Venue: Room C Ground Floor, Victory Hotel, 141 Nam Ki Khoi Nghia, District 3, HCMC, Vietnam
Time: 1:30 p.m.- 3.45 p.m. Friday 24 May 2019
Time: 1:30 p.m.- 3.45 p.m. Friday 24 May 2019
Pre-conference Workshop Facilitators
Professor John Macalister
John Macalister is Professor in Applied Linguistics at Victoria University of Wellington, New Zealand. He has worked in ELT as a teacher, teacher educator, and research-active academic in many parts of the world, including Thailand, Cambodia, Singapore, Malaysia, Kiribati, Namibia, and New Zealand. His chief interests are in language teaching methodology and language curriculum design, and he has published (with Professor Paul Nation) two books in this field: Language Curriculum Design, and Case Studies in Language Curriculum Design, both with Routledge.
John is also Associate Dean (International) in the Faculty of Humanities and Social Sciences, and in this role works closely with universities and language education providers in Vietnam.
John is also Associate Dean (International) in the Faculty of Humanities and Social Sciences, and in this role works closely with universities and language education providers in Vietnam.
Session 1 (1:30 p.m. - 2:30 p.m.) Promoting meaning focused output through extensive reading
One of the criticisms of extensive reading is that it can exist as an isolated component of a language learning programme. Teachers who are concerned about this criticism need to think of ways in which they can integrate extensive reading into the rest of the programme. One possibility is to link this type of reading to other tasks. This workshop will begin with a brief overview of extensive reading, followed by a discussion of meaning focused output. Participants will then experience an output activity (the Say It activity) and consider the features of this activity as they design their own example based on a short text.
One of the criticisms of extensive reading is that it can exist as an isolated component of a language learning programme. Teachers who are concerned about this criticism need to think of ways in which they can integrate extensive reading into the rest of the programme. One possibility is to link this type of reading to other tasks. This workshop will begin with a brief overview of extensive reading, followed by a discussion of meaning focused output. Participants will then experience an output activity (the Say It activity) and consider the features of this activity as they design their own example based on a short text.
Professor Richmond Stroupe
Prof. Richmond Stroupe has worked with university and professional language learners from Asia since 1989. He received his Bachelor of Arts from Wake Forest University (USA) and has a Master’s of Science from Florida State University (USA). He received a PhD in International Comparative Education (Administrative Policy and Planning) from the University of Southern California (USA).
Richmond is currently the Chair of the Master’s Program in International Language Education: TESOL at Soka University, Japan. He is professionally active in Japan, with the Japan Association for Language Teaching as the Chair of the association’s International Affairs Committee, and internationally, with TESOL Organization in the United States, as the outgoing Chair of the Standing Committee on Standards, and in Cambodia with CamTESOL, as a member of the international mentor group and Conference Planning Committee. Also, he is the Editor-in-Chief of the IDP Education sponsored Language Education in Asia publication, an internationally peer-reviewed online journal focusing on language education research and practice in the region.
He actively conducts workshops, publishes and presents on professional activities and research projects, which currently include the use of international standards as internal evaluative tools, teacher collaboration, and the investigation of student expectations, motivation and perceptions of language learning in varying national contexts in Asia. His research interests also include teacher education practices, curriculum and professional development, and developing learners’ critical thinking skills.
Richmond is currently the Chair of the Master’s Program in International Language Education: TESOL at Soka University, Japan. He is professionally active in Japan, with the Japan Association for Language Teaching as the Chair of the association’s International Affairs Committee, and internationally, with TESOL Organization in the United States, as the outgoing Chair of the Standing Committee on Standards, and in Cambodia with CamTESOL, as a member of the international mentor group and Conference Planning Committee. Also, he is the Editor-in-Chief of the IDP Education sponsored Language Education in Asia publication, an internationally peer-reviewed online journal focusing on language education research and practice in the region.
He actively conducts workshops, publishes and presents on professional activities and research projects, which currently include the use of international standards as internal evaluative tools, teacher collaboration, and the investigation of student expectations, motivation and perceptions of language learning in varying national contexts in Asia. His research interests also include teacher education practices, curriculum and professional development, and developing learners’ critical thinking skills.
Session 2 (2:45 p.m. - 3:45 p.m.) Developing students’ autonomy through professional development for instructors
The development of student autonomy results in benefits for students far beyond the classroom. Yet many instructors at the secondary and tertiary level do little to develop this characteristic of their students, and in some cases, are skeptical that such development is even possible. Based on the literature examining teachers’ beliefs and how they impact what happens in the learning environment, this workshop will provide the participants opportunities to examine their own beliefs about the feasibility and usefulness of developing student autonomy. In addition, participants will examine definitions of student autonomy, and how they can be practically applied to the development of educational activities. Participants will also have the opportunity to discuss strategies to overcoming cultural and institutional obstacles to developing student autonomy in their contexts. This collaborative workshop will provide the participants with multiple opportunities to compare their experiences with their colleagues, express their concerns, and receive recommendations on how to successfully implement the development of student autonomy in their home teaching environments.
The development of student autonomy results in benefits for students far beyond the classroom. Yet many instructors at the secondary and tertiary level do little to develop this characteristic of their students, and in some cases, are skeptical that such development is even possible. Based on the literature examining teachers’ beliefs and how they impact what happens in the learning environment, this workshop will provide the participants opportunities to examine their own beliefs about the feasibility and usefulness of developing student autonomy. In addition, participants will examine definitions of student autonomy, and how they can be practically applied to the development of educational activities. Participants will also have the opportunity to discuss strategies to overcoming cultural and institutional obstacles to developing student autonomy in their contexts. This collaborative workshop will provide the participants with multiple opportunities to compare their experiences with their colleagues, express their concerns, and receive recommendations on how to successfully implement the development of student autonomy in their home teaching environments.
