Errors in language use – as opposed to mistakes – are systemic and difficult to correct and change. Marie Kjeldgaard’s (Aichi University) research focuses on three areas influencing Japanese learner errors when writing in or speaking English: differences between Japanese and English, direct translation, and English loan words. Using these ideas, Kjeldgaard isolated some possible causes of errors and presented students with short tasks designed to tackle them. Her results seem to indicate that error frequency varies by category and can decrease with direct instruction. 

Nicholas Bradley

Nicholas Bradley (Nagoya University of Foreign Studies) addressed the increased popularity of including some form of “Culture” studies within Japanese EFL/EMI classrooms. His presentation explored many fascinating avenues, but especially dealt with various definitions of culture, stakeholder expectations, and whether the term “culture” holds any validity at all.

Reported by Susan Laura Sullivan

On March 28, 2015 Dan Frost and Professor Rintaro Sato of Nara University of Education examined the pros and cons of using L1 and L2 in class and to what extent both should and can be used.

Dan Frost set out his arguments for only using English in the classroom (allowing Japanese for reference or confirmation only). There was some extended polite disagreement about this. Professor Sato argued for the judicious use of the Japanese language. While Frost argued in favor of even using English for explicit grammar instruction, Professor Sato generally rejected that, but did concede that in some instances Japanese grammar textbooks do go too far (e.g., no need for 私はサッカーが好きです for I like soccer). There was general agreement from the audience also that Japanese textbooks use too much Japanese. Sato suggested that future textbooks may get rid of a lot of unnecessary Japanese. We'll have to wait and see.

During the course of the debate which was actually closer to a discussion, Professor Sato advocated first building up teacher talk in English and then trying to increase student talk (ideally 80%). He touched on the importance of creating a psychologically satisfying environment where students can feel as comfortable as possible using L2 with their peers. He stated his view that the JTE is a more suitable role model for learners than native-speaker teachers, which is frequently mentioned in the literature.

There was a lot of lively interrogation from the audience so both presenters were called upon to carefully justify their positions. In the end it was concluded that only English in the classroom might be difficult and that there is still a great of room left for improvements in Japan's EFL programs. At this point the discussion became too far reaching so we adjourned.

Reported by Gregg McNabb

Daniel Devolin (Aichi University) led Hamamatsu JALT into the New Year with a quick rundown on the economic and social relevance of The Triple Bottom Line (TBL). Based in economics, TBL or 3BL looks at the sustainable overlapping area(s) of societies, economies, and ecologies. This commonality can be a source of stability, and resource for maintaining and developing the interlocking conditions required to meet our global needs. Within university-level language learning, particularly focusing on current issues, debate, academic writing and critical thinking, TBL provides an introduction to interdisciplinary approaches. Topics can be explored through the three features of the theory, providing students with structure and direction when encountering cognitively challenging ideas. If correctly and gradually implemented, they develop tools and means to express their opinions and engage deeply with classmates on numerous subjects. Naturally, students need to feel comfortable seeking out ways of expression. Accordingly, classroom rapport is important so that inhibitions are reduced. Scaffolding is necessary. TBL is custom-made for group work. Individual groups can research a topic from one of three aspects, or individuals within groups are allocated one of the three. Thorough interaction with content encourages top down and bottom up processing. Students contribute new knowledge to wider classroom interaction in the form of presentations, written assignments, discussion and debate, and potentially absorb it into their broader schemata. While all of this is a lot to absorb, Dan presented this with enthusiasm and aplomb.

Reported by Susan Sullivan