JALT Lifelong Language Learning SIG

Talk title: Neuroscience Shows Us that Using Tasks is not just Optional-it is Mandatory

Day & Time: Wednesday, April 2, 2026, 10:00AM to 11:00AM JST

Speaker: Curtis Kelly

In this talk, Curtis Kelly explores practical ways to design engaging learning experiences for language learners, particularly those who struggle with low ability, low confidence, and low motivation-what he calls “3L learners.” He discusses how task-based activities can foster interaction, curiosity, and meaningful language use in the classroom. The session will also briefly connect insights from brain science to language learning.

Curtis Kelly (EdD) is Professor Emeritus at Kansai University, Japan, and author of over 36 language-learning books. He founded the JALT BRAIN SIG and produces MindBrainEd Think Tanks, connecting brain science.

This event is co-sponsored by the JALT Lifelong Language Learning (LLL) SIG and the Tokyo Chapter of JALT.

Register for the talk here: https://docs.google.com/forms/d/e/1FAIpQLSfWuH6uWz3KdbExU5XMy5kTsGxtCVVzI_Ge6JTDN3GM1pxZ4g/viewform

We are excited to announce the Lifelong Language Learning SIG Mini Conference 2026. This event will be held in conjunction with the ETJ (English Teachers of Japan) Tokyo Convention and the details are as follows:

Date: Sunday, February 8, 2026
Location: Otsuma Women’s University, Tokyo Building G
Directions:https://ltprofessionals.com/wp-content/uploads/Otsuma-directions-1.pdf

Presentations will be held throughout the day and are all 45 minutes in length.

Description of talks in the Lifelong Language Learning SIG Stream: https://living4now.org/lll-sig-mini-conference-with-etj-feb-8-2026/

Conference fee: ¥1000

**** IMPORTANT ANNOUNCEMENT ****

The weather forecast for Tokyo on Sunday is light to moderate snow.

This won’t affect the convention itself but there is a possibility that transportation will be slower than usual especially in the early morning. It would be worth taking this into consideration when getting to the convention.

Each presentation at the convention is independent from the other presentations, so you can come and go as you please.

See the full program of the conference here:https://living4now.org/wp-content/uploads/2026/02/ETJ-Presentation-Schedule-2026.pdf

All talks in the LLL Stream will take place in room 335.

living4now.org

Report on LLL SIG year-end event.

Date & Time: December 12 (Friday); 7 PM – 9 PM

Location: Room 15-308 (3rd Floor of Goucher Building [ #15] on the Aoyama Gakuin University campus.

The presenters included:

Dax Thomas: Trouble at the North Pole: A Christmas-Themed, “No-Combat” Approach to Collaborative Character TRPG Play in the ELF Classroom

Colin Thompson: A Winning Task:Turning takarakuji success into a meaningful activity

Chiyuki Yanase: WOOP for a Happier Learning Life: Turning Wishes into Action

Timothy Ang: Exploring Design and Culture With Country-specific Manhole Covers

Joseph Dias: Creating Talk from Silence: Pantomime Performances Based on Culturally Rich Vignettes

This was a hybrid event: F2F and on Zoom.

Note: From 8:30 PM – 9 PM the Annual General Meeting (AGM) of JALT’s Lifelong Language Learning SIG took place, with an opportunity to nominate and elect officers.

REPORT
The meeting began with introductions and a brief overview of the day’s agenda, which included presentations on various topics related to language learning and teaching. Colin Thomas discussed the integration of games into a task-based learning curriculum, while Dax Thomas presented a Christmas-themed role-playing game. Timothy Ang spoke about the use of artistic manhole covers as content for language learning, and Chiyuki Yanase discussed the concept of WHOOP, which aims to increase happiness and well-being through the identification of goals and explorations of how obstacles can be overcome to realize them. Joseph Dias demonstrated the role that pantomime can play in the classroom to increase students’ nonverbal communicative competence, enhancing their impression management and rapport building capabilities. The session included a live role-playing game where participants, including those online, collaborated to solve a mystery involving Santa’s disappearance. The game involved character selection, decision-making, and problem-solving, with participants using dice to determine outcomes.

*** Christmas Role-Playing Game Session: Trouble at the North Pole (Dax Thomas) ***

Dax Thomas led a role-playing game session set in a Christmas-themed world, guiding players through challenges like crossing a hazardous bridge in a spooky cave. The game was designed to be family-friendly and educational, with opportunities for social interaction and dialogue among participants. Dax shared his experiences teaching tabletop role-playing games in university settings, discussing assessment methods and the collaborative aspects of the activity. He explained how students are evaluated through participation, active engagement in role-playing, and in game design projects throughout the semester.

*** Manhole Covers as Cultural Learning (Timothy Ang) ***

Timothy Ang presented on a project-based learning activity using manhole cover design as a cultural exploration exercise for English language learners. He described implementing the activity at an English camp where students researched and created designs inspired by motifs and imagery connected with different countries, with the goal of improving language skills and cultural understanding. He reported that the activity was successful in engaging students and producing detailed, creative designs, though Timothy noted he would need more than two 90-minute sessions to fully implement it in a classroom setting.

*** WOOP: Turning Wishes into Action (Chiyuki Yanase) ***

Chiyuki Yanase presented on WOOP (Wish, Outcome, Obstacle, Plan) strategies, explaining its four steps and how she uses it to help students set and achieve goals. We tried it out with the participants’ personal wishes for the holidays.

*** A Winning Task:Turning takarakuji success into a meaningful activity (Colin Thompson) ***

Colin Thompson introduced a game-based learning activity involving an ordering and sorting task where participants had to describe and arrange photos to create a story. The task, which Colin designed himself, involved a series of photos depicting a young man winning the lottery, celebrating, and later visiting a police station after his wallet was stolen. Participants successfully ordered the photos and told a cohesive story about the events. How similar gamified activities can play a role in a task-based curriculum was discussed.

*** Pantomime in Language Education (Joseph Dias) ***

Joseph Dias presented on using pantomime as an educational activity in language teaching, sharing examples from his experience learning pantomime with hearing and deaf participants. He demonstrated various pantomime exercises and scenarios, including cultural scenes from Japan, and discussed how these activities can enhance non-verbal communication skills and cultural understanding. The presentation included examples from a virtual exchange program with NYU students, where students created and performed pantomime stories about Japanese cultural scenes, with some success in cross-cultural communication despite language barriers.

Festive Connections: My Share Celebration on Dec 12, 2025 – Lifelong Language Learning SIG Festive Connections: My Share Celebration on Dec 12, 2025 In a year-end My Share event, language teachers will showcase fun and practical activities for celebrating special occasions throughout the school year. If teachers have any ideas about tasks and activities related to Christmas, Kwanzaa, Day....

The Lifelong Language Learning SIG’s Mini Conference, in conjunction with the ETJ Tokyo English Language Teaching Convention, will be held at Otsuma Women’s University (Building G) in Tokyo on February 9, 2025.

The conference fee is just ¥1000 for an amazing program of talks and workshops.

See the program of the conference here: https://ltpdownloads.com/tokyo-1/ .

See the full program at a glance:https://living4now.org/wp-content/uploads/2025/02/Tokyo-presentation-schedule.pdf

10:00 – 10:45

Room 335

How to effectively use lifelong learning courses

Sachiko Nakagome

How are adult lifelong learners different from younger learners in motivation, study habits, and needs? How can you make LLL work for professional development or community building? The presenter will share her insights from 30 years as both a student and teacher of lifelong learning courses.

Aimed at: Current and potential continuing education teachers and students, parents and students of all ages

Sachiko Nakagome has taken over 20 Continuing Education classes in New York and Tokyo. She has worked as a writer, NGO and media personnel and English teacher.

11:15 – 12:00

Room 335

Incorporating service learning into an ELT curriculum

Joseph Dias

Service-learning integrates community-oriented volunteer activities that address local needs into a course, thereby allowing students to connect knowledge and theory to practice through guided reflection. The speaker will show how short-term volunteer placements with NGOs that have an international workforce can enhance both language and intercultural competence.

Aimed at: Teachers at the high school, university, and adult learning levels

Joseph Dias coordinates the Integrated English Program for the English Department at Aoyama Gakuin University and he is the president of JALT’s Lifelong Language Learning Special Interest Group.

1:00 – 1:45

Room 335

Mental health support and resources in Japan

Royanne Doi

Representatives of TELL, a not-for-profit organization dedicated to providing support and counseling services to Japan’s international community,will discuss the mental health landscape in Japan and the resources available to people, especially those seeking services in languages other than Japanese.

Aimed at: Teachers at every level

Royanne Doi is TELL’sExecutive Director. Shebrings a wealth of experience to TELL, including for-profit, non-profit, start-up, and academic work experience. Along with recently assuming the position as an independent non-executive director of a global Japan-based asset management company, she is also an outside director of Gojo & Company, a social impact start-up company investing in micro-finance banks in emerging markets.

2:15 – 3:00

Room 335

The classes they remember: Skits, role-plays, and the brain’s secrets

Mariana Oana Senda

This workshop combines hands-on skits and role plays with neuroscientific insights to create memorable TESOL lessons. Participants will learn how these techniques boost confidence, fluency, and creativity while engaging brain processes for retention and lifelong learning. Practical strategies for different age groups will be explored.

Aimed at: All levels of teachers, from kindergarten to university instructors.

Mariana Oana Senda specializes in TESOL and education, with additional expertise in biology and medical science, integrating skits, role-plays, and neuroscience to foster engagement, communication, and lifelong learning for diverse learners.

Room 336

English proficiency and Its influence on dating and marriage values

Asia Dobbs, Miki Tanaka

This study examines how English language acquisition influences Japanese Millennials’ and Gen Z’s views on social issues, focusing on gender roles, dating, and marriage expectations. Through anonymous surveys, we analyze how English proficiency and education impact cultural awareness and shape attitudes toward relationships and social norms among native Japanese speakers.

Aimed at: Junior high school, high school, and university teachers

Asia Dobbs iis a lecturer at Ferris University with degrees from UC Berkeley and the University of Hawaii, researches Japanese sociology, focusing on how English use influences cultural norms and identity.

Miki Tanaka is a specially Appointed Assistant Professor at Bunkyo Gakuin University. She has an MA in TESOL from Winona State University and researches bilingualism and second language identity.

3:30 – 4:15

Room 335

Enhancing learner wellbeing in the language classroom

Chiyuki Yanase

This presentation explores strategies to enhance learner wellbeing in language classrooms, focusing on fostering a supportive, inclusive environment. Key approaches include promoting positive relationships, integrating mindfulness practices, offering personalized feedback, and encouraging emotional expression. The goal is to improve learners’ overall mental health, engagement, and language acquisition.

Aimed at: Teachers at the high school, university, and adult learning levels

Chiyuki Yanase is a lecturer at several universities in the Tokyo area. Her current research focuses on teacher and learner wellbeing, with an emphasis on promoting sustainable and thriving lifestyles.

Room 336

The keys to self-directed learning: Plan, do, check, act

James Underwood

Did you know it could take 2000 hours to become fluent in English? Come to this presentation to learn how to support learners in taking control of their out-of-class learning and maximising their learning potential. The presenter will explain how to guide learners through a university-level, classroom-based, Self-Directed Learning course.

Aimed at: University teachers or adult teachers

James Underwood has 20 years of experience teaching English in Japan. He is the president of the JALT Learner Development SIG and teaches at several universities.

4:45 – 5:30

Room 335

The reel challenge

Ashley Ford, Kinsella Valies, Rhea Metituk

This presentation highlights the benefits of filmmaking in language classrooms, emphasizing creativity, empowerment, and skill development. It offers a prompt and guidelines for a short video contest in an upcoming language learning film festival, providing teachers with strategies to guide students and motivate them through submission opportunities.

Aimed at: University teachers

Ashley Ford is a language lecturer at Nagoya City University utilizing filmmaking activities as a creative and meaningful way for students to express themselves and use language skills.

Kinsella Valies is an assistant professor at Jissen Women’s University. With a Masters in Applied Linguistics and a Bachelors in film, she uses filmmaking to enhance language learning.

Rhea Metituk specializes in digital media and facilitates the Myongji University English Video Contest. She is president of KOTESOL Seoul and organizes the 2025 KOTESOL International Conference and Film Contest.

Room 336

Inclusive language classroom attempts: An EFL teacher’s experience

Michael Y. Yap

The collaborative and process-learning nature of foreign language learning classes presents significant challenges to learners with special educational needs. However, these difficulties can be mitigated through specific pedagogical accommodations. This presentation shares attempts to make lessons accessible to all learners and help them gain confidence in using English.

Aimed at: EFL teachers at the junior high school, high school, and university levels

Michael Y. Yap teaches at Meiho Junior and Senior High School while doing graduate studies in Special Education. He aims to integrate his Special Education learning to support language learners with diverse needs.

https://living4now.org/lll-sig-mini-conference-with-etj-feb-9-2024/

LLL-SIG Mini Conference with ETJ (Feb 9 2024) – Lifelong Language Learning SIG LLL-SIG Mini Conference with ETJ (Feb 9 2024) Lifelong Language Learning SIG’s Mini Conference / ETJ Tokyo English Language Teaching Convention Otsuma Women’s University (Building G), Tokyo/ February 9, 2025 Conference fee: ¥1000 See the full program of the conference here: https://ltpdownloads...

We are pleased to announce the upcoming LLL-SIG Forum at the JALT 2024 Conference in Shizuoka (Granship) this weekend.

Forum Details:

Day: Sunday, November 17th
Time: 1:45 PM - 3:15 PM (90 minutes)
Room: Hikae 2 (1F)

All are welcome. Regrettably, there won't be an option for online participation at this event.

Theme: Creativity and Imagination in Lifelong Language Learning

Abstract: In our fast-evolving world, traditional lifestyles and work models are becoming obsolete. Eagleman and Brandt (2017) contend that to succeed in this new era, learners must develop the ability to establish fresh social conventions. This necessitates nurturing their imagination and creativity. This forum seeks to investigate how language classes can cultivate these vital skills, offering ideas and activities for consideration, and encouraging participants to contribute their perspectives and inquiries.

Facilitator: Chiyuki Yanase (Keio university)
She will present the theme of the forum and its rationale. Then, she will introduce each panellist and their topics. At the end of the forum, participants are invited to join the Q&A session to engage in discussions.

Speaker 1: Marc Doyle (Sophia University)
His presentation will advocate for the use of Arts-Based Curriculum and Pedagogy within the EFL classroom. An Arts Based Pedagogy can empower students to move from resistance, and even compliance, to commitment towards their EFL study. After a brief introduction of Arts Based Research (to provide a framework), he will present this approach through sample assignments. Examples of student work will be used to explore the use of vulnerability and its role in fostering both engagement & empowerment.

Speaker 2: Ruth Iida (Rainbow Phonics English School)
Is encouraging drawing during class worth the time on task? Is getting an early start on Eiken exams more valuable than reading or listening to stories? In an Eikaiwa environment, children begin learning English through play before beginning primary school. These same children often continue for years in an environment of “playful learning”, giving them a solid four-skills base with which to begin communicating in their second language. For these children, English can also be the key to understanding themselves more deeply. My presentation will highlight a simple low-tech project designed for upper elementary age learners with a solid four-skills base, nurtured by years of playful learning. The project, designed to replace the commonly-used conversation starter, “When I grow up, I want to be a….”, encourages children to think more deeply about themselves rather than checking a box containing a standard occupation.

Speaker 3: Joseph Dias (Aoyama Gakuin University)
Language educators benefitted from the collaboration and sharing of online teaching expertise in preparation for emergency remote teaching during the COVID-19 pandemic. By virtue of those experiences, they are now well positioned to engage in what has variably been referred to as (foreign language) Telecollaboration, Online Intercultural Exchange (OIE), or Virtual Exchange (Guth, Helm, & O’Dowd, 2012; O’Dowd, 2018). These negotiated exchanges are generally arranged by like-minded teachers who bring their geographically distant classes together to enhance the language development and cultural awareness of learners. The speaker will show how he has included photographed and videoed creative content in his exchanges, such as tableaux vivants and pantomime.

All are welcome to this event at Aoyama Gakuin University tomorrow afternoon. No RSVP necessary. It’s free. See full details here: https://www.agu4u.org .

LLL & ALL SIG Mini Conference in Conjunction with ETJ

We are thrilled to invite you to the ETJ (English Teachers of Japan) event in Tokyo on February 3rd and February 4th at Otsuma Women’s University. The Expo includes a series of presentations and forums hosted by JALT’s Lifelong Language Learning (LLL) Special Interest Group and the Accessibility in Language Learning (ALL) Special Interest Group. The LLL and ALL SIGs are holding their joint Mini Conference at this Expo.

To view the overall schedule of the entire ETJ Expo offerings (with the LLL and ALL-affiliated presentations clearly marked), refer to these PDFs, which correspond to each day of the conference Saturday, Feb. 3rd and Sunday, Feb. 4th.

Saturday schedule
https://ltprofessionals.com/wp-content/uploads/Tokyo-Schedule-Saturday-4.pdf

Sunday schedule
https://ltprofessionals.com/wp-content/uploads/Tokyo-Schedule-Sunday-4.pdf

This event promises to be an important platform for sharing ideas, strategies, and experiences in making language learning more accessible and sustainable throughout the life span. Whether you are an experienced teacher or just starting out in the profession, your participation will contribute enormously to this engaging dialogue.

See the abstracts below to get a better idea of what the presentations in the ALL and LLL stream of the conference will be focused on.

Looking forward to your presence at this enlightening and transformative event!

Clear skies,
Joseph Dias
Lifelong Language Learning SIG Coordinator

Fee
ETJ members: 500 yen each day
Non-members can join ETJ free of charge on the day of the Expo or online at:
https://ltprofessionals.com/etjform

—— SATURDAY PRESENTATIONS (all in Room 525)——

Be the Key
11:15-12:00 Saturday, Feb. 3, 2024
5th Floor, Room 525
Catherine Takasugi

Based on current doctoral research focused on understanding families’ experiences of youth refusing to attend school in Japan. When biethnic youth in Japan refuse to go to school there are an array of factors contributing to the absences. Neurodiversity has a significant impact on school attendance. Cultural elements also contribute in both negative and positive ways in terms of framing the experience and finding solutions. In this brief presentation I will share what I have learned from parents of school refusers regarding that key element in getting kids back to school. A teacher, a parent, a friend, or a sport can make all the difference for a family who is experiencing school refusal. Come learn how you can be that key!

Diverse ways of meeting diverse needs
2:15-3:00, Saturday Feb. 3, 2024
5th Floor, Room 525
Andrew Reimann, Ryota Moriya, Natsuki Suzuki, Catherine Takasugi, Mike Yap

Japanese schools are struggling to catch up to their western counterparts by providing an array of accommodations for students with various developmental, emotional, and psychological issues, but teachers are often still left to fend for themselves. This roundtable will show teachers how they might accommodate to more diverse student bodies.

Building a rainbow between students, methods and materials
4:45-5:30 Saturday, Feb. 3, 2024
5th Floor, Room 525
Natsuki Suzuki, Rinka Ishino, Mokuren Yokozeki

Presenters will discuss activities and materials they use to reach, inspire and motivate different learners. By spending time outside class, getting to know students, the presenters demonstrate how to creatively customize methods to best support learners, highlighting challenges, methods and outcomes in elementary, junior and senior high schools.

—— SUNDAY PRESENTATIONS ——

Activities to foster a lifelong learning approach to food culture
11:15 AM - 12:00 PM, Sunday, Feb. 4, 2024
5th Floor, Room 525
Joseph Dias

The presenter will introduce activities that have been developed over a 10-year period for a CLIL course that helps students better appreciate food by considering global issues in the context of World Food Day, and by looking at cultural aspects through poems, restaurant reviews, cookbooks, and award-winning food blogs.

Accommodations for Students with Specific Learning Difficulties
12:30 PM - 1:15 PM, Sunday, Feb. 4, 2024
3rd floor, Room 335
Michael Y. Yap

It’s the beginning of the school term. Your materials are ready, activities prepared and lesson ready-to-go. Then you hear, “Some students have a disability. Please support them.” What now? Learn the different types of accommodation that can be used in teaching, and supporting language learners with diverse needs.

Language teacher wellbeing: How we can enhance it
4:45 PM - 5:30 PM, Sunday, Feb. 4, 2024
5th Floor, Room 525
Chiyuki Yanase

The advancement of technology, global environmental changes, and the ongoing pandemic have added extra stress and responsibilities to language teachers. This presentation delves into the critical topic of language teacher wellbeing, examining its impact on educators and students. It explores activities and strategies to enhance teacher wellbeing by highlighting practical approaches to promoting mental, physical, and emotional health.

Photographs of the routes from three nearby stations

From Ichigaya
https://ltprofessionals.com/wp-content/uploads/Ichigaya-Expo-Route-Photos-1.pdf

From Hanzomon
https://ltprofessionals.com/wp-content/uploads/Hanzomon-Expo-Route-Photos.pdf

From Kudansh*ta
https://ltprofessionals.com/wp-content/uploads/Kudansh*ta-Expo-Route-Photos.pdf

-------------------

You are welcome to attend for the whole of the Expo or just drop in for a while. Each presentation lasts 45 minutes and is independent from the other presentations, so you can come and go as you please.

Here is some information you may find helpful:

What to do when you arrive
Please go to the registration desk on the 3rd floor of building G.

Address
Building G, Otsuma Women's University, Chiyoda Campus, 12 Sanban-cho,, Chiyoda-ku, Tokyo 102-8357

Directions
https://ltprofessionals.com/wp-content/uploads/Otsuma-directions.pdf

At the JALT National Conference in Tsukuba this coming Sunday the Lifelong Language Learning SIG will hold a forum [November 26; Room 401 / (Presentation ID: 581) / 11:35-13:05] on the topic "Language Schools’ Contributions to Lifelong Learning." See the details at: https://living4now.org/language-schools-contributions-to-lifelong-learning-jalt-2023-lll-sig-forum/ and here's a summary:

The focus of this forum will be on the contributions language schools in Japan have played in fostering a lifelong learning ethos. Topics that will be addressed include considerations that go into planning and establishing a language school, the greatest challenges posed by maintaining them, and good practices in recruiting, training, and retaining teachers. The role of language schools in the whole ecosystem of Japanese language education will also be addressed.

Speakers:

* Amy Cordell Long

* Catherine Takasugi

* Lesley Ito

Joseph Dias (discussant)

__________

Catherine Takasugi

Title: Building a community, providing a service, and reaching the lonely: Eikawa Schools do more than just teach English.

Summary:

Maple Leaf English school served a Saitama community successfully for 14 years. It evolved from a once a week kitchen table classroom to 5 days a week creative yet effective and structured language program. While the school reached roughly 100 students in its peak, COVID-19, changing family needs, and personal burnout led to its closure in 2021. The school was primarily focused on language acquisition; however, the multitude of spin-off learnings and benefits for the community, teachers, and clients were also substantial.

Biography:

Catherine Takasugi (she/her) is a part-time university lecturer at Aoyama Gakuin University and Daito University. She is also a full-time doctoral candidate at the University of Calgary in Canada. The interrelationship of school refusal in Japan for biethnic families, neurodiversity, and sense of belonging at school, is the area that she is currently researching. If you have an experience with school refusal in Japan she invites you to send her a email ([email protected]) or come engage in conversation with her during the conference.
_____________

Lesley Ito

Title: Toward a new Eikaiwa school model: Engaging content focused on literacy development

Summary:

After attending a week-long seminar in Cambridge, where she met 22 different teachers from 11 different countries, Lesley Ito came back determined to create a unique kind of Eikaiwa school. Wishing to move away from the typical Ekaiwa model of the 1980s and 1990s where students came to short classes with low expectations of progress, she started a new school exclusively for young learners with 90-minute classes, a CLIL curriculum, a strong focus on literacy, and an extensive reading library. Students made considerably more progress with English at this new school and student retention greatly improved. While it was never the original intention, the school attracted many returnees and international pre-school graduates, to the point where these students currently comprise half of the student body. However, there have been many challenges with teaching staff and new student recruitment.

Biography:

Lesley Ito is a well-known teacher, teacher trainer, school owner, and award-winning ELT materials writer based in Nagoya, Japan. She has taught in Japan since 1992 and owns BIG BOW English Lab, an Eikaiwa school for children with a CLIL curriculum, a strong focus on literacy, and an extensive reading library. She received her MSc in Teaching Young Learners from Aston University in 2018.

_________________

Amy Cordell Long

Title: Becoming an established brand in the local community.

Summary:

Amy opened Dave and Amy English School with her husband in 2004. It now has 4 schools with over 500 students. In the initial years, many students quit around 5th or 6th grade to attend cram school. We don’t have this problem anymore. Many students stay until they leave for university. It’s great to see the students mature, growing in confidence and English ability. Many have never left Japan but are nearly fluent. Even better is when those who graduated bring their own children to study. Once you are well known and well respected in the community, retaining students and recruiting new ones is easy.

Biography:

Amy came to Japan straight from university in 1996. She thought she would stay for one year, but 27 years, a husband, and 2 kids later, she’s not going anywhere. In addition to running Dave and Amy English School, she has written ESL kids’ textbooks and teaches at a JHS in Shinagawa.

DISCUSSANT: Joseph Dias (Lifelong Language Learning SIG Coordinator)

Language Schools’ Contributions to Lifelong Learning (JALT 2023 LLL SIG FORUM) – Lifelong Language Learning SIG Language Schools’ Contributions to Lifelong Learning (JALT 2023 LLL SIG FORUM) Language Schools’ Contributions to Lifelong Learning DETAILS: November 26; Room 401 / (Presentation ID: 581) / 11:35-13:05 Abstract: The focus of this forum will be on the contributions language schools in Japan have ...