Ibaraki Chapter September Meeting
Presentations:
Morning
- Education never ends: Language acquisition post-academia and the Dutch “permanent education” policies for official (certified) translators/interpreters (11:00~12:10)
by Jeroen Bode, The University of Tsukuba
Afternoon
Multi-step course design for aiding students in the development of critical thinking competence and dialogic discourse (14:00~16:10)
by David Gann, Tokyo University of Science
- Business Meeting (16:20~17:00)
Saturday, September 10th, 2016, 11:00~17:00
Doors open at 10:30. No Pre-registration necessary!
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JALT Ibaraki chapter meetings are open to all interested in learning and teaching languages.
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Abstracts and Biographies:
Education never ends: Language acquisition post-academia and the Dutch “permanent education” policies for official (certified) translators/interpreters (11:00~12:10)
by Jeroen Bode, The University of Tsukuba, Official translator/Interpreter Japanese (The Hague: Palace of Justice)
Abstract:
Considering how official translators in the Netherlands uses their specific language combinations as communication tools in their work, I will speak on the topic of permanent education (continuing professional education (CPE); Jarvis explains this in his book in further details; 1995, p. 28) required of these groups of translators. Traditionally, medical doctors were already required to keep track of new medical discoveries and technologies. Since 2009 ([Dutch]: Raad voor Rechtsbijstand, Oktober, 2015) also for official translators it is mandatory for their registration renewal to undertake education. In this presentation, I will discuss this new development in further details.
Bio Data:
Jeroen Bode began working at Tsukuba University as a lecturer in 2005 and was promoted to assistant professor in 2012. From 2007 he began working as an independent official translator of Japanese. His translation work led him to redirect his attention to applied language skills during the process of translating and let to include forensic linguistics as his major academic interests. He received his M.A. in Japanese language and culture in 1996 from Leiden University in the Netherlands.
Multi-step course design for aiding students in the development of critical thinking competence and dialogic discourse (14:00~16:10)
by David Gann, Tokyo University of Science
Abstract:
David Gann will report on the first in his multi-step course design for aiding students in the development of critical thinking competence and dialogic discourse. These steps include (1) intake of explicit instruction in argument analysis delivered via podcast; (2) completion of two types of online text reconstruction exercises specially designed to facilitate noticing of (a) salient textual features associated with various premise-conclusion constructions; and (b) dialectical discourse items used in professional, academic and civil discourse; (3) online discussion threads concerning either (a) issues raised in the textbook during Freshman English; or (b) problem solving, hypothesis testing and data interpretation during subsequent Integrated Skills courses; and collaborative writing via online documents; (4) speaking tests, during which students draw upon their recent discussion thread communications; and (5) assessment based on the use of the aforementioned language items, followed by meaningful feedback. The presenter will explain the rationale behind the various steps; pedagogical considerations that informed various technological aspects of production and delivery; how the podcast material was connected to in-class activity; and how well the course design was received by our students.
Bio Data:
Originally from the U.S., David Gann moved to Japan and began teaching in 1996, after earning an M.A. in English literature. In 2010, he began co-producing Critically Minded Podcast. That same year he also co-founded JALT Critical Thinking SIG, in which he currently serves as SIG Coordinator. Since 2012, he has taught as Assistant Professor at Tokyo University of Science, where he has continued to develop materials for critical thinking instruction. In 2013, he completed a second M.A. in Educational Technologies and TESOL at the University of Manchester, and recently, he completed a pre-doctoral course at Open University in Milton Keynes, where he plans to continue studying, via distance learning, in 2016. His main interests include critical thinking instruction, CALL and learner autonomy.