Sunday, January 03, 2016
Saturday, November 21, 2015
A case study for the integration of technology into required english at at Japanese university
A Powerpoint presentation presented at E-Learn 2015, Waikoloa Beach Marriott Resort & Spa, Kona, Hawaii, Oct 20-22, 2015.
Integration of technology into efl instruction a case study for required english classes at a japanese university
Presented at E-Learn 2015, World Conference on E-Learning, Waikoloa Beach Marriott Resort & Spa, Kona, Hawaii on October 20-22, 2015.
New Music Technologies: Platforms for Language Growth Through Content
Presented at E-Learn 2015: World Conference on E-learning, Waikoloa Beach Marriott Resort, Oct 20-22, 2015 at Kona, Hawaii.
New Music Technologies: Platforms for Language Growth Through Content
Presented at E-Learn 2015: World Conference on E-Learning at Waikoloa Beach Marriott Resort, Oct 20 - 22, 2015.
Friday, November 20, 2015
Exploring intercultural competence through language experience in world music
Presentation for Spain TESOL 2011 Conference, Universidad de Deusto, Bilbao, Spain, March 9-11, 2011
Sunday, January 18, 2015
The significance of language to multiracial individuals and to their identity, Part II (near final)
The significance of language to multiracial individuals and to their identity part II (Jan 18, 2015).
This is the nearly final version of a joint research paper by David L. Brooks, Associate Prof. Kitasato University, Sagamihara, Japan, and Mikio A. Brooks, Associate Prof, Asia University, Musashisakai, Tokyo.
The paper will be published in the annual Kitasato Review, the research publication of the College of Liberal Arts and Sciences at Kitasato University, Sagamihara, Japan. It is the second in (at least) four-part, multiple section research paper by David Brooks and his elder son, Mikio.
ACE-ID 2015: The Asian Conference on Education and International Development Inaugural Meeting, March 29-April 1, Osaka, Japan
ACEID2015
Osaka International Convention Center, Osaka, Kansai Region, Japan
Sunday, March 29, 2015 - Wednesday, April 1, 2015 (All Day)
Abstract Submission Deadline: February 1, 2015
Registration Deadline for Presenters: March 1, 2015
Publish before a global audience. Present in a supportive environment. Network and create new relationships. Hear the latest research. Experience Japan. Join a global academic community.
This international and interdisciplinary conference will bring together a range of academics and practitioners to discuss new directions of research and discovery in education and international development. As with IAFOR’s other events, ACE-ID2015 will afford the opportunity for renewing old acquaintances, making new contacts, and networking across higher education and beyond.
Conference Theme: “Education, Power and Empowerment: Education as an Instrument of Global Transformation”
In this conference – one of a series of five held in 2015 on education, power and empowerment – participants are invited to explore and question the ways in which education can become an instrument of global transformation. Abstracts should address one or more of the streams below, identifying a relevant sub-theme:
Streams:
- Education and Socio-Economic Development
- Education and Development: Local and Global/Domestic and International
- Education: Public & Private Partnerships
- Economics and Management of Education
- Literacy: Poverty and Sustainability
More information on our conference theme and sub-themes.
Why join an IAFOR conference?
Monday, February 03, 2014
Layering Language Skills Through Video Storytelling
V Layering Language Skills
Through Video Storytelling
by
David Lewis Brooks
Published in The Word, Hawaii TESOL Newsletter, Vol 23 (2), February, 2014, pp. 7-8
This article illustrates an
instructional use of video as text and tool in the classroom for building
language mastery. It introduces a teaching activity called video storytelling.
This technique is useful for building students’ mastery of action verbs,
cognitive and emotional vocabulary, sequencing words, voice, and presentation
skills through the oral language technique of narrative layering.
Definition
of Video Storytelling
A video segment, when carefully chosen, is a
holistic, meaning-focused genre of linguistic discourse, which can be used to
great advantage to teach lexical, syntactic and discursive features of the
language. Often its full range of interpersonal communication (style,
non-verbals, mood, register and voice) in an authentic cultural context affords
the teacher and the learner a wealth of additional language learning
opportunities. The purpose of this short article is to introduce video
storytelling, a method for using video as text and tool in the classroom for
building language mastery. This description will focus on the instructional
process for video storytelling called cumulative layering, a method for helping
students develop mastery of narrative discourse at multiple levels of English
proficiency.
Language teachers often rely on and recognize
the importance of storytelling. Yet, how often do we really challenge our
students to master this form of discourse? Video storytelling is an
instructional technique for helping students develop narrative skills and to
polish the telling of their stories. A simple definition follows. Students
watch a brief video segment full of both action and dialogue. They are guided
to fully comprehend both the linguistic, social and visual content. Then they
are coached by the teacher to challenge themselves in five main ways of
retelling this narrative: 1) summarization, 2) description of the action and
setting, 3) description of the speech, thinking, and the emotions of the
characters, 4) description of the events in linear or logical sequence with
discourse markers, and 5) the combination of all of the above. There are many
opportunities for creative expression within a linguistic framework that is
both challenging and attainable for all students at any level.
The Process of Layering the Story
To begin, the students watch a carefully
chosen brief video segment a number of times and are guided to fully comprehend
the linguistic, social and visual content. The students are then coached over
several sessions to pull out or the teacher may provide the main story
elements, which they will deal with in telling their own version of the story.
After the students can smoothly recount the basic events (summary) of the
story, they select another linguistic or content element to add to the
retelling. Then, they practice retelling the story with this new layer. With
continued additions of elements and an increase in sentence length and
complexity, the story becomes more entertaining and complete. Next, the
teachers will have the students listen to each other’s telling and give
specific feedback about mastery of that element. When possible, the students
should record their live re-telling (from memory without notes), so that they
can individually or in pairs listen and assess their progress.
The
teacher can give specific feedback by “listening in” or reviewing the
recordings or conduct a random group storytelling. In this way, the teacher
picks five students and shuffles them. Then the first student begins to tell
the story, at any random point, the next student is called on to continue the
narrative, and then followed by the next students. Further, the storytellers
should be taught to increase the complexity of sentence structure by getting
them to combine sentences in various ways, including the use of coordinating
and subordinating conjunctions. Finally, the students add discourse markers to
the narrative to aid the listener. Once a benchmark is achieved, the students
can be challenged to vary the storytelling by altering the point-of-view,
tense, use of reported speech (actual dialogue), and their spoken acting
voices.
Depending on the level of students, the
amount time allotted for the project, and the goals of the storytelling project,
the teacher can consider any or all of the following criteria in planning a
video storytelling as a classroom activity or major performance project.
Analysis of Story
and Language Elements
|
|
a. summary of the main events
|
b. descriptions of action/ setting / situation
|
c. description of the characters’ appearance, attitudes, and
behaviors
|
d. use vocabulary to describe their
speech and communication behaviors
|
e. description of the emotions
|
f. significant time / cause/effect relationships
|
g. cultural dimensions (social roles non-verbal behaviors,
values and perceptions)
|
h. plan for relating sequence, perspectives
|
i. plan for language variations (tense / voice, point-
of-view, etc)
|
j. find opportunities for creativity and fun
|
What qualities does the teachers consider when
choosing a video for storytelling?
Hollywood movies can be used, but they are often too long and
complicated. Also, the students may already be familiar with a well-known movie
and may have seen it in their native language. Therefore, it is useful to make
use of English language educational videos that provide some conflict
situations, and which may also create the need for interpretation.
In conclusion, the video storytelling project can be integrated it into
ESL courses at various levels. It can be done as individuals or as a group or
team performance.
The Poster Talk: Using Research to Integrate Skills
The Poster Talk: Using Research to Integrate
Skills
by
David
Lewis Brooks
http://www.hawaiitesol.wildapricot.org/Resources/Documents/Feb%202014.pdf
Presented at the Hawaii TESOL Conference, February, 2008.
Published in The Word, Hawaii TESOL Newsletter, Vol 23 (2), February, 2014, pp. 13-14
Presented at the Hawaii TESOL Conference, February, 2008.
The
Poster Talk is a powerful technique for getting ESL students to read
non-fiction with eagerness and cumulative understanding, while further
integrating all four language skills. A poster talk session by students at
almost any age and ability level can serve as an exciting culmination of
independent reading and writing, directed toward a meaningful integrated
research project.
Getting
ESL and EFL students to read a variety of genres is essential to their
development of reading skills. Moreover, expanding the breath and quantity of
reading materials and broadening their avenues of response to the materials
give the students opportunities to utilize and polish the other literacy skills
as well. With the use of appropriate children’s fiction and young adult
literature, the narrative itself will usually draw students into the story,
especially when cooperative, interactive and holistic language learning
activities are involved. But how can we get our ESL students with limited
proficiency to read non-fiction with as much eagerness and with the cumulative
understanding that enables them to achieve multiple literacy learning
experiences?
Capitalizing on students’ individual interests
for content-area research to create and present an oral poster presentation is
a great project for achieving the integration of reading with the other
language skills. Either as individual research projects or as part of an
integrated thematic unit or over-reaching project, students can select an area
of interest and importance, such as “how safe are imported foods”, or “why do
some whales and dolphins appear to kill themselves.”
To give the research project a strong focus and
a meaningful goal, the students need direct their efforts on finding and
reading materials that can help them formulate, and also answer, the essential
questions related to their chosen topic: the core questions. Generating four
main core research questions about the topic and making complete, but succinct,
answers to each of these questions, gives each student a directed purpose and a
manageable goal. Because they will present their research during a poster
session, students will need to summarize core ideas, design a stimulating
visual display, practice giving an oral talk about the most important findings
of their research, and also to act as good listeners and engage in asking
questions to other poster presenters. By way of performance, multiple poster
session presentations can occur simultaneously with one set of students making
a rehearsed summary of their work in English while other ‘visitor’ students
listen and ask questions. Later, their roles are reversed. After the Poster
Talk session has concluded, the completed posters make an exciting and
memorable wall display that continues to highlight the students’ learning.
In conclusion, the Poster Talk provides for
maximum effective integration of language skills with content-area learning.
New Music Technologies: Platforms for Language Growth Through Content
1
In L. Bradley & S. Thouësny (Eds.), CALL: Using, Learning, Knowing, EUROCALL Conference, Gothenburg, Sweden,
22-25 August 2012, Proceedings (pp. 1-5). © Research-publishing.net Dublin 2012
New Music Technologies:
Platforms for Language Growth Through Content
David L. Brooks*
Kitasato University, Minami-ku,Sagamihara, Japan
Abstract. This educational showcase highlights some of the musical applications and
devices that run them for adding music-related content and instructional activities to the
foreign language (FL) classroom. Actual instructional uses for these mobile information
and communications technology (ICT) devices such as the iPod, iPad, and iPhone, and
music apps are introduced, and guidelines for what to consider in making program
decisions for adopting such technology are given. Features of a classroom environment
that supports language growth, creative self-expression, and increased intercultural
competence are special considerations.
Keywords: content-based instruction, music apps, music technology, content and
language integration, CLIL.
1. Introduction
Music is a form of universal expression and communication that offers an emotionally
satisfying, intellectually stimulating, and culturally uplifting vehicle for learning
language. Music is individual and global, while ranging from seriously philosophical to
outrageously fun. No doubt, it is also an important part of the lives of foreign language
students. Yet, those who take a foreign language at university, especially a required
course, may be disappointed to find the same tired approach to language teaching that
has exhausted them with myriads of grammar rules and vocabulary words to memorize,
and with content divorced from their own daily realities. However, when the essential
elements of that foreign culture, i.e., the way people think, what they do, what they
eat, and what they listen to – their music – are made available to the learners as objects
to explore, they can become enthusiastic about learning the language through life and
physical interaction with the other culture.
The advent of content-based language units and courses into foreign language
curricula is a welcomed development. Music is a special form of human communication
* Contact author: mha00357@nifty.com
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that has now become even more ubiquitous, a more accessible form of self-expression
and social identity, and a more interactive mode of intercultural communication, thanks
to innovations in technology. As a content area for learning a foreign language, music is
an art form, a personal avocation, and a common cultural element. It affords teachers the
opportunity for interdisciplinary thematic approaches that are historical, anthropological,
literary in viewpoint, and that apply the principles of musicology and musicianship
to the language learning experience, while also being intrinsically motivating. The
myriad of forms of musical expression open up possibilities for exploration of music’s
interrelationship to language with its traditions of narrative, poetic, and theatrical genres,
and for delving into a deeper examination of intercultural values. It is not necessary to be
a musician or music teacher to take advantage of music’s attraction and its power to elicit
emotional and intellectual engagement. The emergence of new mobile communication
devices and interactive media technologies have expanded the classroom’s boundaries
beyond the walls of the school building, permeating into students’ lives well beyond the
classroom, where music occupies a large space.
2. Methodology
This educational showcase highlights some of the musical applications and devices
that run them for adding music-related content and instructional activities to the FL
classroom. Actual instructional uses for these mobile ICT devices such as the iPod,
iPad, and iPhone, and music apps will be introduced and guidelines for what to consider
in making program decisions for adopting such technology will be given. Features of
a classroom environment that supports language growth, creative self-expression, and
increased intercultural competence are of special considerations. In addition, provisions
for successful integration of music content and skills into the language curriculum
development will be addressed. Those with a strong interest in music or those wanting
experience in the use of these forms of mobile technology for language teaching have
a wide range of instructional tools and techniques to choose from.
3. Instructional focus
The rapid emergence of new mobile communication devices and interactive media
technologies has expanded the classroom’s boundaries beyond the walls of the school
building, permeating into students’ lives well beyond the classroom. Addressing instruction
that supports language growth, and creative self-expression is a special consideration.
A major focus is on ascertaining the factors conducive to developing intercultural
competence via music-related content through the use of computer tools, and computer
mediated communication technology, as well as the voice, body and instruments.
Developing cognitive skills and fostering academic growth are important facets of
the content-based foreign language course in music. While learning strategy instruction
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New Music Technologies: Platforms for Language Growth Through Content
is primarily focused on language, it is also the responsibility of all teachers of any
students and especially at the college level to teach learners to use their minds. Language
teachers in content-based courses can teach EFL students to think critically, to reason
logically, to employ fluency, creativity and flexibility in their mental processes, to
establish habits of mind that help them infer the main ideas, draw conclusions, and
summarize effectively.
Clearly there is strong overlap with these goals and learning strategy instruction.
Yet there should be definite plans for teaching these skills through directed instruction,
modeling, think-aloud activities (verbalizing one’s own thinking process), and cognitive
organizational techniques, such as mind mapping, semantic threads, brainstorming,
graphic organizers, recognition of discourse markers and patterns of logical discourse.
Recognizing and validating cross-cultural differences in situated cognition (Oxford,
1990, p. x), the notion that the development of knowledge is defined, framed and
influenced by the cultural context of the learners and the nature of the learning and
its meaning within that culture, is vitally important. Moreover, helping students learn
about and appreciate how other people of the world think through understanding their
music, its values and forms of expression is an admirable and achievable undertaking
for a content-focused, strategy-based, intercultural course in world music.
Promoting a global perspective and building intercultural competency is particularly
feasible in a content-based course in world music. The intercultural dimensions almost
inherent in such a course provide avenues for teaching students about diversity and can
open doors to cross-cultural understanding. The nature of the content affords students
to look for similarities or universalizabilities among humans through their musical
cultures and then to develop an appreciation for diversity by looking at the reasons
for the differences. Such instructional activities can take the form of world music
discovery tours via the Internet, Prezi poster presentations, songwriting and musical
compositions in the Orff style, and other music-based projects. The essence of the goals
for promoting an intercultural perspective should include: 1) Developing respect in
our students for the cultures and values of other ethnic groups as well as an increased
understanding of their own; 2) Helping students appreciate human similarities as well
as differences; 3) Providing opportunities for students to experience people’s different
ethnicities and an exposure to the diversity of world cultures in positive and supportive
ways; 4) Demonstrating active efforts to understand and redress issues of intolerance,
inequality, prejudice, and social inequities; 5) Nurturing in students the ability to
contemplate environmental and social problems, assess different perspectives on moral
issues, and to seek compassionate and just solutions (Meyers, 1993, p. 103).
4. Discussion and conclusions
Some actual instructional uses for these mobile ICT devices were illustrated with
guidelines for what to consider in making program decisions for adopting such emerging
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David L. Brooks
and still rapidly evolving technology. In addition, provisions for successful curriculum
development and making instructional accommodations for the accompanying new
technological competencies in the face of such rapid development of globally available
mobile learning technology tools were addressed; in particular a framework for assisting
ICT resource managers, training specialists and educational administrators in making
commitments to and in implementing new mobile media was included.
Content-based instruction, especially with a cross-disciplinary field such as
ethnomusicology, affords the opportunity to simultaneously teach for content mastery, to
support language acquisition, to enhance application of language learning strategies, to
foster cognitive growth, and to build a global perspective while increasing competency
in intercultural communication. Enthusiasm and commitment are vital and determining
forces in learning; therefore, it behooves us all to teach something we truly enjoy and to
reap the rewards of attempting the challenge of significant learning in our classrooms.
Teaching resources
World music textbooks
Broughton. S. (2000). World Music: 100 Essential CDs – The Rough Guide. Penguin Books. Useful
reference on influence and trends of ethnic music on world music of today; includes discography.
Related CD collections are available separately.
Lieberman, J. L. (1998). Planet Musician: The World Music Sourcebook for Musicians. New York:
Hal Leonard. Includes CD featuring practice material and technical exercises.
Reck, D. (1997). Music of the Whole Earth. Da Capo Press.
Walther, T. (1981). Make Mine Music! Little, Brown & Company. Description of the families of
musical instruments and plans for making a variety of simple ones.
Wilson, C. (Ed.) (1996). The Kingfisher Young People’s Book of Music. New York: Kingfisher
Publications. Short articles and abundant visual images; written for children; covers all types of
music; more appropriate for reference than textbook.
YouTube offers a wide assortment of vocal and instrumental music from various countries.
Audio Recordings
Smithsonian Folkways World Music Collection – CD anthology of 28 sample provides an
excellent resource for class or independent student listening. Find them at your favorite music
store or go to http://www.folkways.si.edu
The Rough Guide Series (World Music Network) – CD collections on specific geographic areas,
highlights traditional and current world music stars http://www.worldmusic.net
Internet and iPad Resources
Indiana University Music Resources for Ethnomusicology http://www.music.indiana.edu/music_
resources/ethnic.html
iPhone or iPad apps: World Music, GarageBand, studio.M, Componendo, various instruments
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Worldwide Music Podcasts – access to playable samples of all kinds of music (or purchase) http://
www.mondomix.com, http://www.pbsfm.org.au/world
References
Meyers, M. (1993). Teaching to diversity: Teaching and learning in the multi-ethnic classroom.
Toronto: Irwin Publishing.
Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston: Heinle
& Heinle.
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Monday, February 11, 2013
Language Experience in Music for ESL, Workshop at Hawaii TESOL, Feb. 16, 2013
Summary:
Breathe new life into ESL classes by capitalizing on the power of music for self-expression and social communication. This workshop focuses on music as both content and process for developing classroom instruction and task-based projects. View sample lessons and locate resources for both low tech and high tech music-related activities.
Full Abstract:
Resources:
Making Instruments:
Shakuhachi: the Japanese bamboo fluteHow to make a PVC (plastic pipe) shakuhachi
http://www.fides.dti.ne.jp/~sogawa/englishpagepvc.html
What does the shakuhachi sound like? Listen to a beginner player.
http://www.youtube.com/watch?v=BjJ6DomgoA8
How to play the shakuhachi (Japanese bamboo flute)
http://www.youtube.com/watch?v=0lupPlCAkao
The ESL Teacher’s Hands-On Guide to E-Learning through Moodle
These links are used in the The ESL Teacher’s Hands-On Guide to E-Learning through Moodle workshop, given at the Hawaii TESOL 2013 Conference, held at the University of Hawaii, Hilo Campus, on February 16, 2013.
Summary:
The
workshop guides teachers in hands-on steps involved in setting up,
adding basic content, and managing an online course using Moodle. The
presenter shows how to build e-learning activities and integrate
assignments that make an online classroom either a small part or an
integral component of anyone’s teaching.
Full Abstract:
This
workshop takes teachers through the basic steps for setting up,
constructing activities, and managing an online course using Moodle.
The free Moodle hosting service, Educadium, can be simple startup for
organizing online learning. The presenter explains what a learning
management system (LMS) like Moodle offers. He provides guidelines
for integrating an online component to your teaching, and leads you
through hands-on steps to accomplish the enrollment of students,
organizing the course content, and collecting and grading
assignments.
Moodle
has become an increasingly popular learning management system for
schools and colleges, which exceeds its expensive rivals, Blackboard
and WebCT. Not only is it free Open Source software, but it is based
on social constructivist theory. There is a simple-to-use test-making
module within it for creating powerful online tests that include use
of media files, multiple question formats, and both simple and
sophisticated grading functions. Further, it has several useful
activity modules for enhancing communication and student-teacher
feedback, such as the forums, workshops, and surveys.
The
presenter uses Moodle to guide freshmen college students in Japan
learn international communication in an EFL course. The workshop is
appropriate for teachers of any experience level wanting to add
online components to a course or for those who want a fully online
classroom. Since it is free to start and develop the course, you can
begin small and build up your repertoire of skills and the level of
student involvement. Resources and guidance for integrating your
instructional activities into an online classroom are introduced.
Workshop links'
A sample course for discovery and practice
http://edvantix.ninehub.com
Educadium Sample Courses
http://campus.educadium.com/
Create your own Moodle Courses (free for up to 25 participants(
http://www.educadium.com/
Workshop links'
A sample course for discovery and practice
http://edvantix.ninehub.com
Educadium Sample Courses
http://campus.educadium.com/
Create your own Moodle Courses (free for up to 25 participants(
http://www.educadium.com/
List of Quick Start Links:
- Quick Start Guide to Moodle - a one-page beginner's guide and overview (Colby-Sawyer College)
- AUB's Moodle Tutorial and Tips page - absolutely the best starting point
- Teaching with Moodle (Moodle.org Docs page)
- Teaching Documention (Moodle.org Doc page)
- E-learning MyMoodle Tutorial Books, American University of Beirut (AUB)
- Moodle Quickstart Guide for AUB Faculty - PDF 836 Kb
- Treadwell.cce.cornell.edu | MOODLE Documentation - video lessons for students and teachers
- Video Tutorials on how to use Moodle (go to the Learning Moodle (Making Hybrid Classes section) and login as guest) - There are a series of many video tutorials on each major step of making a Moodle course.
- Example of a course teaching checklist - part of the Lappian Moodle site of tutorials and useful Moodle information
Try it out for yourself. These answer the question: Where can I actually try Moodle?
- Moodle.org Demonstration Site
- Educadium (sample course ) http://campus.educadium.com/leilaniakia/ You can create your own instant Moodle site and add courses at Educadium.com It's free (but may become limited soon). You'll have full admin rights which is great to find out what features and capabilities exist, but it can be a bit daunting - at first. Use the basic tutorials (text and video) first to understand the basics of using and setting up a course and activities with it.
- D.Brooks' Edvantix.ninehub.com -- The Moodle Training Course for ESL Teachers is a course that already exists - so set-up isn't needed. You'll be a TEACHER once you sign up and have the rights to add content and create activities. Ninehub.com is no longer offering free hosting for small classes (25 students). However, you can still do so at Educadium http://www.educadium.com/educadium/app/wizard.php?mode=wizard
- Try setting up some Moodle activities. Remember in some cases, you may need to upload some necessary files( Office documents, audio or video media, etc) in the Files areas.
Part Two: Creating a Quiz in Moodle
The Quiz activity module allows the teacher to design and build quizzes consisting of a large variety of Question types, including multiple choice, true-false, and short answer questions. These questions are kept in the Question bank and can be re-used in different quizzes.
Step 1 Creating the Question Bank
Category of questions
Step 2 Create a question
Select type of question
Question Text
Basic Question Setting (Score / penalty, etc)
Question Answer Choices (choices, score, feedback)
Step 3 Create Quiz Activity
Name, date, time, attempts, shuffle, etc
Step 4 Add questions you made to Quiz Activity
Step 5 Take the test (preview / revise / check)
The online documentation for the Quiz Activity (module) in Moodle can be viewed at:
http://docs.moodle.org/24/en/Quiz_module
Here is a handout on how to create a Moodle quiz:
http://www.essex.ac.uk/elen/staff/moodle/pdf/quizzes-moodle.pdf
How to Create a Quiz in Moodle
http://www.youtube.com/watch?v=dNVTrD5O1qc
Saturday, November 24, 2012
Embracing the Challenges of Upheaval in Japanese Higher Education Today
激変する日本の高等教育 : 難局を乗り越えるための7つの改革事案Embracing the Challenges of Upheaval in Japanese Higher Education Today
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