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Roles of assistant language teachers and Japanese teachers of English for a successful team-teaching relationship: From a second language acquisition perspective.
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Roles of assistant language teachers and Japanese teachers of English for a successful team-teaching relationship: From a second language acquisition perspective.

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Plenary address at the Hokkaido 2012 ALT Skill Development Conference (Hotel Lifort Sapporo).

Plenary address at the Hokkaido 2012 ALT Skill Development Conference (Hotel Lifort Sapporo).

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    Roles of assistant language teachers and Japanese teachers of English for a successful team-teaching relationship: From a second language acquisition perspective. Roles of assistant language teachers and Japanese teachers of English for a successful team-teaching relationship: From a second language acquisition perspective. Presentation Transcript

    • December 6, 2012 @ Hotel Lifort SapporoRoles of ALTs and JTEs for a successful team-teaching relationship—From a second language acquisition perspective—Ken Urano, Hokkai-Gakuen University 1
    • Before we begin...• Please consider this talk as a proposal, rather than a lecture.• Your questions and comments are welcome at any time. 2
    • About me...• I’m a teacher of English.• I’m a researcher in second language acquisition. 3
    • About me...• I’m a teacher of English.• I’m a researcher in second language acquisition. 4
    • Researchers’ roles, teachers’ roles• Researcher • Making guidelines• Teacher • Adapting the guidelines 5
    • What we knowfrom research 6
    • We know...• Importance of input • No input, no language learning 7
    • Importance of input• Limited input sources • Outside the classroom • Textbook• Teachers’ role as a main source of input 8
    • What about output?• Output is also important, but• Input is crucial. Input (Listening/Reading) Output (Speaking/Writing) 9
    • What about output?• Output is also important, but• Input is crucial. X Input (Listening/Reading) Output (Speaking/Writing) 10
    • But... 11
    • Not all input is good. 12
    • It’s Greek to me! http://www.flickr.com/photos/dnevill/2402430135/ 13
    • Comprehensible input 14
    • By the way... 15
    • I have two daughters. 16
    • My daughters’ conversation yesterdayMSR: こんどパフェ食べにいくって! We’re gonna eat some parfait!AKR: パフェ? Parfait?MSR: こんどアイス食べにいくって! We’re gonna eat some ice cream!AKR: アイス! Ice cream! 17
    • Even a 6-year-old knows how to adjust her talk 18
    • Speech adjustment• Caretaker speech • a.k.a. motherese, baby talk, etc.• Foreigner talk• Teacher talk 19
    • Question 20
    • QuestionHow do you adjust your speech? 21
    • We know...• Language learning takes place • When learners understand the meaning of the input, and • When they pay some attention to the form, • At the same time. 22
    • Form-meaning mapping 23
    • Gestures & visual aids 24
    • Gestures & visual aids Statue of Liberty 25
    • Gestures & visual aids http://www.flickr.com/photos/philofphotos/249220155/ 26
    • Gestures & visual aids• They are useful, but • They need to be used with caution • Because students may not pay attention to the form. 27
    • Gestures & visual aids Statue of Napoleon http://www.flickr.com/photos/zigazou76/3593523470/ 28
    • Gestures & visual aids Statue of King Kamehameha http://www.flickr.com/photos/irenetong/2570306240/ 29
    • Gestures & visual aids Statue of Liberty 30
    • Gestures & visual aids Statues 31
    • To simplify or not to simplify... 32
    • To simplify or not to simplify... • Everybody knows that Mike is diligent.Suppose your students don’t know this word. 33
    • To simplify or not to simplify...• Everybody knows that Mike is diligent. hard-working 34
    • Simplification• Replacing difficult items with easy ones. 35
    • Simplification• The girl who is wearing blue jeans is my sister. There is a girl over there. She is wearing blue jeans. That’s my sister. 36
    • Simplification• Generally improves comprehension, but• Takes away the chance to learn a new item. 37
    • Instead of simplifying... 38
    • Elaborate! 39
    • Elaboration• Giving additional information to improve comprehension without removing the difficult item. 40
    • Elaboration• Everybody knows that Mike is diligent, I mean, hard- working. 41
    • Or... 42
    • You can interact! 43
    • Interaction• Everybody knows that Mike is diligent. Do you know what diligent means? (No.) It means hard-working. So, everyone knows Mike is hard- working. 44
    • We know...• Simplification improves comprehension, but it does not help language learning.• Elaboration does both.• Interaction does both, too. 45
    • Feedback 46
    • We know...• Students need to pay some attention to form.• Providing corrective feedback helps increase their awareness. 47
    • Feedback options• +/- Explicit• +/- Correction 48
    • Feedback optionsFeedback type Explicit–Implicit CorrectionClarification request Implicit –Recast +Repetition –Elicitation –Metalinguistic clue –Explicit correction Explicit + 49
    • Clarification requestS: I go to the library yesterday.T: Pardon? 50
    • RecastS: I go to the library yesterday.T: Oh, you went to the library yesterday. Did you borrow any books? 51
    • RepetitionS: I go to the library yesterday.T: “I go to the library yesterday”?S: Oh, I went to the library yesterday. 52
    • ElicitationS: I go to the library yesterday.T: Yesterday, you ...S: ... went to the library. 53
    • Metalinguistic cluesS: I go to the library yesterday.T: It’s about yesterday, so what tense do you have to use?S: Past tense. I went to the library yesterday. 54
    • Explicit correctionS: I go to the library yesterday.T: It’s about yesterday, so you have to use the past tense went.S: OK. I went to the library yesterday. 55
    • Summary 56
    • Summary• Importance of comprehensible input• Elaboration and interaction to enhance form-meaning mapping• Corrective feedback to increase awareness 57
    • My last question 58
    • My last question• How will you incorporate today’s ideas into your teaching? 59