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JALT2019 Submission Deadline, February 3rd

 Osaka JALT Journal Vol. 6 Call for Papers --Deadline February 24th--




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Sept. 7 event w/ Prag SIG: Interactional Competence vs. Pragmatic Competence, and "Seeing Learning" in Interaction

Interactional Competence vs. Pragmatic Competence, and "Seeing Learning" in Interaction

Two presentations, co-hosted by JALT's Pragmatics SIG and Osaka Chapter.
Date and Time: 
Saturday, 7 September 2013 - 2:00pm - 5:00pm

Location: Temple University Japan, Osaka Ekimae Bldg. 3, 21st Floor, 1-1-3-2100 Umeda, Kita-ku, Tel: 06-6343-0005
Fee for JALT members: Free
Fee for one-day members: 500 yen
Speakers: Christopher Jenks and Adam Brandt


Two presentations, co-hosted by JALT's Pragmatics SIG and Osaka Chapter:

1. Interactional Competence versus Pragmatic Competence: Implications for Language Teaching

Chris Jenks - City University of Hong Kong

Interactional competence (IC) is the ability to jointly communicate in setting-specific ways; it is about using communicative resources to co-construct understanding and co-accomplish context-specific goals. Like learning and using the grammatical structure of a language, language users must possess interactional competencies in order to communicate in a second language (e.g., establishing participatory roles in a pedagogical task when no directions are given). Pragmatic competence, on the other hand, is an individual language user’s knowledge of communicative norms and conventions. Pragmatic competence entails a number of different competencies, many of which have been identified and discussed extensively (e.g., a greeting should be returned in kind).

In this talk, the presenter will show how speakers of English as an additional language manage their interactions in a second language chat room, demonstrating that having pragmatic competence does not necessarily mean interaction will unfold successfully or without troubles or difficulties. Talk in chat rooms, like any communicative setting, requires not only displaying pragmatic competence, but also negotiating communicative norms and conventions on the fly, a key feature of IC. These observations lead to the conclusion that language teachers must expand their current understanding of communicative competence to include IC. The presentation will also explore the pedagogical implications of IC.

Christopher Jenks’ main research approach is microanalysis (e.g., conversation analysis and interactional sociolinguistics). His research deals primarily with computer-mediated communication, intercultural communication, English as a lingua franca, and second language acquisition. Other research expertise includes epistemological and methodological issues in applied linguistics research. He reviews for a number of top international journals, including Applied Linguistics, and is an editorial board member for Classroom Discourse. His 2010 co-edited book, Conceptualising Learning in Applied Linguistics, was runner-up for the BAAL 2011 Book Prize. He is currently working on several journal articles, has recently published a book on the theoretical and practical issues of transcribing communication data, and is co-editor of an 8-book series on social interaction by Edinburgh University Press. Other large-scale projects include a book on social interaction and technology and an edited collection on international perspectives on classroom interaction. He also has several forthcoming journals articles that will be published in 2013 and 2014.

2. 'Seeing Learning' in Interaction: an Overview of CA Approaches to Longitudinal SLA Research

Adam Brandt - Newcastle University

For obvious reasons, researchers in second language acquisition (SLA) have often adopted a longitudinal approach, trying to track and understand how second language (L2) users’ proficiencies develop over time.

Similarly, conversation analysis (CA) has been applied to the study of L2 interaction for over 25 years now, catalyzed (although not begun) by Firth and Wagner’s (1997) call-to-arms. Despite this, it is only fairly recently that CA studies in SLA have attempted to adopt a longitudinal design, with what has been labeled ‘longitudinal CA-SLA’ research. Such studies seek to unpack, through the micro-analysis of social interactions involving L2 speakers, changes in “action formats, participation styles, and use of linguistic resources over shorter or longer spans of time” (Kasper and Wagner 2011: 127).

In this talk, Adam Brandt will present the background to the sub-field of CA which has been described as ‘developmental CA’ (Wootton, 2006) – the study of changes of an individual’s interactional practices over time. He will explain how this has led to the emerging body of longitudinal CA-SLA studies, and explain the different approaches that such studies have taken. Finally, the presenter will discuss the strengths and weaknesses of this approach to SLA research, and consider future directions which it may take.


Firth, A & J Wagner (1997) On discourse, communication and some fundamental concepts in SLA research. Modern Language Journal, 81, 285-300.

Kasper, G & J Wagner (2011) A conversation-analytic approach to second language acquisition. In: D Atkinson (Ed.) Alternative Approaches to Second Language Acquisition. London: Routledge, pp. 117-142.

Wootton, AJ (2006) Children’s practices and their connections with “mind”. Discourse Studies, 8, 191-198.

Adam Brandt is lecturer in Applied Linguistics at Newcastle University in the UK, where he is a degree programme director on the MA in Cross-Cultural Communication, and teaches Methods in Cross-Cultural Communication Research and Sociolinguistics. His primary research interests are in social interaction and language in use, particularly in relation to intercultural communication, second language use, English as a lingua franca, and identity in interaction. His PhD research, funded by the ESRC and conducted at Newcastle University, was concerned with second language speakers' management of mutual understanding in online, English speaking practice chat rooms. Using the same data set, he has also published (with Dr. Chris Jenks) papers in Language and Intercultural Communication, Discourse Processes and Language@Internet. Following his PhD, he spent two years in Japan, conducting a JSPS-funded postdoctoral research project on interactions involving international students in various university settings. He is an active member of a number of research groups, including Newcastle University’s Micro-Analysis Research Group (MARG), and Conversation Analysis Network Asia (CAN-Asia).



Breaking the Silence: The Japanese-American Experience --Aug. 10 in Takatsuki

Breaking the Silence: The Japanese-American Experience
Date and Time: Saturday, 10 August 2013 - 2:00pm - 5:00pm
Speaker: Nikki Nojima Louis

Nikki Nojima Louis is a Japanese-American playwright, educator, and performer who is bringing her cast to Japan for the very first time in order to perform the oral history play called "Breaking the Silence: The Japanese American Experience." This play debuted first at the University of Washington in 1986, and since then it has been performed throughout the U.S. The play comes to Japan for the first time with performances in Hiroshima on August 1-3, at Aichi University on August 4 and back to Hiroshima on August 5. The group will be present at the remembrance ceremony in Hiroshima on August 6.

For those who cannot attend the performance, August 10 is an opportunity to get an overview of the play, and Nojima Louis will explain the whole process using slides and video-clips. “Breaking the Silence” utilizes Readers Theater where oral histories, tanka poems, and music are combined to reveal the experiences of three generations of Japanese Americans.
Participants will have the opportunity to experience different aspects of Readers Theater and many of the basic techniques to be presented are based on the book written by Nojima Louis’s co-director, Jan Maher, a member of the collective called Local Access for the Arts-in-Education. This session will be of use for anyone interested in history, drama, and education.

Dr. Nikki Nojima Louis was born in Seattle, spent her early childhood in America’s World War II prison camps, and grew up in Chicago. As a teenager in the 1950s, she was the only non-white member of a dance company that toured to the segregated South. She has a Masters degree in Creative Writing from the University of Washington and a Ph.D in Creative Writing from Florida State University.

Nikki is not just an academic. In 1985 she was a member of Word of Mouth, a multicultural women’s peace show, performing throughout the Pacific Northwest, and in 1986 she wrote “Breaking the Silence.” In 1989 she traveled to Tashkent, Uzbekistan as a member of the Seattle-Soviet Theatre Exchange performing with a company of Russian, Uzbek, and Korean artists. Just a few of her performance credits include “Women Who Write Too Much,” “Most Dangerous Women,” “Shirley Temple of the Concentration Camp,” and “I am Furious Yellow.” She has taught at the University of Washington’s Women’s Center and co-managed Local Access, an arts-in-education collective. She is currently a Program Specialist in the Asian American Studies Department of the University of New Mexico.

Dinner after the session at a Thai/Balinese restaurant. Email fujimotodonna AT by August 2 to make reservations for the dinner.

This event is co-sponsored by Osaka JALT, Kobe JALT, and SIETAR Kansai.

Takatsuki Shiritsu Sogo Shimin Koryu Center (1 minute walk from JR Takatsuki Station) Tel.0726-85-3721
Admission is free for JALT and SIETAR members and students
One-day members: 500 yen

Call for Presentations at Tech Day +Plus mini-conference on Sept. 28

Call for Presentations for Tech Day +Plus 2013
Submission deadline Sept. 1

Mini-Conference Date and Time:
Saturday, 28 September 2013 - 9:30am - 5:00pm

After a year's break, Tech Day +Plus is back!
Tech Day started as a casual get together in 2005 but has grown to become one of Osaka JALT's biggest and best loved events of the year, including a great dinner party afterwards.

Our goal is to share ideas on a wide range of topics, both tech-related and non-tech alike.

This year we're teaming up with Kobe JALT and are holding it at Otemae University in Itami, just 75 meters from Inano station (about 15 minutes west of Umeda on the Hankyu line, or 10 minutes east of Nishinomiyakitaguchi station).

The themes of Tech Day are simplicity and practicality - ideas that language teachers and learners can use either in or out of the classroom.

In addition to our "Tech" presentations that will take place in fully equipped computer labs, we'll also have a wide range of presentations on non-tech topics in the "Plus" rooms.

The call for presentations is now open, so please submit your proposal via our website: home/submission

The call deadline is Sept. 1, so please think about sharing YOUR teaching ideas (whether tech-related or not) in a poster, or a 25-, 45-, or 60-minute presentation to help start the second semester with splendid skills.

September will be here before we know it, so mark your calendar and start getting your presentations ready. It's going to be a great day!

Otemae University - Itami campus, 75 meters from Inano station

Guide to Location:

Fee for JALT members:
1000 yen (Free for student members)

Fee for one-day members:
2,000 yen (500 yen for student non-members)



KUIS Summer Seminar on July 20, co-sponsored by Osaka JALT



12th Conference on Language Teaching & Learning  

Co-sponsors: Osaka JALT, Kobe JALT, Cengage Learning, and Oxford University Press  
Supported by: Amagasaki City Board of Education 
Hosted by: Research Institute for Communication & Department of English Education of Kansai University of International Studies (KUIS) 
Registration fee: Free for everyone! 
Date: Saturday, July 20, 2013 
Time: 10:00-17:30 
Location: Kansai University of International Studies, Amagasaki campus (5F), 5-minute walk from JR Amagasaki, behind COCOE shopping mall, 5 minutes by train to Osaka. 

View the program brochure here:

June 28 Workshop: Engaging All – Instructional Strategies That Foster Student Success


Engaging All – Instructional Strategies That Foster Student Success


Friday, 28 June 2013 - 6:00pm - 8:30pm

Speakers: Laura Markslag, Scott Badiuk, and Robert Sheridan

Doors open at 6:00 pm, workshop starts at 6:30.
Drinks afterwards for those interested at a nearby pub. 

To download the handout, click here.

Location: Osaka Municipal Lifelong Learning Center - Umeda (Dai-ni Ekimae Building, 6F, Rm 2 総合生涯学習センター 梅田) Guide to Location: Link to meeting location


Educators of the 21st Century are realizing that teaching with the aim of student success involves more than disseminating information to students. Rather, students need to be fully engaged in order to maximize their learning potential.

In this workshop, participants will experience various practical and effective instructional strategies that facilitate students’ engagement in learning activities.

The workshop will begin with energizing community-building activities that assist teachers in focusing student attention. It will then transition into practical instructional strategies that promote student-based learning.

All of the strategies discussed can be implemented immediately in the classroom, and will help foster sustained and substantive student success.

Laura Markslag is currently a lecturer at Osaka Gakuin University. She received her M.S.Ed. (TESOL) from Temple University Japan and has taught students of all ages and abilities in North America, Europe, and Asia over the past 15 years. These experiences have lead to her interests in developing and implementing authentic teaching materials, technology-assisted learning, and cross-cultural communication. A reflective practitioner, Laura empowers her students through autonomy and creativity. Strongly believing in the value of community involvement, Laura has served as an officer of Osaka JALT from 2009 to February 2012, and again from April of this year after returning to Osaka after a year of maternity leave back in her native Canada.

Scott Badiuk is certified by the Ontario College of Teachers in Canada at the Intermediate/Senior Level. He received his B.Ed. from York University, an Honours B.A. and B.A. from Wilfrid Laurier University in Waterloo, Ontario. He completed a diploma with honours in Business Management at Fanshawe College in London, Ontario, working for an international transportation company in operations management for five years before transitioning his skills into the education sector. Scott is passionate about the field of psychoanalysis and its application to learning engagement and classroom management.

Robert Sheridan is an EFL and business instructor at Otemae University and Kinki University. He received his M.S.Ed. (TESOL) from Temple University Japan, his B.Ed. (Secondary Business Education) from the University of British Columbia and his Honours Bachelor of Commerce from McMaster University. With 13 years experience teaching English in Japan at the university, high school and junior high school levels, he is skilled in the design and implementation of classes that address the needs of EFL learners. Robert has served as the program chair of Osaka JALT since September 2012. His research interests include vocabulary acquisition, extensive reading, motivation, and assessment.