Edited Journals by Jody Yujobo
This study explores the effectiveness of communication strategies (CSs) through pro-active listen... more This study explores the effectiveness of communication strategies (CSs) through pro-active listening (PAL) comprehension activities for students to actively negotiate and co-construct meaning in an English as a lingua franca (ELF)-informed pedagogy. Data was collected from fifty-three Japanese students in classes at the Center for English as a Lingua Franca (CELF) at Tamagawa University. Quantitative and qualitative methods were employed. Responses to a pre-and post-questionnaire on the perceived effectiveness of CS use, transcribed speech collected during PAL comprehension activities, and written reflections by students were analyzed. The findings suggest that an ELF-informed pedagogy of explicit teaching of CSs increases students' perceived ability to use CSs effectively in PAL activities. ELF pedagogy should incorporate opportunities for students to explicitly learn and use CSs independently to become competent international communicators among other ELF speakers.
Managed by the Center for English as a Lingua Franca (CELF), the English as a Lingua Franca (ELF)... more Managed by the Center for English as a Lingua Franca (CELF), the English as a Lingua Franca (ELF) Program at Tamagawa University is a campus-wide English program designed to enable students to effectively communicate with people all over the world using English as a lingua franca. In 2015, approximately 2,500 students were taught by 40 instructors with different language and cultural backgrounds. CELF is about giving due recognition to the diverse contexts and situations in which English is now used as a lingua franca. The ELF paradigm is versatile and reflexive and captures the reality in which English is used for the creation and negotiation of a plurality of fresh meanings. The collection of articles in this journal represents the research and work from a handful of those ELF teachers. It is the teachers, their personal beliefs and principles, who determine the success of any language program. If teachers are going to hone their teaching skills, deepen their knowledge and develop professionally, they must receive proper support. To that end, the editors of this current issue were involved in creating the Center for English as a Lingua Franca Journal. All teachers in the ELF Program were invited to submit an academic article or research paper for consideration of publication in this Journal. For teachers, publication in this Journal represents a chance to add to their professional resume, but more importantly this is a platform for ELF teachers to share ideas and add value to our new Center for English as a Lingua Franca.
In this issue, Thomas Saunders and Kensaku Ishimaki explore student perceptions of extensive watching of films with English subtitles. Corazon Kato reports on her experiences promoting ELF awareness in her university World Englishes class. Blagoja Dimoski introduces an ELF-aware approach to listening comprehension tasks. And lastly, two excellent ELF teachers introduce some practical activities for the ELF classroom. Arup Pandey introduces Podcasts and Michel Seko describes some communicative applications for student business cards. In closing, I would like to thank Tamagawa University for their continued financial support, the authors for their valuable contributions, the reviewers who dedicated their time and knowledge to the blind review process, and the editors for their direction and management.
Managed by the Center for English as a Lingua Franca (CELF), the English as a Lingua Franca (ELF)... more Managed by the Center for English as a Lingua Franca (CELF), the English as a Lingua Franca (ELF) Program at Tamagawa University is a campus-wide English program designed to enable students to effectively communicate with people all over the world using English as a lingua franca. In 2015, approximately 2,500 students were taught by 40 instructors with different language and cultural backgrounds. CELF is about giving due recognition to the diverse contexts and situations in which English is now used as a lingua franca. The ELF paradigm is versatile and reflexive and captures the reality in which English is used for the creation and negotiation of a plurality of fresh meanings. The collection of articles in this journal represents the research and work from a handful of those ELF teachers. It is the teachers, their personal beliefs and principles, who determine the success of any language program. If teachers are going to hone their teaching skills, deepen their knowledge and develop professionally, they must receive proper support. To that end, the editors of this current issue were involved in creating the Center for English as a Lingua Franca Journal. All teachers in the ELF Program were invited to submit an academic article or research paper for consideration of publication in this Journal. For teachers, publication in this Journal represents a chance to add to their professional resume, but more importantly this is a platform for ELF teachers to share ideas and add value to our new Center for English as a Lingua Franca.
In this second issue, Yuri Jody Yujobo, Ethel Ogane, Tricia Okada, Brett Milliner, Takanori Sato, Blagoja Dimoski and report on using project-based learning (PBL) activities to promote awareness in ELF communicative strategies. Michelangelo Magasic shares his expert advice on how teachers can more effectively use webclips in their classroom. Daniel Worden introduces circumlocution activities as a way to promote fluency. Blair Barr investigates the effectiveness of the digital flashcard app, Quizlet® for vocabulary learning. This second issue concludes with a report on faculty development activities and the research achievements for the CELF in 2015. In closing, I would like to thank Tamagawa University for their continued financial support, the authors for making such valuable contributions to the center, and the reviewers who dedicated their time and specialist knowledge to the blind review process.
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Edited Journals by Jody Yujobo
In this issue, Thomas Saunders and Kensaku Ishimaki explore student perceptions of extensive watching of films with English subtitles. Corazon Kato reports on her experiences promoting ELF awareness in her university World Englishes class. Blagoja Dimoski introduces an ELF-aware approach to listening comprehension tasks. And lastly, two excellent ELF teachers introduce some practical activities for the ELF classroom. Arup Pandey introduces Podcasts and Michel Seko describes some communicative applications for student business cards. In closing, I would like to thank Tamagawa University for their continued financial support, the authors for their valuable contributions, the reviewers who dedicated their time and knowledge to the blind review process, and the editors for their direction and management.
In this second issue, Yuri Jody Yujobo, Ethel Ogane, Tricia Okada, Brett Milliner, Takanori Sato, Blagoja Dimoski and report on using project-based learning (PBL) activities to promote awareness in ELF communicative strategies. Michelangelo Magasic shares his expert advice on how teachers can more effectively use webclips in their classroom. Daniel Worden introduces circumlocution activities as a way to promote fluency. Blair Barr investigates the effectiveness of the digital flashcard app, Quizlet® for vocabulary learning. This second issue concludes with a report on faculty development activities and the research achievements for the CELF in 2015. In closing, I would like to thank Tamagawa University for their continued financial support, the authors for making such valuable contributions to the center, and the reviewers who dedicated their time and specialist knowledge to the blind review process.
In this issue, Thomas Saunders and Kensaku Ishimaki explore student perceptions of extensive watching of films with English subtitles. Corazon Kato reports on her experiences promoting ELF awareness in her university World Englishes class. Blagoja Dimoski introduces an ELF-aware approach to listening comprehension tasks. And lastly, two excellent ELF teachers introduce some practical activities for the ELF classroom. Arup Pandey introduces Podcasts and Michel Seko describes some communicative applications for student business cards. In closing, I would like to thank Tamagawa University for their continued financial support, the authors for their valuable contributions, the reviewers who dedicated their time and knowledge to the blind review process, and the editors for their direction and management.
In this second issue, Yuri Jody Yujobo, Ethel Ogane, Tricia Okada, Brett Milliner, Takanori Sato, Blagoja Dimoski and report on using project-based learning (PBL) activities to promote awareness in ELF communicative strategies. Michelangelo Magasic shares his expert advice on how teachers can more effectively use webclips in their classroom. Daniel Worden introduces circumlocution activities as a way to promote fluency. Blair Barr investigates the effectiveness of the digital flashcard app, Quizlet® for vocabulary learning. This second issue concludes with a report on faculty development activities and the research achievements for the CELF in 2015. In closing, I would like to thank Tamagawa University for their continued financial support, the authors for making such valuable contributions to the center, and the reviewers who dedicated their time and specialist knowledge to the blind review process.