ELI at Kanda University of International Studies

ELI organizes first KUIS presentation contest

eliweb — Thu, 05 Jan 2012 06:43:40 +0000

Click to view slideshow.
The ELI hosted it’s first presentation contest at Kanda University of International Studies in Chiba, Japan last month on December 17, 2011. Students at the university competed for two top prizes of ¥ 300,000, applicable to a study or volunteer abroad program of their choice.

The competition asked students what aspects of Japanese culture they were proud of and how they could best represent Japan abroad. Over 30 first and second year students created presentations on this theme.

In the morning, students competed in individual and group categories, and were scored by ELI teachers. The top four scores in each category battled each other in a final afternoon round.

The afternoon round included presentations on Japanese festivals, culture, food, and personal experiences abroad. A panel of three judges scored each and asked follow-up questions specific to their talks. Adam Chapin, one of the judges, commented, “I was impressed with the students’ English abilities, presentation skills, and enthusiasm. Every student who participated is a winner in my eyes and I encourage them all to keep up the good work.”

Yohei Koyama’s presentation on the influence of Japanese education won top marks in the individual category. “I plan on using the prize money on volunteering abroad as a part of the Habitat for Humanity organization and will be going to Nepal to build a house this March,” said the winner. Group category winners Eriko Adachi, Haruka Matsuzaki, and Kaori Tsubaki shared personal stories to discuss what it meant to be Japanese for them, and how these positive aspects of their culture can be shared abroad. They plan on using their winnings to travel in Asia.

Executives from the Daily Yomiuri newspaper, Kanda board members, ELI lecturers and many student supporters attended the afternoon session located in the Crystal Hall of the Multilingual communication center (MULC). Jaclyn Pitts, ELI lecturer and main organizer of the event, said, “Everyone was impressed with the presentations and it was nice to see all of the students so excited. Even though it was only our first time doing the contest, we had many students participate and the quality of their presentations was great.”

In addition to the top prize, second place students won tickets to Disneyland, while third place winners earned iTunes gift cards. ELI Director Dr. Michael Torpey explained, “Chairman Sano was interested in enhancing Kanda’s reputation as a university known for producing students who can use the language confidently. The presentation contest emerged as one way to showcase this aspect not only to the KUIS community but additionally to the outside public – such as the Daily Yomiuri visitors.”

Published: Transitioning from Teaching to Advising

eliresearch1 — Mon, 12 Dec 2011 11:43:17 +0000

KUIS learning advisor Elizabeth Lammons has published a column in the IATEFL Learner Autonomy SIG newsletter. Details as follows:

Lammons, E. (2011). Finding my way: Transitioning from teaching to advising. Independence, 53, 27-31.

Elizabeth Lammons, a new Learning Advisor, wrote a column reflecting on her experiences transitioning from teaching to becoming a learning advisior. In this first column, Liz discusses her previous teaching and how it influenced her decision to become a learning advisor. Also, Liz discusses the challenge she faced in not having a class of my own. Liz comments, “I hope that by sharing these experiences I am able to shed some light on some of the challenges that moving from a moving from a classroom to a role that supports learners outside the classroom can have on an educator’s professional development.”

Keywords: advising, professional development

http://learnerautonomy.org/issue53.html

Published: Autonomy in Language Learning: Opening a Can of Worms

renautonomy — Mon, 12 Dec 2011 11:31:19 +0000

SALC Director Dr. Jo Mynard has co-edited a book with Carol J. Everhard and Richard Smith published by IATEFL. Details are as follows:

Everhard, C.J., & Mynard, J. with Smith, R. (2011) (Eds). Autonomy in language learning: Opening a can of worms. Canterbury: IATEFL.

This volume contains a collection of articles which were originally published between 2006 and 2010 in the Learner Autonomy SIGʼs newsletter Independence. All of the articles were written in connection with a project which likened exploring the multifaceted concept of learner autonomy to opening a metaphorical “can of worms”. Ten “worms” were released into the academic community, resulting in a series of short articles. The following areas are explored in this collection: Assessment, Classroom research, Counselling/advising, Culture, Learner training, Motivation, Self-access, Teacher autonomy, Teacher education, Technology.

http://learnerautonomy.org/wormsbook.html

Published: Second Language Development through Technology Mediated Strategic Interaction

eliresearch1 — Mon, 12 Dec 2011 11:17:22 +0000

ELI Assistant Director Dr. Neil Johnson has published an article in the Asian EFL Journal co-authored with ex-ELI teacher Dr. Jonathan deHaan. Details as follows:

Johnson, N.H., & deHaan, J. (2011). Second language development through technology mediated strategic interaction. Asian EFL Journal, 14 (3), 69 – 101.

Abstract
Teaching language proficiency can be particularly problematic in a Japanese university context because of issues with low motivation (Yashima, 2002; Oda, 1993), anxiety and shyness (Kitano, 2001), and practical difficulties associated with monitoring performance and providing effective feedback to large numbers of students. Strategic interaction (SI), as proposed by Di Pietro (1987), uses the scenario as an organizing principle for classroom practice. This involves learners being given different parts or roles in a situation to be resolved through language in unfolding interaction. In this paper, we explore and detail the design of an approach to SI that is mediated by use of an online wiki space and digital video technologies. Participants at a Japanese university engaged in an SI routine within the context of learning politeness strategies for a Business English course. Analysis of performance transcripts using a functional language framework, data from a post-performance discourse completion task, and learner reflections, confirm the potential that technology mediated SI holds for increasing language proficiency in this context. We argue that the data shows evidence of a shift from object-regulation towards increased self-regulation, in the genesis of language development.

http://www.asian-efl-journal.com/December_2011_nj.php

Key words: Mediation; Strategic interaction; Technology; Sociocultural; Wiki

Position available: Learning Advisor

eliweb — Tue, 06 Dec 2011 09:39:09 +0000

ENGLISH LANGUAGE INSTITUTE
KANDA UNIVERSITY OF INTERNATIONAL STUDIES LEARNING ADVISOR (LECTURER) POSITION

I. ANNOUNCEMENT

The Self-Access Learning Centre (SALC) at Kanda University of International Studies has one full-time Learning Advisor position available for the coming academic year. The position is for a two-year period commencing April 2012. There may be an option to renew the contract for a further two years.

II. KANDA UNIVERSITY OF INTERNATIONAL STUDIES

Kanda University of International Studies is a private university dedicated to the pursuit of excellence in international studies, particularly in the areas of foreign languages, intercultural communication, Japanese culture, linguistics, and international studies. There are six departments English, Chinese, Spanish, Korean, International Communication, and Languages and Culture. The ELI works alongside each of these departments to provide all students with a progressive and communicative English language teaching and learning curriculum.

The university also has a graduate school programme, a Japanese Language and Culture Programme for Foreign Students [Bekka], and a six-month programme for International Educational Services’ [IES] students.

KUIS enrolled its first undergraduate students in April 1987, and graduated its first class in 1991. In 2011-12 the following numbers of undergraduates were enrolled in a variety of courses:

English Majors     1866
Chinese Majors      223
Spanish Majors      224
Korean Majors       140
International Communication Majors    878
Languages and Culture Majors    351
Total:     3682

The university is accredited by the Japan Ministry of Education, Culture, Sports, Science & Technology and is situated in Makuhari, Chiba Prefecture. Makuhari is approximately 40 minutes by train from Tokyo. The university is set in an educational zone with other universities and educational facilities. Makuhari Messe Convention and Exhibition Centre, the World Business Garden, international hotels, new apartment complexes, shopping facilities, and several parks are a part of this new community.

III. THE ENGLISH LANGUAGE INSTITUTE

The English Language Institute (ELI) was founded in 1989 with 4 full-time members. Since that time it has grown to its current complement of 63 lecturers: comprising 53 teachers and 10 learning advisors who have been recruited from all around the world. Teachers develop and teach a variety of English proficiency courses, while Learning Advisors provide a range of services through the Self-Access Learning Centre (SALC) to promote and encourage learners to become more responsible for their own learning. The ELI is located in a custom-designed, state-of-the-art building which features the award-winning SALC, the Media Education Centre, the ELI Lounge, and Blended Learning Spaces – classrooms where traditional modes of instruction can be combined with multi-media learning and teaching.

Members of the ELI are involved in the following types of activity: Advising

Advising in language learning involves the practices and processes of developing language learner autonomy. Learning advisors (LAs) work with students on personally relevant aspects of their language learning. Advising can occur in one-to- one meetings with learners, in written form via self-directed learning modules, or in classes specially designed to develop an awareness of the language learning process.

Teaching

ELI members teach English proficiency courses, mainly to first and second year students. A small number of English as a Second Foreign Language classes for other language majors are also taught.

Research

Teachers and learning advisors are assigned to one of the ongoing institutional research projects housed within the ELI. These are collaborative research projects led by a coordinator(s) and typically consist of 7-8 people. These projects are, for the most part, concerned with the systematic development and trialling of instructional materials to be used within and/or outside of the classroom, and research into practices surrounding the use of these materials. We also have projects related to: assessment, self-access and CALL.

Extra-curricular Student Activities

Members work with students in a variety of social, cultural, and sporting clubs and in informal contact both on and off the campus. The ELI is a gathering point for students who want to engage in informal English discussion. Some students come for help and advice on both academic and other problems.

IV. QUALIFICATIONS & EXPERIENCE

A. Academic

An M.A. Degree (or internationally recognized equivalent) in the area of teaching English as a second / foreign language or some closely related field.

B. Experience

An interest in the field of learner autonomy and self-access language learning is required. Some experience with advising in language learning would be an advantage. Some teaching experience – particularly where there was a focus on learner autonomy – would be preferable.

C. Personal

An interest in working with Japanese students in both formal and extra-curricular settings is essential, together with an interest in Japanese language and culture.

V. JOB DESCRIPTION

Learning Advisors and other members of the ELI are expected to be at the university for five working days per week during academic terms, normally from 9.00 am to 5.00 pm or 10.30 am to 6.30 pm.

All learning advisors are involved in the following:

Working with learners on self-directed learning modules and/or in elective learner training classes. LAs meet students one-to-one, run workshops and provide weekly written feedback on students’ work during two fifteen-week terms per year
Maintaining a good understanding of the resources and facilities in the SALC. Assist in selecting and developing new self-access resources, promoting the resources and helping students to use materials and facilities appropriately
Participating in the ongoing curriculum and materials development related to SALC modules and courses
Working at the Learning Help Desk in the SALC in order to be available to advise learners on a drop-in basis for 3-4 hours per week
Providing initial and ongoing orientations of SALC services and materials to students
Participating as a member of a research team in one of the institute’s research projects
Participating in the ELI Professional Development Programme
Attending scheduled meetings and activities of the SALC / ELI and other special meetings which may from time to time be called
Attending special ceremonies and events conducted by the university including entrance exams and ceremonies, the graduation ceremony and the Open Campus Day in July
Participating in functions organized by the ELI including the student welcome party and the administrations of the Kanda English Proficiency Test (KEPT)
Cooperating with the Public Relations section of the university in the promotion of the university to high schools students and other interested parties.

EMOLUMENTS

1. Gross annual amount: ¥ 5,000,000 including bonuses (before tax)

2. The salary is payable in monthly amounts and two bonus payments

(September and March). In addition, there is an end of service bonus.

Other

1. Transportation: ¥ 100,000 to defray expenses of taking up appointment for overseas appointees

2. Commuting Allowance: Applicable costs of daily travel between residence and university

3. Contract Completion Payment

VII. APPLICATION AND SELECTION PROCEDURES

To apply please click here (or paste the following link into your browser – http://eliweb2.files.wordpress.com/2011/12/la-application_for-2012.docx) to access the necessary lecturer application form. Complete the form and send it (PDF preferred) together with a covering letter by email to:

E-mail:

salcrecruitment@kanda.kuis.ac.jp

Mail:

Search Committee
Kanda University of International Studies 1 – 4 – 1 Wakaba
Mihama – ku, Chiba – shi
Chiba – ken JAPAN 261-0014

For best consideration, applications should be received by: December 18th, 2011.

All applicants will receive a short acknowledgement message by e-mail, but only shortlisted applicants will be contacted and invited to an interview. Applicants will be interviewed in December and January. The successful applicant will be notified of their appointment by January 20th 2012.

SILC event: Public Lecture by Greg Sholdt

eliweb — Wed, 30 Nov 2011 06:45:04 +0000

The following event is at an ELI partner institution, the SILC in Kumamoto, Japan:

Wednesday, December 7, 2011, 18:00-19:30

Professional Development through Collaborative Research- A Writing Fluency Project

Sojo International Learning Center (SILC)

Sojo University

Kumamoto, Japan

〒860-0082 熊本県熊本市池田４丁目２２−１

Free to the public

Making the transition from teacher to teacher researcher can result in a range of classroom and career benefits; however, getting started in classroom-based research can be a bewildering endeavor when undertaken alone. In this presentation, I will introduce a unique project that aims to provide an opportunity for language teachers to independently replicate a quantitative research study on writing fluency in their own classrooms and do so concurrently with a team of other teacher researchers connected through an online discussion forum and resource center built with the popular Moodle platform. Teachers who join the project will discuss issues, raise questions, and share ideas about the research process while making use of online resources and receiving guidance through each step of the research process. The goals for the teachers include developing skills and knowledge in fundamentals of quantitative research, connecting with a community of EFL teacher researchers, producing a manuscript with potential for publication, and gaining experience with Moodle. I will provide an overview of the project, describe the structure and function of the Moodle site, and explain potential benefits and applications for this approach to professional development. The project will begin next January with data collection taking place in the Spring 2012 semester. Interested teachers will have the opportunity to ask questions and sign up after the presentation.

Gregory Sholdt teaches in the School of Languages and Communication at Kobe University. His interests include teacher development, classroom-based research methods, English for academic purposes, and fluency instruction. Based on his graduate studies and teaching of introductory statistics courses at the University of Hawaii, he has been exploring innovative approaches to professional development through classroom-based research. He has developed and given a number of professional development workshops and presentations throughout Japan, and created an online research methods course in 2009 for language teachers through MASH Collaboration. He currently serves on the Editorial Advisory Board for the JALT Journal.

For additional information about the talk, or if you would like to be included in the reservation for a post-lecture dinner, contact Chris Stillwell:

cstillwell@ed.sojo-u.ac.jp

SILC Contact number (December 7 only): 096 326-3850

Advising for language learner autonomy conference held at KUIS

eliweb — Mon, 14 Nov 2011 05:27:50 +0000

Kanda University of International Studies hosted the Advising for language learner autonomy: A Learner Autonomy SIG event last Saturday, November 12th. The conference focused on language advising. Conference convener Dr. Jo Mynard added, “As far as I know, there has not been an event dedicated to advising in eleven years, so the time was definitely right for this conference.”

Plenary speakers included University of Birmingham’s Lucy Cooker and Macquarie University’s Dr. Chris Candlin. Aside from the main speakers, there were eighteen presentations, one workshop, ten posters and ten virtual presenters, who beamed their talks in from remote locations around the world. Talks focused on the field of advising for language learner autonomy. Although most delegates were from Japan, others hailed from over ten countries. “Advising for language learner autonomy is quite a specialist and emerging strand of applied linguistics, so I was really happy that we managed to attract over one hundred delegates,” reflected Dr. Mynard. For those who could not attend, some information, including presentation slides are still available on the conference website. More photos from the event can be seen here.

Video: The SALC at 10 years

eliweb — Mon, 07 Nov 2011 10:31:20 +0000

The Self-Access Learning Centre (SALC) at Kanda University of International Studies celebrates its 10th year of facilitating autonomous language learning in 2011. Watch interviews with SALC founder Lucy Cooker and current director Dr. Jo Mynard. More at: http://www.kandagaigo.ac.jp/kuis/salc/

Published: Blended learning spaces: synchronous blending

eliweb — Mon, 07 Nov 2011 10:08:04 +0000

ELI lecturers Lara Promnitz-Hayashi, Daniel Jenks, Joe Geluso, Joachim Castellano and former lecturers Dirk MacKenzie and Roman Delgado, have published an article in the April 2011 issue of JALTCALL Journal. Publication details are as follows:

MacKenzie, D., Promnitz-Hayashi, L., Jenks, D., Geluso, J., Delgado, R., & Castellano, J., & Hinkleman, D. (2011). Blended learning spaces: Synchronous Blending. JALTCALL Journal 7(1), 43-60.

Discussions of blended learning (BL) have generally failed to account for the synchronous combination of computer-mediated and face-to-face interactions that can occur within a blended learning space (BLS). This paper provides an overview of BLS use by a department of 51 teachers at a Japanese university specializing in foreign language learning. Data was collected via a teacher questionnaire (n=38, response rate=75%) and follow-up interviews. Compared to non-BLS lessons, BLS lessons had different lesson goals, different patterns of interaction, different types of homework, more variety of media, and more variety of input and output. BLS lessons also showed signs of increased learner autonomy and motivation.

IATEFL Conference at KUIS: Advising for Language Learner Autonomy

renautonomy — Mon, 07 Nov 2011 02:51:16 +0000

Saturday November 12th (self-access tours available on Friday November 11th)

We look forward to welcoming visitors to KUIS this weekend for the IATEFL conference being hosted here. For more details, please see the event website http://advising2011.wordpress.com/