Language Sensei

Thoughts on Teaching Languages and Integrating Technology

July 4, 2014
by leesensei

Summer Holidays….(And a look back at the top posts for 2013)

MP900201712Language Sensei is currently on summer holidays.

I’m looking forward to new areas to explore and reflect on starting again in August. In the meantime why not check out Language Sensei’s most popular posts from 2013?

You can also check out some of my favourite blogs – on my blogroll – to learn from.


Hope you are also enjoying a well deserved rest!

See you in August,


June 26, 2014
by leesensei

Developing A Reflective Classroom (End of Year Reflection Part 2)

Eating CaterpillarIn my previous post I wrote about the “choice” that I am trying to inject into my classroom. If choice is key – then it seems that I also need to make sure that what I’m doing in class, the choices I am offering etc, are effective. To that end my other stress this year was to develop a more reflective classroom. What were the key things that I found to establishing a culture of ‘reflection’ in my classes?

Consistent Expectations/Feedback – I don’t think that students can actively, or accurately, offer a reflection on how they are feeling about their learning without a solid understanding of what it is they are trying to master. To me that comes down to consistency – and two key areas are in what I expect from them and how I offer feedback.

Expectation – What I Value: I worked this year to try to align my expectations, and how I communicated them, through the use of various rubrics. I began with 3 basic rubrics taken from the DELF program, and began to alter and adjust to suit my classes needs. I removed all of the ‘numbers’ from them – that screams ‘mark’ to me – and instead tried to come up with a descriptor that might mirror my students’ language like “comfortable” or “pretty good”. I began to use an ‘activity rubric’ as well – not all the time – but enough that they might expect it to come. What’s on it is key to me for the type of learner I am trying to develop, as well as ‘how’ I hope they learn (such as  ‘not using English’ ‘working with partner to communicate’).

Expectation – Consistent Use (Reflecting Before You “Rubric”):  Another way for me to get my students thinking about their learning is to not allow them to use rubrics for an activity without ‘reflecting’ first. I wrote about this when I talked about my activity rubric but I use this strategy for almost any time that I use a rubric. The questions/leading statements that I ask them to reflect on may change but the idea that students are to ‘think before they evaluate’ does not.

Expectation – Consistent Feedback: My feedback to my students became more consistent this year as well. This isn’t about how often I offer feedback but the format that it came in – specifically for written work. I decided upon the idea of marking by ‘colour’. As my post explained, this allows students to quickly see where their challenges are, and I found that the corrections that I asked for in the writing also showed up in their oral communication. My challenge for next year is to possibly expand my colour codes to one more colour – focussing on using the correct form of the verb for specific grammatical constructions.

Pre/Mid/End of Term Formal Reflections – This is the first year that I did 3 ‘formal’ reflective exercises with my students. The information that I received and that they shared was invaluable. I’ll never not do this again!

Pre-Term: I started the year with an idea shared originally by Martina Bex.  This year my first ‘homework’ assignment was to read my class FAQ’s and complete a series of questions designed to get them thinking about class, their role as a language learner and what works for them. Several said they had never been asked before what worked for them in class – and as the emails came in I responded with 1 or 2 sentences that touched upon their information. It was a great way to establish both expectations and a relationship at that beginning of term.

Mid-Term: Just before the first report card I asked for a mid-term reflection from students. As I read each I made comments on their sheet – offering support and suggestions before handing it back to them. This was, for me, a student generated ‘report’ and a chance to further dialogue. After reading all of the “I’d like to learn more..” I made sure to speak about what I learned from them – and talk about how I would be incorporating their suggestions into second term.

End of Term: Finally, and just before finals, I asked again – the same form as the mid-term with only a change to the last question – asking them to give 2 pieces of advice to a student taking this course next. They gave great advice that I’m going to use to start my classes with in September.

The final piece that, for me, starts to build a culture of ‘reflection’ in class is mine. I cannot in good conscience ask my students to reflect on their learning journey without doing the same. My participation in the #langchat PLN and this blog are, for me, my way that I do that.MP900314068 The twitter chats force me (in 140 characters) to really see what is important to me as a teacher for any given topic. This blog is a way that I can ask key questions and, in writing a post, answer them first and foremost for myself.  And if you have not yet jumped into #langchat or blogging, I urge you to take that step!



June 23, 2014
by leesensei

A Year of Change…. A Year of Choice (End of Year Reflection Part 1)

Eating CaterpillarWhat a year! It started with the usual rush in September and is currently ending with a province-wide teachers strike. Despite this unusual end to the year it has been one of amazing change – dare I say ‘metamorphosis’ for my classroom. And most thrilling for me is the almost organic way that the changes have come. I will confess that I didn’t plan my year to go this way – but I am thrilled with how it turned out. It has been a year of big changes in class – and I wanted to highlight a few of the key areas that emerged for me:

Words To Use: The resources and ideas shared by the #langchat PLN, led by Amy Lenord’s pointed blog posts, meant that I no longer felt comfortable with set vocabulary  as the ‘entirety’ of what my students should know. I still believe that a basic vocabulary is key – but as a ‘touchstone’ from which individual expression can come. My vocabulary choice journey is outlined in two posts from earlier in the year – one as I began to change – and an update on how it was going

Putting It Together: I got away from the word ‘grammar’ this year – instead changing my phrasing to ‘how you put your words together’ along with backing down from words like ‘adverb’ or ‘adjective’  After all – how many times do I use technical grammar words like ‘adverbs’ or ‘negative past tense’ in my daily interaction in English? I realize that the more I used ‘technical’ words – the more my students were learning ‘about’ the language rather than how to use it.With this shift came my need to give them what was required for the task at hand. I could no longer in good conscience not give them what they needed in order to do what I asked them to do. Letting go of the control of how they expressed themselves resulted in much more natural language in their interpersonal communication.

Showing Learning: I got rid of the word ‘homework’ this year. Instead in my markbook it became ‘out of class’ work or ‘practice’. And what that work was changed for me. As much as possible I got rid of worksheets and the workbook. Non-meaningful repetition of something seemed to be, well, pointless for me. Yes there is a time/place to ‘practice’ key items but I found that best done as a game, with partners or a group – rather than as a ‘homework’. I found that offering options for showing what they know – and sharing it – was far more meaningful for them. The Sketch/Share, Phone conversations and Story Game posts are examples of the infusion of choice in demonstrating learning.

Handing It In: If I am giving more choice in ‘what’ students are learning I also made the commitment to allow them choice in how they submitted work. This year any ‘hand in’ assignment became “online or on paper” – whatever worked best for them. I got a wide variety of submissions. About 30% of my students are now solidly ‘on-line’ people. They complete work on their computers or phones and submit via email. My rule is that I return it as I receive it – so if it is marked online – it is returned the same way. It took a bit to figure out ‘how’ I was going to to organize my on-line marking – and my thoughts were put into an initial and follow-up post.

I cannot thank the #langchat PLN for challenging me, supporting the change, and cheering the journey – special thanks to Amy, MP900314068Sara-Elizabeth, Laura and Catherine for their frequent input!  Oh there’s more change to come when school resumes….and I’m looking forward to it!



June 18, 2014
by leesensei
1 Comment

‘Senpai’ – The Rewards of Senior Student Class Volunteers

Hand ReachingMany schools have a peer tutor option available for students. Traditionally this is a one-to-one idea in which a student helps to support the learning of the other. I have used this idea for a long time in my classes – but in my case I have the ‘senpai’ – who works with the entire class. It can be an immensely rewarding situation – for the Senpai, for the class and for me. The concept of “Senpai and kōhai ”  in Japan  applies,  as Wikipedia puts it,  ”to the senior/junior mentor system in wide use in Japanese culture; often found at all levels of education, in sports clubs, businesses, and informal or social organizations”.  My Senpai are either working on a volunteer basis to earn volunteer hours (required for graduation) or completing a school course called “Peer Tutoring”.  These students are in my classes because they have great ‘mentor’ potential and I have the final say as to whether I will accept them in my classes.

What do my Senpai’s do/don’t do?  

They do: Answer questions from students as they occur ; Fill in for absent students in pair or table work; Help catch up students who have missed class; Review/reinforce learning; Help students seek out words they need; Act as a ‘sounding board’ for me regarding class activities or support required
They don’t: Act as a dictionary; Give an answer – rather they help students to find an answer;  Mark or assess for me

What characteristics make a great Senpai? Do I need a top student as a senpai?  Not necessarily – just one who has completed the course they are volunteering in. In fact some of my best senpai have been students who know what its like to work hard to learn. What I really look for is:

Native or Non-native speaker – I’ve had both – my native speakers bring ‘current’ language to the room and a resource for all of us; my non-native speakers bring their own learning experience to their role – which for me is often more valuable.
Empathetic and Self-Aware – My best senpai’s know what they know, and what they don’t. They know they are also students, not dictionaries, and that they don’t need to have ‘all the answers’. They model the ability to risk, and seek help that I look for in all my students.  
Confident, Mature with a Good Sense of Humour- I talk to them as ‘junior’ peers  and often seek their input into how an activity may run or a concept introduced.  They need to have the confidence to accept the role as a ‘mentor’  and the maturity to handle the role – while remaining approachable – which is where the sense of fun/humour is critical. 
Self-starters – The Senpai doesn’t sit and wait. When students are actively learning they are up and about and circulating around the room. I ask them to have ‘big ears’ to listen for students struggling, those not quite using a concept correctly etc. My best Senpais have provided me with critical feedback into how the learning is going in the room. 

What classes work best with a Senpai? Generally I use them with my Yr3 and Yr4 classes. I have found that the more junior classes don’t always have enough for them to do. It’s when students start to really expand their language, and deepen their communication that the Senpai’s seem to be the most useful. I usually have one Senpai per class – but in a class of 30 – have used 2 when I could.

My Yr3 class this semester have an amazing Senpai duo. Grade 12 students,  they move easily among the 30 Gr. 11 students and are always quick to answer the call of “Senpai”!  They have become my ‘right-hand’ in the room  - and have inspired some of the Yr3′s to ask to be Senpai’s next year. I’m looking forward to working with them.


June 15, 2014
by leesensei

Quick To Make & Ready for Any Activity: Pre-made Table Signs…

go signThis year, I have changed my class setup to pods of 4 desks (here’s why) – and am really pleased with the energy and interaction in the room. I made my first set of signs (numbered 1-8) as I waded into ‘stations‘ – and, as I introduced new activities, I began to see how convenient they are to have, and am adding more sets to my “ready to use” collection.

What are they made of/Where are they?  In this day of easy technology I like the ‘old school’ feel of the paper sign. I chose bright yellow card-stock – regular 8 1/2″ x 11″, folded in half, that can stand independently in the middle of the 4 desk pod.  They are clipped together and hung them from a push-pin beside table signsmy white board. Easy for me to see and grab when needed.

What’s on them? My first set is simply a set of numbers. I have 7 ‘pods’ in my room so they are numbered 1-8. 8? With students away, or a different focus for activities I find that I can need more than 7 groupings – and so I always have an extra ready to go if needed. I have used these for review stations, for seating charts for kids to ‘find their table’ and for groupings for everything from review to pre-activity planning.

photo 1

“I think so…”

My second set says “I think so…” on one side, and “I don’t think so..” on the other. I’ve used them for discussions for readings, debate practice and anything where students can express an opinion on a point of view/topic. Last week they were used for the Yr3 “recycling is/isn’t important” debate as students moved table to table practicing arguing for either side with different partners.

My third signs are very basic – and used for my ‘split’ class that I teach. I see my IDS (Independent Directed Study) Group – a post-Yr4 class -  in class every 2nd week. As I’m often changing how I set up for any given activity – the signs set out where they will be sitting in the room.

My newest set is with one of the first three characters of one of our TL scripts  - “あ” , “い” and “う” .  If I taught a non-character language it would be “A”, “B” and “C”.  I have 3 of each – which allows several tables to be part of the same group. These allow me various grouping options. For example, it can let me easily set my students into groups for those I know “get” a concept (and can move into an activity) with those that may require some review prior to moving on.

Quick to make, easy to see and available whenever I see the need to group – my ‘sign’ collection is sure to grow! Do you use this kind of table label and what works for you?


June 9, 2014
by leesensei

“The Travel Fair” An Interactive Oral Exploring Lesser Known TL Places

Hands touching a globeWhat do you think of when you think of your Target Language country/countries? While you may have spent some time there – and traveled to various spots – your students may have not. As a Japanese teacher it seems that Tokyo is the number 1 ‘want to go to’ place for my students. However, as I spent my first 2 years in Japan in smaller more out of the way places,  I want my students to learn that there’s more to Japan than the big urban areas. And so the Year4 travel fair  – a summative activity at the end of a 2-week unit – was born. It allows students to utilize key words they will need if/when they visit Japan – and also allows them to research and introduce key areas to their classmates during an interactive oral.

For me the fair takes a week  – with time spent planning/preparing for the ‘fair’, running the fair and then using the information for a written ‘summative’ evaluation. (My handout – for my Yr4 Japanese class including is here)

The premise: Design an optional tour for a visitor to Japan – one that is outside major urban areas (I list the ‘no go’ places). This can be a 2 or 3 day tour.

Day 1/2: Research and Preparing the Information Pamphlet:

I send students to the national tourist website to begin their quest to find an area to represent. Some choose cities, others choose a ‘state’ or region. They have to pass their choice by me – and I get the final say as to whether its a go (sometimes they choose a satellite city of a major one – and that’s a ‘no’ from me). Note that I say that the tour cost is 30,000 yen – all tours will be the same price. Okay – it’s not ‘realistic’ for some but my goal is the for them to promote their tours solely on the tour and not the cost. Then they research – what to do, where to stay/transport etc. in their place of choice. This usually involves a combination of internet searches as well as guidebooks that our librarian gathers for 1

Preparing the Info – This is the time when they are preparing their ‘tour brochure’. They must include an itinerary as well as create a ‘blurb’ for the start of pamphlet – something to help sell their tour (Eg “Do you like sitting in hot springs? Have you ever wondered what it’s like to do that in winter? Well..have we got a tour for you!”). They add in visuals as well as 4 FAQs for their tour. I ask that any information they provide from sources be credited (including photos that must be sourced from the public domain.)  Students also prepare a “sign” for their tour which can only have their travel company name, their destination and a visual  – the idea being that all information shared must be done so orally.

Day 3/4 -Preparing/Practicing for New Vocabulary/Practicing What to Ask/Answer

We continue preparing the information pamphlet with students determining what their homework is based upon the travel fair date. They know that Day 4 will not be a ‘making’ day but rather a ‘practicing’ one.

Specific areas may require specific vocabulary – and how do you know if someone will understand you? We take 1/2 a class during preparation to set this up. Students put up any words that they think are key to their tour – in both the TL and English. Then we spend about 30min figuring out – as a group – how we would explain what these words meant. For example a ‘waterfall’ becomes a ‘river that falls from a mountain’. All of the students work on all the words. At travel fair time it becomes easier to explain a word if someone does not understand what it is ( my students are very comfortable when they don’t understand a word in saying “What does __mean?”)

Students also practice asking/answering questions about their tour. They know that during the fair other students will visit their booth to find out about their tour. I give some sample questions to help them – many have not travelled on their own so don’t know what to ask. They also practice asking questions of the potential customer – so that they can sell their tour to them!

travelfairDay 5 – The Travel Fair

On fair day the desks in my room are in a circle. One partner runs the booth for 1/2 the time (generally 20-25 min) while the other is out finding out about various tours. They are given a tour sheet to fill in that has space for the basic “Who, What, Why, When, Where” information to be recorded. All interaction is in the TL. All writing is in English (except the tour name). Students usually get to 3 or 4 tours during the allotted time they have. Halfway through the class they switch and take over the booth so that their partner can go tour hunting.  The tour fill-in sheet is collected after the travel fair. (They don’t know it but they will get it back for the written test.)

The fair is ‘self-marked’ – for their ability to complete the task as required. We work on self-evaluation skills a lot during my classes and my Yr4′s are very aware of how well they could do what I asked them to. For me the ‘second check’ comes during the writing piece.  Keep in mind they are asked 2 exit questions (such as “how did that go?” or “a challenge for me was…”) that they must answer prior to completing the rubric.

Day 6 – Summative Written Piece

My check-in with them comes during the summative evaluation. For this they are given their tour sheet back – I’m measuring how well they communicate – not their ability to remember what the tours had to offer. The ‘twist’ I throw in is to have them write, not about “What Tour I want to Go On (and why)”  but to write as a ‘bored teenager who has been dragged on a tour by their parents’.  They love this chance to take something fun and write with a sense of ‘ennui’!

The Travel Fair gives my students the opportunity to find out about less well-known places in Japan, see what it would take to visit their and use their language skills to promote the area to classmates. My hope is that it gives them a new place to see should they ever visit the country!





June 2, 2014
by leesensei

10 Minutes to Make – Impact – Priceless (The ease/reward of a unit slideshow)

MP900177844As Foreign Language teachers we are continually focussing on teaching in ‘context’. It is the link between the ‘what’ and the ‘why’ that really helps to deepen both the learning (and the will to learn) within our students. One of the ways that I have started to experiment with setting context is through visuals  – visuals from the target language country. It started, as many of my things do, with a one-off kind of thing – almost a fluke as it were. I was leading into seasonal activities – and wanted to incorporate both those that are popular here, and in Japan (my Target Language – TL). How was I to hook them – to set them up for what they were going to delve into? I have clip-art – lots of it – but I wanted more relevancy – more reality.

So I hit the search engine – and looked for images – images of Japanese people doing, experiencing some of the activities that I knew were going to come up from my students – and also things specific to Japan. I used ‘Google Images’ set my search to ‘free to reuse’. (I also use Creative Commons and Morguefile to find free to use images)  Then I started typing in what I was looking for “Japan – hot springs”  “Japan – snowboarding” “Japan – fireworks” and so on.

Quite quickly I had a set of 10-15 images that suited what I needed. I popped them into a ‘slideshow creator’ (I use Keynote) – no words – just images on a white background. Then I exported it as a Quicktime movie. I played around with how long the slides were shown for and found that a 3-3.5 second length was long enough to really see but short enough to move along quickly. And so my 3 minute Seasonal Activity Slideshow was made – in about 10 minutes.

I put the slideshow on ‘loop’ so that it played continuously as my students entered the room – and settled at their tables. They were intrigued by the images and it easily set the stage for our discussion. After some classwork on the vocabulary I ran it again – students were spontaneously calling out what the activities were in the target language. I ran it again – and they all told their partner if they ‘liked’ or ‘disliked’ or ‘could do’ those activities.

Quick and easy to make – and a great (and easy) way to both set the stage for learning – and spark discussion. I’ll be gradually creating these for all of my classes – 10 minutes at a time!


May 29, 2014
by leesensei
1 Comment

“Let it Go”…and see them fly!

MP900227656It didn’t start out to be this way. I was happy with my classes, the units and how they were “all ready to go” for the year. And then…#langchat did it to me again. If it wasn’t Amy Lenord challenging me right up front to reconsider my ‘vocabulary’, Sara-Elizabeth Cottrell daring me to drop the textbook, Laura Sexton continually showing me how I could innovate, or Catherine Ousselin and her amazing technology tools, it was some other member of the #langchat PLN leading me to being a better teacher.

It all came together for me today during my afternoon long block with Yr2. Oh what a class – 30 students in Grade 10 – 21 of them young men – all very vocal and keen to interact. We were into the song of the week activity doing a wordcloud of the lyrics and I saw it – a concept I usually don’t approach until Yr 4 (interrogatives) and this song was full of them! Some students had found the meaning for “someone” and “something” and it was an easy extension to the other some~ words in the song. And then I asked it – “So what if  the singer was looking to “somehow” find her way back to her lost love -  how might she say it?” And 1/2 the class – yelled it out. Correctly. No big explanation from me on ‘how to construct it’, no over-coaching. Just a concept that made perfect sense to them. Why? Because it was key to understanding the song they were enjoying and because it was a natural extension of what we were already doing. It was language in context…not a context for the language.

Letting go of the list and letting my students into the learning has produced more communicative students – and more meaningful interaction in my class.

This year I learned to let go of  deciding what I think they need to know and started to collaborate with them on what they want to be able to express. It’s a phrase that has become, courtesy of the movie “Frozen” way over-used these days. But it’s true – let it go – and see your students fly.

Thanks (again) #langchat!



May 27, 2014
by leesensei

“If I Had 1 Day in…” A Webquest/Google Docs/Discussion Activity

Pagoda Surrounded by Cherry BlossomsWhat if you only had 1 day in a famous city/area in your Target Language (TL) country? Where would you go, what would you do? This is the premise for my “Visit to Kyoto” activity with my Yr 3 Japanese class. This is a 3-class activity that introduces my students to some iconic Kyoto sites – and hopefully gives them ideas should they plan a trip in the future!

Day 1 – Webquest/Google Docs Survey – In order to establish a common basis for discussion, I ask that they visit the National Tourist site for Japan – and in my case (as I’ve outlined my authres challenge before) in English.  I want them to see the specific country’s site, the extent of its offerings and, as I have a high population of students who don’t have English as their first language, the variety of languages offered to explore the site . For Kyoto I identified 5-7 top sites in the city. For the assignment the students are asked to go to each site and complete the following information (in English and on paper):

What is it?
Where in the city is it?
Why do tourists go there?
What would I see if I went there?
What could I do if I went there?
Why would I personally want to go there?

At the end of assignment, and to ensure they’ve gone to the site I want them to,  I also ask the students email me to respond to the website in particular – telling me what their initial impression of the site was and one improvement that they might suggest for the webmaster and why. I’ve sometimes even sent their suggestions along to the organization.

Google Doc Survey – Once students have completed the paper survey I ask them to enter the info into the google docs survey.  This survey just asks them to rank each site for the ‘visit’ preference from 1st (most want to go to) to the last. I don’t do this Day 1 work as an all on-line google doc activity as I want students to have the hard copy for class work – and I really only want the info to generate the rankings.

Day 2 – Vocabulary Crowd-source – Generally I put up the 6 spots on the whiteboard and ask the students to talk to their partner and answer the ‘questions’ that they had to when they did the webquest. They do this as a ‘mindmap’ on a larger sized piece of paper. For the first 10-15 min. (or so) I don’t allow dictionaries – in the hope that I can tap into their circumlocution skills. Then students source out the TL that they would need of they had to answer using dictionaries. Finally they take turns adding information to the whiteboard. If it’s a ‘looked-up’ word they put the English beside it. The last part of class allows them to borrow any words seen on the board that they might want.

Day 3 – Summary Discussion – Prior to class I go to the form response data and generate a “Summary of Responses” and a series of TL questions about the place in general and their specific responses.  I use conversation circles a lot and students are used to answering questions as a group. The questions can range from “What is Kinkakuji?” to “Why do you think the Gion was the ‘least’ popular site among students”. They get 10 min or so with their partner (and notes) to work through answers to the questions. Then they move into tables of 4. They can have notes with them if they need them still but they are there really for ‘emergency’ purposes only. The discussion generally lasts 35-40 minutes and we change groups once half-way through. The discussion is self-evaluated with the written response prompts being “Today I was proud that I…” and “For next time I’m going to …”

It’s a great activity for students that makes use of their real data, and incorporates reading, listening and speaking. If your class went to an area in your TL country – where would that be and why?


May 23, 2014
by leesensei

Start With Meeting Them Where They’re At: #Authres to Comprehensible Input…

uniqloIt was a great #langchat last night. Amy Lenord (@alenord) and Kris Climer (@krisclimer) led us through a structured discussion on using Authentic Resources (#authres) for Comprehensible Input. I was happy to be a participant, and not a moderator, on this one as I am still expanding my #authres use. This is partially because accessing #authres is complicated in an Asian language when students’ character knowledge does not fully meet what is used in regular communication in the target language country.

#langchat last night inspired me to rework the introduction to ‘large’ numbers – that typically we do in Yr2 (along with the Chinese characters for them). Suddenly the ‘old way’ was not my preferred way and I looked for #authres I had on hand to use.

The #langchat discussion had for me several key points

1 – Meet Them Where They are At – Without access to a computer lab and Japanese store sites I took advantage of  the flyers for hip clothing company Uniqlo that I picked up on my last trip to Tokyo. The visuals hooked the students well before we even began.This is stuff they’d actually wear! Then we moved on to…

2 – Use to Inspire/Reinforce Learning – After a song to introduce the numbers students were then invited to find items for sale and ask their partner  “How much”. We started with hundreds and moved up gradually to entire prices. For really high prices/numbers I put up a couple of pictures of expensive cars and airplanes with prices underneath them.  After more practice with prices, and students making up their own to quiz partners we moved on to…

3 – Extend the Activity – In Context -  “If you were shopping how would prices come up?” Well – when you went to buy. So my students were introduced to basic shopping phrases – “I’ll take this and this” “How much is it all together” “It will come to (amount)” etc. Not a lot – but enough to keep them interacting in an authentic way.

The journey to #authres starts with the willingness to look for the ‘real’ to bring the language learning into an appropriate context. I always ask for pamphlets, brochures and store flyers as souvenirs when I know people will be visiting Japan. As a side note I use the Uniqlo site in Yr 4 in another situation – to actually look at more complicated shopping/bargaining interaction – so this is a great ‘preview’ for them.

Thanks for the inspiration again #langchat!