This is the ppt I used for a session at the Aomori Pref. ALT Orientation in Aug. 2015. I discussed language learning theories and methods, as well as provided some tips for successful English teaching in Japan.

1. By Assoc. Prof. Edo Forsythe
Hirosaki Gakuin University

2. Navy Russian Linguist
& Instructor
English and American Studies
Assoc. Professor
EdD Candidate

3. Slides available at:
www.slideshare.net/EdoForsythe/

4.  Language learning theories
 Language learning methods
 Teaching English in Japan

5. Language learning is a social process.
(Vygotsky, 1978; Frawley & Lantolf, 1985)
Communicative language learning theory
(Canale & Swain, 1980)
- Comprehensive Input Hypothesis
(Krashen, 1982)
- Output Hypothesis
(Swain, 1985)

6. Communicative Language Learning:
- Focus on interaction
(group work; pair work)
- Focus on communication
(say what they want)
MEXT’s focus:
Teaching students to
communicate in English

7. English: not just another school subject
English is a muscle!
English is like cotton candy.
English is a toy—
STUDENTS GOTTA PLAY WITH IT!!!

8.  Language learning = sociocultural activity
 Development must be scaffolded for
maximum effect
(Vygotsky, 1978; Frawley & Lantolf, 1985)
 Scaffolding = gradually building on
previously learned knowledge
So, in the classroom, as you teach one lesson,
the next should build upon the previous one.

9. This is… Is that…
I want this / that.

10. Give students a chance to apply the textbook topic.
Review the lesson
as usual, then have
the students get
up and apply it
themselves.

11. Total Physical Response (TPR)
-Get the students moving
-Reinforces language
-Allows practical use
of the language
Knowledge = Confidence

12. Let students use English practically!
- Introduce friends
- Discuss likes/dislikes/hobbies/
wants & goals
- Tell about
themselves
& their lives
Photo by ALT Ashleigh Mooney

13. Given this
textbook page,
discuss in groups
how you can get
the students
communicating
beyond the
textbook dialog.

14. The situation:
- Not your classroom
- JT may not be confident in English
- JT may not know what to do with you
- It takes time to build rapport

15. Communication is the key!
Read and understand the lesson plans
(Consider how to make lesson more active)
Ask questions for clarification
(Other teachers, BoE staff, other ALTs)
Arrive completely prepared for lessons
Suggest ideas for team teaching

16. Jump in with both feet!
Integrate yourself into your base school
Take an interest in school activities
Remember: You are here to help teach
the students English
(Don’t be an unwelcome guest)

17. Slides available at:
www.slideshare.net/EdoForsythe/
Contact me via email at
forsythe@hirogaku-u.ac.jp
Questions?

18. Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches
to second language teaching and testing, Applied Linguistics, 1(1), 1-47.
Retrieved from http://ibatefl.com/wp-content/uploads/2012/08/CLT-Canale-
Swain.pdf
Frawley, W., & Lantolf, J. P. (1985). Second language discourse: A Vygotskyan
perspective. Applied Linguistics, 6, 19-44.
Krashen, S. (1982). Principles and practices of second language acquisition.
London: Pergamon.
Swain, M. (1985). Communicative competence: Some roles of comprehensible
input and comprehensive output in its development. In S. Gass & C. Madden
(Eds.), Input in Second Language Acquisition, pp. 235-53. Rawley, MA:
Newbury House.
Vygotsky, L. S. (1978). Mind in society: The development of higher
psychological processes. Cambridge, MA: Harvard University Press.