Vol. 6, No. 1 March 1998

INSIDE

Explorations in Teacher Education

the newsletter of the JAL T Teacher Education N-SIG

~f;O)~J;VGreetings from the co-editors (contact info./~~: p. 32)

Reflection on distance teacher development through networking & writing, Paul A.

2

Beaufait . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

~Ne-~ftiliiinx;l:.-:JP-CO):i:Ji-* 'Y t-- '7--t-:,.,~i c: 5-1 T-1' :,,ti I:.~~§ c)2f~. Paul A. Beaufait, 11lBilm c. ~ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

A Report on the Teachers Develop Teachers Research 3 Conference, Susan Shi be Davis . . 9

Teachers Develop Teachers Research 3 *~~1.mffl~. Susan Shibe Davis, 11lBilllc. ~ . . 11

Try a Phonetics course in London! Madoka Murakami 13

14

14

Interview with Prof. Seiji Nagai, Japanese Teacher Educator in Gunma, translated by Cheiron McMahill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 5

1 7

What is Needed to Be a Teacher, Shino Takeuchi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 8

Amy Tsui.E\:JAL T98ffi~ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 9

Amy Tsui to Japan for JAL T98 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 9

WORD & ACTION: -1 /A->1:,., t-- • 1/7'>1- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

WORD & ACTION: Instant Theatre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1

'Practicing Action Research' b1~~0)JAL T~;!>~*~~ 0) ~ ffl~W~ :::J □ =F- 9 .b . . . . . . . . . 2 2

Proposed Action Research Colloquium for JALT '98 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

ftC"iffft~J!l~ftEIExplorations In Teacher Education: \olume 6, Number 1, page 1

fiffi=.:i.-A WORKSHOP ON ACTION RESEARCH PLANNED FOR JALT98 . . . . . . . . . . . . . . 23

NEWS FLASH: WORKSHOP ON ACTION RESEARCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 3

Register for our own Action Research 'Retreat' . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

5 ~0)CALL9-?~ 3-:; :1'!;:~fG:t.J~ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Lend a hand to the CALL teacher training workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 6

Teachers investigate their work. A book review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 8

Teachers investigate their work Wf~. Steve Cornwell, Mieko Fukushima ~ . . . . . . . . . 30

Base-UP! /-"\-.:7. · 7-:; -:1 ! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

The Teacher Education N-SIG Committee '98 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 2

~1i0) ~ ~/Greetings from the co-editors (contact info./~~: p. 32)

Hi! My name's Nobuyuki Takaki. I'm teaching at Kumamoto University Faculty of Education. I'm director of PIGATE, an ongoing teacher education program for both in-service and pre-service teachers in Kumamoto. I would like to introduce in future newsletters Japanese teacher educators working in different areas in Japan. If you know any such people, let me know. Thanks very much.

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Greetings to everyone! It's easy to criticize the newsletter but hard to put it out, I have found. My goal for this year is especially to encourage more input from Japanese and non-native English speaking members. I would love to translate your Japanese articles into English for you. Just a page about yourself, your job, your thoughts would be most welcome. Please contact me today! Cheiron McMahill

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JlCmll1J~J'fftl!/Explorations In Teacher Education: Vdume 6, Number 1, page 2

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Pipeline vortex revealed: "How odd - how wonderous!" you may be thinking - or more likely, "How come?" Astute readers ask, "So Beaufait did become co-editor of the newsletter to get himself published, didn't he?" No, he asserts, "The article I wrote was ahead of me in the pipeline before I passed through the vortex." Long story, short: See for yourself, then send your own stuff to displace this verbiage for June!

Plain English, please! It may seem odd that a feature article in the first issue of Volume 6 is written by a new co-editor of the newsletter. You may think this is because of an editorial privilege, that Beaufait became an editor to print his own writing. Well, not exactly. The short story is: He sent in the article you will find in this issue before he agreed to become a co-editor of the newsletter. Read on, and send in your own writing for the June issue. Paul A. Beaufait

We are seeking articles, commentary, interviews, poetry, profiles, reports, and reviews. May 1st is our next deadline. Write us!

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Reflection on distance teacher development through networking & writing, Paul A. Beaufait

Through reflection on a recently publicized writing process, this article highlights certain benefits of networking amongst teachers and teacher educators. The author advocates reader-writer collaboration to promote teacher development on line, in person, and in print.

After reading Chiaki Kotori and Andrew Barfield's collaborative articles in the Teacher Education N-SIG newsletter (June 1997), I asked myself: What characterizes Kotori's networking more than collegial support where she teaches? What has she gained by engaging in electronic correspondence within a broader teacher development network? How will she follow-through with local collegial support? Though she was faced with uncertainty- even experiencing feelings of inadequacy as a teacher, she has painstakingly invested in remote teacher education circles, on line and in print. Reflecting now on the

tfGi5tf;fJJ!IJ'fftEIExp/orations In Teacher Education: Vdume 6, Number 1, page J

product of her efforts, I believe Kotori (1997) recognizes her own 'symbolic' gains from the time and energy she has invested:1

• the opportunity "to receive some very helpful feedback from other teachers;" • help to "see my situation from a different perspective;" • "the opportunity to focus on the dilemma I have experienced;" • beginning "to acknowledge my learning experience as valid and potentially useful in my teaching;" • the ability "to see the change in my conception [ of the initial conflict] ... as a sign of growth;" and • deciding "to explore the alternatives." (p. 15)

What she has gained so far appears commensurate with the investment of her personal energies and resources. I can only guess at how much time and effort Kotori has put in already. What Barfield has done is openly modeled the writer-reader learning process promoted by Marie Nelson (in previous newsletters and workshops). He also has upheld the "sanctuary" (Barfield & Kotori, p. 19), while reflecting on the process and learning, sharing, and writing in return.

Some background reading has helped me put the writing experience that Barfield and Kotori have related into perspective, by allowing me to compare their e-mail/ newsletter writing project with the use of dialog journals in teacher preparation. Although the media, objectives, and timing of the two development-through-writing processes may differ, there are distinct similarities in what constitutes effective reader response. In a nutshell, this means being direct, personal, sensitive, encouraging, and attentive to issues that emerge from the dialog; sharing experiences, and being honest in expressing opinions and expectations (Brinton, Holten, & Goodwin 1993, p. 18).

In my experience, these attributes of effective response are shared not only between teachers as electronic corespondents and as dialogue journalists, but also between teachers and language-learners as correspondents and co-journalists, as well as amongst teachers in face­to-face collaboration (Edge 1992). In all of these scenarios, feedback need be neither authoritative nor emphatic (argumentative) to be

· effective.2

Brinton et al. (1993) wrote of the benefits of effective written dialog, explicitly between teacher educators and novice teachers, which "serve[s] to redefine teacher educator - novice teacher roles, creating a collaborative and collegial atmosphere" (p. 18). Expounding a teacher educator's point of view, they wrote of the power wielded through "collaborative written exchange" to bring novices "into a given knowledge community while simultaneously transforming and

t1Ci5ft"W~§rft!J/Exp/orations In Teacher Education: Volume 6, Number 1, page 4

invigorating the community ... [thus] affording the educator fresh insights ... through the eyes of one new to the community" (pp. 16-17, after Bruffee 1984).

Without casting Kotori as a novice teacher,3 I would like to convey the invigoration I sensed through the jointly published 'products' of Kotori and Barfield's collaboration, after having been through and over an extensive electronic conversation -myself recently with John McClain (1997). Barfield & Kotori (1997) have taken the dialog one step further by constructing a meta-dialogue focusing on the process itself, wherein Kotori has additional "space to find [her] own voice" (p. 18), while Barfield writes to explore his space as reader-writer. Kotori's synopsis of this meta-dialogue, or 'metalogue' if you will, echoes with new-found appreciation of the writing/learning process:

For me, this post-analysis was nothing like anything I've ever experienced in any educational setting. As we re-examined the whole process, the line. between our 'writer/reader' roles became blurred, and I began to see ... myself as an equal partner, not just a recipient of this project. By talking through the questions ... , I think I've begun to fully appreciate this learning process, which is both dynamic and never-ending. (pp. 22~23) -

The beat goes on. Towards the end of the scenario Kotori described as a tug-of-war (1997), she mentioned her plans to sit in on a local colleague's classes this coming semester, plans she hopes will bring her the opportunity "to 'feel' what it is like to use English [in communicative activities] ... by interacting with the students as a student [her]self." By taking part this way, she anticipates the discovery of "elements on both the group and interpersonal levels that are usually invisible to teacher's eyes ... " (p. 15). I am looking forward to reading all about the discoveries she makes in yet another cooperative adventure.

REFERENCES (~~3tm,U Angelil-Carter, Shelley (1997). Second language acquisition of spoken and

written English: Acquiring the skeptron. TESOL Quarterly, 31, 263-287. Barfield, Andrew (1995). Review of Cooperative development. Teacher Talking

to Teacher: The Newsletter of the JALT Teacher Education N-SIG, 3 (2), 20-22.

Barfield, Andrew, & Kotori, Chiaki (1997). A reader's perspective on giving a writer feedback over e-mail. Explorations in Teacher Education: The Newsletter of the JALT Teacher Education N-SIG, 5 (2), 17-23.

Brinton, Donna M., Holten, Christine A., & Goodwin, Janet M. (1993). Responding to dialogue journals in teacher preparation: What'~ effective? TESOL Journal, Summer 1993, 15-19. (Available [online]: http:// wwwncbe.gwu/ miscpubs/ tesol/ tesoljournal/ respondi.html [1997, September 11]).

ffc'i5ftrf~1ffthlExplorations In Teacher Education: Volume 6, Number 1, page s

Bruffee, K. A. (1984). Collaborative learning and the "conversation of mankind." College English, 46 (7), 635-652.

Kotori, Chiaki (1997). Teaching and learning: a tug-of-war? Explorations in Teacher Education: The Newsletter of the JALT Teacher Education N-SIG, 5 {2), 11-16.

Edge, Julian _(1992). Co-operative Development. Harlow: Longman. Lansley, Charles (1994). 'Collaborative Development': an alternative to phatic

discourse and the art of Co-operative Development. ELT Journal, 48 (1), 50-56.

McClain, Joh!} (1997). Interview with Paul Beaufait. Explorations in Teacher Education: The Newsletter of the JALT Teacher Education N-SIG, 5 (2), 3-8.

Peirce, B. N. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29, 9-31.

CONTACT INFORMATION (p. 32)

NOTES 1By investment of 'symbolic' resources here, I mean language, education, and friendship resources invested in "acquisition of new discourses" (Angelil-Carter 1997, p. 268; after Peirce 1995). Though Angelil-Carter cites Peirce's inv.,estment metaphor in the context of second language acquisition, relevant to spoken and written academic discourses in a university setting, it seems equally relevant to teacherly discourse acquisition in a 'virtual' (electronically networked) teacher education community. Kotori (1997) definitely has taken up the skeptron by going to print in the Teacher Education N-SIG newsletter.

2Though Barfield (1995, p. 21; 1997, p. 23) has attested to Julian Edge's (1992) cooperative development scheme, and to the difficulty of putting it into practice (1997, p. 18); Lansley (1994) has presented a fair case for emphatic debate ( challenging or contesting rather than accepting ideas presented) as an alternative to the discourse model Edge formulated. Lansley's concern seemed to be that unchallenging acceptance of ideas could reinforce negative stereotypes held by teachers. Lansley concluded with a call for teacher development research comparing cooperative and more argumentative methods (p. 56).

3Note how Barfield and Kotori exchanged "privileged" positions (19, 21-22), much as the power relationship between Angelil-Carter (1997) and her interviewee had changed when a topic shift gave the interviewee authority over the interviewer (p. 273). Whereas in Angelil-Carter's face-to-face interview the power shift had come as a surprise (p. 274), in Barfield and Kotori's electronically­mediated scenario it was a negotiated exchange of power, which establishes Barfield and Kotori on an equal footing.

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ftti5ft1JJ!l3tftl!/Explor ations In Teacher Education: Volume 6, Number 1, page 7

f~te:ffi 0) * lffl ~ ~ ~ J}. tif"t -b 0) ""t:' cv., -Q ( p. 1 8) o ¥Ui6lt,5.t~-O) t!.¢.UJ'l 6 llj~~ t J}.-Q c. BrintonW (1 r~~ ~ ~ 1: J: <Q tlHiO)~ tJ c tJ J 7'J'l t> ~Jj. lli ~ tit.: :tJ 1:-:J L, t ~fJJ.I Gt.::O)°"t:'S-Qo -f:O) El Bf..H11JJ,t,ff¥Ui6~. S-Q~□ffi~fimxt.::~~~-"ilJ<. c ~~l~----f:O)~~~I: c "? ttffg°"t:'S-Q1JJ,t,ff¥Ui60)f!,~~~1J'l G t~~~l:lfft.:: tJ;.;3:tJ~!:i-x ···fit"? t-f:O)~~~(J)i:p 1: L ,<QftJJffO);!AJfil:tJ~i'Jlff-t-Q z:. c 1:s -Qo (pp. 16-1 7, Bruffee 1984J: tJ)

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#.tifi.ft,iff!l§f.ft!!/Explorations In Teacher Education: Volume 6, Number 1, page 8

(2) Barfield (1995,p.21;1997,p.23) (iJulianEdge (1992) O)~~~ ~~tIOO~liE ~ 9-Q c ~ r;:, -t-tL~~fir;:39 ;:_ c OJ~il~ ~ aA 61J)f;: 0t.::o -1J Lansley ( 1994) (1Edge1J~fiJj.ili 0 t.::~!15-=E-:rJlr''-OJit~ c 0 --c lJAatfifJ:-:r -1

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A Report on the Teachers Develop Teachers Research 3 Conference, Susan Shibe Davis

The Teachers Develop Teachers Research 3, composed of two IATEFL N--SIGs, held its third conference (TDTR3) at Oranim School of Education (a part of the University of Haifa) on September 8--10, 1997 in Tivon, Israel. It was attended by 80 teachers and researchers from 21 different countries. During the three-day conference, there were three plenary addresses and 35 lectures and workshops in which participants discussed completed or ongoing work in the area of teacher development and research.

The plenary speakers addressed various aspects of teachers as researchers. Dr. Fred Korthagen from Utrecht University in the Netherlands spoke about teachers linking theory with practice through reflection and research. Dr. Shoshana Keiny from the University of Be' er Sheva in Israel focused on developing teachers in a community of learners, and Penny Ur of Oranim School of Education discussed action research as a part of teacher training. The conference ended with a six-­person panel which focused on issues of teacher development and research. The panel discussion included lively contributions from the audience.

The three plenary addresses were excellent, but I found the first by Dr. Korthagen the most relevant for me because I am particularly interested in how I, as a teacher, can integrate theory and practice.•

fHmJUi;~§!C{t!!,/Explorations In Teacher Education: Volume 6, Number 1, page 9

According to Korthagen, there are two myths about teacher education: first, a knowledge of the subject matter enables a teacher to teacher; seco.nd, teacher education consists of a chain: perception> interpretation > logical thinking> decision making > acting, all arising from the theories we are taught. Teachers are seen as decision makers, yet they have little time to reflect in the classroom itself. Instead, a teacher's behavior is based upon Gestalts consisting of dynamic unities of needs, thoughts, feelings, values, meanings, and actions. Teachers need to reflect upon their own Gestal ts in order to form schemata and build theory for more effective teaching. Korthagen believes that teacher education often promotes the gap between theory and practice. He argues that educators should take a more "realistic approach" in which the difference between academic knowledge and teacher knowledge is taken into account. He believes that teacher research should be based on the teacher's own needs, problems, and concerns, which arise from his/her Gestalts and actions.

The eight sessions I attended included a broad range of subjects­from detailed reports of classroom research to practical plans for using literature and writing in the language classroom. Kari Smith's presentation entitled "Teaching Teachers to Become Researchers'_' challenged some of the notions we have about teaching as a profession, professional development, reflective teaching and action research. In "Teachers as Sojourners, Teachers as Professionals," Haruko Katsura, a member of the TEN-SIG, gave an excellent report of her investigation into what qualities Japanese students look for in a teacher. The students Katsura surveyed seemed to value "hard-working" teachers most. Ralph Ings Bannell, who teaches in Brazil, discussed the relationship between research and reflection in a presentation entitled "Knowledge, Ideology and the Education of English Language Teachers." He believes reflection is necessary, but it is not sufficient to transform today's educational system. He sees this system as still organized by the "instructional objective movement" which does not allow for input from teachers and students. He called for a dramatic pedagogical shift in which students and teachers, using their own knowledge of culture and ideology, reform the curriculum. Bannell's ideas, many of which were based upon Marxist philosophy, sparked lively and often heated debates from his audience.

TDTR3 is the second regional or IATEFL N-SIG conference I have attended, and I recommend these conferences for several reasons. First, they tend to be small- less than 100 people- so the atmosphere is more informal and friendly. Teachers who attend are usually eager to share ideas and discuss their research. I still correspond with about half a

#Ciff#~~~{t!!/Exp/orations In Teacher Education: Volume 6, Number 1, page 10

dozen people I met at the first conference I attended (the IATEFL East in Istanbul in September, 1996), and we frequently discuss various aspects of teaching and research via e-mail. The Oranim conference, convened by Professor Kari Smith; was extremely well organized. Participants stayed in comfortable dorm rooms on campus and were served delicious Kosher food in the campus dining hall. Registration fees at these conferences are also kept at a minimum, and the organizers make every effort to find convenient, reasonable accommodations for anyone wishing to attend.

Conference hosts also try to provide participants with the opportunity to experience some ofthe local sites and cultures. The second afternoon of the TDTR3 conference there were no sessions so participants could go on a tour of lower Galilee, which included visits to an archeological site, an Arab school in Nazareth, a sail across the Sea of Galilee at night and dinner at a nearby fish restaurant. The last night of the conference included dinner and entertainment at a nearby kibbutz. Following the conference, participants could also take a reasonably priced 3-day tour of Jerusalem organized by Oranim. The IATEFL East Conference in Istanbul included a night cruise on the Bosporus to the mouth of the Black Sea, a demonstration of Turkish dancing and a closing banquet. Reasonably priced tours were also provided for participants.

TDTR3 in Oranim was the first Teacher Development Teacher Research conference to be held outside England. The next one is planned for Leuven, Belgium in September, 1999. IATEFL East, held every two years like TDTR, will meet in Constansa, Romania August 27-30, 1998. Unlike the Oranim conference, IA TEFL East has no specific area of focus, but it is, nevertheless, an excellent venue for sharing ideas with teachers from almost every .continent.

Teachers Develop Teachers Research 3 *~~1.J□t~is,

Susan Shi be Davis, 11ili~ c ~ IATEFLOJN-SIG=·::n:'m.6.lt'c!:tt-C~'~Teachers Develop Teachers Research 3 (TDTR3) fiffi

=.§1 § O)*~~,{ A 5I.Jl.,O)Tivonf~cfi;~Oranim School of Education (University of HaifaO)­

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Try a Phonetics course in London, Madoka Murakami

The Summer Course in English Phonetics, annually held in two weeks at University College London, offers a variety of interesting study contents and leisure acti.vities. By a twist of fate, I began teaching an introductory phonetics class here at the Prefectural University of Kumamoto last year, so I was kindly recommended to take this UCL course by some phonetics friends, and they were right!

You have a lecture on general phonetics and a seminar of articulation practice in the morning during the course. According to your background, you are divided into a small group of the practical session. As I happened to be on the topmost level, I struggled to keep up with the other classmates. As for intonation, I made many errors and had them corrected. Interestingly, intonation is what children can acquire so easily in their native language, but somehow it is extremely tough for adults learning a foreign language. ,

In the afternoon, you have ear-training or a special talk. In one of theee talks, I got impressed with the phonological explanation why an English consonant cluster in word-initial position consists of three consonants at most and why, in the case of three, it must start with an s as in spray. I like this kind of theory more than practical training.

But in fact, I had made a blunder before I got into the enjoyable London life. The next day I arrived there, I went to the wax doll museum Madame Tussaud's. While looking around inside, my wallet got lost (or pickpocketed?) and the security found it hours later. I had been sitting on the grass in Regent's Park, watching innocent squirrels running around, until I was told that all the pounds, freshly exchanged, had_ been stolen, but fortunately, my credit cards brought back to me.

Apart from that incident, London was fun. Why not do the phonetics course yourself? It's really valuable for English teachers. You can obtain

JfCi/iJfrflj!l,t{tk/Explcx ations In Teacher Education: Vd ume 6, Number 1, page 13

thorough information from UCL via the internet:

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Interview with Prof. Seiji Nagai, Japanese Teacher Educator in Gunma, translated by Cheiron McMahill

For this issue of the newsletter, I interviewed Seiji Nagai, the professor in charge of the teacher certification program at Gunma Prefectural Women's University where I work, about his opinions. I also asked one of my students to write something reflecting upon the process she went through this past year to become a junior high English teacher. I hope Japanese members will read this and be encouraged to submit work to us in Japanese about the work they do with teacher training. -Cheiron McMahill (CS)

titi5fi:;ff/!l1'tft!!IExplorations In · Teacher Education: Volume 6, Number 1, page IS

CS: Professor Nagai, what is your specific job in relation to the teacher certification program at Gunma Prefectural Women's Univ.ersity?

N: This university certifies students to become junior and senior high school teachers. I teach the courses necessary to get certified, specifically Education, Educational Sociology, and Moral Education.

CS: Historically, how did the Japanese teacher certification program come to be the way it is now?.Your personal opinion would be fine.

N: Before the war, normal schools were the center of teacher certification, but there were still many uncertified teachers. After the war, not just the universities which had been normal schools, but most universities established teacher certification programs.

That in itself is a good thing, but in fact the teacher certification programs at most universities are very much alike in their insufficiency. Monbusho aims to raise certification requirements in the near future, but I don't feel this will necessarily lead to a more structured curriculum.

CS: What are the strengths and weak points of the current system, particularly in regards to the education of English teachers?

N: In terms of English education,.with over 95% of all students continuing on to high school these days, teachers end up with some students who are negative about intellectual learning. !3ut there is no discussion of how to deal with such students. And another problem is that obviously college students are very poor in practical teaching experience, while the current situation makes it difficult to attempt to join theory with practice.

I also think that there are many differences between.learning a first and a second language, but the fact of the matter is that student teachers never get a chance to verify those differences experientially, and instead begin and end their training by with just a superficial imitation of the external aspects of a teacher's work.

CS: How do you want that system to change in the future? Why? Please refer specifically to the education of English teachers.

N: I would like it to move in the direction of fully developing multi­cultural education and education for international understanding, and toward a foreign language education that is connected to these.

tttifitt'ff~~fth/Exp/orations In Teacher Educatim: Volume 6, Number 1, page 16

CS: How do you think native speaking English teachers at Japanese schools and universities contribute or can contribute indirectly or directly to the education ofJapanese English teachers?

N: Of course by teaching pronunciation and so on, but also by giv1ng future English teachers the chance to examine and reflect upon the frameworks underlying Japanese thinking. Isn't that the great significance of having a real native speaking teacher versus watching a video?

CS: If there is anything else you would like to tell foreign English teachers, please do.

N: I would like them to voice their opinions about the role of the teacher in Japanese schools - things like the staff room and the emphasis on supervising students as they clean the school and serve the lunches, and so on. I don't mean to suggest in any way that the relation between teachers and students in Japanese schools is inferior, but I do think that at least this role needs to examined in a wider perspective.

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What is Needed to Be a Teacher, Shina Takeuchi I am a senior in college in Gunma. I passed the examination to be an

English teacher for junior high school last October. I ·am excited about becoming a teacher from this Spring, since to be a teacher has been my dream since junior high school. Also, I am thinking about what is needed to be a teacher.

In my opinion, teachers need to have two things. They are educational knowledge and practical knowledge. Educational knowledge means the knowledge about educational history, current events, and our own major subjects. Practical knowledge means the ability to manage good relations with students under almost any situations.

Among these two things which are required to be a teacher, I can not think I have both types of knowledge. I am confident to say I have a certain degree of educational knowledge, but as for practical knowledge, I do not have any confidence. The reason probably lies in the examination for applicants who wish to be teachers. Since this test mostly emphasizes educational knowledge (e.g., in Gunma I felt the emphasis was more than 50% ), candidates cannot escape the tendency to think education more important than practice.

And I am not an exception. Since we are required to pass the exam to become a teacher, I follow what the exam tells us -to emphasize my educational knowledge over my practical. Then, if we want to abolish this tendency, what should be done? In my view, if candidates had some chances at the interview to appeal about what they have done to prepare themselves to be teachers, it would work. In other words, I think applicants would think about and try to get more experience if they knew they would be asked at the interview.

titifi~'Pfi!l§r-f!E/Explorations In Teacher Education: Volume 6, Number 1, page 18

Now, there are some moves in the Japanese educational world which would seem to prove my idea right. For example, the teaching practice period for junior and senior high school will be extended from two weeks to four weeks within a couple of years. Also, some prefectures are trying to create more original interviews for applicants to see how they would deal with classroom management or discipline problems. For example, one prefecture requires candidates to give impromptu speeches in the role of school principal.

I welcome this tendency since I think teachers in the future need to have both educational and practical knowledge. Also, in my case, I intend to try to improve my practical ability by talking with students as much as possible and continuing to study myself so that I do not forget what it is like to be a student.

Amy Tsui~JAL T98ffl~ Amy B.M. Tsuif\:(;t? A 7 ~ - ~ lliJ:fiEnglish ConversationO)W~) 1J~3ijf~

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Amy Tsui to Japan for JAL T98 Amy B.M. Tsui, author of English Conversation (OUP), is coming to

JALT98 as the joint guest of the Teacher Education and CUE N-SIGs.

fUifilt'Pf~§fftgJExplorations In Teacher Education:- Volume 6, Number 1, page 19

Amy is.Chair, Professor and Head of the Department of Curriculum Studies at The University of Hong Kong, and a leading figure in the field of applied discourse analysis .. Hong Kong University is also famous for its teacher education programme and activities, as well as its curriculum development work.

Amy will be making a short tour in the week before the conference, co-sponsored by the Teacher Education and CUE N-SIGs in conjunction with various institutions;.she will also be giving a FeaturedSpeaker Workshop on Friday November 201998 at JALT98 in Omiya City, Saitama-ken, as well as two other presentations in the conference programme (one for CUE, and one for Teacher Education).

Her featured speaker workshop promises to be a very special occasion. This is a summary of what Amy will be focussing on:

Understanding classroom discourse : Insights from linguistic discourse analysis and ethnographic studies

This presentation consists of two parts. The first part is a hands-on vyorkshop in which participants will be invited to view and analyze excerpts of video-tapes of reading comprehension lessons taught ~y two English language teachers examines .. Approaches to the analysis of spoken discourse and the insights that they provide for teachers in the analysis of classroom discourse will be discussed. The 'second part of the presentation will focus on the inadequacies of focusing on the lingustic aspects of classroom discourse which constitute the "ob~ervables" of the classroom. It points out that a full understanding of the complexities of classroom processes requires a study of not only the "observables", but also the "unobservables" of classroom discourse .. Hence linguistic and ethnographic studies of classroom discourse should be seen as complementary rather than exclusive paradigms.

Details of how to register for this featured speaker workshop will be published in the pre-conference supplement with the July issue of The Language Teacher. So, plan ahead and pencil in the workshop in your diary! JALT98,Omiya City: Featured Speaker Workshop, November 20: Amy Tsui.

WORD & ACTION: 4 '/7'(y '/ ~ · ~7 (y-

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WORD & ACTION: Instant Theatre Following enthusiastic responses from teachers and students in

Tokyo and Shiga regions in previous years, Word And Action (Dorset), the storymaking 'specialists, will be returning to Japan in June/ July 1998 for its fourth visit. The company hopes to visit sc~ools and universities all over Japan inviting groups of teachers and students to make up their own stories (in English) and to join in the enactment of their stories. Although no-one is forced to participate, there are always willing volunteers for the many parts which need to be taken. Instant Theatre uses no props, costumes or special effects - everything is represented by people.

The aim of Instant Theatre is to encourage students to use the English they know spontaneously in a light-hearted way. As most teachers know, having fun with English is a great way for students to improve their fluency. Workshops can also be given for teachers to learn how to use the versatile and unique story-making technique Word And Action have developed.

Peter Ross (mailto: pross@tku.ac.jp) writes:

Word and Action are an EFL theater group They have done gigs for the /ALT Tokyo Chapter a couple years in a row, including a full day at one of our conferences a couple years back. They were one of the most popular presenters of the day. If you are interested in role-play, drama, improvization, ... or just spontaneity in the classroom, I highly recommend exposing yourself to Word and Action's way of working, which they call Instant Theater.

JitiffJi,fffl§fft!!IExpJ orations In Teacher Education: Volume 6, Number 1 , page 21

Peter Ross voice 0423-28-7807 fax 0423-28-777 4

Tokyo Keizai University 1-7 Minami-cho Kokubunji-shi, Tokyo 185 Japan

For more information, contact/if L, < (1:

Anne Jennings Word And Action (Dorset) Ltd. 61 West Borough Wimborne, Dorset, BH211LX UNITED KINGDOM Tel: +44 1202 883197 fax: +44 1202 881061 E-mail: a.jennings@wanda.demon.co.uk

'Practicing Action Research'tJ~~1:J::O)JAL T1:J::;x:k~-C

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mlli~(l) l' t: o/? !i"Feedback in process Writing" "Using mind- mapping tc:> promote discussion" "Changes in a teacher's affirmative feedback" -t­~ t "A change of focus in pronunciation training"-C:T o Lois Scott­Conley (-E:rv-9-) Neil Cowie, Shinichiro Yokomizo, Richard ~odge, Janina Tubby(l):g.lf(7)~1JQ~-1,~ ~tL '*To

~~(iJanina Tubby (::J D=t-7 b.-=E:rv-9-) janina@gol.com *""t:o

Proposed Action Research Colloquium for JAL T '98

'Practicing Action Research' - that's the title of this year's Teacher Education colloquium that anxiously awaits the decision of the JALT '98 reading committee. We hope to complement the Teacher Educ. N-SIG Forum by providing practical examples of action research projects.

The topics under investigation are 'Feedback in Process writing', 'Using mindmapping to promote discussion', 'Changes in a Teacher's affirmative Feedback' and 'a Change of Focus in Pronunciation Training'. The proposed participants are: Lois Scott-Conley (moderator), Neil Cowie, Shinichiro Yokomizo, Richard Hodge, and Janina Tubby. Keep your fingers crossed for us and look out for an. update in the next newsletter.

For further information, contact: Janina Tubby (colloquium coordinator), E-mail: janina@gol.com

tftifif!,if~Jf.ft!J/Explorations In Teacher Education: Volume 6, Number 1, page 22

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tilli=.:i.-A WORKSHOP ON ACTION RESEARCH PLANNED FOR JALT98

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/ IJ "!t-r0)¥*1¥.JfJ: 4 i1,, (problem, innovation, result, and reflection)(!) 7 v- b. '7-? O)t#,flAtJ'l 6~* tJ, Andy Barfield, Stephen B rivati, Chris Gallagher, Elin Melchior, Sandra T. Nakata, and Dorothy ZemachO):a-fttJi-f n--f'n~nL,tdl~ fJ: 1) "if-77'[] V :r.? t--~~~ L, *To ~JJQ~(i~~~O)~n ~;RI:::> L \"""(~~ L,, ¥*1¥.JfJ:7? 1/ 3 / 1) "if-r7'5 /~ rz.t* To '7-? 1/ 3 -y 7'tJi~b-:, ttJ'l f, B, "if~- t--*-y t-- '7-? ~im L, t, ~rai ~im G t:!i:L \0) ~!ii1.J ~ ~x .g--:, t L' < -=f ~ "t:'T o

~ L, < Ii Programme Co-coordinator Ji 11 Robbins *"t:' o

~!5 (El~) 06-834-5311, e-mail: robbins@gol.com

NEWS FLASH: WORKSHOP ON ACTION RESEARCH

Jumpstart your classes next year with the JALT98 TEN-SIG workshop on action research! The workshop with begin with an explanation of the basic 4-step framework for action research by Tim Knowles: problem, innovation, result, and reflection. Andy Barfield, Stephen Brivati, Chris Gallagher, Elin Melchior, Sandra T. Nakata, and Dorothy Zemach will then demonstrate a variety of action research projects they have undertaken. You will be asked to reflect on their working environment, and shape a basic action research plan. Asupport network will be formed to for you to consult with others and keep the · momentum of your plan going throughout the coming year.

For more information, contact Jill Robbins, programme co­coordinator: Tel. (h) 06-834~5311, e-mail: robbins@gol.com

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J'Hi5ftWJ!iJ'ffl!?,JExplorations In Teacher Education: Volume 6, Number 1, page 23

<!Yr--9 -"\- .7'0):t}t,t~ 111.fl-Q ;::_ c: :t "i5J~c- ~ J: 5 o fJ:t:5, ¥~~~/J~Martin Parrott c: Stephen BrivatiO) jilij fl: r= d:.-::> --C t:5 ;::_ fJ:Ptl. *To

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Stephen Brivatifl: (Hamamatsu Kosei High School & Hamamatsu Junior College) : Brivatifi:l;iJET:1D~i5Ac-*B ~tt...l*, s~ra91=Pt.:-::iti:p~ t1 · ra:i~~t1r=-cfixtdl!l/Ji(?.) ') *To x/TI.7'9-1:..~d:. UTESOL~±"9"~ 1Di1~H.h !Jl1.fti±"9"~1Di1ijJ:Po wr,7.1''711: ;k.;i · ~~~c:~ili7.1'~0)00P 'J l=-:J L \ ""(p]f~-- ::JD 'T- 1/ / c ~~~O) § ~:tJ I= -:J L \ ""( o E-mail: 100516.2251@compuserve.com

pJf ~ B fi : 1 9 9 8 ~ 6 J:l 1 3 B · 1 4 B lffl~~ra9 : 6 Fl 1 3 B (±) if q=-~ 7 ~ra9 : 6 Fl 1 4 B ( B ) q:.1i 1 ~

ffl;Btii§~ : ~Pml'\-tnt~-:r JL, ( 1//tiJt.,*t.:lt-9·7 JL,JL,-A) ffl;Bfil;i~1.mfi r= ~*tl. *To c~tHt~,n ~ha*40J~i1t1i, ±fu[g] c: ~i1t~~~~f1 ~*To ~~: ~PmEt~~ Tel:0561-82-4191

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Sue Collins, JAL T Program Co-coordinator 1-504, 1 Hiro~awa, lgaya-cho, Kariya-shi, Aichi, JAPAN 448 Fax: (81) 566 26 2545, E-mail: scollins@auecc.aichi-edu.ac.jp

Register for our own Action Research 'Retreat' The IATEFL TT SIG and JALT T.ED. N-SIG will host a joint

weekend workshop on Action Research at Seto, near Nagoya, Aichi-ken, Japan. Half an hour by train from Nagoya, Seto is a small country town famous for its 2,000 year tradition in the production of typical Japanese ceramics. The nearby Kaisha Mori (forest nature reserve) will be the site of EXPO 2005.

The retreat will bring participants together with experienced action researchers to share ideas, and to select, discuss and develop a "hands on" project which they can pursue in their own classrooms. Participants will be able to choose from a number of themes, including class management, evidence of learning, speaking and listening skills, individual differences, second language acquisition and writing skills.

The weekend of group -work in their special interest area will give participants the opportunity to be part of a research network, which will

JfCi5Jf-:;f/~§f{th/Explorations In Teacher Education: Volume 6, Number 1, page 24

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be able to keep in touch by email and to provide mutual support and exchange of ideas for ongoing work on the project. This will broaden the database for further research. The plenary talks will be given by Martin Parrott and Stephen Brivati .

Martin Parrott is a teacher, teacher trainer and project manager in International House London. He has recently worked for BBC English, BBC where he wrote and produced the series "Teaching Matters"; and the University of London Institute of Education, where he has taught on the Masters and Diploma courses in TESOL. He is the author of 'Tasks for Language Teachers' (Cambridge University Press). His special areas of interest include classroom research, teacher training and EL T management.

Stephen Brivati is working at Hamamatsu Kosei High School and Hamamatsu Junior College. He came to Japan on the JET Program and has been here for 8 years teaching at both junior and senior high schools. He has an M.Ed. TESOL from Manchester University and is working on a Ph.D. His areas of interest include the development of a discourse analysis that affords more recognition to the contribution of grammar/ semantics; collocation and learner autonomy. E-mail: 100516.2251 ®compuserve.com

Dates: June 13 &14, 1998. Time: Starts: 12 pm Saturday. Finishes: 1 pm Sunday Conference site: Seto Shimin Kaikan Tel: 0561-824191

Accommodation will be in single or twin rooms at the Park Hotel, Seto. Price is included in registration fee. Meals are not included. Amap and confirmation will be sent upon receipt of registration fee. ,

Please complete the registration form (enclosed) and return/ fax by 20 April to: Sue Collins, JALT Program Co-coordinator; 1-504, 1 Hirosawa, Igaya-cho; Kariya­shi, Aichi, JAPAN 448; Fax: (81) 566-26-2545, email: scollins@auecc.aichi-edu.ac.jp

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7 ~ -7 b.O)~~~~=t--t- G-C, 9-? 1/ 3 ·;,, "j'O)~~::t-1:ltDr. Jeffrey Quinn (Director or the English Centre at Sydney Institute of Technology)~ Sill! x G *To ~t~OJ CA L L -.1'D ~-7 b. --Cli 2 5 0 ~OJESL~1:.1Jf71J-r ~-:;? fJ:-.1' D ~-7 b. l:iitil:J'-f,fiiUi ff~ S;:. fJ:? -CL'* To Quinn.Et It~~ I: C A L L I: S It G T-1' -7-'7- · T-1' /'\.D-:; -.1' :J. /' t--1:00,C,,l'Jf&, L), ~~--Clt~t~--CO)fi~Rf.oc"./D ~-7 b.1:-::J L 't~fJA G *-:to *t.:, .Etlt;;t- A t--7 1) 7--C JALTl:~~T-Q f1H:t ELICOS c.JAL TC OJIEittJ:mmoo~~*attt.: L \ C 't.)=ffi"~ Gt L \ * 9 0

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T 2 2 8 t$~Jll~fflm~m~t~ 1 - 1 5 - 1 ~t~*~ David Brooks (JAL Tg§*JRsi:SB Program Chair) Tel.: 0427-78-8111 (operator) 0427-78-8052 (direct) Tel./fax: 0423-35-8049 PHS: 050-009-6148 (voice mail) E-mail: dbrooks@tkb.att.ne.jp, URL:http://home.att.ne.jp/ gold/ db/wtcal .html

Lend a hand to the CALL teacher training workshop

The TE N-SI G has agreed to help publicize and recruit presenters and volunteers for CALL: Human Connections, a joint meeting of the "CALL Teacher Training Workshop/Forum" and the CALL N-SIG National Conference on May 30-31,1998, at TMIT in Tokyo.

ttcifitt1J~J't:ft!J/Explorations In Teacher Education: Volume 6, Number 1, page 26

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The West Tokyo Chapter of JALT in cooperation with Tokyo Metropolitan Institute of Technology (TMIT is in Hino City, JR CHUO Line, Toyoda Station) and Kitasato University (Sagamihara City) will be holding a CALL Workshop and Forum on the weekend of May 30-31, 1998,at the TMIT campus. Joining them is the 3rd annual JALT CALL N­SIG National Conference which will be conducted simultaneously.

There are two main purposes of CALL: Human Connections. The first purpose of the workshop is to provide hands-on learning and demonstrations of information technology and computer-assisted language learning tools for language teachers, especially those who are not familiar with computers or CALL.

Furthermore, it aims to provide a forum for discussing and sharing information about methods, programs, and issues in teacher training and professional development in CALL for teachers currently using CALL.

Teachers, themselves, are the key to successful implementation of CALL. What is being done in schools, universities and institutes in Japan now to promote teacher development in CALL? What are the essential elements of a CALL teacher training / development program? How can we meet the needs of teacher training / professional development through information technology (computers and telecommunications)? These are some of the questions that might be addressed more successfully if we have the support, assistance, and participation of the TEN-SIG.

Secondly, as it is now expanded to include the CALL N-SIG, the other purpose of the CALL: Human Connections Conference will be to provide an opportunity for presentation of research studies and academic papers on all aspects of computer-assisted language learning.

On March 16-17, 1996, a successful two-day CALL-Internet Conference was held at TMIT with the cooperation of JALT CALL N-SI G and the West Tokyo Chapter. About 100 people attended. This year's conference extends an ideal opportunity to place the emphasis for this meeting on the topic of teacher training and development. I believe the last Teacher Education Mini-Conference was held in the Kanto area in May of 1996 at Meiji University, so we eagerly invite your participation as presenters, volunteers, an~ attendees.

We have invited as a featured speaker at the forum and as a presenter in the workshop, Dr. Jeffrey Quinn, Director of the English Centre at Sydney Institute of Technology. SITEC, as it is known, has an extensive CALL program for about 250 ESL students who prepare for

Jtti/i#WJ!l5'tft!!IExplorations In Teacher Education: Volume 6, Number 1, page 27

the regular academic program at SIT. Dr. Quinn is particularly interested in teacher training and development in CALL and will be desc;ribing the teacher development program at SITEC. He is also looking forward to establishing a more formal liaison between JALT and its counterpart in Australia, ELI COS.

There is no pre-registration. Sessions are filled on a first-come basis. The charge for attendance at the joint Workshop/Conference is 1000 yen per day for JALT members and 2000 yen per day for non-JALT members. There is a discount for registering for two-days.

For more information or to volunteer, please contact:

David Brooks, JALT West Tokyo Program Chair, Kitasato University, 1-15-1 Kitasato, Sagamihara-shi, Kanagawa-ken 228 tel: 0427-78-8111 (operator), 0427-78-8052 (direct), tel/fax: 0423-35-8049; PHS: 050-009-6148 (voice mail); e-mail: dbrooks@tkb.att.ne.jp; URL: http:/ /home.att.ne.jp/ gold/ db/wtcal.html

Teachers investigate their work: A book review

Teachers investigate their work: An introduction to the methods of action research. Herbert Altrichter, Peter Posch and Bridget Somekh. London: Routledge. 1993. 223 pp.

Reviewed by Steve Cornwell, Osaka Jogakuin Junior College

Some readers may remember the interview with Bridget Somekh on action research and learning organizations in the last issue of Explorations in Teacher Education (vol. 5, no. 1). She wrote on barriers to change and how organizations can carry out participatory research. Well, I first encountered Bridget Somekh's work when I read Teachers investigate their work: An introduction to the methods of action research, which I'll refer to from now on as TITW. When I began reading, I immediately realized I'd found a quite special b9ok. It's an excellent, practical introduction into how to conduct action research.

My initial reaction was confirmed recently when I attended a seminar on action research at Temple University Japan--Osaka and one of the resources mentioned was TITW. One final point before jumping into the review is that TITW is written for teachers in any field not just language teaching; I feel this gives the book a depth that is often lacking in books that focus on a particular discipline.

I'd like to start and end this review with two quotes from the book which will give you a feel for the tone of its contents and what the authors are trying to achieve.

ftCifift,Jf~Jtfth!Explor atims In Teacher Educatim: Volume 6. Number 1, page 28

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The reader is just opening this book, slowly reading the first lines and starting to build up an impression of what may be contained in the following pages. How can we give this reader an idea of the book's importance to us, and what has driven us to devote energy to writing it over a long period of time .... (p. 1)

The authors go on to describe how they personally got involved in the writing of the book beginning with a project they worked on in the 1980s. And they provide the address of the Classroom Action Research Network, CARN. For those interested in action research, CARN can be contacted through the Centre for Applied Research in Education, University of East Anglia, Norwich NR4 7TJ, UK.

In nine chapters TITW presents an overview and theoretical framework for action research ( chap. 1 & 9) while providing step by step instructions on how to start or clarify your own action research ( chap. 2, 3 & 4); how to collect and analyze your data (chap. 5 & 6); how to act upon the information you find (chap. 7) and how to make your knowledge public (chap. 8). The specific chapters titles are:

1. Introduction: What will you find in this book? 2. The research diary: companion to the research process 3. Finding a starting point for your own research 4. Clarifying the starting point of research 5. Data collection 6. Data analysis 7. Developing action strategies and putting them into practice 8. Making teachers' knowledge public 9. Behinxd the scenes: a theoretical foundation for action research.

An especially useful feature of the book is called Methods and Strategies. Methods and Strategies refers to 40 "suggestions" on how to apply the information in the various chapters. The suggestions are dispersed throughout the book and are highlighted and labeled so they're easily recognizable. -Some examples are M2 Exercise to warm up your research muscles, MB Conversation with a critical friend, M29 Shaping metaphors, M30 Testing the findings and M36 Potential Audiences for action research reports. For those of us who might not have time to read the book cover to cover, this feature (Methods and Strategies) would provide us a quick overview of applied action research.

Finally, I'd like to share how the authors end the book--by basically saying it's not finished:

This is what the reader will be reading last, closing the book and leaning back in a chair. What impressions will linger in the mind? What ideas will come after the book is finished? These are the wistful thoughts of authors sitting in front of the last pages of their manuscript. There cannot be a defi1;itive

JHi5#-:;ff~5Ut!J/Explor ations In Teacher Education: Vd ume 6, Number 1, page 29

statement on action research, because it must always be context-specific and responsive to the values and practices of the participants in the situation. This is as Jar as the authors were able to go in presenting a method of research which for them, has spilled over into being a way of life. The book is not finished. There is an important chapter still to be written by you, the reader-­on extending and redefining your own practice and, through this means, further developing educational theory. (p. 209)

Needless to say, I think this book would be a useful addition to the library of anyone interested in action research. Happy researching!

Teachers investigate their work ff~, Steve Cornwell,

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Base-UP! / ~-A · 7 'Y -:1 !

Judith Grant is looking for teachers in the Kofu - Yamanashi area who might be interested in cooperative development, peer mentoring, etc, etc .. Phone her at 0552-54-4357.

Judith Grant~ lvl1. -t«r:JUifii;§~tJ: c·O)~~~ u -C"""F~ -Q, Efllf.f-LLl~:lfu:n O)JUifiO)n~~~~-C°9o ~~-~11. 0552-54-4357 -C""9o

TE N-S/G(l)~a(l)ff~lu: (W).. 7'D 7.f Jv~c:-5 "t"· • .=..:z.;:(v~-Jli11MfI£7:J:3z lj < ~-~, \0

We 're inviting Teacher Education N-SIG members, new & old, to send personal profiles for future issues - the more, the merrier! The eds.

lfti5JUff~§f.{tg/Explorations In Teacher Educatioo: Vdume 6, Number 1, page 31

The Teacher Education N-SIG Committee '98 Coordinator: Neil Cowie, 635 Shimo-Okubo,

Urawa-shi, Saitama-ken 338, Tel (w): 048-858-9028, Tel (h): 048-853-4566, Fax (w):, Fax (h): 048-853-4566, Email: cowie@crisscross.com

Treasurer: Gordon Bateson, 2-2-23 Shinkanda, Kanazawa-shi, Ishikawa-ken 921, Tel (h): 076-292-3577, Fax (h): 076-292-3577, Tel (w): 076-234-1014, Fax (w): 076-224-3461, Email: gordon@po2.nsknet.or.jp

Program Co-coordinator: Jill Robbins, 1-1-14-202 Fujishirodai, Suita-shi, Osaka 565, Tel (h): 06-834-5311, Fax (h):, Tel (w):, Fax (w):, Email: robbins@gol.com

Program Co-coordinator: Sue Collins, 1-504, 1 Hirosawa, Igaya-cho, Kariya-shi, Aichi-ken 448, Tel (h): 0566-35-0376, Fax (h): none, Tel (w): 0566-26-2545, Fax (w): 0566-26-2545, Email: scollins@auecc.aichi-edu.ac.jp

Recording Secretary: Clive Lovelock, 1-5-9 Shiraniwa-dai, Ikoma-shi, Nara-ken 630-01, Tel (h): 07437-9-5515, Fax (h): 07437-9-5515, Tel (w):, Fax (w):, Email:

Newsletter Co-Editor: Nobuyuki Takaki, 44-5 Kyozuka Honmachi, Kumamoto-shi, Kumamoto-ken 862, Tel (h): 096-381-1278, Fax (h): 096,.381-1278, Tel (w): 096-342-2614, Fax (w): 096-342-2614, Email: pigate@educ.kumamoto-u.ac.jp

Newsletter Co-Editor: Cheiron McMahill, 1873-2-103 Oaza Kamishinden, Tamamura­machi, Sawa-gun, Gunma-ken 370-11, Tel (h): 0270-64-4382, Fax (h): 0270 64 4382, Tel (w): 0270-65-8511, Fax (w): 0270 65 9538, Email: chei@tohgoku.or.jp

Newsletter Co-Editor: Paul Beaufait, 14-23-404 Kengun Honmachi, Kumamoto-shi, Kumamoto-ken 862, Tel (h): 096-365-5650, Fax (h): 096-365-5650, Tel (w): 096-383-2929 x646, Fax (w): 096-383-2966, Email: pab@pu­kumamoto.ac.jp

Newsletter Printing and Distribution: Tim Knowles, Ippangaikokugo, Sophia University, Kioi-cho 7-1, Chiyoda-ku, Tokyo 102-8554, Tel (h):, Fax (h):, Tel (w):, Fax (w):, E-mail: t­knowle@hoffman.cc.sophia.ac.jp

Webmaster, Tim Newfields, (until April 1998): 1-5-7 Kusanagi, Shimizu-shi, Shizuoka­ken 424-0886, Tel (h): 0543-48-6613, FAX (h): 0543-48-6613, Tel (w):, FAX (w):, Email: tn@mail.com

Reviews Editor: Judith Johnson, Kyushu Institute of Technology, Faculty of Computer Science & Systems Engineering, 680-4 Kawazu, Iizuka-shi, Fukuoka-ken 820, Tel (h):, Fax (h):, Tel (w): 0948-29-7874, Fax (w): 0948-29-7851, Email: johnson@lai.kyutech.ac.jp

Membership Secretary: Tim Knowles, General Languages, Sophia University, Kioi­cho 7-1, Chiyoda-ku, Tokyo 102, Tel (h): 03-3485-3041, Fax (h): 03-3485-3041, Tel (w): 03-3238-3844, Fax (w): 03-3238-3885, Email: t­know le@ho££man.cc.sop hia.ac. iP,

Anthology Co-Editor: Haruko Katsura, 2-16-15 Kitanosawa, Minami-ku, Sapporo-shi, Hokkaido 060, Tel (h): 011-572-9763, Fax (h): 011572 9763, Tel (w): 011-841-1161, Fax (w):, Email: hambo@elsa.hokkai-s-u.ac.jp ·

Anthology Co-Editor: Sean Conley, [ temporarily out of the country/ currently moving to Tokyo {per Andy Barfield, signif 02874 (March 2, 1998)}]

Anthology Co-Editor: Andy Barfield, Foreign Language Center, Tsukuba University, Tennodai 1-1-1, Tsukuba-shi, Ibaraki-ken 305, Tel (h): 0298-55-7783, Fax (h):, Tel (w): 0298-53-2430, Fax (w): 0298-53-6616, Email: andyman@sakura.cc.tsukuba.ac.jp

ffi~ Iv, iii:, tJ IJ~ c? ! Thanks, everyone! The eds.

ttci5ttR/!l1fft!!IExplorations In Teacher Education: Volume 6, Number 1, page 32

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