Attend a workshop exploring the conference theme of Agency and Autonomy and get ready for the weekend! Come see what the theme is all about in four featured speaker workshops on Friday evening. Click here for details.
- 1st time slot (16:30~17:15)
- Dr Gregory Paul Glasgow: Agency in Language Classrooms for Teachers of Colour
- Dr Eriko Yamabe: Becoming Aware of Cognitive Differences: Based on Korthagen's Reflection Theory
- 2nd time slot (17:25~18:30)
- Professor Andrew Tweed and Dr Bryan Buschner: Navigating Constraints: Fostering Autonomy in Language Learning
- Dr Mayumi Kashiwa: Teacher Awareness of Learning Environments Beyond the Classroom
Agency in Language Classrooms for Teachers of Colour
Dr Gregory Paul Glasgow
Despite increasing diversity in Japan’s ELT sector, equity and inclusion remain limited. English teachers of colour from both Global South and Global North communities often face barriers to professional legitimacy. Job discrimination, the lack of cultural representation in ELT materials, coupled with stereotyping and the challenge of navigating hypervisibility / invisibility further undermines their sense of respect, creativity, and empowerment. Drawing on my research on language teacher identity, decoloniality, raciolinguistics, Global/Unequal Englishes (Glasgow, 2023, 2024) and the use of real-life examples, I offer a strategic blueprint to these challenges. Respect involves contesting hegemonic perceptions of English, nation, identity, and language to ensure equal recognition of the backgrounds and origins of teachers often not viewed as "legitimate". Creativity allows teachers to resist ELT norms, create spaces for implementing intercultural pedagogies, and advocate for systemic change. Empowerment involves teachers' active displays of self-efficacy, autonomy, and ownership of one’s professional trajectory throughout their careers. This can happen through commanding respect and implementing creative ways to leverage professional knowledge, decolonize ELT, build support networks, and amplify marginalized voices in language education. By foregrounding these three interconnected dimensions, this blueprint provides practical strategies for navigating ELT’s structural constraints in Japan while fostering a more inclusive educational landscape. Though this talk centers on teachers of colour, its principles clearly apply to all educators striving for professional legitimacy and equity in the field.
Becoming Aware of Cognitive Differences: Based on Korthagen's Reflection Theory
Dr Eriko Yamabe
A short introduction to Korthagen's reflection theory will be given by the facilitator, followed by a quick exercise to help participants understand the differences in how our cognitions work and the impact the non-verbal and unconscious areas of our thinking have on our (re)actions. In the main exercise, participants will reflect on their actual teaching situations and Korthagen's "9 questions" will be used to deepen the reflection. Finally, the focus will be shifted on the participants' "strengths," which will be the key in enhancing the good in their teaching practices.
Navigating Constraints: Fostering Autonomy in Language Learning
Professor Andrew Tweed (Soka University) and Dr Bryan Buschner (Soka University)
Fostering autonomy often means navigating constraints. In classrooms, rigid curricula and assessments may limit self-directed learning. Beyond the classroom, including in self-access centers, institutional barriers such as budgets, space, or administrative policies can pose challenges to effectively promoting autonomy. However, teachers can find creative ways to lessen, work around, or overcome these obstacles. This workshop begins with a theoretical overview of autonomy and constraints, followed by real-world examples from the presenters. Participants will identify challenges at their institutions and collaborate on solutions. By the end, they will have developed practical strategies for fostering autonomous learning despite constraints.
Teacher Awareness of Learning Environments Beyond the Classroom
Dr Mayumi Kashiwa (Kanda University of International Studies)
How much do we know about students' language learning practices beyond the classroom? While teachers often hope that students are engaging autonomously with the target language, these practices are rarely visible. Yet, understanding learners' out-of-class environments and experiences can offer valuable insights into their needs and inform teaching practice. This workshop explores students' learning ecologies through an ecological lens. Participants will consider how to better understand learners' broader contexts and discuss ways to foster awareness of the connection between in-class and out-of-class learning to support autonomy, engagement, and meaningful learning experiences.