MEES 2019

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CALL FOR PRESENTERS

PROPOSAL SUBMISSION DEADLINE: APRIL 26, 2019

We welcome both English and Japanese proposals as well as English or Japanese-language presentations.

Conference Theme: “ELT for What Purpose? Connecting English Learning to Social Contexts”

At this year’s MEES conference, we hope to explore English Language Education in relation to past, present, and future Japan. For example, issues such as the various skills needed in this rapidly changing society and how this compares with what is being taught in classrooms.

Any presentation proposals addressing or related to these issues are welcome. Presentation proposals should address changes related to language pedagogy, perceptions of language education, and/or other relevant topics.

Session Presentation: 30 minutes (20 minute presentation, 10 minute Q & A). Please advise about your presentation style: Hands-on Workshop, Lecture, PowerPoint Presentation, etc.

All proposals should be 100-200 words in Word or PDF format.

Please see the call for presenters flyer below for further submission details.

発表者を募集しています!

今年度のMEESは、英語教育の歴史を振り返り、現在~未来の日本について話し合うとともに、めまぐるしく変わる現代において必要とされるスキルと実際に教える英語について考えていきます。今回のテーマは「ELTの目的とは?英語学習と社会状況を結びつけて」です。

発表の内容は、外国語教育の変遷、外国語教育に対する考えなどテーマに関連する内容であれば日本語でも英語でも構いません。

発表は20分で質疑応答を10分とります。提出する原稿はワードまたはPDFで100語~200語程度。活動・講義・パワーポイントの使用などについてもお知らせください。

詳細は以下のポスターをご覧ください。

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PLENARY SPEAKER ANNOUNCEMENT

We are excited to announce Dr. Harumi Kimura of Miyagi Gakuin Women’s University, Sendai, as our 2019 MEES plenary speaker! Details below:

Maximizing Interpersonal Energy with Cooperative Learning: Principles and Techniques

協同学習で活気ある相互交流を:原理と技法

Cooperative learning consists of principles and techniques that will help students work together more effectively. In this presentation, I share some ideas to make use of those principles and techniques to maximize interpersonal energy in L2 classrooms. Although cooperative learning is not a panacea, small changes may make a big difference. You will learn to reflect on your classroom routines and examine whether your students have an equal opportunity to participate in quality peer interaction and whether students are both interdependent and accountable. In cooperative classrooms, students are resources for each other, sharing their ideas and energy with other members of the group; thus, they are responsible for their own and their peers’ learning. How can you help make this happen? You can do it with cooperative learning techniques as a facilitator of learning. This is a workshop-style presentation and I invite your active participation!

少人数グループでの学び合いによる協同学習は、学習者の相互交流を促進するために有効な原理と技法で成り立っています。協同学習導入によって全ての課題が解決されるわけではありませんが、小さな改革を積み重ねて大きな成果に繋げることは可能です。授業で日常的に行っていることを、学習者がそれぞれ等しく参加する機会があるか、プラスの相互依存関係が成り立っているか、個人の責任が明確か、などの協同の原理に照らして振り返り、いくつかの技法を用いて修正してみませんか。ワークショップを取り入れて行いますので、積極的にご参加ください。

Bio: Harumi Kimura teaches at Miyagi Gakuin Women’s University, Sendai, Japan. She studied L2 listening anxiety and earned her doctorate from Temple University in 2011. Her academic interests include L2 learner psychology and cooperative learning. She coauthored a book with Dr. G. M. Jacobs, Cooperative Learning and Teaching, in English Language Teacher Development Series (2013, Alexandria, VA: TESOL). In her free time, she enjoys hiking.

木村春美 略歴
仙台の宮城学院女子大学勤務。テンプル大学にて、外国語の聞き取りに関する不安感の研究で博士(教育学)の学位を取得。研究対象は学習者の心理と協同学習。Dr. G. M. Jacobsとの共著にCooperative Learning and Teachingがある。山や森歩きが趣味。

 

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