Previous Events


Feb 2018: Gary Barkhuizen: Language teacher identity: What is it and why should we know, or care?

Date: February 16th
Time: 18:30-20:00
Location: We will be co-hosting with Tokyo chapter, with the support of Temple University, at NYU University near Shinagawa
New York University, School of Professional Studies, American Language Institute at Shinagawa Intercity Tower A 22F, 2-15-1 Konan, Minato-ku
Shinagawa is 19 mins from Yokohama by train. The guilding is 3 mins from the station: access link
Fee: Free for JALT members; 1000 yen for non-members
Abstract: There has recently been much interest in the interrelationship between teachers’ thinking, their identities, emotions, and their practice. In this presentation I’ll explore these connections by analyzing some interview data from a New Zealand study which investigated language tutors working in one-on-one instructional arrangements in which the tutors and their English learners (adult refugees and migrants) aim together to meet the particular language needs and goals of the learner. What emerges is that an important ingredient of this complex interrelationship is moral stance, such as inclusion and social justice, and that this moral dimension is evident (or should be) in the here-and-now moments of teaching action. In the process I will illustrate ‘short story analysis’ (Barkhuizen, 2016) as an approach to examining the interview data.
Bio Gary Barkhuizen is Professor of Applied Linguistics and Head of the School of Cultures, Languages and Linguistics at the University of Auckland, New Zealand. His research and teaching interests are in the areas of language teacher education, teacher and learner identity, study abroad, and narrative inquiry, and he has published widely on these topics. His books include Narrative Inquiry in Language Teaching and Learning Research (2014, Routledge, with Phil Benson and Alice Chik), Narrative Research in Applied Linguistics (2013, CUP), and Reflections on Language Teacher Identity Research (2017, Routledge). Professor Barkhuizen has taught ESL at high school (in Mmabatho, South Africa) and at college level (in New York), and has worked in teacher education in South Africa, New Zealand and the United States.


Presentations from 2018


Jan 2018: Terry Yearley and Martin Pauly

Date: Saturday, January 20, 2018
Time: 1pm-4.45pm
Location: Yokohama Youth Centre IMPORTANT!!! The Kannai venue is also closed for refurbishment and moved to the temporary location nearby: LINK. It’s down Baystars street from the station, above a Doutor

Terry Yearley: Using Student Poster Presentations for Speaking and Listening Practice

Abstract: Providing students with speaking and listening practice at an appropriate level can be problematic. In this presentation I will show how I combine poster presentations with a 432 exercise to make the language more accessible for students. With reference to Nation’s Four Strands, I will describe how poster presentations can be used to provide fluency practice, meaning-focused input, and meaning-focused output for both speaking and listening skills. I will then show how the teacher can also use these exercises to meet the requirements of the language items and features strand. You can read about the four strands here:

Bio: Terry Yearley has been teaching EFL in Japan since 2001. He has a first-class honours degree in ‘Linguistics with TEFL’, a ‘Certificate TESOL’, and an MA in TESOL. He currently teaches speaking, listening, and academic writing at Saitama University.

Martin E. Pauly: Sign Language — Why I Like It and How I Use It

Abstract: After giving a brief overview of Sign Language and Deaf Culture the presenter will demonstrate how he uses JSL (Japanese Sign Language) and ASL (American Sign Language) in the classroom.
A technique using signing and newspaper content to help adult learners better understand newspaper articles and remember new technical vocabulary will also be introduced.

Bio: Martin E. Pauly taught (now Professor Emeritus) in the Research and Support Center on Higher Education for the Hearing and Visually Impaired, Tsukuba University of Technology. He was a guide runner for blind athletes and faculty adviser of the Taiji Circle. He retired in 2014 and is presently teaching part time at the University of Tsukuba and Ibaraki University. He enjoys signing and believes the physical and mental stimulation prevents forgetfulness.


Presentations from 2017


December 2017: My Share

Date: December 9
Presenter: You!
Time: 1.15pm-5pm, followed by Bonenkai
Location: Yokohama Youth Centre IMPORTANT!!! The Kannai venue is also closed for refurbishment and moved to the temporary location nearby: LINK
Details: Call out now! Check your email, Facebook, or Twitter for details


November 2017: Gabriel Diaz Maggioli: Developing oracy skills in the classroom

Date: Sunday, November 12
Time: 1.15pm – 3.15pm
Location: Venue: Yokohama Kyoiku Kaikan. Near Sakuragicho (JR/underground) or Hinode (Toyoko) MAP
Details: In collaboration with this year’s JALT International conference and Soka University, we’re inviting plenary speaker Gabriel Diaz Maggioli. For reference, here is his IATEFL plenary from earlier this year.
Slides: Link
Abstract: The development of oracy skills is generally cited as one of the difficulties that English language teachers experience. In this workshop we will explore various tried and tested techniques that get students talking…and talking…and talking. Come to this workshop and learn a variety of techniques to help boost your learners’ oral expression. No matter what level we teach, we are generally confronted with silence whenever we introduce a speaking class. In this session, I will attempt to present a series of techniques that help learners activate their passive knowledge of the language so that they can express themselves orally both with fluency and with accuracy. The techniques range from controlled to free so that they can be usefully applied not just to the development of oracy skills, but also to the development of language as a whole.

Bio: Gabriel Diaz Maggioli is a teacher who applies the lessons learned in the classroom to his roles as teacher educator, researcher and author. His area of research is the application of Sociocultural Learning Theory to the field of teacher learning. Gabriel has authored, and co-authored, 28 books ranging from coursebooks to reference books, as well as numerous academic articles. He has shared his theories and praxis with colleagues in the Americas, the Middle East, Europe and Asia. Gabriel also works as a consultant for international agencies such as the European Union, UNESCO, UNICEF, the British Council, the US Department of State, and The World Bank. He currently lives and works in Uruguay, where he is Tenured Professor of TESOL Methods at the National Teacher Education College, and Director of the MATESOL Program at CLAEH University.


October 2017: Young Learners – Lesley Ito and Hitomi Sakamoto

Date: Sunday October 22
Time: 1pm-4.30pm
Location: Yokohama Youth Centre, under Kannai Hall (directions)
Lesley Ito: Experience the Power of CLIL Lessons for Young Learners!
Abstract: CLIL ELT lessons combine English with other subjects to interest and motivate young learners and give them a chance to use the English they have learned in a real context. These types of lessons are quite common in ESL classes throughout Europe, but are rare in EFL classes in Japan. The presenter was so inspired by what her colleagues in Europe were doing that she created an entire pre-school/elementary cross-curricular program called the Double Ring Lesson for her school, BIG BOW English Lab in Nagoya. Several classroom-tested EFL CLIL lessons will be demonstrated in this interactive workshop. An explanation on how these types of lessons can be made appropriate for the EFL class will be given. See how these types of lessons can invigorate your EFL program!

Bio: Lesley Ito is a well-known teacher, teacher trainer, school owner, owner of LIXON Education, and award winning materials writer based in Nagoya. Her school, BIG BOW English Lab, has a CLIL curriculum with a strong focus on literacy. Her ELT writing credits include teacher’s guides for the We Can! series (McGraw-Hill), workbooks for the Our World and Welcome to Our World series (Cengage), online support materials for Choose Your Own Adventure (McGraw-Hill) and Let’s Chant, Let’s Sing, Greatest Hits (OUP), a book on teaching, Fifty Ways to Teach Young Learners (Wayzgoose Press), and the interactive graded readers Tornado Alley and Backstage Pass (Atama iiBooks).

Hitomi Sakamoto: “Global Greenglish Project”
Abstract: The presenter has been promoting an intercultural exchange project between Fukushima children and Turkish children for two years. The students learn about environment in English classes and that is why it is called “Greenglish”. The syllabus and some activities including a song are to be introduced.

Bio: Hitomi Sakamoto is a professor at Toyo Gakuen University and director of the English Education Development Center. Her research interests include global education in EFL classes and methods for teaching English to young learners. She is a co-author of an English textbook your world.

September 2017: ESP Symposium

Date: Saturday, 16 September 2017
Time: 10:00am – 6:00pm
Location: Keio University
In September, instead of holding our own event, we are co-sponsoring a plenary speaker at the CUE/Business Communication SIG’s event in Keio University: the ESP Symposium will feature three plenary speakers, two from overseas, and one from within Japan, with a broad of expertise in the field of teaching and researching English for Specific Purposes (ESP). Additionally, two poster sessions, a round-table and panel discussion offer teacher-researchers opportunity to interact and share their own work in ESP. There will be a call for posters in February. Additional details as they come in here: link

Fee for JALT members: 1,500
Fee for one-day members: 3,000 yen

July 2017: Dr. Stephen Ryan – Motivation research: What does it have to say to teachers in Japan?

Date: Sunday, July 23
Time: 1pm-16:30pm
Location: Yokohama Youth Centre, under Kannai Hall (directions)
Abstract: The last 15 years or so have witnessed a huge surge in interest in language learner motivation (Boo, Dornyei, & Ryan, 2015), both theoretical and practical. In the first part of this talk, I intend to take stock of those recent theoretical developments, with a particular focus on the concept that has been key to this growth, Dörnyei’s L2 Motivational Self System (Dörnyei, 2005; 2009). Following on from this theoretical overview, I hope to discuss some of the practical implications of the theoretical shift, exploring how the new thinking applies to learning and teaching in Japanese classrooms.

Discussion leader for this session: Kay Irie

Bio: Stephen Ryan has been involved in language education for over 25 years, with most of that time being spent in Japan. His research and publications cover various aspects of psychology in language learning and he is currently a professor in the School of Culture, Media and Society at Waseda University.


June 2017: Literature in Language Teaching

Presenters: Paul Hullah, Quenby Hoffman Aoki, Jane Joritz-Nakagawa
Date: Saturday, June 24
Time: 13:00
Location: Yokohama Youth Centre, under Kannai Hall (directions)
1) Paul Hullah: Poetry As Life And Linguistic Empowerment: But… How Do You Teach It?
Abstract: Hullah defines a ‘literary’ text as language we wish to remember not only for what it expresses, but also for how it expresses it. The rhetorical success or failure of such texts — epitomized by poetry, but present in many other forms and media — relies upon emotive-persuasive potencies of the language of which they are composed. Hullah will cite examples alongside qualitative and quantitative evidence to demonstrate that judiciously selected and properly presented literary texts constitute user-friendly ready-made ELT materials that need never be ‘too difficult’ or ‘too obscure’ for L2 learners of any level.

Hullah will argue that poetry meaningfully foregrounds and highlights the multifold expressive possibilities of language. Poetry is, moreover, frequently lexically ‘self-scaffolding’ (setting up punch lines and/or favoring memory-aiding ‘literary’ devices such as anaphora and repetition), so a closer acquaintance with literary texts can empower learners in terms of linguistic competence and communicative confidence. Research findings appear to uphold this argument.

Literary texts stimulate critical thinking, discourage dogma and encourage active learner engagement. Appropriately taught, they are personally and variously interpretable, inviting a reciprocal import/export of insight and opinion. And sometimes parts of them might not please us or even make much sense. In short, vibrant and varied, linguistically and semantically open and ambiguous, literary texts mirror life.

Notoriously digressive, today Hullah promises not to forget what most teachers really want to know: Practically speaking, exactly how can I use a poem effectively in my own classroom?

Bio:Associate Professor of British Poetry & Culture at Meiji Gakuin University, Paul Hullah was co-founder of Liberlit, the international conference forum for ‘Discussion and Defence of the Role of Literary Texts in the English Curriculum’ . He has published 14 EFL textbooks (all featuring ‘literary’ texts at their core), 7 volumes of poetry, and 4 books of literary criticism. In 2013 he received the Asia Pacific Brand Laureate International Personality Award for ‘paramount contribution to the cultivation of literature [that has] exceptionally restored the appreciation of poetry and contributed to the education of students in Asia.’ Wikipedia

2) Quenby Hoffman Aoki: Coffee, Coyotes, and Creation: Oral Tradition and Modern Society in the Poetry of Native American Writers

Abstract: Native Americans play an important role in the history and cultural identity of the United States, but are often overlooked in literature and English language classrooms. Although the indigenous population was decimated due to five centuries of colonization, they have by no means disappeared. Native cultures are a diverse, vital part of U.S. society, and students in the U.S. and abroad deserve to know more about them than the stereotypes shown in Hollywood movies, advertising, and culturally-appropriated fashion. It must be emphasized that, while works by American Indian authors often draw upon the oral traditions of their people, these writers do live in the modern world: working, teaching, and, most relevant for teachers, writing. This interactive presentation focuses on the poetry of Leslie Marmon Silko (Laguna Pueblo), best known for her novels including Ceremony and Almanac of the Dead, and Luci Tapahonso, first Poet Laureate of the Navajo Nation.

Bio: Quenby Hoffman Aoki holds degrees in Japanese Language and TESOL, and teaches in the English Literature Department at Sophia University. She includes fluency practice and social justice issues, especially gender and race, in her classes, along with (of course) literature. She is recently remembering a lot of Spanish vocabulary, after being distracted by Japan for 26 years.

3) Jane Joritz-Nakagawa: Gender, disability and literature

Abstract: What images, thoughts and feelings do you have when you hear the word “gender”? “Disability”? Is there any connection between the two? Are gender and disability appropriate themes for the classroom?In this presentation we will look briefly at some stereotypes and myths of gender and disability, as well as look at works of literature which have gender and/or disability as a major theme. Finally as time allows we will discuss some teaching techniques and activities for using literary works presented.

Jane Joritz-Nakagawa has over 25 years of teaching experience, nearly all of it in Japan. In the 1990s she studied cooperative learning in order to better her teaching. Since then her major research interest has been feminism and literature. She is a very widely published poet whose ninth full length poetry collection is forthcoming in 2017 with Theenk Books (USA) as is an anthology of adventurous poetry and essays by women living in a country other than that of their birth titled “women: poetry: migration [an anthology]”.


May 2017: Learning Outside schools

Presenters: Dawn Lucovich, Michael Ellis, & Amy Holdsworth
Sunday May 14
Time: 1pm-4.45pm
Venue: Yokohama Kyoiku Kaikan, Dai1 Kenshu-shitsu. Near Sakuragicho (JR/underground) or Hinode (Toyoko) MAP

Presentation #1: Using linguistic landscape projects for language learners
Language learners must attend to language in order to facilitate acquisition (Schmidt, 1990, 2001, 2010). However, EFL learners do not always attend to instances of the target language in their environment. Linguistic landscape (LL) research investigates the usage of language on signs in public spaces (Landry & Bourhis, 1997), and may be one method to create attention to and engagement with English. This interactive workshop will introduce the components of an LL project and resources for planning a project, then allow participants to classify sample LL data and draw some preliminary conclusions. Finally, LL project specifications adaptable for students of various levels will be discussed.

Bio: Dawn Lucovich is the current President of Tokyo JALT and a Ph.D.candidate at Temple University. She currently works in the Department of Literature and Culture at Tokyo Woman’s Christian University. Her other research interests include assessment and vocabulary, discourse communities, and writing center practices.

Presentation #2 Project Based Learning (PBL) Across the Pacific
The benefits of Project Based Learning (PBL) include increased studentengagement, the promotion of critical thinking and learner autonomy (Thomas, 2000), and authentic opportunities for communicative language use both in and outside the classroom (Barron & Darling-Hammond, 2008).The presenter will introduce a structured research project in which Japanese high school EFL students designed and exchanged surveys on topics of their choice with American 8th-grade students using Google Forms. The Japanese students analyzed and summarized their data in videos, which they then used to teach their findings to their classmates. Working with the American students provided the Japanese students with more chances to use English, and broadened the focus of their research. Each step of the two-month project will be explained and evaluated, from brainstorming topics and forming research questions, to the peer-taught mini lessons and final assessment. Based on student learning outcomes and reflective feedback, the presenter will offer practical advice for teachers interested in setting up similar projects in their own classes.

Bio: Michael Ellis is the EFL program coordinator at International Christian University High School. He is interested in teachers’ reflective practice (among many other topics), and is currently program chair of the JALT Teacher Development SIG.

Presentation #3 Writing Outside the Classroom: The Daily Discipline of Writing
The Daily Discipline of Writing (Callahan) is an activity designed for implementation outside the classroom and is used to encourage student fluidity, voice, and expression minus the inner critic (Elbow 1994) and external assessor. As the DDW is not read by the teacher, it allows students to take risks and experiment without fear of under performing, and simultaneously allows students more opportunities to write without the teacher acting as “bottleneck” (Moffett 1968). The rationale behind using the DDW, its intended benefits, and several options for its assessment will be discussed.

Bio: Amy Holdsworth is in the returnee department of Shibuya Kyoiku Gakuen (Shibuya Junior and Senior High), where she teaches Language Arts and World History. She is a graduate of Teachers College, Columbia University, and has most recently contributed to 東大英語リスニング. She is interested in pedagogical strategies for returnee/liminal classrooms, student voice and agency, and expanding the literary canon.

April 2017: Social in Kannai

Date: April 22
Time: From 5pm
Location: “Esperanza” Mexican restaurant in Kannai (opposite Baird Beer)
At 5pm, meet at the Mexican restaurant “Esperanza”. The restaurant is minutes from Sakuragicho, Kannai, and Bashamichi, near our Kannai Hall venue (map)

We plan to escape before the mariachi guitar starts playing and makes conversation impossible at around 8pm, after which there is likely to be a short nijikai in the Bashamichi taproom, which is just across the road (map).

If you would like to attend, please RSVP to Malc ( before April 1st.
If you get lost on the day, call 08054781495


January 2017: Tech@Tamagawa

Presenter: You!
Date: Sunday, January 22
Time: 1.15pm-5pm, followed by food and drink near Tamagawagakuenmae Station
Location: Tamagawa University, ELF Study Hall Room 301. Nearest to Tamagawagakuenmae Station (Odakyu Line) MAP:

If you would like to present, please prepare a 10-15 minute presentation sharing the practical application of technology for language learning – an activity, some materials, an app or website – anything other members might find useful. To book a slot, please email Brett Milliner with a 50-100 word abstract and a title. If there is time at the end, it may be possible to squeeze in a few walk-in speakers, but to avoid disappointment please reserve early.
After the meeting, we will head out for some food and drink near Tamagawagakuenmae Station!

February/March 2017:

No event


Presentations from 2016


December 2016: My Share

Date: Sunday, December 11
Presenter: You!
Time: 1.15pm-5pm, followed by Bonenkai
Venue: Yokohama Kyoiku Kaikan. Near Sakuragicho (JR/underground) or Hinode (Toyoko) MAP

Details: Details: If you would like to present, please prepare a 10-15 minute presentation (or poster presentation) on a practical teaching topic – an activity, some materials, an app or website – anything other members might find useful. To book a slot, please email with a 50-100 word abstract and a title. If there is time at the end, it may be possible to squeeze in a few walk-in speakers, but to avoid disappointment please reserve early. After the meeting, we will head out in the area for some food and drink!

Line up:
Darin Schneider: Create a Conclusion Paragraph
Koki Tomita: Scaffolding Vocabulary for Coaching Baseball Defense
Maho Sano: Synthesis of Learning: A Group Project in a TOEIC Preparation Course
Paul Nehls: English for bargaining
Terry Yearley: Oral fluency
Forrest Nelson: TED, Quizlet, and Moodle
Paul Raine: Latest update to Apps 4 EFL
David Ockert: Self-determination based lesson plans
Frederick Bacala: Using Taleblazer Game for First Day Activity
Kevin Trainor: Content – based instruction for high school
David Hough: Teaching about Indigenous Peoples
Kishiko Nashimoto: Seating arrangements and how to check students’ homework.
Gareth Barnes: Student narratives and possible selves


October 2016: Curtis Kelly and Leander Hughes

Date: October 22 (SATURDAY)
Time: from 1pm
Location:Yokohama Kyoiku Kaikan. Near Sakuragicho (JR/underground) or Hinode (Toyoko) MAP
1) Curtis Kelly – Why our Brains Like Stories

Abstract: Stories, the original Wikipedia, are the oldest tool of teaching, and still the most potent. For most of human existence, we have used stories to share information and educate our offspring about the wiles of the world. It is no wonder our brains have evolved to process stories so much more effectively than other formats of delivery. In fact, stories do more than information transfer. They cause a parallel activation of the insula that results in brain linking. The presenter will provide the neuroscience behind stories, methods for using them, and some powerful stories for you to experiment with.

Bio: Dr. Curtis Kelly’s life mission is to reduce the suffering of the classroom. He has written over 30 books in the attempt to do so, including Active Skills for Communication (Cengage), Writing from Within (Cambridge), and Significant Scribbles (Longman).

2) Leander Hughes – Applying Principles of Positive Psychology in the Language Classroom
Abstract: Want to help your students become happier and more productive and maybe even learn English more effectively along the way? New findings in positive psychology—the science of self-betterment—may provide the tools for us to do this. Leander will introduce a number of such tools, some of which can be put into practice in the classroom with very little effort or preparation. Join Leander to learn more about techniques for creating new positive habits, improving relationships, solving problems with the unconscious mind, and much more. Audience members will be encouraged to discuss and share their own ideas during the presentation for how to adapt these techniques to their own context or apply the principles they are based on in different ways.

Bio: Leander Hughes is an associate professor at the Saitama University Center for English Education and Development. He is interested in finding more effective ways to teach and learn languages.


September 2016: Global Issues in Language Education

Date: September 17

Time: 1pm

Location: Kanagawa Kokaido Hall – 2 mins walk from JR HigashiKanagawa (Yokohama/Keihin Tohoku line) and Nakakido (Keikyu) – map

1) Mark Shrosbee will discuss Environmental Issues in the Classroom
2) Sarah Sanderson Doyle will introduce teaching for global citizenship: understanding and using the Global Peace Index (GPI) in the language classroom as a tool for critical thinking and international awareness
3) Yuri Hosoda & David Aline will be share their research on Examining How Japanese University Students Open Up Arguments in Classroom Discussion Tasks
In this conversation analytic study we examine how second language learners construct arguments in task-based language learning discussion tasks. Analysis focused on the opening sequences, positions, and strategies deployed for building arguments. Data consist of 165 hours of video-recorded small-group discussions in university English classes. A fine-grained analysis revealed that potential opposers delay initiating opposition through various strategies, such as: (a) Wh-questions and repeats that foreshadow opposition, and (b) waiting for the original discussant to provide more information before initiating opposition. The results expand our understanding of resources that second language speakers make use of to initiate arguments during formal discussions. Finally, some teaching implications and suggestions for curriculum design are discussed.
Mark Shrosbree teaches at Tokai University in Kanagawa. His interests include course design, methodology, and materials development, for both general EFL courses and English for Specific Purposes. He maintains his university materials bank, as well as a Moodle page for the global issues course he teaches.
Sarah Sanderson Doyle is a Global Peace Index Ambassador and a Rotary International Peace Fellow completing an M.A. in Peace Studies at International Christian University in Tokyo. Her research concerns global issues in language education, peace education and second language acquisition.
Yuri Hosoda, EdD from Temple University, is currently a professor in the Faculty of Foreign Languages and the Graduate School of Foreign Languages at Kanagawa University, Yokohama. Her research examines second language use and learning in Japanese and English at university and mundane conversation through a conversation analytic perspective.
David Aline, EdD from Temple University, is a professor at Kanagawa University, Yokohama, Faculty of Foreign Languages, and teaches psycholinguistics in the Graduate School of Foreign Languages. His research interests include second language acquisition and use in university, lingua franca, and tutorial settings through a conversation analytic perspective


July 2016: Doing survey research: How to design, analyse, and write up research using questionnaires

Date: Saturday, July 23
Presenter: David Ockert
Time: 1.15pm
Venue: Yokohama Kyoiku Kaikan. Near Sakuragicho (JR/underground) or Hinode (Toyoko) MAP
Abstract: The presenter will explain how to conduct primary research by explaining how to develop, pilot test, administer, and analyze the data from a substantive scale survey instrument for research purposes. A substantive scale uses questions and a scale system (e.g. a Likert scale) to gather data for analysis. This presentation will follow the outline of a research paper and the sections are explained using the author’s own research project to measure student (N = 104) motivation. The presenter hopes that attendees will gain an understanding of the research process, including key terms and definitions, and proceed with greater confidence to design their own research projects and report the results.
Bio: David Ockert has a M.Ed. from Temple University and a Level 2 JLPT certificate. He presently works for Toyo University. His research interests are in CLT, TBLT, CALL, motivation and student affect and self-determination theory in educational contexts.

June 2016: Posters!

Date: Saturday June 18th
Time: from 1.15pm
Venue: Yokohama Kyoiku Kaikan. Near Sakuragicho (JR/underground) or Hinode (Toyoko) MAP

Our June event has moved to July, which opens up June 18th, and we’ve decided to try a new kind of event – a poster session.
We are looking for three kinds of posters:
1) Recycled posters. Show your old poster some love! You put a lot of work into it, but since that conference it’s been sitting in its tube gathering dust. Let it shine again – bring it along. You can give a verbal update on what you’ve done since.
2) Preview posters. Have a poster presentation coming up over the summer? Bring along your draft poster, and get some feedback on how to make it clearer and more likely to attract viewers.
3) First ever posters. Never done a poster before? Try one! As with preview posters, you’ll be able to get lots of feedback on formatting/printing/organization, to help you confidently apply for a poster presentation at a large conference.

Size: We’ll be ready for posters up to A0 size, but smaller is OK.

Format: Posters of the “A4 paper stuck to larger colored sheet” style are also welcome, but note that these are less commonly seen at larger conferences, and if you’re doing a new poster, this is your chance to practice putting together and finding a way to print the standard style poster. If this is your first time, I would recommend using a single large PowerPoint and getting it printed by your school (as opposed to Kinkos which could be pricy). If you use images, try to get high resolution versions, or take your screenshots on a large screen to make sure they scale up. There is a good overview on best practice here.

Session pattern: We’ll be putting up 3-4 posters at a time, with the timing depending on how many applications we get. There will also be plenty of time to talk to the other attendees, which is something we don’t get at normal meetings, where we’re often a little rushed at the end. Afterwards, as always, we’ll be going out for some food and drinks in Sakuragicho.

If you would like to present, please send a quick mail saying “I’m in!” to, with your name and a title.


June 2016: Sponsored speaker at CALL & the Brain

Yokohama Chapter is sponsoring a plenary speaker at this year’s CALL conference

Speaker: Julia Volkman
Title: Mind, Brain, and Education: Uniting Neuroscience and Educational Practice
Date: June 3-5, 2016
Venue: Tamagawa University
Details on conference:  here
Details on session: here


May: Activities and Movement

Date: May 15 (SUNDAY)
Time: 1pm-4.45pm
Venue: Yokohama Kyoiku Kaikan Dai2 Kenshushitsu(第二研修室)(1F). Near Sakuragicho (JR/underground) or Hinode (Toyoko) MAP

Let’s get physical – The brain/body connection in the EFL classroom (2 hrs)
Presenter: Marc Helgesen
Abstracts: When we sit for 20 minutes, blood flows downward to the feet and legs. Standing and moving for just one minute triggers a 15% increase of blood (and therefore oxygen) to the brain. That’s one reason to get students up and out of their seats regularly. There are many more. This session will look at brain-science reasons and ways to have students moving their bodies, while moving their English abilities up at the same time.
Bio: Marc Helgesen is professor in the Department of Intercultural Studies and the Department of Modern Business at Miyagi Gakuin Women’s University, Sendai. He’s author of over 150 professional articles, books and textbooks including the English Firsthand series. He has been an invited or featured speaker at conferences on five continents. He maintains websites at and
Handout link: here

Developing and Choosing Educational Games and Fun Activities in the Classroom
Presenter: David Chapman (90 mins)
Abstract: This workshop will focus on using tools available to teachers such as Bloom’s Taxonomy and scaffolding to help teachers choose rewarding and worthwhile activities and games in the classroom. Fundamentals behind games will be discussed so that teachers can make a more informed decisions about whether the fun activities that they are considering will help accomplish educational goals they have set out for their students or not. Strategies on how to more effectively use games and fun activities in the classroom and beyond with also be discussed.
Bio: David Chapman teaches at The Junior High School Affiliated with Japan Women’s University 日本女子大学附属中学校 and J.F. Oberlin University. He has been teaching in Japan for over 18 years. He has a Master’s Degree in TEFOL and is working on his teaching certification in the U.S. His research interests include educational games in and out of the classroom.


January, 2016: Labour Issues for Language Teachers

Date: January 17 (Sunday)
Time: 1pm-16:30pm
Location: Yokohama Youth Centre, under Kannai Hall (directions)
Details: The presenters will talk about the advantages of being a member of