Guaranteed

successes

Non-guaranteedsuccesses

5.

Yoshida (2004)

SkypeTalktelecollabora4onproject:Studentsteachingeachotherintandemlearning人をむすび世界につながる言語教育.日本語教育国際研究大会,第2分冊(パネルセッション・口頭発表),pp.136.(2012/08/19)MeiseiSummerSchoolProject:Domes4candvisi4nguni.studentsincollabora4veteacher-trainingFukada,Y.(2009).Increasinglanguagelearners’opportuni4esofhaving“authen4c”targetlanguageinterac4onsthroughtask-basedlearninganditsoutcomes:ResultsfromtheMeiseiSummerSchoolProject.EDULEARNING09ConferenceProceedings.

TokaiUniversity’sAc4veTokaiLocalAmbassadors(ATLAS):GuidingtouristsGough,W.M.,&Kato,K.(2016).Communityoutreachandautonomouslearning.InP.Clements,A.Krause,&H.Brown(Eds.),Focusonthelearner.Tokyo:JALT.

Teachingposi4vesongstosomeoneoutsideofclassMurphey,T.(2014).Singingwell-becoming:Studentmusicaltherapycasestudies.StudiesinSecondLanguageLearningandTeaching,4(2),205-235.

Murphey,T.(2016).Teachingtolearnandwell-become:Manymini-renaissances.InP.D.MacIntyre,T.Gregersen,&S.Mercer(Eds.),PosiCvepsychologyinSLA(pp.324-343).Bristol:Mul4lingualMakers.

Students can start taking small steps out of the fish bowl and

into the open seas. Check out these sources for inspiration.

Telecollaboration project

Murphey (2014; 2016)

Weboth...

Webothare...

Webothhave...Webothlike..

.

Webothplay...

Webothdo...

Webothmake...

Weboththink...Weboth[V]...

Weboth...

Webothare...

Webothhave...Webothlike..

.

Webothplay...

Webothdo...

Webothmake...

Weboththink...Weboth[V]...

Givinganswers

Askingques4ons

6.

Ifteachersjustspoon-feedinforma4on,nocrea4vewonderingworkhasbeendonetocreateaspaceforit,andtheinforma4onwashesovermindslikewateroverrocks.Informa4onisoverrated;ques4onsareattheheartofcrea4veagen4velearning.

Whymightaskingques4onsbebekerforlearningthangivinganswers?

?

Ifteachersjustspoon-feedinforma4on,nocrea4vewonderingworkhasbeendonetocreateaspaceforit,andtheinforma4onwashesovermindslikewateroverrocks.Informa4onisoverrated;ques4onsareattheheartofcrea4veagen4velearning.

Whymightaskingques4onsbebekerforlearningthangivinganswers?

Murphey (2010; p. 10)

(asking)

(asking)

(one-wordanswer)

(one-wordanswer)

ManyQues4onsGame!Howmanyques4onscanyouask?

Countyourownques4onsonyourfingers

Datafrom

students

Datafor

students

7.

Falout et al. (2016); Murphey & Falout (2010; 2012)

Critical participatory looping

Drawing

Please draw a picture of a future you using English. What would you be doing with your English in future situations?　英語を使う自身の将来像がどのようなものか想像して書描いてみて下さい。将来、あなたは英

語を使ってどんなことをしていると思いますか。

Mynameis(name).

Letmeexplain...

(shadowing)Thankyou(name)forsharingyourideas.

Hi(shadowing).WhatareyoudoingwithyourEnglish

inthefuture?

1.

2.

3.

4.

5.

6.

7.

8.

9.

Whatstudentsimaginefortheirfuture

1.

2.

3.

4.

5.

6.

7.

8.

9.

Whatstudentswantfromtheirteacher

Discuss in group & Present to class: What are the 3 most important ideas?

Why are they important?

Perfec4ng

prepara4on

Invoking

improvisa4on

8.

Engagingthetest

Engagingthe

learners

9.

Falout,J.(2005).FocusedtaskstoproceduralizeTOEIC®learningstrategies.InT.Newfields,Y.Ishida,M.Chapman,&M.Fujioka(Eds.),Proceedingsofthe2004JALTPan-SIGConference(pp.38-44).Tokyo:JALT.

Students can practice paper-based tests in active,

communicative ways. Check

out JALT’s Pan-SIG online

publications for this paper.

DebateCreate,

Cooperate,Collaborate

10.

References

1.MeasstudentàWeasclassmatesSelf-onlyfocusvs.Taskfocusvs.Helping-othersfocusRobinson,M.D.,&Tamir,M.(2011).Atask-focusedmindisahappyandproducGvemind:AprocessingperspecGve.InK.M.Sheldon,T.B.Kashdan&M.F.Steger(Eds.),Designingposi*vepsychology:Takingstockandmovingforward(pp.160-174).Oxford,England:OxfordUniversityPress.

IdealClassmates:freewriGng,drawingpictures,pairrotaGon,loopstudentideas,whole-classdiscussionFukada,Y.,Fukuda,Y.,Murphey,T,&Falout,J.(inpress).CollaboraGvelyvisualizingpossibleothers.JALTLDSIG.

Murphey,T.,Falout,J.,Fukuda,T.,&Fukada,Y.(2014).Socio-dynamicmoGvaGngthroughidealizingclassmates.System,45,242-253.

2.BigclassesàSmallclassesAssignseaGngbydifferentgroupseachweek,presentwithinsmallgroups,videoselfwithownphoneTensai,T.L.(2016).TeachingoralcommunicaGontolargeclasses.TheLanguageTeacher,40(5),33-35.3.Rankandfilesea4ngàCircularsea4ngWaysandreasonstousecircularseaGngFalout,J.(2014).CircularseaGngarrangements:Approachingthesocialcruxinlanguageclassrooms.StudiesinSecondLanguageLearningandTeaching,4(2),275-300.

References 4.EschewingerrorsàMakingmistakesFixedmindsetvs.GrowthmindsetDweck,C.S.(2000).Self-theories:Theirroleinmo*va*on,personality,anddevelopment.Philadelphia:PsychologyPress.Dweck,C.S.(2006).Mindset:Thenewpsychologyofsuccess.NewYork:BallanGneBooks.Ryan,S.,&Mercer,S.(2012).Implicittheories:Languagelearningmindsets.InS.Mercer,S.Ryan,&M.Williams(Eds.),Psychologyfor

languagelearning:Insightsfromresearch,theoryandprac*ce(pp.74-89).Basingstoke,UK:PalgraveMacmillan.Guessthepicturegoal:incrediblycreaGveincorrectanswers(funandsafetyinerrors)Maclauchlan,K.(2016).Embracingfailure:Themisstepstosuccess.InP.Clements,A.Krause,&H.Brown(Eds.),Focusonthelearner.

Tokyo:JALT.5.GuaranteedsuccessesàNon-guaranteedsuccessesFishbowllearningvs.OpenseaslearningYoshida,K.(2004).Thefishbowl,openseas,andinternaGonalEnglish(pp.11).KOTESOLProceedings.SkypeTalktelecollaboraGonproject:Studentsteachingeachotherintandemlearning人をむすび世界につながる言語教育.日本語教育国際研究大会,第2分冊(パネルセッション・口頭発表),pp.136.(2012/08/19)MeiseiSummerSchoolProject:DomesGcandvisiGnguni.studentsincollaboraGveteacher-trainingFukada,Y.(2009).Increasinglanguagelearners’opportuniGesofhaving“authenGc”targetlanguageinteracGonsthroughtask-based

learninganditsoutcomes:ResultsfromtheMeiseiSummerSchoolProject.EDULEARNING09ConferenceProceedings.TokaiUniversity’sAcGveTokaiLocalAmbassadors(ATLAS):GuidingtouristsGough,W.M.,&Kato,K.(2016).Communityoutreachandautonomouslearning.InP.Clements,A.Krause,&H.Brown(Eds.),Focuson

thelearner.Tokyo:JALT.TeachingposiGvesongstosomeoneoutsideofclassMurphey,T.(2014).Singingwell-becoming:Studentmusicaltherapycasestudies.StudiesinSecondLanguageLearningandTeaching,

4(2),205-235.Murphey,T.(2016).Teachingtolearnandwell-become:Manymini-renaissances.InP.D.MacIntyre,T.Gregersen,&S.Mercer(Eds.),

Posi*vepsychologyinSLA(pp.324-343).Bristol:MulGlingualMaiers.

6.GivinganswersàAskingques4onsWhymightaskingquesGonsbebeierforlearningthangivinganswers?Murphey,T.(2010).CreaGnglanguagingagencing.TheLanguageTeacher,34(4),8-11.7.DatafromstudentsàDataforstudentsCriGcalparGcipatorylooping(CPL)Falout,J.,&Murphey,T.(2010).Loopit!StudentparGcipatoryresearch.InA.M.Stoke(Ed.),JALT2009ConferenceProceedings(pp.259-274).Tokyo:JALT.[Awarded:ATasteofJALT2009]

Murphey,T.,&Falout,J.(2010).CriGcalparGcipatorylooping:Dialogicmembercheckingwithwholeclasses.TESOLQuarterly,44(4),811-821.

Murphey,T.,&Falout,J.(2012).CriGcalparGcipatorylooping:AnagencingprocessformasscustomizaGoninlanguageeducaGon.Linguis*kOnline,54(4),85-95.

8.Perfec4ngprepara4onàInvokingimprovisa4on9.EngagingthetestàEngagingthelearnersFalout,J.(2005).FocusedtaskstoproceduralizeTOEIC®learningstrategies.InT.Newfields,Y.Ishida,M.Chapman,&M.Fujioka(Eds.),Proceedingsofthe2004JALTPan-SIGConference(pp.38-44).Tokyo:JALT.

References