Andrew Reimann

Aoyama Gakuin University

About

Andrew is a coordinator of the English Program at Aoyama Gakuin University. His research interests include Intercultural Communication, Materials Design and Media Literacy. He has a PhD in Applied Linguistics and teaches classes on Communication, Comparative Culture and Media Studies. He is from Vancouver, Canada and enjoys cycling, nature and all adventures big and small.

Sessions

Lifelong Language Learning From Burnout to Burning Rubber more

Sat, Jul 9, 10:00-11:30 Asia/Tokyo

The pandemic introduced numerous challenges to our personal and professional lives as teachers. We may have felt an adrenaline rush in the early days as we had to rally all our personal and collective resources in transitioning to online teaching. But, as the pandemic dragged on, many of us felt the fatigue of having to pivot from F2F to hybrid to fully online teaching at the drop of a dime. The extra energy needed to help students cope with learning through different modes also drained our internal resources. This forum will focus on the strategies that teachers at various levels of education—from K12 to university and language schools and beyond—have replenished their stores of energy and enthusiasm.

Andrew Reimann Natsuki Suzuki Joseph Dias Paul Nanton Chiyuki Yanase David Laheist Catherine Takasugi アレン玉井光江

Accessibility in Language Learning  Sustainable Inclusivity: Practical Solutions for Supporting Learners more

Sun, Jul 10, 11:45-13:15 Asia/Tokyo

As the pandemic forced us to move online, learner needs became more diverse and complicated in language education. Teachers’ resources and strategies increasingly face a growing need to reflect these changes. The Act for Eliminating Discrimination against Persons with Disabilities (2016) mandated the provision of equal educational opportunities for all learners, including those with special needs. However, according to JASSO (2020), the percentage of students with special needs in higher education slightly decreased last year. This raises the following questions: Does online teaching better accommodate learners with special needs? Did the online context level the playing field and make traditional differences and difficulties invisible for teachers in? Further research is needed to fully understand these changes. In light of this, the ALL SIG forum will focus on sharing ideas and relating experiences of all participants. This forum will showcase individual stories and experiences creating needs analysis framework for the purpose of assessing contexts and sharing strategies and resources. By creating a support network, educators can work together to address the diversity of needs reflected in today’s classroom. The goal is to raise awareness of diverse learner needs and develop inclusive strategies for language teachers and school administrators.

Ryota Moriya Natsuki Suzuki Andrew Reimann Alexandra Burke Ryoko Sato Michael Yap Katrina Persons-Nishi

Intercultural Communication in Language Education Reimagining Culture, Communication and Competence more

Sat, Jul 9, 15:15-15:40 Asia/Tokyo

The role of culture in communication is critical and well documented yet remains a challenging aspect to teach. Understanding and explaining how to communicate effectively and appropriately across differences is an essential component of language teaching. Since Hymes' (1964) introduction, notions of social competence have endeavored to explain the implications of personal, psychological and cultural elements affecting communication. Learners today, require meta-skills similar to Byram’s (1997) ‘Savoirs’ that embody a cultural awareness including sensitivity to differences, tolerance of ambiguity, willingness to adapt and cooperate, to negotiate meaning and develop understanding. This type of Meta-Cultural Competence (Reimann 2010) proposes that knowledge becomes competence when connected with experiences and the sensitivity to realize their significance. This presentation describes 10 categories of cultural orientations and communication styles used to objectively teach unfamiliar concepts. Considering the subjective nature of culture, creating a framework of relatable and comparable features, characteristics and criteria is necessary for synthesizing and understanding culture, building empathy and competence, while avoiding othering or perpetuating stereotypes. The categories to be discussed build on concepts established by Hall (1976) and Hofstede (1980), applying their models to the analysis of real critical incidents, which can be used to raise awareness and develop Meta-Cultural Competence.

Andrew Reimann