Successful CPD workshop series for Japanese language teachers

Posted on 25 June 2021

Workshop in Japanese language education in collaboration with the OJAE research and development team

In October 2020 Megumi Bailey (Dept Language and Linguistic Science) was successfully awarded a grant from the Japan Foundation London to develop and deliver the project ‘How can teachers in Japanese language education help learners to develop their communication competence?’. Initially organised and led by Megumi Bailey, the project later became a full LFA Japanese Team joint-venture with the addition of Dr Yumi Nixon as a co-organiser.

As a key part in the project, three CPD online seminars aimed at tutors of Japanese language were launched between February and June 2021.

Workshop 1 (14 February 2021): Experience the OJAE assessment
Workshop 2 (11 April 2021): What is “Dialogue”?
Workshop 3 (13 June 2021): Practical experience in assessments based on the OJAE method

The aim of the workshops was to to enhance the understanding and application of the Common European Framework of Reference for Languages (CEFR) in Japanese teaching, to consider what ‘communication’ means within the context of CEFR, specifically with its credo of plurilingualism & pluriculturalism, and finally, to explore how teachers can assess the communication competence of learners and help them to develop it further through Oral Japanese Assessment Europe (OJAE).

More than thirty Japanese language teachers, ranging from several countries around the world, took part in the workshops demonstrating a resounding success. The events also saw direct involvement and special support provided by the OJAE research team.
In the workshops, participants had the opportunity to gain familiarity with or deepen their knowledge of the OJAE method for assessing Japanese learners’ language skills. Furthermore, they were able to engage in discussions and reflect on their own practice on how to help learners to develop their language competence further. This was done within the context of nurturing collaborative learning using the OJAE approach, which is based on ‘dialogue’, ‘collaboration’ and ‘self-development’.

“This project has provided an opportunity to reconsider both what we teach and what we assess. Participants have been encouraged to express our thoughts freely and actively listen to the voices of others'. In turn this has led us to a heightened awareness of the value of genuine dialogue in language education. Indeed creating opportunities for dialogue is central to our role as educators. Notwithstanding the preceding, we are yet at the outset of our exploration into how best to nurture learners’ communication skills.” - Megumi Bailey, Dept. Language and Linguistic Science, University of York

“Seminars were organised based on dialogues among participants and facilitators. Reflecting on ourselves, our everyday lives and teaching and assessment process through the lens of dialogues, has made us realise that dialogue should be the cornerstone of education. Effective learning and discovery occur through dialogues not only with others but also with oneself. Language teaching can play an instrumental role in encouraging learners to appreciate the importance of dialogue and the skills and confidence that contribute to society and intercultural understanding.” - Dr Yumi Nixon, Dept. Language and Linguistic Science, University of York

This is what some of the participants had to say about the seminars (original in Japanese; English translation by Y. Nixon and M. Bailey):

早速、（私なりに考えた）「対話」を必要とする課題を実験的に授業に取り入れてみています。今後その成果や改善点などを追及していくつもりですが、皆さんの実践例・アイディアなども伺える機会があったら嬉しいです。	I have been experimenting with some tasks that require 'dialogue' in my own way. I would like to pursue them further and reflect on their impact and improvements. It would be great if we can share ideas, examples and practices with each other in the future.
自分の授業では、どのようにOJAEの評価を活かせるのか。どんな授業をすれば、今回例示された学習者のように、生き生きと楽しそうに対話に参加できるように学習者を導けるのか。対話だからこそ生まれるもの、をもっと知りたい。	After the seminar I now came up with more questions such as “how can I make use of the OJAE assessment in my classroom?” and “what kind of lessons can I teach so that I can lead the learners to participate in dialogue in a lively and joyful way, like the OJAE samples we observed during the seminars?” I would like to know more about the power of dialogue.
「対話とは何か？　対話の試験や課題について、どのように評価するのか？　対話の活動(課題)は、どのように設定するのか？」などについて、たくさん学びました。それらに対する心構えや理解が変わったと思います。	“What is a dialogue?” ”How do we assess dialogue”? ”How do we set up dialogue activities (tasks)?” etc... I learned a lot through the seminars. It changed my attitude and understanding of these aspects.
「対話力のセミナー」は終わっても、そこから先の道をどのように進むか。やはり、良いテストが良い授業者を育てる。良い授業者が良いクラスをクラスと一緒に、仲間と創り上げていく。	Now that the "Dialogue Seminar" is over, I ask myself how we should proceed from here. After all, a good assessment makes a good teacher, and a good teacher creates a good class, together with his/her learners.

Project poster: How can teachers in Japanese language education help learners to develop their communication competence?