2020 Plenary Speakers

Abstract:

MEXT has identified professional development (PD) as necessary for meeting the changing educational needs of the 21st century and innovating its education system (Murakami, 2019). In order to be effective, PD must be context-specific and focus on cultural and institutional needs while also meeting the needs of educators and students (Guskey, 2003; Kinugawa & Tachi, 2003; Richards, 2010). All of these factors are necessary to gain the buy-in to make PD successful. 

In this plenary talk, the speaker will introduce how those tasked with promoting PD at their university are responding to teacher and institutional needs while working to build connections with faculty across campus. This particular PD program integrates the history of the institution with Drago-Severson’s (2009) learning-oriented model of adult development to provide effective support for EFL educators. The speaker will highlight activities that foster collaboration, promote reflective practice, encourage participation in the academic community, and provide support with technology. Additionally, results from feedback surveys regarding teachers’ perceived usefulness of these activities will be shared. The plenary will close with a discussion of the possibilities and challenges in creating a successful PD program in the hopes that attendees leave with ideas to apply in their own teaching context, both formally and informally.

Bio:

Jennie Roloff Rothman is Principal Lecturer of Professional Development and Teacher Development in the English Language Institute at Kanda University of International Studies in Japan. She has been involved in the second language education academic community of Japan for over fifteen years, ten of which have been at the university level. She holds an MA TESOL from Teachers College and is pursuing an EdD at Northeastern University in Curriculum, Teaching, Leadership, and Learning. Her research interests include teacher professional development and reflective practice as well as the use of critical thinking and global issues in the second language classroom.

Abstract:

In this presentation, I will discuss the issues of ‘division’ in university English language programs, with a special attention to those unique to higher education in Japan. After a brief overview of the current state of English language programs in Japanese universities, I will give some examples of the administrative structures of English language programs within institutions along with the advantages and disadvantages of each of the examples. This would give the audience a chance to reflect on their own situations.

I will then discuss the issues of the following ‘divisions’ which have often been raised as problems in the ELT profession; 1) Full timers vs. Part timers, 2) Japanese vs. Non-Japanese, and 3) Native English speakers (NES) vs. Non-native English Speakers (NNS), in relation to the shift in the ideas about English in Japan in the past three decades. I would also like the audience to share their views on the issues.

As an example of what we can do under various constraints, I would like to share the story of the case of the Center for English as a Lingua Franca (CELF) at Tamagawa University of which I had been the director for six years until March 2020, focusing on how to overcome the negative factors of the three ‘divisions’ discussed, and make some suggestions for both administrators and teachers.

Bio:

Masaki Oda is Dean of the Graduate School of Humanities and Professor of Applied Linguistics at Tamagawa University, where he also serves as a member of the Board of Trustees. He is a founding director of the Center for English as a Lingua Franca (CELF). His research interests include socio-political aspects of language teaching, learner beliefs and critical discourse analysis. He is a Vice President of JACET and the Vice President for Membership of AsiaTEFL.

Image of Jennie Roloff Rothman provided by Jennie Roloff Rothman.

Image of Masaki Oda provided by researchgate.net and adjusted by Sean Gay.