Tim Murphey

This chapter is a very personal and subjective overview of some potentially harmful aspects of society and education in Japan. Social psychology has warned us for many years about the danger of increasing isolation and individualization (III) along with reactive affiliations (e.g. Nazism) just for the sake of belonging to something. Fromm wrote in his 1941 book Escape from Freedom, “to feel completely alone and isolated leads to mental disintegration just as physical starvation leads to death” (p. 17). More recently, biology (Wilson, 1975/2000) and neuroscience (Lieberman,
2013; Cosolino, 2013; Sapolsky, 2018) have stressed and exposed our social needs. Hari’s recent book Lost Connections (2018) has exposed the billion-dollar antidepressant industry as mostly unnecessary when we learn how to socially reconnect with others and our core values. And most
recently the UK has created a minister for loneliness position in their government (BBC 2018) to fight the ill effects of III. Schools it would seem are places where students can go to become more social, but while we teach students in groups we evaluate and score them individually and the amount of social interactions in many classrooms does not often add to a sense of school belonging (Dornyei & Murphey, 2003; Murphey et al. 2010). This chapter looks at ways to innovate and activate “the collaborative social” in general and during assessments in particular so that students can become more sociallyadept at bonding and belonging with others. 
It is unapologetically a blend of several articles and book chapters beginning 30 years ago with my student-made tests (Murphey 1989). Below I also reflectively note autobiographically seven sources of innovative practices that I fortunately encountered that I think will tell us how to seed many future innovations in education in Japan. This is followed by three waves of activity around innovating testing.

While Inging SPAAFF may sound pretty strange to you (even foreign and un-fluent) as you begin this article, I hope to show you that it offers familiar concepts that can inform us about fluencing. I also call upon your good will and tolerance to allow my gerundizing and acronymizing of many conventional nouns. The 'inging' of nouns helps us remember that these are indeed developmental processes and not things. Talking about them as simple nouns sometimes clouds over the 'continual becoming' that they go through in our minds. We continually add accumulated meanings to words from our contexts like an ever-upgrading corpus database. Dweck (2000) has found that some people have an entity theory (we are good or bad learners), in contrast to incremental theories (we can try and learn and change continually, i.e. effort makes us different). Entity theories often box us into a static way of looking at others and ourselves (e.g. 'I'm just a test score') rather than seeing people as continually developing in changing worlds. Our daily language usage also entifies our world to a great extent when we speak of processes as nouns. (Some call this nominalization, ironically using a noun to entify the process of nominalizing.) While I seek to switch to a more inging way of expressing myself, I hope you will allow, and notice, my inconsistencies (inconsistencing) at times. Vygosky (1962/1934) hinted at accumulated fluencing when he wrote of how words gather meanings incrementally the more we use and encounter them and how minds are structured from the tools (words, grammar, morphology, metaphors, etc.) we use. Some more recent research has reported how hearing action sentences activated the corresponding motor

This is my 1978 Master's Thesis from the University of Florida dealing with Situationally Motivated Teacher Produced Texts (SMTPTs). The idea being that teachers who know their students and context well very often can produce more relevant texts and materials than a publisher who is producing things for the masses. The thesis deals with how they can be produced and what their advantages and disadvantages are citing a lot of work from Earl Stevick.

This work explores the importance of meaningful action for language teaching and learning, paying tribute to the enduring influence of Earl Stevick. With contributions from 19 ELT authors and influential academics, Meaningful Action draws upon and acknowledges the huge influence of Earl Stevick on language teaching. Stevick's work on 'meaningful action' explored how learners can engage with activities that appeal to sensory and cognitive processes, ensuring that meaning is constructed by the learner's internal characteristics, and by their relationship with other learners and the teacher. This edited volume focuses on meaningful action in three domains: learner internal factors and relationships between the people involved in the learning process; classroom activity; and diverse frameworks supporting language learning. (Edited by Jane Arnold and Tim Murphey)

Brief Review of the Book: By Julie Peters Akey (on Amazon)

Tim Murphey offers a ton of non-traditional and creative ways for using music in the ESL classroom in this book. He divides the book into types of activity and indicates language level for each activity. Many of the ideas in this book could be used in the foreign language classroom, as well. I think this book should be in the personal library of any language teacher who wants to add some creativity and fun into his/her language class.

"The Tale that Wags is an engaging tale that lays bare the fundamental unfairness of the university entrance examination system in Japan. Much more than that, it takes on broader issues within the Japanese educational system: lack of gender equity, the backwardness of yakudoku, the place of foreigners in the Japanese educational system, and the passive acceptance of the system by Japanese students, their parents, and most teachers. But this is not just a book that complains. It also offers solutions by showing: the importance of using test data to make better examinations through item analysis; the benefits of providing listening tests on the English tests; the need for increasing assessment literacy among Japanese high school and university teachers; the value of using peer modeling in language teaching; and even the pallative benefits of the Japanese ofuro. Any Japanese high school or university teacher, or member of the general public, who wants to better understand the true nature of Japanese public education and the entrance examination system must read this entertaining book." JD Brown, Professor of Second language Studies, University of Hawaii at Manoa "A fascinating read!" H.Douglas Brown, San Francisco State University

Teacher's resources can often be quite mechanistic - descriptions of a field or of classroom processes and the like. But sometimes it's good to draw back and consider the big picture and ask the big questions. In the essays in Teaching in Pursuit of Wow!, Tim Murphey does this again and again. In terms of interaction, in terms of identity, how do we get students to plug in to the wow! of learning? If your reaction is at all like mine, you'll get a charge from reading through these explorations and will perhaps even approach the learning process with altered eyes - Hugh Graham-Marr (editor)

The study of 'group dynamics' is a vibrant academic field, overlapping diverse disciplines. It is also highly relevant to language education because the success of classroom learning is very much dependent on how students relate to each other, what the classroom climate is like, what roles the teacher and the learners play and, more generally, how well students can co-operate and communicate with each other. This innovative book addresses these issues and offers practical advice on how to manage language learner groups in a way that they develop into cohesive and productive teams.

Abstract: A discussion of the use of music activities in teaching English as a second language describes experiences with two different teaching environments and examines the reasons for the success of the approach. In one program, children aged 7 to 17 in an international summer camp learned English through songs and other music-related activities. The younger children used actions with songs, and the older children worked on music projects that related to their musical and social interests. The second program was ...

The Twelve Days of Christmas was always a favourite of mine as a kind because it was easy and easy to repeat, and the melody would ring in my head for hours, even if the words were nonsensical. I regretted that the song didn't contain more useful langue for my students, so I wrote other words to the melody. I wanted the lines to suggest ways that students could put themselves into a better emotional state. I also wanted them to be3 able to act out, in a TPR sort of way, what was being suggested so that they could  memorise it more easily.

Murphey, T. The top 40 for teachers The Language Teacher  5:3-6 (Japanese Association of Language Teachers) May 1989Why aren't songs and music used more extensively in language classrooms? One reason is the general lack of literature, especially articles that give teachers classroom techniques. The only technique that is well known and consistently used is the cloze passage and it is, for that reason, overused. Also many articles on teaching songs are, in fact, guides for teaching a particular song. An article titled'How I Teach Song X" is helpful as far as it goes, but it doesn't give teachers much help in using other songs.

Murphey and Alber (1985) postulated a pop song (PS) register and described it as the "motherese of adolescents" and as  "affective foreigner talk" because of the simple and affective language. THe PS register was further characterized as a "teddy-bear-in- the-ear"  to capture its diskless communicative qualities. More detailed analysis of a larger corpus (Murphey 1989, 1990a) have notw been done which support the earlier description and further show PSs to be repetitive, conversation-like and about half the speed of spoken discourse. This simplicity, teir highly affective dialogic features, and their vague references (ghost discourse), allow listeners to use them in personally associative ways. THese discourse features and the song-stuck-in-my-head phenomenon (discussed below) make them potentially rich learning materials in and out of the classroom.

Much research supports the everyday therapeutic and deeper social neurophysiological influence of singing songs alone and in groups (Austin, 2008; Cozolino, 2013; Sacks, 2007). This study looks at what happens when Japanese students teach short English affirmation songlet-routines to others out of the classroom (clandestine folk music therapy). I investigate 155 student- conducted musical case studies from 7 semester-long classes (18 to 29 students per class) over a 4-year period. The assignments, their in-class training, and their results are introduced, with examples directly from their case studies. Each class published their own booklet of case studies (a class publication, available to readers online for research replication and modeling). Results show that most primary participants enjoyed spreading these positive songlets as they became “well-becoming agents of change” in their own social networks. “Well-becoming” emphasizes an agentive action or activity that creates better well-being in others, an action such as the sharing or teaching of a songlet. The qualitative data reveals a number of types of well-becoming such as social and familial bonding, meaning-making, teaching-rushes, and experiencing embodied cognition. The project also stimulated wider network dissemination of these well-becoming possibilities and pedagogical insights.

Conclusion and implications:
Many songs linguistically, cognitively, and affectively resemble mentions, inner speech, and cell phone novels. The pause structure encourages echoing and invites listeners to sing and shadow along. The auditory environments for most students under 25, when they can choose and control them, are immersed in music either as BGM (back ground music) or BSM (brain synchronizing music) - and they have more choice and control capabilities than ever before to increase their out of classroom language learning (OOCLL) with acquisition rich and exciting listening. As more young people who have been raised with these “music-everywhere-I-go” possibilities become teachers, we will probably see education catch up with the real world and use music as an intensifier of language learning (BGM) and content (DRUCKENBROD, 2006; MURPHEY, 1987). Many songs, especially when chosen by the students themselves, will drive them to seek and make meaning and learn not only the lyrics but about what the lyrics are pointing to, and about the artists and their different worlds, and the language. Interacting with songs in a foreign language is actually the cheapest form of travel and the safest way to be taken out of our comfort zone.

Therese Burton is a recipient of a two-year research scholarship from the Ministry of Education, Science and Culture (Japan) studying under the supervision of Tim Murphey of the Department of Foreign Languages at Nanzan University (~1994). One aim of their research project is to develop a program to teach music to elementary school pupils in Australia using Japanese as the medium of instruction. To this end, Burton has been observing music classes at elementary schools in Japan (Nagoya and Sapporo) to collect materials and study classroom discourse. The following is a description of a portion of the project and a pilot study at Faulconbridge Public School (FPS) in New South Wales (NSW), Australia in April 1996.

(Updated Abstract 2015) This 1997 book chapter on the start and continuation of the Content Based Instruction (CLIL) program at Nanzan University in Japan covers five issues that may apply to any new CBI curriculum program: 1) choosing an appropriate methodology, 2) selecting and orienting teachers, 3) selecting courses, 4) convincing students, staff, and administrators of the value of CBI, and 5) encouraging the continuation of CBI in upper level courses to provide continuity.

When students are learning content through English whose value is beyond English, such as science, economic, or health information that can help them, or when they are using English to enjoy themselves in other ways that are not just “English learning”(playing games, getting to know people, singing songs, telling jokes, etc.), then these activities are adding value to the use of English and are beyond merely learning a school subject (English) for a grade. In other words when the use of English is in the service of other meaningful goals, we would call that “Value Added English.”.

This short article describes Nanzan University’s (Japan) CBI Workshop Classes for first and second year students that began in 1992. The article provides a short history of the program that to my knowledge is still running (as of 2015) and looks at five important issues: (a) choosing an approach and methodology;  (b) selecting and orienting teachers; (c) selecting courses; (d) convincing students, staff, and administrators of the value of CBI in upper level courses, and (e) encouraging the continuation of CBI in upper level courses to provide continuity.

(Last paragraph) This is actually a meta-interactional structure as students and teachers adjust to each other and try to find out what their different perceptions are of what they all think are the same events. It behooves us to remind ourselves that while there might be a reality, we only have a 'conception'  of it. "Nothing is that is not conceived, imagined or perceived, and we are all deceived inside a prison-me" (found on the wall of a WC). Egotism is a cognitive liability, interaction forces one into multiperspectivity and higher cognitive processing.

Citation
Murphey, T. (1989). Student-made Tests. Modern English Teacher. Winter 1989/90 v17, #1&2, pp. 28-29, 41

The point is that students are artful creatures, unfolding narratives before our eyes. Together we coproduce the classroom (Allwright, 1984). We can produce things resembling prisons or things resembling cooperative artful narratives. Using students, their choices, and their productions makes teaching much easier, and more interesting. With rapport and continued pacing with respect, we can open the doors to many other worlds of literature

Swiss adolescents are in contact with more than 70 minutes a day of English Language Music (ELM) in their natural environment [in1984, today (2018 posting date) probably double that]. That's more than eight hours a week of contact time. As EFL teachers, what is the importance of these findings. Teachers are usually very interested in what their students' natural uses for the language are. In fact, that is the point of English for Special Purposes (ESP). ESP is designed to relevant to the needs of the students. (Or perhaps, it was adult students who demanded that teachers be relevant.)

It's as old as Aristotle and as new as your present curiosity. It makes you think and wonder and doubt and look in strange places. It can't happen in a void and isn't innate. It works best when you are with someone like yourself who happens to voice opinions different than yours. It may be called confusing or interesting, and provoke pensive looks and " I don't know " reactions for a while. It could very well be one of the most fruitful ways to describe the process of learning that has ever been formulated. It's call " sociocognitive conflict. " Its basic thesis is that the most striking experience for a " mind " is to face another mind with another point of view that seems equally true. To be willing to lose one's mental (over) security and be unsure, and then to try to regain the balance of understanding from different points of view are the learning processes that it describes. However, this needs to be done in a relatively unthreatening environment or other behavioral patterns might occur instead of learning. And if you disagree with me or feel confused, you may just be proving the thesis. Please continue. Examples (partially fabricated but realistic) Suzy is four years old and goes to nursery school. She's got two different teachers (job-sharing), lots of friends, and when she comes home she's got two loving parents (I am an adopted uncle that Suzy has allowed to observe her in school because I research education). One of her teachers, Mrs. Johnson, always stands when she teaches Suzy her ABCs and Suzy recites them perfectly. In reading and writing them she has some problems with bs and ds and E sometimes comes out as a 3 but this is normal for kids her age. When Mrs. Johnson tells Suzy " That's an E, like in ELEphant, and it comes after D, " Suzy nods her head immediately. Suzy's other teacher, Miss Hatcher, teaches two days a week and has a slightly different approach. Stooping down beside Suzy, Miss Hatcher says, " I have trouble with Es. " Suzy smiles at her, probably realizing this is a game, but nevertheless willing t play. " Teach me, " says Miss Hatcher. Suzy is confused for a moment, first by the new role she takes in the game, but also by how to teach something she hasn't really learned, only accepted. " That's E, " Suzy points, " one, two, three, … " she counts the arms and she writes 3 and looks at both of them. " Well, that's my problem, " says Miss Hatcher, " which is 3 and which is E and how do I know which is which. " Here, Suzy takes a while and Miss Hatcher shows amazing patience. Finally, Suzy tugs at her teacher's sleeve saying, " See, E becomes M when it falls down [and] 3 when it stands up. " She's drawn live letters rolling across the page and becoming a 3. " That's wonderful, can you teach Billy and Johnny that? " Billy is four, but very big and bossy and decides he doesn't want to talk with a little girl. Johnny is five and knows his alphabet with no problems, but he's never seen an E become an M become a 3. He thinks that's stupid. Nevertheless he takes a cardboard E and begins playing with it, rolling it on the table in front of him from an E through to a 3 until he

The article describes the agentive development of a group of first-year Japanese university students. They first individually wrote their language learning histories to grasp what they had been through in their junior and senior high school English education. They then analyzed the histories in small groups, discussing
what motivated and demotivated each person, what
students and teachers might learn from their experiences, and what the Ministry of Education (Monbusho) might do to support their learning more. The small groups wrote reports and sent their findings to the Ministry of Education at the end of the year along with a 3-min YouTube video of the major findings.
Their reports concluded that Japanese students endure too much test-focused grammar and lectures in their junior and senior high school education and would prefer to learn more from a more orally interactive curriculum with complementary teaching methods. This agency-inviting process that the students progressed through is similar to Weinstein’s (2006) conception of “learners’ lives as curriculum,” echoing Freire’s (1970) and Dewey’s (1938/1963) participatory and experiential learning and community involvement, which invites and encourages more agency from students. doi: 10.1002/tesj.79
[

Emiko Hirosawa got her MA TESOL degree from Kanda University in March, 2017. Her thesis was entitled " Making Mistakes Meaningful: Making Meaningful Mistakes. " University language teachers who wish to have their students use English and interact with it in their classes want students to speak freely and not be overly stressed. But as we all know, learning a language requires experiencing potentially stressful interactions when we are not sure of what others may be communicating, and not sure that they are understanding what we are trying to say. If students are overly concerned with not making mistakes they often shut down and stop talking. This is where a bit of amygdala whispering might help: " Calm down, everybody makes mistakes, and we learn from them. They are actually treasures. Just talk a lot and you will learn a lot! " The amygdala is the ancient reptilian part of our brains which tells us to take flight or to fight in dangerous situations. Cozolino (2013, 2016) says that teachers and caretakers must often act as amygdala whisperers to calm people down and assure them that the situation is under control and not dangerous so that they can learn more effectively. When the amygdala is very active, it can actually impede learning. www.jaltcue.org/cuecircular

In this chapter we focus on the importance of group s in the language learning process and consider how several of the constructs addressed in other chapters of the book function together in group contexts. The general tendency within research in both education psychology and second language education has been to regard the individual as the principal unit of investigation, but here we hope to make the case for a complementary recognition of the role of groups in understanding behaviour and learning. In order to do this we first consider some of the literature relating to the concept of group dynamics. In this chapter we take an intentionally broad view of this concept, which we use as an umbrella term to include, what have been called in the literature, community practices, cooperative practices, and collaborative practices. We then support this discussion of the literature by presenting a research study that we believe offers a pedagogically accessible framework for both teachers and researchers to understand language learning in groups.

While the use of tasks in assessing L2 learners' speaking ability has gained more attention and interest among educators, it is still not clear how those tasks influence their speech performance. In our study, we examined the effect of L2 speaking test-tasks on learners' speech performance using a series of statistical analyses. We administered two group oral, four semi-direct, and two interview tasks to 14 L2 learners of varying proficiency and examined their speech performance using the rating scores. In this paper, we report our findings with a specific focus on the extent to which the tasks differ in assessing the participants' speaking ability and if and how the two interview tasks, often employed for high-stakes decision making, differ from each other and against other test-task types we administered. In the correlational analyses, convergent as well as discriminant aspects were revealed of the test tasks and their sub-tests employed in this study. A pedagogical implication of such findings is discussed in the conclusion. Part I entails a Large View Introduction to Task-Based Testing Over the last few years from a wide range of books thanks to our grant (see Appendix 1).

As researchers, we all have our own particular fields of specialization and yet we believe that we have been able to collaborate and expand our own learning through
attempting things we have never done before and reaping the benefits of the “as yet unimagined.” By asking our students and colleagues Appreciative Inquiry type questions (although we certainly did not take them through the whole theoretical practices), we opened the door to their expansive learning and creativity so that
they might realize things of value that we may not be giving enough attention. We were able to tap into what Vygosky referred to as the intermental resources of
social mediation (SCT) at the large scale of a socially intelligent dynamic system (SINDYS, Murphey, 2013), and thus expand our relatedness, competence, and
autonomy (SDT), and discover a type of positivity resonance (Fredrickson, 2013) with our students. We are looking forward to expanding even more with our
appreciative inquiries. This article tries to look at Appreciative Inquiry mainly through the lens of Self Determination Theory and Socio Cultural Theory,

This exploratory action research (Smith, 2015) describes a new conception of testing in which students are directed to evaluate themselves (give themselves grades) at two moments in time: the first after a certain amount of time filling in test answers that they can recall alone; and the second after asking others in the class for mediating help during a socially interactive time period. The first grade represents their own individual efforts, without utilizing their connections in the class. The second grade represents a situated person in a community with their connections in the class. Enacting self-evaluations and particularly the second stage of social testing seems to provoke potentials for expansive learning that may not normally emerge in traditional testing: potentials for self-appropriation of self-evaluation, agency, helpfulness, altruism, social learning, social construction, and the pedagogical learning of scaffolding and implicit mediation rather than explicit mediation (Nicholas, 2014a). I do not propose that these tests are valid for assessing each individual's competence (not that I believe many others are), but that these exploratory procedures enlighten students to different aspects of learning and evaluation, and help teachers to examine different aspects of classroom dynamics and learning potentials. I see these tests as a generative way of continuing student learning. While I do propose a way to test such tests more rigorously following conventional assessment guidelines, I am more concerned here with the expansive learning potentials provoked by the procedure and the parallels that seem to exist with dynamic assessment and socio-cultural theory, particularly the use of the zone of proximal development (ZPD) and the zone of proximal adjustment (ZPA). This social testing attempts to blend learning and assessment, which is an essential trait of dynamic assessment, and to blend theory with practice in praxis as described by Lantolf and Poehner (2014).

In this eight chapter book, Maria de Guerro has produced a comprehensive coverage of research and theory concerning Vygotskian theorized inner speech in general and more particularly inner speech in a second language, this being the main purpose of the book. She has gathered together a variety of research and perspectives that valuably set the stage for more concerted efforts in the future. Her subtitle " Thinking Words in a Second Language " takes us to the heart of the matter of how, in a second language, we think with words and use words to further our thinking. The first two chapters set the stage for the latter six which are mainly about L2 inner speech. The first chapter provides the in-depth background for understanding inner speech research historically and theoretically. The second chapter looks at what we know about inner speech in the L1, research that has been somewhat scattered across several domains. In chapter one, we find the crucial concepts of language of thought and language for thought that evoke the power that inner speech has to not only display and recall ideation but also to promote the processing of partially acquired language and ideas which stimulate internalization of social tools, i.e. language, pragmatic use, and concepts. Guerrero also usefully defines and limits what inner speech is as well as the plethora of other related terms (verbal thought, self-talk, mental rehearsal, private speech, etc.) In Chapter 2 she divides up the perspectives of inner speech in the L1 into sociocultural (principally the Russian theorists and researchers) and cognitive approaches (more western). She then usefully cites more recent research of brain imaging technology and ends with a list of questions from the L1 research that serve as a basis for the L2 use of inner speech treated in the following six chapters: e.g. " Is egocentric (private) speech a phase in the internalization of the L2? ….What purposes does talking to oneself in the L2 serve? " Spending one quarter of the book setting the stage with the history of inner speech in the L1 may put some L2 interested researchers off at first.

Students’ social networks can become exapted (Johnson, 2010) for the purpose of increasing language learning, or any other kind of learning, as well as the promotion of well-being, through what Murphey (2014) calls the well becoming through teaching (WBTT) hypothesis. The WBTT paradigm holds that people not only learn better when teaching others, but approach and maintain their well-being in wider social networks outside the classroom. The present study explored the impact of WBTT-based activities conducted within students’ social networks on their language learning and well-being. The data were collected for 6
years (2010-2015) from students’ action logging and case studies. Language students taking Murphey’s English classes were asked to self-report their experiences and to write reflections after their WBTT-based activities. The qualitative data indicated that both the students in the
teaching role and the people who received their lessons deepened their understanding of both the content (message) and form (target language), forming affinity spaces in different social contexts both in and out of class. Most importantly, it was recognized that both groups of
people were able to experience exciting learning or teaching rushes through the engagement in the activities. https://sisaljournal.files.wordpress.com/2016/06/murphey_fukada_falout.pdf

Individual differences (IDs) is th notion that each individual person comprises a unique combination of aspects the might determine learning outcomes. The traditional focus depicts these aspects as fixed traits (e.g., personality types of learning preferences that  are often measured through scale-based surveys and linked by statistics to other traits or to outcomes-based dimensions (e.g.,proficiency). Recent, emerging understandings instead view IDs  as socially interdependent, malleable states developing over time. To describe these dynamics, research methods are also expanding. This entry draws from emerging epistemologies such as dynamic systems (Ushioda), poststructuralism (Norton), and socio-cultural anthropology (Rogoff). Most of the research cited below is the authors' own and has been conducted in Japan with adult learners of English as a foreign language (EFL). This selection contrasts with much research on IDs being conducted in Europe, North America and other Western contexts for EFL, and which is often focused on young learners and on learners from bilingual and bicultural societies.  Citing: Murphey, T. & Falout, J. (2013).  Individual differences in the classroom. The Encyclopedia of Applied Linguistics, Carol Chapelle (editor). Blackwell Publishing Ltd.  DOI:10.1002/9781405198431.wbeal0533

This article describes various forms of shadowing, more particularly conversational shadowing that gets listeners to mirror input out loud. The research question is "Does shadowing give rise to the types of conversational adjustments that are thought to positively affect language acquisition?" In the first study, transcriptions of showing show that speakers do modify their input and adjust with many of the strategies and tactics that Long (1983) describes. Moreover, NN listener/shadowing are able to control the speed of NSs, their pauses and length of utterances, and direct more attention to adjustments attuned to their zone of proximal development (Vygotsky 1934). The data reveals that there may be a variety of effective types of shadowing, from those appropriate to skill training leading to more interactive and naturally selective shadowing that includes commenting and questioning. In the second study, students in  an advanced class on language acquisition were given the results of the fist study and asked to experiment with a working hypothesis through recording themselves shadowing, in various ways, NSs in their target language. Results from their investigations further reveal the rich potential of some forms of shadowing for some students at particular levels and the limitations of other kinds of shadowing. Finally, I discuss some supporting evidence from related areas and suggest research that might  help us understand the potential of shadowing better.

Teachers do a lot of guesswork when planning lessons. Granted we work with odds in our favour because we try to make educated and experienced guesses, but ultimately, we don't know much for sure. We make assumptions and guesses about what students are interested in, what they will like, what levels they are at, what they will laugh at, and what they will find too difficult. We read our students' facial expressions and make many important decisions bided on intuitions, drawing conclusions about what to continue or not  continue and what and how to change something to make work. However sensitive or experienced we may be, we can improve the odds of doing a really good job by finding out what students really think. And there is an easy way to find out: ask them. [Citing info: Murphey, T. & Woo, L (1998). Using Student Feedback for Emerging Lesson Plans. English Teachers Association of Switzerland Newsletter 15 (3) pp. 27-29]

Administrators, teachers, and students--all learners, ideally--can be learning-innovators. That is, they can continually create better conditions together, an ecology, that can hothouse language learning. Wilma Rivers advocated much the same many years ago, emphasising student-centered teaching and teacher agency to act in support of everybody's learning.
Citing book chapter: Murphey, T. (2009). Some crucial elements of learning ecologies. In G. Goncalves et al (organizers), New challenges in language and literature. Selected works from the first international conference of ABRAPUI, Belo Horizonte, Brazil 2007. Pp. 129-148.

When I was a teenager, I fooled around a bit with recording equipment. I had a friend who had a fantastic 8-track recording machine (highly advanced for the times). Just for fun, we once recorded different soundscapes on each track. A horror movie track on one and laughing on another. We added a complaining track, an angry track, an animal-sounds track, a car track, and—oh, I think we read a school textbook into one. And we sat there in front of the control board and pushed the volume controls up and down and listened to how it ...

For the last few decades, a group of therapy specialists have been doing meta analyses of the different types of therapies to try to discern what works according to the clients, i.e. what are the reasons they give for change, improvement and cure. These meta-analyses provide an amazingly clear picture of the field with some very specific courses of actions that therapist can take to improve their work. It provides what Malcolm Gladwell might call " thin-slicing " in his 2006 book Blink (2005), in which we find the crucial pieces of information that could lead us in the blink of an eye rather than years of research (suffering from information overload) to be successful. These meta-analyses seemed to have brought this clarity to therapy. I am asking, what might be the parallels with education? Are there meta-analyses of language teaching methodologies in our field? If they exist do they go to the horses mouth (the students) and ask what they found most effective after courses of study are over? We know of only a few tangentially relevant studies that we will report on below (please correspond to us if you know of others). Even without much student-client-centered research in our own field, we would like to look at the possible parallels that this research might have for second and foreign language teaching. All indented text below will be citations from this therapy group's web page (accessed xxxxx) created by Scott Miller (http://www.talkingcure.com/whatworks.htm) and my comments will come directly afterwards. Research points to the existence of four factors common to all forms of therapy despite theoretical orientation (dynamic, cognitive, etc.), mode (individual, group, couples, family, etc.), dosage (frequency and number of sessions), or specialty (problem type, professional

This chapter draws from and melds together aspects of Neuro Linguistic Programming,  Socio Cultural Theory, and my book Language Hungry (1996, 1998, 2006) and novel aspects from Asikainen. Be advised this chapter is in Finnish. Citation: Asikainen, Riitta & Murphey, Tim (1997). Know-how of Learning. pp. 137-175 In Asikainen, Riitta & von Harpe, Peter (Ed.): Multimindedly: NLP Mindbook II.  ai-ai Oy (publisher), Jyväskylä, Finland, (in Finnish).

Peer mentoring, as a form of professional development in which colleagues facilitated the development of each other, has gained popularity recently with presentations and articles appearing in many teacher education publications. This was probably initially stimulated by Julian Edge's 1992 publication of Cooperative Development (Longman). This article proposes that teachers have a certain degree of "readiness" for peer mentoring (PM) which might be conceptualised as a continuum between indirect PM (what many teachers do when they read articles or informally share what they are doing in their classes with other teachers over lunch or in the staff room) to Direct PM (usually involving two or more people who agree consciously to help each other reflect upon their teaching.)

This article reports on a content analysis of 100 short and anonymous letters of advice from second-semester Japanese university students  to JHS and SHS English teachers. Students' own voices concerning their education are seldom heard and might help improve schooling. However, asking students for such input before they have contrast frames of reference may simply result in evaluations that reinforce the status quo. The students in this study had completed five months of intensive oral English curriculum in a Japanese university English department before writing the letters. The results show that students are in general negative about their JHS and more so about SHS English classes. The letters are a plea for more practical, intensive, and communicative pedagogy. [Full Citation: Murphey, T. (2002). From the horse’s mouth: Advice from second-semester Japanese university students to JHS/HS English teachers in Japan. Learning Learning, 9 (1), 2-10. [Also available at the link:  http://ld-sig.org/LL/2002a.pdf

We have known for a long time that motivation and confidence  are important components of effective learners. How to to get them motivated  and how to develop their confidence have often eluded us. Of course other and self-modeming through videoing are not the only ways to increase motivation and confidence, but they are convincing us they are effective for these purposes.

Brad Deacon and Tim Murphey (Japan) " Even today I can still remember your stories! Maybe you will not teach me again. But a teacher " s saying can influence a person a long time, maybe one life. " (Aki, a student, in her action log)

For citations:
Deacon, B & Murphey T. (2001). Deep impact storytelling. English Teaching Forum 39 (4) 10-15, 23. http://exchanges.state.gov/forum/vols/vol39/no4/p10.htm

Understandings from the field of social neuroscience can help educators cultivate collaborative students who get excited about learning from one another. To facilitate a collaborative atmosphere, educators first need to be able to show concern for their students beyond the subject matter. They also can help students understand how being social works in their favour and teach students skills that they can immediately use to have more effective collaborations. At the same time, for efficient second language acquisition, teachers need to provide students with multiple extended discourse opportunities (MEDOs), or lengthy conversational opportunities. This article proposes that by helping peers and others in their social networks, students actually help themselves become better learners and achieve a healthier mental outlook. Several examples are given to ground each aspect of these ideas from neuroscience into pedagogy (Murphey, 2013d).

In this paper, we report our preliminary understandings from our qualitative readings of language learning histories (LLHs) written by 84 Japanese and 58 Taiwanese second-semester first-year university students in English. Our focus is on the social construction of learner identities and imagined communities that can nourish learning. We also note moments of dis-identification, lack of imagined community, and times when previously imagined communities change, fade or are forgotten.

This paper feels not with language minorization but rather with variety minorization and the resulting restructuration.  English, one can say, has been majored world wide, but the native abroad often finds that when surrounded by English speakers, his or her particular variety may not be dominant. My particular interest here is on the effect of dominant interLATA, the parole of interlanguage (Py, 1986), on the restructuration of the languages of natives. As we shall see, the presence of other native varieties also plays a role in opening up the native's code to restructuration.

Looking at four resonant interconnections between the Anthology and group dynamics, this chapter proposes a co-constructed developmental view of autonomy. It seeks to show how autonomy development can dynamically change, is socially produced, develops in specific situations, and is related to both teacher and student development. Strangely enough, autonomy develops its greatest resilience in groups—groups that offer support, security, and ample modeling opportunities.

This article attempts to answer the simple question, “To what depth and breath can a class stimulate learning, otherwise known as socialization?” (Lave & Wenger, 1991). We will address the question first by presenting some theoretical points with examples and then use this scaffolding to analyze a video recording of an interview with an elementary school student in English and Japanese.
        A main tenant of socio-cultural theory is that learning begins in social situations and then is gradually internalized through social interaction (Lantolf, 2000). Every situation
is actually social in different ways and people are always internalizing characteristics and information from each situation. The student in a pure lecture class may be socialized into a passive role of simply being a listener, whereas a chemistry student in a laboratory might be socialized into being more active in order to fulfill the requirements. Along with Wenger (1998), we believe that learning involves a particular identity construction in a certain environment. Also, we are learning things at several levels: the rules of engagement, and through that particular type of engagement. We are both
learning new things and having others reinforced. Thus we need finer distinctions to tell us what kinds of socialization provoke deeper and wider learning.
          Xu, Gelfer, and Perkins (2005) present the useful concepts of parallel play and associated play. They use Parten’s (1932) theory to describe how children go through certain stages of play to more complicated and social forms. Their research, done with second graders, supports the idea that the way that teachers structure instruction can greatly impact students’ collaborative interaction and associative play, especially for
English language learners. This coincides with much of what collaborative learning (Jacobs, Power, & Inn, 2002) and interactive SLA research supports (Murphey, 1990). However, for us at least, the terms parallel play and associative play open a door to more clarity about the importance of collaboration. Let us backup and explain in more detail.

How would you feel if you were a student in the following language classes? Which class would you prefer?
Class Scenario 1:  You are given no choices and you simply have to do what the teacher tells you to do. Your grade depends on how much you obey the teacher and memorize the content for tests. Think about it. How much would you invest yourself in learning?
Class Scenario 2: You are asked to help decide on the activities, choose topics, evaluate aspects of the class, and discuss with your classmates how to improve your learning. Your grade depends partly on tests, but mostly on your active participation in class on projects and collaborative work and homework preparation. Think about it. How much would you invest yourself in learning?

Modeling, or the imitation, of those around us is a natural learning process which goes on all our lives as our multifaceted identities are continually co-constructed, negotiated, and transformed (Norton, 1997). In the area of foreign language learning, native speakers of a target language may not be available for modeling and/or too big of a jump for most learners to imitate and identify with. However, other learners are around them most of the time and within their range of imitative behavior, or in Vygotskian terms, within their zone of ...

We would like to address the issue of Japanese English teachers (JTEs) use of English in the classroom in three parts. The first part discusses data from three different groups of junior high school (JHS) and senior high school (SHS) teachers attending Monbusho Leaders Camps (MLCs) over the past three years. Participants' estimates of their classroom use of English during their first year teaching and just before the camp are compared. In the second part of the paper, we present seven reasons teachers have given for not speaking more English, and two deeper reasons that we find more explanatory. Finally, we look at some facilitative beliefs and strategies that JTEs have used to successfully increase the amount of English they use in their classrooms. Rod Ellis mentioned in a recent interview (Kluge, 1997) that more research into the use of English by Japanese teachers of English (JTEs) would be useful, citing a study that showed JTEs use Japanese for over 90% of the talking time in their lessons. He also suggested that investigating how JTEs can successfully manage the use of communicative language teaching (CLT) in their classrooms needs attention. These two aspects are intimately tied together. Switching from Japanese to more English can be facilitated simultaneously with a new emphasis on student-student interaction. If teachers merely switch to English and continue to lecture, students would surely be lost. While students can continue to benefit from certain explanations in Japanese (Modica, 1994), some interactive activities and classroom management can be done in English to great benefit. For this to work, it is suggested that teachers implement CLT activities in English incrementally, so that both teachers and students have time to adjust to new ways of teaching and learning. It is a truism that the more one is exposed to a language, the more one will learn-and the main venue for exposure to a foreign language is the classroom. Chaudron (1988) says that ".. . in the typical foreign language classroom, the common belief is that the fullest competence in the TL [target language] is achieved by means of the teacher providing a rich TL environment, in which not only instruction and drill are executed in the TL, but also disciplinary and management operations" (p. 121, emphasis added). Ellis (1984) concurs in saying that when teachers use the L1 for regular classroom management ".. . they deprive the learners of valuable input in the L2" (p. 133). Duff & Polio (1990; 1994) recorded FL teachers, all native speakers of the TL, and calculated their use of English and the TL in classes at a large American university. They found that there was great variety in the amount of TL use among teachers, from 10% to 100%. This short article hopes to contribute a perspective of non-native teachers of English and their use of the TL in their classes. It should be noted that while Duff & Polio actually tape recorded classes and calculated the amount of time spent in each language, we are relying on teacher and student reported use of each language. Both methods can provide us with valuable information.  (Note the link in the article is 20 years old and no longer valid. If you want it online go to  http://jalt-publications.org/tlt/articles/2380-japanese-english-teachers-increasing-use-english  as of Feb. 2016)

Results from research about language learners can be strengthened
by including the learners themselves in the data analysis, and inviting
them to check researcher interpretations to confirm the validity of the
data, to search for alternative interpretations, and to delve deeper into
their beliefs. Using critical participatory looping (CPL), we give
compiled results, gathered from surveys or assignments, back to the
original participants. We developed CPL based on Freire’s (2007/1970)
participatory principles and Dewey’s (1910) pedagogy of reflective
thinking for motivating learners, the four phases of which are
experience, description, analysis, and intelligent action. In this article,
we outline a rationale for practicing CPL and relate it to past research
and preexisting teaching methods that we discovered bearing relevancy.
Then we provide two examples of our own research with CPL and
discuss how it strengthens the credibility of our interpretations, and how
it has increased learner engagement and motivation.

A well-known communication principle states that" You cannot not communicate." Even when you are silent, your silence communicates something to the people you happen to be with. At the same time, when you talk, you cannot not suggest certain things for people to represent in their minds. Understanding words demands that the listener/reader represent them in some way in their minds. Thus, all comprehended language suggests certain internal representations in the minds of those present.

Administrators, teachers, and students--all learners ideally--can be learner-innovatiors. That is, they can continually create better conditions together, an ecology, that can hothouse language learning. Wilga Rivers advocated much the same many years ago, emphasising student-centerer teaching and teacher agency to act in support of everybody's learning... I wish to describe four crucial activities to enhance learning ecologies, noting that here may be many more: relationship-centered teaching, engagement through "intent participation," massive interaction and associative thinking, and celebration!

This article seeks to illustrate two very simple points:
• First, teachers can structure activities that allow students to become more metacognitive and responsible for guiding their own learning.
• Secondly, teachers can create structures that allow students to identify with other learners, make friends, and invest more of themselves in more efficient learning as they model one another’s metacognitive skills.

Simon Anholt's TEDtalk in June of 2014 introduces the idea of "good countries." Anholt and his research team looked at databases from the United Nations, World Bank, UNESCO, the International Trade Centre, WIPO, Freedom House, Global Footprint network, etc. and rated all the countries in the world on their "goodness" toward others and toward a healthy planet (go to goodcountry.org and you can see it all). Positive goodness in their terms is being a good neighbor to other countries and to the global community: like giving foreign aid, allowing in refugees and immigrants (per capita), reducing pollution (CO2), spending money on the welfare and education of their people, the freedom of the press, citizen privacy, and not waging war and selling arms to other countries. Anholt admits that you can contest how the countries were rated and the criteria chosen and the weights given, but it is still worth asking and thinking about what is a "good" country and striving to make one. He says at the end of his talk, "I don't want to live in a rich country. I don't want to live in a fast-growing or competitive country. I want to live in a good country, and I so, so hope that you do too." This is part of what I have called the altruistic turn in societies around the world (Murphey 2012). The rest of this article looks at other applications of the "good" question: What are good universities, businesses, classmates, or whatever!

Modeling, or the imitation, of those around us is a natural learning process which goes on all our lives. This is obvious in first language acquisition and one of the major reasons underlying people's desire to go abroad to study in an immersion situation (I.e., to make modelling easier). In the area of foreign language learning, native speakers of a target language may simply not be available for modelling and/or too big of a jump for most learners to imitate. However, other learners are around them most of the time and within their range of imitative behaviour, or in Vygotskian terms, within their zone of proximal development (Vygotsky, 1962/1934). This article looks at the possibility of selectively choosing proactive learners in an EFL environment and highlighting their beliefs and behaviours and presenting them to other students. The  research question is whether doing this will lead to student reactions thought to tin areas second language acquisition, i.e., increased motivation and metacognitive awareness. We discuss the theoretical justification for the use of near peer role models (NPRMs) and find support in research on peer counselling, collaborative learning, and a quasi-empirical experiment with an 8 minute video and follow up observations and student feedback.

Conclusion
The Portfolio-Based Teacher Development and Appraisal volume was introduced in 2006, and the initiative was monitored with a view to understanding the dynamics of applying what was proposed. While it was somewhat daunting to introduce something like this in the largest and fastest growing country int the world, we pursued our mission. We feel that the initiative is a gem; however, much depends on situated applications, or to paraphrase Michael Jordan, "We can accept failure but we cannot accept not trying." Failure will surely come at different places and times. But when we see it as feedback to be adjusted to, it is welcome information to learn from and to improve education more broadly.

Murphey, T. & Qiu, Y. (2007). A China Initiative: Portfolio Based Teacher Development and Appraisal. In C. Coombs, M. AL-Hamly, P. Davidson,  & S. Troudi (eds) pp 119-133.Teacher Evaluation Ann Arbor: University of Michigan Press

To demonstrate what this chapter is about, I invite readers first to see and hear what happens from both a student perspective and a teacher's view in the procedures know as videoing conversations for self-evaluation (VCSE). My understanding of how students feel (their apprehensions, fears, and joys) comes form reading over 40 action logs (weekly) over the past 4 years, each log written by a student going through the VCSE procedure and reporting her or his impressions. These student reflections impact my teaching decisions, strategies, and behaviours. By reading the lesson particulars section first you will have a background for the more abstract conceptualizations int he rest of the paper and an image of the ways in which the teacher and students use video technology inside  and outside of the classroom in support of course goals. (2015-update: This was published in 2001. Imagine doing this now with iPhones!)

Citation
Murphey, T. (2001). Videoing conversations for self evalutation in Japan. In J. Murphy & P. Byrd (Eds.) Understanding the courses we teach: Local perspectives on English language teaching. pp. 179-196. Ann Arbor: University of Michigan Press.

According to socio-cultural theory learning begins intermentally.
New ideas, words, behaviours, and attitudes are first encountered between minds (even the mind that may just be represented in a book or article). Through ventriloquating (shadowing, imitating, using, recreating, and teaching) them repeatedly we gradually become able to represent them without outside stimulation; i.e. we create neural networks that represent them in our minds. This is the process of internalization when tools (language, concepts, etc.) become intramental. One job of a classroom teacher then is to get people matching and ventriloquating the objects of learning, mimetically, meaningfully and metacognitively which first appear intermentally. Through such repetition one “brings it in”.

REFERENCES
Anderson, N. (2002). Using telescopes, microscopes, and kaleidoscopes to put metacognition into perspective. President’s featured presentation at TESOL Convention 2002 April 10 in Salt Lake City.
Bakhtin, M. (1981). The dialogic imagination. (M. Holquist, Ed., C. Emerson & M. Holquist, Trans.). Austin: University of Texas Press.
Bandura, A. (1977). Self-efficacy: Toward a unifying a theory of behavioral change. Psychological Review  84, 191-215.
Bateson, M. (1994). Peripheral visions. New York: Harper Collins.
Benson, P. (2001). Teaching and researching autonomy in language learning. Cambridge: Cambridge University Press.
Bialystok, E. (1994). Analysis and control in the development of a second language. Studies in Second Language Acquisition, 16(2), pp. 157-168.
Chi, M. T. H., de Leeuw, N., Chiu, M. H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477.
Cummins, J. (2002). Taking the bump out of the Grade 4 slump: Technology-supported instruction for academic language development. A presentation at the TESOL Convention in Salt Lake City, April 9, 2002. 
Dornyei, Z. & Murphey, T. (2003). Group Dynamics in the Language Classroom. Cambridge: Cambridge University Press
Doughty , C. & Williams, J. (Eds.) (1998). Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.
Dowrick, P. (1983). Self-modelling. In P. Dowrick and S. Biggs (Eds.).Using video: Psychological and social applications. Pp. 105-124. New York: Wiley.
Ellis, N. & Schmidt. R. (1997). Morphology and longer distance dependencies: Laboratory research illuminating the A in SLA. Studies in Second Language Acquisition 19(?), pp. 145-171.
Gardner, H. (2004). Changing minds. Boston Mass.: Harvard Business School Press.
Grabe, W. & Stoller, F. L. (2001). Reading for academic purposes: Guidelines for the ESL/EFL teacher. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 187-203). Boston, MA: Heinle & Heinle.
Hasan, R. (1996). Literacy, everyday talk and society. In R. Hasan & G. Williams (Eds.), Literacy in society (pp. 377-424). New York: Longman.
Hatfield, E., Cacioppo, J.T., Rapson, R.L. (1994). Emotional contagion. New York: Cambridge University Press.
Hoffman, E. (1989). Lost in translation. A life in a new language. New York, NY: Dutton
Kindt, D. (2001). Learning Independence: Recording conversations for learner development. Independence: Newsletter of the IATEFL Learner Independence Special Interest Group.
Kindt, D. & Murphey, T. (2000). Feedback and feedforward: Action logs and class newsletters. In D. Brooks, R. Long, & J. Robbins (eds.)On JALT99 Teacher Belief, Teacher Action: Connecting Research and the Classroom. pp. 85-88.
Krashen, S. (1993). The power of reading: Insights from the research. Englewood, CO: Libraries Unlimited.
Lantolf, J. (Ed.). (2000). Sociocultural theory and second language learning. Oxford: Oxford University Press.
Lantolf, J. (2000). Introducing sociocultural theory. In J. Lantolf (ed.) Sociocultural theory and second language learning. Oxford: Oxford University Press. pp. 1-26
Downloadable PDF file at  http://www.oup.com/pdf/elt/catalogue/0-19-442160-0-a.pdf
Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Little, D (1996). Freedom to learn and compulsion to interact: promoting learner autonomy through the use of information systems and information technologies. In R. Pemberton et al. (eds) Taking Control: Autonomy in Language Learning. Hong Kong University Press, pp. 203-18.
Long, M. 1996: The role of the linguistic environment in second language acquisition. In W.C. Ritchie and T.K. Bhatia (Eds.), Handbook of second language acquistion.. New York: Academic Press. Pp. 413-468.
McLaughlin, B. (1987). Theories of second language acquisition. London: Edward Arnold.
Mitchell, R. and Myles, F. (1998). Second language learning theories. New York, NY: Oxford University Press.
Murphey, T.  (1993). Why don't teachers learn what learners learn? Taking the guesswork out with Action Logging English Teaching Forum USIS. pp. 6-10.
Murphey, T. (1995). Identity and beliefs in language learning. The Language Teacher 19 (4), 34-36.
Murphey, T. (1998). Motivating students with near peer role models. In B. Visgatis (Ed.) On JALT97: Trends & Transitions pp. 201-206.
Murphey, T. (1999a). Discovering nonnative role models through video. In E. Larimer and L. Schleicher (eds.) New Ways in Using Authentic Materials in the Classroom. Alexandria, Va.: TESOL. 1999. pp. 166-172. 
Murphey, T. (1999b). Friends and classroom identity formation. IATEFL Issues. 145 pp15-16.
Murphey, T. (2001a). Videoing conversations for self evalutation in Japan. In J. Murphy & P. Byrd (Eds.) Understanding the courses we teach: Local perspectives on English language teaching. pp. 179-196. Ann Arbor: University of Michigan Press.
Murphey, T. (2001b). Exploring conversational shadowing. Language Teacher Research 5 (2) 128-155.
Murphey, T. (2001c). Tools of recursion, intermental zones of proximal development, and critical collaborative autonomy. JALT Journal 23 (1) 130-150.
Murphey, T. (2002). The Impact of Weekly Student Videoed and Evaluated Conversations. A paper presented at The Nineteenth Conference on English Teaching & Learning in the Republic of China June 8, 2002 at Shih Hsin University.
Murphey, T.(2003). Group Dynamics in the Language Classroom (NFLRC Video #15). Honolulu: University of Hawai’i,:http://nflrc.hawaii.edu/publication_home.cfm
Murphey, T. & Arao, H. (2001). Changing Reported Beliefs through Near Peer Role Modeling. TESL-EJ. 5(3)1-15.
Murphey, T. & Jacobs, J. (2000). Encouraging Critical Collaborative Autonomy. JALT Journal 22 (2) 228-244.
Murphey, T., & Kenny, T. Learner self-evaluated videos (1996b). (Re-edited 4/2000, NFLRC Video #10). Honolulu: University of Hawai’i,. Ordering information: http://nflrc.hawaii.edu/publication_home.cfm
Murphey, T. & Kenny, T. (1998). Videoing conversations for self-evaluation. JALT Journal, 20 (1) 126-140.
Murphey, T. & Murakami, K. (2001). Identifying and “identifying with” effective beliefs and behaviors. NLP World 8 (3) 41-56.
Murphey, T. & Woo, L. (1998a). Using student feedback for emerging lesson plans. English Teachers Association of Switzerland Newsletter 15 (2) 27-29.
Murphey, T. & Woo, L.  (1998b).  Videoing student conversations: educational video's diamond in the rough. The Language Teacher 22 (8), pp. 21-24, 30.
Nation, P. (1997). The benefits of extensive reading. The Language Teacher. May. Accessed 4/ 20/ 2002 on line at http://langue.hyper.chubu.ac.jp/jalt/pub/tlt/97/may/benefits.html 
Rohrkemper, M. M. (1989). Self-regulated learning and academic achievement: a Vygotskian view. In B.J. Zimmerman and D.H. Schunk (eds) Self-regulated Learning and Academic Achievement: Theory, Research and Practice. New Your; Springer-Verlag, pp. 143-67.
Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. Lantolf (Ed.), Sociocultural theory and second language learning (pp.97-114). Oxford: Oxford University Press.
Tappan, M. (2000). Autobiography, mediated action, and the development of moral identity. Narrative Inquiry 10 (1) 81-110. Watson-Gegeo, K. (1988). Ethnography in ESL: Defining the essentials. TESOL Quarterly, 22 (4)575-592.
Tillyer, A. (1997). Fluency first in ESL. City College of New York, Disseminating Proven Reforms Program. Accessed on 9/ 25/ 2004 at http://www.fipse.aed.org/grantshow.cfm?grantNumber=P116P950035
Wertsch, J. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.
Wertsch. J.V.. P. Tulviste, & F. Hagstrom. 1993. A sociocultural approach to agency. In E.A. Forman. N. Minick, & C.A. Stone (eds.), Contexts for learning. Sociocultural dynamics in children's development, pp.336-356. Oxford: OUP.
Vygotsky, L. (1981) The genesis of higher mental functions. In J.V. Wertsch (ed.), The concept of activity in Soviet psychology. Pp. 144-188. Armonk, NY: Sharpe
Yamashita, Y. (1998). Near peer role modeling in language learning histories. Unpublished senior thesis, Nanzan University

This chapter seeks to describe how we can make teaching and learning more “public and communal” so that we all (teachers and students) learn more. It also suggests that we all learn more when we actually try to teach things that we may not have fully understood yet, and that we could make this a regular part of learning in our classes. My innovation for teachers is for them to ask their students to teach others whatever they learn in class, and in so doing learn more themselves about things expansively beyond any one teacher’s control (i.e. getting the jungle to cultivate itself). I have five years of “class publications” available online with students’ short case studies describing their teaching to others out of class to support this idea. I also offer a recent pilot survey that provides data showing that the more you are involved in teaching, the more you seem to learn. But most heartwarming of all is that many of these students, through this innovation, become altruistically enchanted through what I call the well-becoming through teaching/helping hypothesis. While this may be the beginning of teacher training for many students who get excited at helping others to learn, I contend that it is also a major activity for all teachers who wish for their students to learn better themselves through helping others learn. Ultimately, teaching can often become humanistic altruism at its best and creates an outward mindset (The Arbinger Institute, 2016) that is healthier and more productive for all concerned.

Well-being is a state of general “wellness” which can make us lazy in our efforts to improve the world. I have proposed “well-becoming” as a more active, procedural way to conceptualize the quest for well-being. Inspired by a colloquium recently in Finland I wish to explore how we can “well be-love” or do “well be-loving,” in a Barbara Frederickson positive psychology way that enhances our health and happiness as she describes in her book Love 2.0 (2013). I believe that one of the ways that this happens in my classes is through singing short songlets, with call and response routines, which begin as speed dictations that students help each other with and then turn into short conversational routines. I will be singing with the audience several songlets which basically answer some our most enduring questions in our lives and whose answers give us guidance and hope: How are you? How do you have a good life? How do you succeed? What do you like? What do you love? Who do you love? What should we notice? What is good advice? These can then become call and response short conversation with our students. I will have further documentation about the benefits of singing from a variety of disciplines.

A sharing community cares for those involved and shares material and non-material caregiving and learning. We would like to propose that we as educators concentrate more of our efforts toward sharing, caring, and “shipping” (acting) rather than dominating, controlling, and testing. Below we recognize several authors, researchers, programs, and activities that have already started types of “Share-Care-Shipping” without naming it as such, and we offer our own examples as well. Pınar and Hatice describe how they have inspired the caring actions of student-mentors at a university in Turkey who have developed into more helpful and caring people along with their peers. Tim has attempted to see how students in online classes in Japan during the last few years of the pandemic have been able to teach others (family and friends) important things they learned in class. He shares their case studies of caring-teaching stories.

In part 1 of this paper, I start with a book review of Simon Anholt’s The Good Country Equation in which he outlines some of the ways that he proposes we can change the world and still survive our own folies. I also describe his Aha! moment in which he realized that a country’s popularity was really based on how much good they did for their neighbors. In part 2, I briefly reflect on how the advising course that I am taking seems to echo personal, psychological, and community ecologies that also need to be respected and developed in humanistic educational environments. I am using ecologies and partnering here in broad senses of perpetual well-being or well-becoming. In other words, we hope they are continually on-going along with our learning.

This chapter explores in four parts how group dynamics contribute to the motivation and learning of foreign languages inside and outside classrooms. The first part covers basic elements of group dynamics and their connections to the subject of motivation in SLA. The second part describes insights from research into group dynamics from SLA, which brings some important kernels of understanding to date. The third part highlights progressive research methods now entering SLA that can be useful for researching group dynamics. In the fourth part, the discussion moves from research to practice, with suggestions that can help teachers and learners engage all classroom members more frequently and more meaningfully in the processes of learning together, bolstering their motivational group dynamics through the interpersonal interaction imperative.

"The Tale that Wags is an engaging tale that lays bare the fundamental unfairness of the university entrance examination system in Japan. Much more than that, it takes on broader issues within the Japanese educational system: lack of gender equity, the backwardness of yakudoku, the place of foreigners in the Japanese educational system, and the passive acceptance of the system by Japanese students, their parents, and most teachers. But this is not just a book that complains. It also offers solutions by showing: the importance of using test data to make better examinations through item analysis; the benefits of providing listening tests on the English tests; the need for increasing assessment literacy among Japanese high school and university teachers; the value of using peer modeling in language teaching; and even the pallative benefits of the Japanese ofuro. Any Japanese high school or university teacher, or member of the general public, who wants to better understand the true nature of Japanese public education and the entrance examination system must read this entertaining book." JD Brown, Professor of Second language Studies, University of Hawaii at Manoa "A fascinating read!" H.Douglas Brown, San Francisco State University

This chapter provides details of the auto-ethnographic narratives of three different TESOL professionals who have worked in language teachers’ associations (LTAs) in different global contexts. Each of the authors has provided a personal story describing what they have contributed to LTAs as well as what they have gained from the experience. The first narrative focuses on Knight’s leadership development experiences in TESOL International Association in the United States. In the second narrative, Murphey shares his experiences at LTAs in the United States, Europe, and Japan. In the third narrative, Nur Iswanti describes her experiences at LTAs in Indonesia and her involvement with a global teacher development institute online. The last part of the chapter provides 12 tips on how teachers can become involved in LTAs while balancing their own personal and professional commitments. The chapter concludes that LTAs can promote personal and professional growth because they provide members w...

This paper describes an innovative configuration of video cameras and VHS recorders which allows teachers to videotape students' short conversations and give them their video cassette copies immediately to take home and view. A preliminary analysis of questionnaire data suggests that students benefit from the procedure through repeated negotiated practice, multiple opportunities for "noticing" learnable material (linguistic items, communication strategies, beliefs, attitudes, etc.) in their own and their classmates' output, and control over the construction of extended discourse. We suggest that the procedure helps teachers create an acquisition-rich environment for their students to focus on the forms they need to improve their fluency and accuracy while enhancing their metacognitive awareness and autonomy. This procedure also offers a potentially rich source of data for teachers and researchers wishing to study SLA synchronically and diachronically. *1a':Jcfj...

This chapter is a very personal and subjective overview of some potentially harmful aspects of society and education in Japan. Social psychology has warned us for many years about the danger of increasing isolation and individualization (III) along with reactive affiliations (e.g. Nazism) just for the sake of belonging to something. Fromm wrote in his 1941 book Escape from Freedom, “to feel completely alone and isolated leads to mental disintegration just as physical starvation leads to death” (p. 17). More recently, biology (Wilson, 1975/2000) and neuroscience (Lieberman, 2013; Cosolino, 2013; Sapolsky, 2018) have stressed and exposed our social needs. Hari’s recent book Lost Connections (2018) has exposed the billion-dollar antidepressant industry as mostly unnecessary when we learn how to socially reconnect with others and our core values. And most recently the UK has created a minister for loneliness position in their government (BBC, 2018) to fight the ill effects of III. Schools it would seem are places where students can go to become more social, but while we teach students in groups we evaluate and score them individually and the amount of social interactions in many classrooms does not often add to a sense of school belonging (Dornyei & Murphey, 2003; Murphey et al., 2010). This chapter looks at ways to innovate and activate “the collaborative social” in general and during assessments in particular so that students can become more socially adept at bonding and belonging with others. It is unapologetically a blend of several articles and book chapters beginning 30 years ago with my student-made tests (Murphey, 1989). In the introduction below I also reflectively note autobiographically seven sources of innovative practices that I fortunately encountered that I think will tell us how to seed many future innovations in education in Japan. The introduction is followed by three waves of activity around innovating testing.

>>> Check out the Tim Murphey Tips Playlist on YouTube (http://www. youtube. com/view_play_list? p= 274902FC5BDAAA30).<<< Shadowing and summarizing are deceptively simple tasks that can greatly enhance learning. This video shows an actual class going through shadowing and summarizing activities and learning to use them in a variety of ways. There are also explanations of the rationale and background to help teachers grasp the value inherent in shadowing and summarizing. Murphey has ...

Using the lens of Dynamic Systems Theory (DST) we look at longitudinal survey results over a 3-year period for EFL students at Japanese universities. This panel study measured motivational changes across single semesters, using multiple measures. Our surveys contain questions to investigate what we call Present Communities of Imagining (PCOIz), which is an actively sharing and imagining classroom community, within which each individual’s three notional mind-time frames of English-learning motivation interact among themselves and among those of others inside the classroom. These mind-time frames are the antecedent conditions of the learners, present investments inside and outside of class, and possible future selves.

In this article, we initially focus on how the conceptualization of leadership by Knight (2013a) in his leadership seminars became the basis for choosing a project-based learning (PBL) approach. We then consider how soft assembling can enhance the leadership project activities of student teams and group-work in general classes. Soft assembling refers to the assembling of elements during a process that is likely to be useful in conducting the process and achieving a goal. To be effective in soft assembling, students need to be able to adjust their interactive sensitivities in what Murphey (1990, 1996a, 2013a) refers to as zones of proximal adjusting (ZPAs). We conclude that instruction in soft assembling can facilitate the communications in student teams necessary to do what Knight (2013a) describes as the leadership process; that is, the creating of a vision and the achieving of that vision.

Critical Participatory Looping (CPL) (cf. Falout and Murphey 2010; Murphey and Falout 2010) involves returning processed data from surveys or assignments back to students for further reflection and analysis in small groups. CPL affords dialogical interaction among class members (including the teacher), which can encourage them all as agents developing their own self-determination through action—otherwise known as agencing (cf. Murphey 2010, Nelson and Murphey, 2011). In this paper we first describe the kinds of customization that invite agency, then for CPL provide three examples of teaching and researching with it, theorize on its processes and potential, and discuss its correlates with other domains and mass customization.

This article reports a study with Action Logs in two different contexts of English teaching: Japan and Brazil. The results suggest the narrative aspect of Action Logs which helped students’ emotional contagion, belief deconstruction and more collaboration among students.

Using group dynamics as an umbrella term for overlapping literatures on community, cooperative, and collaborative practices, I introduce the concept of PCOIz which might help teachers to better conceptualize their classes and the time-frame influences on their students. I position PCOIz as complementary to but different from communities of practice and imagined communities, and in some ways overlapping, with an emphasis on imagining and re-imagining. Using the Wicked Eyebrows figure below, we look at how teachers can systematically organize activities to look at students’ pasts, presents, and futures. I also present several mixed method studies done in Japan which indicate that PCOIz, when well developed, can nurture the aspirations, resilience, learning strategies, beliefs, motivations, and possible selves of its members through critical dialogue and collaboration.

A multi-voiced narrative to help educators understand the worth and procedures of ideal classmates, action logging, social testing, juggling, songlets, storytelling, and class publications through developing educational well-being, meaningfulness and positive psychology.

Student action logging is a very practical way for teachers to understand what their students have actually learned, what they like and do not like, and where to go next. Action logging entails notebooks and forms used to regularly record student feedback, reflections, and evaluations related to the classroom and their learning. In this paper, three teachers who have been using action logging for different periods of time (1, 3, and 30 years) present their differing experiences of how action logs have shaped their teaching. The teacher perspectives in this paper reveal how action logs provide information that supports teaching decisions, enriches communication between teachers and students, and facilitates a habit of reflective practice. Despite some tensions that may surface from its initial implementation, it is argued that action logging can be adapted to a wide range of different contexts to the mutual benefit of teachers and learners. 学生によるアクションロギング（活動記録）は教員にとって、生徒達が実際に何を学んだのか、...

In this short article, we propose that education could benefit greatly if students and teachers were tuned into the biopsychosocial parts of our holistic well-being, which is considered to be autonomy supportive, as a prerequisite of learning. Thus far, education has largely operated on a bias toward cognitive processes as the sole meaningful contributor to learning, focusing on the acquisition of knowledge while often seeing the biological, psychological, and social contextual contributions as unrelated. With the recent generation of positive psychology and positive sociology, researchers and educators alike are becoming more aware of the contribution that contextual well-being (i.e. considering biopsychosocial factors) has upon learning. This growing awareness suggests the need to broaden rather than narrow our understandings of causality both in the classroom and with learning at large. We propose that showing attention to this wider context could improve student learning substan...

At the American Association of Applied Linguistics (AAAL) 2011 conference, John Schumann described how Lee, Dina, Joaquin, Mates & Schumann’s (2010) interactional instinct unfolds between infants and caregivers such that learning an L1 is assured in normal development through emotional bonding between infants and caregivers which is substantiated by motivation, proficiency, and opportunities (all co-constructing concepts). In subsequent second language learning at an older age, these three characteristics are not environmentally and contextually assured, and this seems to account for a great part of the shortcomings of much of the late-L2 instruction in the world (Lee, Dina, Joaquin, Mates & Schumann, 2010).

Students’ social networks can become exapted (Johnson, 2010) for the purpose of increasing language learning, or any other kind of learning, as well as the promotion of well-being, through what Murphey (2014) calls the well becoming through teaching (WBTT) hypothesis. The WBTT paradigm holds that people not only learn better when teaching others, but approach and maintain their well-being in wider social networks outside the classroom. The present study explored the impact of WBTT-based activities conducted within students’ social networks on their language learning and well-being. The data were collected for 6 years (2010-2015) from students’ action logging and case studies. Language students taking Murphey’s English classes were asked to self-report their experiences and to write reflections after their WBTT-based activities. The qualitative data indicated that both the students in the teaching role and the people who received their lessons deepened their understanding of both the...

ABSTRACT A conception of social testing is described in which students are directed to give themselves grades at two moments: first, after filling in answers that they recall alone; second, after asking others in the class for mediating help during social interaction. The first grade is an estimate of individual efforts, without social connections. The second grade represents a situated person in a community with developing connections, something neurologists, sociologists, and anthropologists see as an ecological step towards species well-being (Murphey 2017a, 2017b). Social testing is one step toward changing an epidemic trend in our societies and schools toward increasing individualization and isolation (III).

This work explores the importance of meaningful action for language teaching and learning, paying tribute to the enduring influence of Earl Stevick. With contributions from 19 ELT authors and influential academics, Meaningful Action draws upon and acknowledges the huge influence of Earl Stevick on language teaching. Stevick's work on 'meaningful action' explored how learners can engage with activities that appeal to sensory and cognitive processes, ensuring that meaning is constructed by the learner's internal characteristics, and by their relationship with other learners and the teacher. This edited volume focuses on meaningful action in three domains: learner internal factors and relationships between the people involved in the learning process; classroom activity; and diverse frameworks supporting language learning.

Previous generations of innumerable people created millions of small innovations to this language and this technology/media that I am using now. Centuries of innovations permit me to convey to you that, “we stand on the shoulders of our ancestors and communities.” More importantly, none of these predecessors worked alone, they all used what others before them had created and built upon it, continually collaborating with real and imagined communities. Furthermore, I contend that there is little difference between learning and creating: learning something new is creating new things and possibilities in your minds in your worlds. That is why real learning is so exciting! (Not studying and memorizing things for tests that someone else is choosing for us.) It is creating new possibilities within your worlds. When teachers stimulate creating in students, they are stimulating learning and agency as well. In this Plenary-Workshop I will describe some interesting ways of helping students “own their learning” so they want to “create more of it” and how we all get addicted to “Wow!” and enjoy “expansive learning” in multiple environments in and out of school, using experiential learning. I will finally meld together the Social Neuroscience of Education (Cozolino, 2013), Love 2.0 (Fredrickson, 2013), and Brave (Sarah Bareilles, 2013), to help us create more Wow!s in our classrooms. I will demonstrate much of this by inviting you to sing and move with me as we create. Finally, I will demonstrate as well how improvisation can help students relax, enjoy themselves, and create and learn.

"The discovery of micro-moments of love and connection (even from strangers) and their impact on us at the biological/cellular level (Fredrickson, 2013), studies on how our body postures change our minds chemically and psychologically (Cuddy, 2012) and that appropriate stress is healthy for us (McGonigal, 2013), all feed into the social neuroscience of education (Cozolino 2013) which I contend allows us to dare greatly (Brown, 2012) as teachers and help students and teachers to be in love. Not necessarily in love with each other (although that is good too), but rather in love with learning, with life, with the environment around us! Amazingly enough, many of these things have been said in the past and are coded in our culture and art. Bringing these aspects of love into our classrooms is proving to be a game-changing phenomena – something accented recently by Sarah Bareilles in her song Brave (2013). [Now available on SlideShareI'm inlovepac murpheyplenary12713 www.slideshare.net]

Agency is normally understood as the capacity to act, to have a degree of self-determination and control over one's self and the world. Altruistic agency is being able to act so that others might themselves have more agency and better chances to be self-determined even though it might mean we have less. This video presentation at the University of Hawaii, National Foreign Language Resource Center builds upon work with my Tokyo research group.

Looking at our classes as Socially Intelligent Dynamic Systems (SINDYS) can help us to see how students can help us create a positive and stimulating learning environment. Many dynamic systems are not socially intelligent. For example, we can get information from weather systems, but we cannot give the information back to the weather system and expect it to improve itself. However, people can reflect on data about themselves and learn from it and improve their conditions. Thus, people are socially intelligent dynamic systems. We do this regularly with health and economic data. However, too often in education we are concerned with teaching material that is not about or drawn from the students themselves. I will describe several practical ways that teachers can gather data and information from students and ways to redistribute this data (i.e. loop it back to them) so that students can reflect on it and learn from it. This data is usually more intrinsically motivating because it comes from or is about the students themselves. To a great extent I believe that the content of any class can be at least partially about the people in the class, and that makes “exciting classes.”

Wilga Rivers (1975, p. 96) said:
We must find out what our students are interested in. This is our subject matter. As language teachers we are the most fortunate of teachers—all subjects are ours. Whatever the children want to communicate about, whatever they want to read about, is our subject matter. The “informal classroom” we hear so much of these days is ours if we re willing to experiment… The essence of language teaching is providing conditions for language learning—using the motivation which exists to increase our student’s knowledge of the new language; we are limited only by our own caution, by our own hesitancy to do whatever our imagination suggest to us, to create situations in which students feel involved—individually, in groups, whichever is appropriate for the age level of our students in the situation in which we meet them. We need not be tied to a curriculum created for another situation or another group. We must adapt, innovate, improvise, in order to meet the student where he is and channel his motivation.

As we design our program it should be possible to involve students in the selection of activities according to their personality preferences. Should all students, even the inarticulate, be expected to want to develop primarily the speaking skill? Some children reared on television may feel more at ease if allowed to look and listen with minimal oral participation until they feel the urge to contribute: these children will learn far more if allowed to develop according to their own personality patterns than if they are forced to chatter when they have nothing to say.

Rivers, W. (1975). Speaking in many tongues: Essays in foreign-language teaching. Rowley,Mass.:Newbury House Pub.
For Korean Association of Teachers of English – KATE  July 5-7, 2013

The goal of this dissertation is to attempt to explain through both qualitative and quantitative research why, or why not, PS (pop songs) might be suitable as material to exploit in teaching English as a foreign language. (this file is only the intro, sorry for messy order below, still learning the tools)

A conception of social testing is described in which students are directed to give themselves grades at two moments: first, after filling in answers that they recall alone; second, after asking others in the class for mediating help during social interaction. The first grade is an estimate of individual efforts, without social connections. The second grade represents a situated person in a community with developing connections, something neurologists, sociologists, and anthropologists see as an ecological step towards better species well-being. Social testing is one step toward changing an epidemic trend in our schools toward increasing individualization and isolation (III).