TOKYO |
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How to register for a workshop | Supported by | |||
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Workshops are held on Sundays about once a month | ||||
Workshop schedule: See further down this page.
There are two workshops in a day.
Morning workshop: 10:30 – 1:00 Afternoon workshop: 2:00 – 4:30
Tokyo Location:
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Certificates offered | ||||
For each program, there are four kinds of certificates:
Click here for more information on each of these certificates
All certificates and reports are sent as e-mail attachments once every four months.
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Fees | ||||
For attending one workshop:
For submitting an assignment to be graded:
For submitting an audio or video for the applied certificate accompanied by a report:
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Workshop schedule |
Title | Trainer | Date | |
TESOL 1 | Motivating students to communicate | David Paul | Apr 26 |
TESOL 2 | Communication activities | David Paul | Apr 26 |
TESOL 14 | Let’s get physical: The brain/body connection | Marc Helgesen | May 17 |
TESOL 13 | DIY NeuroELT: Making your textbook more brain friendly (please bring a textbook you use.) | Marc Helgesen | May 17 |
TESOL 7 | Principles of second language acquisition | Alastair Graham-Marr | Jun 7 |
TESOL 8 | Fundamentals of teaching listening | Alastair Graham-Marr | Jun 7 |
TESOL 9 | Teaching communicative competence | Alastair Graham-Marr | Jul 19 |
TESOL 10 | Assessment methods in the EFL classroom | Alastair Graham-Marr | Jul 19 |
TESOL 17 | Teaching pronunciation | Terry Yearley | Sep 27 |
TESOL 18 | Adapting materials for speaking practice | Terry Yearley | Sep 27 |
TESOL 5 | Principles of vocabulary learning | Rob Waring | Oct 4 |
TESOL 6 | Managing an extensive reading program | Rob Waring | Oct 4 |
TESOL 3 | The mind, the brain and English language teaching | Robert Murphy | Nov 29 |
TESOL 4 | Cognitive development and dynamic task-based learning | Robert Murphy | Nov 29 |
TESOL 11 | Balance in language teaching | Rob Waring | Jan 17 |
TESOL 12 | Getting the most out of your materials | Rob Waring | Jan 17 |
TESOL 19 | Teaching conversation skills to large classes | Jerry Talandis | Feb 28 |
TESOL 20 | Oral communication cultural codes | Jerry Talandis | Feb 28 |
TESOL 15 | Digital learning and teaching | Herman Bartelen | Mar 13 |
TESOL 16 | Self-directed learning | Herman Bartelen | Mar 13 |
Trainers |
David PaulFounded David English House in an apartment in Hiroshima in 1982 and built it up to become one of the most respected schools in East Asia. He is also the founder of ETJ (English Teachers in Japan). David has spent a lot of time travelling around East Asia training teachers and helping both private schools and ministries of education to introduce more student-centered programs. He has also been a guest speaker at many conferences throughout the region. However, these days, when he is not teaching, he focuses almost entirely on training and supporting teachers at a grass-roots level. His books include: ‘Teaching English to Children in Asia’ (Pearson), ‘New Finding Out’ (Macmillan), ‘Communicate’ (Compass), ‘Motivate’ (Compass), ‘Communication Strategies’ (Cengage) | |
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Rob WaringDr. Rob Waring teaches at Notre Dame Seishin University in Okayama, Japan. He is an acknowledged expert in Extensive Reading and second language vocabulary acquisition and lectures and publishes widely on these subjects. He is on the Executive Board of the Extensive Reading Foundation and is also author and series editor of the Foundations Reading Library, the Footprint Reading Library, and the Page Turners Reading Library by Cengage Learning. | |
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Alastair Graham-MarrHas his Masters in Applied Linguistics. He’s an Associate Professor at the Tokyo University of Science and has been teaching in Japan for 22 years. In addition to his teaching he also | |
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Robert S. MurphyFounder and Principal, Murphy School of Education. Author of the popular EFL textbook series, Optimal Levels!. Robert studies and conducts research at Harvard University with the main field work in cognitive development rooted in Japanese schools. His current doctoral research (supervised by Zoltan Dornyei at the University of Nottingham) connects neuroscience, intercultural studies, and EFL in Japan – Robert has a Master’s degree in TEFL/TESL from the University of Birmingham, and is now a tutor/supervisor for the Birmingham MA distance program. Robert is fully bilingual (English/Japanese). | |
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Marc HelgesenAuthor of more than 150 professional articles, books and textbooks including the English Firsthand series (Pearson Education/Longman Asia) and has lead teacher development workshop on five continents. He is professor at Miyagi Gakuin Women’s University, Sendai and adjunct at Nagoya University of Foreign Studies MA TESOL Program. | |
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Terry YearleyTerry Yearley has been on the ETJ-Tokyo committee since its foundation in 2006, serving as Coordinator and Programme Officer. He has an MA TESOL from Teachers College Columbia University, and a first class honours degree in ‘Linguistics with TEFL,’ and the Trinity College London ‘Certificate TESOL’ from his native England. Terry has been teaching EFL in Japan for over ten years. He currently works at high schools, exam prep schools, and universities in Kanto. | |
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Jerry Talandis Jr.Jerry Talandis Jr. has been working as an English teacher in Japan since 1993 and received his MSc in TESOL from Aston University. He is currently an Associate Professor at the University of Toyama, focusing primarily on teaching English conversation and composition. His research interests include pragmatics, materials design, learner autonomy, and professional development. He can be reached on academia.edu. | |
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Herman BartelenHerman Bartelen, director of the English program and self-access learning center at Kanda Institute of Foreign Languages in Tokyo, has written nine EFL textbooks and has given more than 30 professional workshops about English-language teaching. He has a Masters in TESOL from the University of Birmingham, U.K. | |
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Workshops |
TESOL1: Motivating students to communicate |
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TESOL2: Communication activities |
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TESOL3: The mind, the brain and English language teaching |
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TESOL4: Cognitive development and dynamic task-based learning |
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TESOL5: Principles of vocabulary learning |
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TESOL6: Managing an Extensive Reading program |
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TESOL7: Principles of Second Language Acquisition |
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TESOL8: Fundamentals of Teaching Listening |
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TESOL9: Teaching Communicative Competence |
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TESOL10: Assessment methods in the EFL Classroom |
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TESOL11: Balance in Language teaching |
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TESOL12: Getting the most out of your materials |
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TESOL13: DIY NeuroELT: Making your textbook more brain friendly |
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TESOL14: Let’s get physical: The brain/body connection |
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TESOL15: Digital Learning and Teaching |
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TESOL16: Self-Directed Learning |
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TESOL17: Teaching pronunciation |
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TESOL18: Adapting materials for speaking practice (ages 4-6) |
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TESOL19: Teaching Conversation Skills to Large Classes |
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TESOL20: Oral Communication Cultural Codes |