XIII Международный семинар Ассоциации лингвистов Японии в БГУ

Отправлено 14 февр. 2022 г., 02:04 пользователем [email protected]   [ обновлено 14 февр. 2022 г., 04:46 ]
9-10 сентября 2021г. в БГУ состоялся XIII Международный on-line семинар на тему “Professional Development and the Language Teacher”, направленный на повышение квалификации преподователей английского языка БГУ 
и других вузов Кыргызстана. Семинар был организован Ассоциацией лингвистов Японии ТHT “Teachers Helping Teachers” и БГУ им. К. Карасаева.
На семинаре были представлены презентации 9-ти ведущих специалистов ТНТ во главе с профессорами Brent Jones и Roger Palmer и 5-ти  ППС ведущих вузов Республики.   
По итогам работы данного Международный on-line семинара около 400 преподователей английского языка  университетов нашей республики имели возможность ознакомиться с новейшими разработками в сфере изучения и преподования английскога языка в вузах мира.

Abstracts & Biographical Statements 

Session #1 Kevin Demme

Title: Learning English Word Roots and Origins to Increase Language Power 

Abstract: An extensive number of English words have been borrowed from other languages. Hook (1975) estimated that over three-fifths of Modern English vocabulary has its roots in Greek, Latin, or other Romance languages. This workshop will present some practical activities to introduce common word roots to students. It is hoped that these activities will help students see some of the patterns in English vocabulary and allow them to remember more of the words they learn. 

Bio: Kevin Demme is an associate professor at Tokoha University in Shizuoka, Japan, where he teaches courses in oral communication, presentation skills, communicative writing, and American history. He has previously taught English in Korea, Saudi Arabia, and the U.S. He has master’s degrees in Teaching Second Languages from the University of Southern Queensland in Australia, and in Social Sciences/History from the State University of New York at Buffalo in the U.S.


Session #2 Anush Matinyan 

Title: Developing Listening and Speaking Skills. 

Abstract: In this workshop, we will talk about the approaches of teaching listening and see some practical techniques for ensuring that students develop their listening and speaking skills. The listening material which is used as an example is from the https://americanenglish.state.gov/ website. The workshop is going to be as interactive as possible, so the audience will also have a chance to participate. 

Bio: Anush Matinyan is a graduate of the Kyrgyz National University. After graduating from the university in 2012, she taught EFL at different private language schools. She has been teaching at Bishkek State University since 2019. She also teaches at an English for Young Professionals project, sponsored by the US Embassy in Kyrgyzstan, teaching journalists and government officials of the Kyrgyz Republic. She is the winner of a number of national and international teaching contests.


Session #3 Amanda Gillis-Furutaka

Title: Music: A versatile tool in the language classroom 

Abstract: This workshop will start with a brief explanation based on findings in brain science about why music is especially stimulating and conducive to learning. Participants will then be invited to share the ways in which they use music in their classrooms and the positive outcomes they have experienced. The presenter will then introduce additional suggestions for using music to stimulate language learning both in the traditional classroom and when teaching online. 

Bio: Amanda Gillis-Furutaka is a Professor at Kyoto Sangyo University in Japan. She has an MA in TESOL from Birmingham University and has worked for many years as a distance tutor for the same MA program. She has a PhD in music from the University of London Goldsmiths College and has used music in her language teaching throughout her career. Her research focuses on applying findings in brain science to improving language teaching approaches and methods.


Session #4 Saltanat Isakova

Title: Using poems to discuss more than poetry in the classroom.

Abstract: The main focus of the workshop is to demonstrate how to make university students get interested in reading poetry and teachers in teaching as well. The participants of the workshop will be informed about some ways how to teach poetry via introducing or practicing new vocabulary, language structures, and rhyming devices, and shorter poems often give ELLs a chance to explore an idea while working with a more manageable amount of text than a short story or essay. The presenter will share a demo lesson and engage attendees into discussion of activities

Bio: Saltanat Isakova is currently the head of foreign languages department and has been teaching at Bishkek State University for about fifteen years, where she teaches Business English, Reading and Writing. She is doing her PhD research in comparative linguistics at Bishkek State University.


Session #5 Brent A. Jones

Title: Balancing Language and Content in Business English Courses 

Abstract: This short interactive talk introduces some of the design decisions that have gone into developing a business-focused English language course for undergraduate management majors at a private university in western Japan. The centerpiece of this 15-week course is a Company Expo that involves small groups of learners in researching a medium-sized overseas company with the aim of attracting prospective employees via live and recorded multimedia presentations. Lesson plans and materials will be used to highlight the challenges of effectively balancing language and content in this context. 

Bio: Brent A. Jones is currently the Director of Language Programs at Konan University, Hirao School of Management, where since 2009 he has helped develop a content and language integrated (CLIL) program. His major research interests are L2 learning motivation and engagement, instructional technology, instructional design, CLIL, curriculum and materials development, genre approaches to second language reading and writing, and extensive reading. He completed his Educational Doctorate through the Institute of Education at the University of Reading.


Session #6 Usmanova Nazira

​​Title: Discovering the essence of asking questions with collocations 

Abstract: The main focus of the workshop is to demonstrate how to engage university students into asking questions with collocations at events with native speakers of English. The participants of the workshop will be informed about the ways how to encourage students to be active during the events, how to guide students to keep a helpful notebook with collocations, and how to support students to develop public speaking skills.

Essentially, the workshop will cover the following elements: major students’ challenges in the process of asking questions to guest speakers and efficient ways of supporting students so that they would not use the same lexis in speaking. Additionally, two practical activities with a specific focus on practicing asking questions will be introduced. The activities were designed by Usmanova Nazira and were actively practiced with university students.  Some data from a questionnaire with twenty-nine university students will be provided in order to give more information about the topic of the presentation.

Bio: Usmanova Nazira has been teaching at Bishkek State University for about thirteen years. She is an active presenter at Forum English Language Teachers' Association: five workshops were conducted to the participants of the association. Nazira Usmanova served as a Peace Corps Counterpart and she is the author of seven publications. Her major research interests: teaching collocations to university students and creative thinking. Nazira Usmanova is the author of several creative activities with a major focus on integrated language skills and on practicing collocations. She won a scholarship to participate in the Central Asian Teachers of English Conference 2019 in Almaty, Kazakhstan. She presented action research data and shared the details related to the activity Gift Giving at the conference. A replication of the presentation was made in the Kyrgyz Republic at Bishkek Teachers of English Conference (BISHTEC). Acted as an organizer of the conference and as a presenter. The conference was held for Bishkek school and university teachers.


Session #7 Anthony Torbert

Title: Creating Contemporary EFL Content for Business Majors 

Abstract: Perhaps the most challenging issue instructors face is how to engage students in a given activity. This is true in all disciplines, but especially in language instruction, as relevant communication requires at least some level of commitment and interest on the part of the student. To this end, creating content that students can both understand and relate to is key. This presentation will describe some of the key principles of content creation, and provide examples of how to (and not to) propose topics that engage students. In particular, examples of lessons dealing with how COVID has affected people's lives and the world economy will be given, and teachers should be able to come away with useful topic matter they can apply to their classes in the immediate future.

 Bio: Anthony C. Torbert has a MA in TESOL and an MA in International Studies. He has been teaching at a university in Japan for over 20 years. He focuses on helping students understand, in English, global issues, economy and business.


Session #8 Zaripa Sagyndykova

Title: Time Management Strategies for Teachers


Session #9 Mirgul Toromamatova


Abstract:  In order to understand poems, students have to read them several times and try to interpret what is meant by the poet in his poem. They can use the semiotics theory because the poem contains some elements that have some relationships with semiotics.  Also, the poets use different semiotic signs in order to give meaning through stylistic devices. Poetry depends upon this use of language for the power of its imagery and for its capacity to shock us out of the lethargy of ordinary language use and to awaken complex and vivid images in the mind. It is in the conflict between literal and figurative language that a powerful dynamic is evoked. Thought itself is stimulated by the device, and that is a large reason why it is used instead of literal, exact meanings. The other reason, often suggested in the literature, is that metaphor creates new meanings that do not and cannot otherwise exist.

At least students can understand much closer to what the message is to be conveyed by the poet. So they should know something about

 Bio: Jalal-Abad State University

 Session #10 Karl Hedberg

Title: Pop Psych: Fun classroom activities that lead to self-discovery

Abstract: Some of the most entertaining and sound lessons are those that have direct meaning to the speakers. The use of popular psychological personality tests and activities provides interesting content that can lead to self-discovery and deeper discussions. These activities often involve a number of different tasks that utilize all four language skills. These tasks are flexible enough that they can be used with students of most levels and age groups. The presenter will share a number of different personality “tests” and games in which the audience will directly participate. This will be followed by some post-task suggestions and finally small group discussions. Participants will reflect, compare, and discuss the results and develop ways to modify the content to best suit their students.

 Bio: Karl Hedberg earned his B.A. from Rutgers University and his M.Ed. From Temple University and has been teaching in Shiga Prefecture Japan for over 28 years. His research interests include learning strategies, motivation, and material development. In addition to working at Shiga University, he also works part-time at Kyoto University. This is his third “trip” to Kyrgyzstan with Teachers Helping Teachers.


Session #11 Tolenov Kanat

Title: Context of Peacebuilding Education & Global Citizenship in teaching English 

Abstract: Under the conditions of globalization all over the world what is very important about teaching English to students in Universities I think is to focus on the idea of Peacebuilding & Global Citizenship in Education. The following presentation is supposed to at least try to demonstrate the possible ways of implementing these ideas in teaching English in terms of ethical and moral aspects values of humankind. 

Bio: Tolenov Kanat has been teaching English to International Relations Course students for already 10 years in Bishkek State University. He has been a regular participant of JALT THT sessions in Kyrgyzstan for already 10 years. His position of the Orientalism & International Relations Faculty Deputy Dean imposes the moral duty of revealing contexts of all the texts being taught and developed to students of International Relations.


Session #12 Jeff Morrow

Title: Info-Gap Madness! Using Information Gap Activities for Communicative Competence 

Abstract: According to the Communicative Approach, one of the best ways to become proficient at a language is to communicate meaningfully. Students who have a specific need to talk about something, find information about something, or disclose information must learn to use the target language effectively. A “gap” between speakers is often a good way to exemplify a reason for communicating. There are several types of gap exercises that can be used in language classes: information gap, where one student has information the other doesn’t; experience gap, where students exploit their varying life backgrounds; opinion gap, where students show differing opinions about topics; and knowledge gap, in which students show their knowledge about the world. Effective information gap activities can be embodied using many experiential styles, such as shopping, where one student has prices that the other doesn’t; picture differences, where both students have the same picture, but with differing elements; schedules, where students have the same schedule but varying items; and trivia quizzes where students have different global questions and answers to their partner’s questions. This presentation will focus only on information gap activities and will first explain the origin and philosophy of the information gap through the communicative approach and will give examples. Next, the attendees will have an opportunity to join breakout rooms where they will have the opportunity to practice information gap activities. After practicing, they can share their experiences with each other and will also learn how to make their own information gap activities. 

Bio: Jeffrey Stewart Morrow is an Associate Professor at the Prefectural University of Kumamoto in Kumamoto, Japan. He received a PhD in development economics where his topic was the role of English in procuring better employment and income developing country tourism. Jeffrey has extensively researched the role of English communication ability in employment and income in such countries as Myanmar, Vietnam, and Nepal. Recent publications include: Assessing English Proficiency for Economic Analysis in Siem Reap, Cambodia Tourist Industry; Creating Effective ESP Programs for Future Employment in Tourism; and Foundation to Formation: Effective ESP Programs for Hospitality Educators.


Session #13 Alymkulova Gulzhan Chonduevna

Title: How to integrate STEM in Teaching English 

Abstract: 21st century is the center of Science and Technology. Today STEAM is one of the most important in Modern Education. This workshop will give a brief explanation about STEAM ways of integrating in Teaching English. Using STEAM in teaching English it’s a great opportunity to involve students to be creative and develop their Design Thinking.

Bio: Gulzhan Alymkulova is an English instructor at  Jalal Abad State University in Kyrgyzstan. She teaches Practical courses of English, Conversation, Academic writing. And she has been working for 17years. Participated in many different conferences, training and conducted many workshops about teaching English. Her research focuses on “Concept “dastorkon” in different cultures”


Session #14 Roger Palmer     

Title: Making Sense of CLIL 

Abstract: This workshop on content-based language teaching seeks to help participants familiarise themselves more with Content and Language Integrated Learning (CLIL) and aid their development as a teaching professional. While thinking about the relevance of CLIL, attendees will also consider practical examples of how to teach a content-based language class. Key areas addressed in the talk will be lesson preparation and lesson delivery. Individually and in Breakout Rooms, participants will be encouraged to weigh up learning outcomes, key CLIL concepts, follow-up and discovery activities. Content-based classes aim towards making language the medium of instruction and knowledge of the subject matter the main goal. It can thus be construed that CLIL is influenced by a social constructionist view of education and language learning. Participants will take away practical tips on designing materials that will allow them to apply what they learn in this workshop to their own professional development. 

Bio: Roger Palmer is from London, England. A graduate of the University of London, he is Professor at the Hirao School of Management, Konan University in Japan, where he has been working since 2009. He has authored over a dozen textbooks for EFL/ESL learners of English for use in Japan and throughout Asia. His research interests include content-based language instruction, genre-based pedagogy, ICT, materials development, and social semiotics. In 2018, the title of honorary professor of Bishkek State (formerly Humanities) University was conferred upon him.


 Session #15 Atsuko Takase 

Title: Power of Extensive Reading and Listening for All Age Groups 

Abstract: This short talk introduces the effects of extensive reading and extensive listening (ER/EL) on EFL learners of all ages. The biggest benefit is enjoyment that learners get from ER/L in English. When they find ER/EL enjoyable, they become motivated to read English books and listen to various stories. Pleasure reading/listening help learners to improve not only their reading and listening skills as well as grammar knowledge. The results of EFL university students’ improvement in general English proficiency after a year of ER/EL program will be presented, which will be followed by young learners and elderly people’s classes.  

Bio: Atsuko Takase is an instructor at Iwano English School in Osaka, Japan. She received an Ed D in TESOL from Temple University and has worked at four high schools and six universities in Japan. She has been teaching extensive reading/listening (ER/EL) to learners of all ages for over 25 years. Her research interests include ER/EL and motivation. She is a board member of ER Foundation (ERF) and Japan ER Association (JERA), and has been promoting ER/EL across Japan by giving lectures and seminars. She published “Teaching Manual of Extensive Reading and Extensive Listening in English” and co-authored “Cognitive Science of Reading in English” (in print).


 Session #16 Mirgul  Isakova

Title: KGTESOL as a destination bridge for the English educators in Kyrgyzstan


Session #17 Nurgul Kidiralieva