教員、学習者、その他とのネットワーキング、意見および情報交換など

主催： JALT OLE SIG、中京大學

テーマ： LanguageS PLUS : Language learning and teaching beyond the first foreign language

会場中京大学　http://www.chukyo-u.ac.jp/

住所：〒466-8666　名古屋市昭和区八事本町101-2

電話：052-835-7111(代表)

Venue: Chukyo University,

Address: 101-2 Yagoto Honmachi, Showa-ku, Nagoya-shi, AICHI

TEL: 052-835-7111

http://www.chukyo-u.ac.jp/index.html

conference information: http://www.geocities.jp/dlinklist/ENG/2015OLE-Conference.html

Theme:テーマ： LanguageS PLUS

Language learning and teaching beyond the first foreign language

暫定内容とスケジュールの概要 Preliminary contents and program outline

Day of holding開催日: 平成27年10月 24日(土） 24 Oct. 2015

時間 9:00 - 18:00～

説明Legend: (Event Number) Type of event or activity.

Slot times: thirty min, each 5 min. free before & after

発表時間は30分。すべては内５分前後の余裕をもたせる

開催言語：日本語、英語及びそれぞれの外国語

Languages: Japanese, English, Spanish, Thai and the languages of presentation

対象：Target group

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）

期待できる結果及び効果 Expected results and effects

①日本国内、母国語及び第一外国語としての英語以外の外国語についての意識向上。

②（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・授業に関係する研究者・教員に最先端の研究結果を紹介し、知識・教授法などのアップデートを可能にする。

③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に外国語学習・教授の特徴および多様性を紹介して、容易なアクセスを提供する。

④上記の外国語を習いたいと思っている方（どなたでも可）に学びの場を設け、極初歩の学習経験を可能にする。

Preliminary Conference Program

()内は発表言語、参加者はお互いに助け合います。

(main presentation languages in brackets, participants will help in other languages)

Oct. 24 Saturday

9:00-9:30 Registration

9:30-9:50 (SaEv1) (Room X) Alexander Imig (Chukyo University中京大學) :

Welcome歓迎の挨拶: Guest welcoming & Chukyo University Information

9:50-10:00 (SaEv2)Rudolf Reinelt (Ehime University 愛媛大学) :

- An introduction to this conference この学会の紹介

- Presentation of the event concept

- Overview of OLE at JALT 2015(JALT2015におけるOLEの準備)

10:00-10: 50 (SaEv3) Alexander Imig, TANDEM: How to apply and demystify a method

11:00:12:30 Individual presentations 個人発表

Rudolf Reinelt, The FL speaking and teaching circle: German without Germans

Morten Hunke, Countering the trend – sending more Japanese students abroad

Maria Gabriela Schmidt, Multilingual in Japan - Recent Trends including CEFR (Mehrsprachigkeit in Japan - Aktuelle Entwicklungen mit dem GeR)

12:30-13:15 Lunch Break 昼休み (弁当持参）

13:15-13:30 (SaEv4) Caroline Lloyd (JALT President) JALT Presidential Address

開会あいさつ (in person, by mail)

13:30-14:30 (SaEv5) Individual presentations 個人発表

Pornsri Wright, Enriching Language and Culture Learning through the Overseas Study Tour

Andreas Kasjan, Things to be achieved - achievable things

14:30-16:00 Main Speaker

脇坂真彩子先生(九州大学）, 日本におけるタンデム学習の可能性

ー日本の大学におけるFace-to-Face tandemと日独eTandemの質的ケース・スタディからー

16:00-16:30 Break time 休憩

16:30- 18:00 (SaEv6) Individual presentations 個人発表

Fuk-chen Ho, A School Network - Serving Students with Dyslexia

Joan A. Pomata, TIC Means for gamification when learning and acquiring Spanish as a foreign and second language

Eric Fortin, Stimulating the desire in Japanese students to learn foreign languages -Using English pronunciation tendencies of non-native speakers to spark interest

18:00- (SaEv7) Symposium シンポジウムand party

Main Speaker

脇坂　真彩子先生　(九州大学留学生センター)

日本におけるタンデム学習の可能性

ー日本の大学におけるFace-to-Face tandemと日独eTandemの質的ケース・スタディからー

　タンデム学習（Tandem learning）とは、互恵性と学習者オートノミーという二つの原則のもとに、異なる言語を母語とする２人がパートナーとなり、互いの得意な言語や文化を学びあうという学習形態です（Little & Brammerts, 1996）。タンデム学習は1960年代後半に、戦後のドイツとフランスの和解という政治的な文脈で行われるようになったものであるとされていますが、欧州統合とそれに伴う言語政策の影響や、当時主流だった言語教授法の影響を受けながら、さまざまな目的で実践され、発展してきました。さらに、1990年以降、CMC（Computer-Mediated Communication）が急速に普及したのに伴って、対面式タンデム学習（Face-to-Face tandem）だけではなく、インターネットを介してやりとりを行うEタンデム（eTandem）もなされるようになりました。現在、タンデム学習はヨーロッパ以外の国々でもさまざまな形式で行われるようになっており、日本での実践も徐々に広がりを見せています。

　本講演では、まず、タンデム学習の定義と利点、歴史的な変遷を紹介し、現在までに行われてきた日本語に関わるタンデム学習の実践を整理します。その上で、発表者が行った２つのタンデム学習プロジェクトのケース・スタディについて紹介します。一つめのケース・スタディは、日本で対面式タンデム学習プロジェクトに参加した英語学習者と日本語学習者の３つのペアを調査し、質的に分析したものです（脇坂, 2012）。ここでは、それぞれのペアのタンデム学習がどのように行われたのかを紹介し、教師に管理されないタンデム学習が、なぜ継続されたのかを考察します。もう一つは、日本の大学生とドイツの大学生がEメールとSkypeで行ったEタンデム・プロジェクトについて調査したものです（脇坂, 2014）。ここでは、Eタンデム・プロジェクトに参加した３つのペアの調査から、それぞれの参加者の動機が学習活動の過程でどのように変化していたのかを分析し、Eタンデムにおける動機づけのメカニズムについて考察します。

　これらのケース・スタディを踏まえ、今後、タンデム学習をコーディネートしようとする人はどのような点を考慮すべきか、また、今後の日本における第二言語教育において、タンデム学習がどのような役割を果たせるのかについて考えます。

【参考文献】

Little, D., & Brammerts, H. (Eds.). (1996). A Guide to language learning in tandem via the internet. CLCS Occasional Paper, no. 46. Dublin, Ireland: Trinity College, Center for Language and Communication Studies.

脇坂真彩子（2012）「対面式タンデム学習の互恵性が学習者オートノミーを高めるプロセス日本語学習者と英語学習者のケース・スタディ」『阪大日本語研究』24, 75-102.

脇坂真彩子（2014）『Eタンデムにおける動機づけのメカニズム：日本語学習者とドイツ語学習者のケース・スタディ』大阪大学大学院文学研究科、博士論文（未刊行）.

Eric Fortin

Stimulating the desire in Japanese students to learn foreign languages

- Using English pronunciation tendencies of non-native speakers to spark interest

The trend recently has been for universities to increase the number of teaching hours devoted to English learning and communication practice to the detriment of other foreign language study. Although there may be practical reasons for doing this, the apparent dearth of interest by students to study other languages has arguably made it easier for universities to change language policies that focus more on learning English. Believing that sparking of students’ interest and desire to go beyond English is key to trying to reverse these new university policies, the presenter will demonstrate how students’ exposure to other English pronunciations could serve to stimulate them to delve further into other languages. As his nursing institution has sister-college relationships with other institutions around Asia, including South Korea and Thailand, and the Philippines, and as there have been more student exchanges with students from those countries, he has begun to explicitly instruct students in how speakers of those countries pronounce English. In the presentation the main English pronunciation problems that native Japanese, Korean and Thai speakers have will be demonstrated. This approach has and will hopefully continue to encourage Japanese students to pursue the study of other languages so as to be able to communicate even a little with their overseas counterparts in their own languages.

Ho, Fuk-chen

A School Network - Serving Students with Dyslexia

The aim of project was to set up a school network for teachers to have a platform for an interactive exchange of ideas, resources, services, and expertise among different schools that mutually address the needs of children with learning disabilities in reading.

A number of five primary schools were invited to participate in this scheme. Each school was requested to identify an area of concern in reading or writing and to develop a 10-week teaching programme for children with dyslexia in the chosen area of concern. The identified areas of concern included story telling for word identification, summarization for reading comprehension, recognition of word functions for writing, use of five senses for sentence making and implementation of co-teaching in teaching word recognition. A 5-day cross-site visitation was held among the five member schools during the implementation of the teaching programmes. Individual interviews were conducted for principals and teachers of member schools to evaluate the effectiveness of the networking scheme. It was found that teachers of member schools benefitted from the experience sharing among schools in designing their own teaching programmes. The most significant finding was that the motivation of the students was enhanced and their reading and writing skills were improved.

Morten Hunke

Countering the trend – sending more Japanese students abroad

The Japanese government and MEXT are aiming for Japanese university students to become more globally literate. In particular, the Project for the Promotion of Global Human Resource Development aims to push the numbers of students studying abroad.

Thus far, bilateral partnership agreements between universities have been accounting for major shares in global student mobility. But there are other opportunities. One such option are so-called Free Mover studies. For these, students apply individually at the target institution. The term Free Mover, however, is by no means fixed yet nor being used universally. Although, in central and northern Europe it has found a degree of acceptance.

For instance, most German universities offer such programmes to students from higher education institutions worldwide. The country charges no tuition fees either. Additionally, no lengthy partnership agreement procedures need to be undertaken between home and host universities. Admittedly, there are a few drawbacks: e.g. problems with the acceptance of credits; non eligibility for JASSO scholarships.

Free Mover studies can be a real alternative for students keen to go abroad. Unfortunately, thus far there is no comprehensive data base over whether a university allows Free Mover applications or what the entry level (language) requirements are. At Aichi Prefectural University, steps are undertaken to remedy that situation and to produce resources (for the German market) to be used by in house students, but also to benefit students, teachers, and facilitators elsewhere. In principle, Free Moverstudies could allow students entry to other (European) countries’ higher education markets, too.

Alexander Imig

TANDEM: How to apply and demystify a method

Presentation URL: With additional links, this handout and the Power Point (as pdf-download)

Questions and comments: imigalexander@hotmail.com

1. Introduction

2. Tandem history in Europe

3. The 21. Century

4. Tandem possibilities in Japan?

5. References

Tandem, the concept seems familiar, especially for Language teachers with European background. It seems to be a straightforward method: two persons with language learning ambitions teach and learn the language of a (the) partner. But after the really impressive beginnings in Europe the tandem-movement seems to lost appeal. O.K. Tandem is around, especially at universities in Europe, but there not so many online Tandems out there. But maybe, there are just somewhere hidden? This presentation explores some of the problems of the Tandem-approach (in 21 century) and shows some possibilities for Japan.

Andreas Kasjan

Things to be achieved - achievable things

In the lecture, I will first present an overview of a project to promote the acquisition of German among Kyushu-University students. At Kyushu University, studying a second foreign language is still compulsory. More than ten years ago I implemented a one-month educational journey to Germany for interested students. In Germany the students stay with local families and undergo a three-week internship at small enterprises, such as bakeries, plumbers, pipe-layers, catering companies, fish farms, clockmakers, law firms, public institutions (e.g. schools or kindergartens). Most participants are first-year students, having studied German only one year. The preparation for the educational journey starts almost one year prior to the departure for Germany. All students have to undergo a German proficiency test and reach the A2-level of the Common European Framework of Reference for Languages. Participating students, host families and workers at the traineeships are strongly advised that English is not desirable for communication. Most of the preparation for the educational journey is done in Japanese, but German is gradually introduced. After my overview, I will reflect on problems of intercultural exchange and language acquisition in the Japanese background, touching on concepts like cultural and linguistic apartheid.

Joan A. Pomata

TIC MEANS FOR GAMIFICATION WHEN LEARNING AND ACQUIRING SPANISH AS A FOREIGN AND SECOND LANGUAGE

Gamification field has a vast quantity of possibilities yet to explore; although, it requires researches and surveys that can offer real and practical examples on how to apply that potential. At the moment, the theoretical papers about gamification (those that describe its concept and characteristics) represent an overwhelming high percentage, compared to those that try to apply these concepts in real cases.

Because of a significant quantity of reasons (such as the huge number of characters, their interactions, extensive maps, its explorer dynamic, the possibility of influencing on events to change the story…), role-playing games (also known as RPG) are ideal for the field of gamification by using TIC means to increase that boundary.

Nevertheless, few studies have assessed and calculated the value of these TIC programs or apps on teaching languages based on a videogames. Therefore, it should be imperative to establish a classification of those means to maximize its success and effectiveness when learning or acquiring a second or foreign language, and the best way is to show real examples on a specific videogame, in this case, and RPG to learn or acquire Spanish as a foreign or second language.

In the precise case of a applying the TIC means on RPG of Spanish as a foreign or second language, what considerations should we think of? When should we use them depending on what we want to offer? And the most important question: which are the most useful programs or apps to include on the videogame? The talk aims to answer these questions based charts of suitability.

Rudolf Reinelt

The FL speaking and teaching circle: German without Germans

FLs other than English may increasingly face a dearth of native speakers, especially in paid positions at educational institutions.

On the other hand, the learners interest can be raised with/by any contact with a foreign language. If the early steps of their foreign language learning endeavor are successful, learners may long for more even in environments unwelcoming to second foreign languages. Successfully continuing their efforts may well lead to equaling their English abilities and surpassing them in yet another foreign language is not beyond imagination.

In order to demonstrate how this may be possible, this presentation first briefly demonstrates the authors first-year general education German courses as they are held at Ehime University in Matsuyama.

A few non-German-majoring students wanted to continue in the way they head learnt this language previously beyond the first year. As students kept coming (and returning!), the courses had to be built up consecutively, resulting in the following system of general education German courses after the first year: S(per course)1 in the second year, S2 in the third year, and S3 for returnees after a stay in the target language country or for fourth year students. This presentation demonstrates the aims and goals of the courses as they were conducted and provides examples if requested.

The last parts considers how the courses described in the preceding parts can develop into the future of German teaching, and as such the future of almost all OLEs.

The students in such courses can become habitual target language speakers as courses are usually conducted in the target language. Then, the learners in S2 and S3 can work as raters and finally speaking partners in first-year-final oral exams. This can be the first closing of the target language learning circle in case no target language speakers are available (circle one). Japanese German teachers ( circle two), and finally FD courses may follow (circle three).

However, even if one, two, or even all three circles develop into an independent automatic circularity, which does not require target language native speakers anymore, still one important task remains for native speakers: Since Japan can rarely keep up a good system for a long time, target language native speakers will have to see to that it is kept installed all the time. and that is certainly the most difficult task.

Maria Gabriela Schmidt

Multilingual in Japan - Recent Trends including CEFR (Mehrsprachigkeit in Japan - Aktuelle Entwicklungen mit dem GeR)

In foreign language education, the keyword "Globalization" has often a tendency towards English. But recent reforms of curricula show that some universities support a multilingual approach. This paper will discuss this topic on the background of CEFR and its present reception in Japan.

Pornsri Wright

Enriching Language and Culture Learning through the Overseas Study Tour

For 13 years, students majoring in Thai language at Kanda University of International Studies have participated in the Study Tour Program. During the 2015 spring break, 19 students spent three weeks of learning Thai language and culture at a Thai university. Because few Kanda University students have been to Thailand, the study tour and home stay with a Thai host family helps them form a strong connection with Thai society and culture.

Limited to Thai majors, students receive two credits for participating in the study tour, which counts as an elective subject. Every year, almost all first-year students take part. The university arranges the necessary documents, such as air tickets and insurance. One native teacher coordinator accompanies the students throughout the program. Every day, the students take language classes for three hours in the morning, followed by three hours of cultural activities, such as Thai cooking or traditional massage, in the afternoon. The program consists of seventy-two total hours of study across twelve days.

The evaluations students filled out in 2014 and 2015 demonstrate that the Study Tour has significantly increased their motivation to learn and that their four language skills have improved, especially speaking. Post-tests also showed improvement in all four skills in comparison with pre-tests. Students also indicated they increased their knowledge about Thai society and culture. Staying with Thai host families forced students to communicate in Thai and encouraged them to adapt to the local culture and the environment. When students returned to Japan, their teachers also felt it was easier to talk with students about Thailand as they had greater contextual knowledge.

The experience of designing and leading study tours for over a decade suggests that it is highly recommended for those teaching other languages to try. Learning about the culture helps learning a foreign language. But learning the culture through a real experience provides even deeper connections with and understanding of the language.