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A girl writes her injury in the sand and her rescue in stone. That is how Professor Amanda Gillis-Furutaka, President of the JALT Brain SIG, opens Part 1. It is the kind of story you can take into class tomorrow.

What follows is the path that led her to a PhD and a life in language teaching: school in England, drama and music, a visit to the Austrian Alps, the move from student to teacher, and years of work in Japan.

She talks about music among early humans, what it does to the brain, and how music videos can raise student motivation. Then she turns to how the brain actually works, and which teaching approaches line up with that science.

She closes with ways to get students writing stories they actually want to finish and read. 

If you teach language, stories, or music, this one earns the time.

Guest

Gillis-Furutaka, A. Amanda Gillis-Furutaka [LinkedIn profile]. LinkedIn. https://jp.linkedin.com/in/amanda-gillis-furutaka-58615a36

Gillis-Furutaka, A. Amanda Gillis-Furutaka [Author profile]. Academia.edu. https://kyoto-su.academia.edu/AmandaGillisFurutaka

Affiliations and organizations

Kyoto Sangyo University. (n.d.). Kyoto Sangyo University. https://www.kyoto-su.ac.jp/index-e.html

JALT Mind, Brain, and Education SIG. (n.d.). The Brain SIG. https://www.mindbrained.org/the-brain-sig/

Counterpoint Japan. (n.d.). Our team. https://counterpointjapan.wixsite.com/my-site-6/our-team

Selected publications by Amanda Gillis-Furutaka

Gillis-Furutaka, A. (2014). The role of YouTube in accessing popular music in Japan. Acta Humanistica et Scientifica Universitatis Sangio Kyotiensis: Humanities Series, 47, 51–71. https://ndlsearch.ndl.go.jp/en/books/R000000004-I025360497

Gillis-Furutaka, A. (2017). The consumption of English-language music videos on YouTube in Japan [Doctoral dissertation, Goldsmiths, University of London]. Academia.edu. https://www.academia.edu/67581035/The_Consumption_of_English_language_Music_Videos_on_YouTube_in_Japan

Gillis-Furutaka, A. (n.d.). The roles of the L1 and working memory in L2 extensive reading: Insights from a qualitative investigation [Unpublished manuscript]. Google Drive. https://drive.google.com/file/d/0B5wSCrwbbeZfQ3M5Rno2QXo1ems/view?resourcekey=0-JdlCaNmydKjxpXQnXP1U7g

Think Tank Team, & Gillis-Furutaka, A. (2021, April). Some stories you can try in class. MindBrainEd Think Tank. https://www.mindbrained.org/april-2021-storytelling/

Gillis-Furutaka, A. (2022, February). Why is TBLT an effective approach to teaching languages? Some explanations from brain science. MindBrainEd Think Tank. https://www.mindbrained.org/february-2022-tblt/

Gillis-Furutaka, A. (2024, March). The benefits of exploring plot structure with university students taking an ER course. MindBrainEd Think Tank. https://www.mindbrained.org/march-2024-reading-structures/

Gillis-Furutaka, A. (2024, May). Profanity and emotion are inextricably entwined – let me show you how. MindBrainEd Think Tank. https://www.mindbrained.org/may-2024-emotions/

Gillis-Furutaka, A. (2025, February). Be bold, be realistic, and teach about profane language and racial stereotyping using pop music! MindBrainEd Think Tank. https://www.mindbrained.org/february-2025-music/

Gillis-Furutaka, A. (2026, March). Our aging brains and bodies: The good, the bad, and the inevitable (What to expect and what we can do about it). MindBrainEd Think Tank. https://www.mindbrained.org/march-2026-lifelong-learners/

Other works mentioned

Brecht, B. (1944). The Caucasian chalk circle. Encyclopaedia Britannica. https://www.britannica.com/topic/The-Caucasian-Chalk-Circle

Brown, E. C., & Brüne, M. (2012). The role of prediction in social neuroscience. Frontiers in Human Neuroscience, 6, Article 147. https://pmc.ncbi.nlm.nih.gov/articles/PMC3359591/

Kahneman, D. (2011). Thinking, fast and slow. Farrar, Straus and Giroux. https://search.worldcat.org/title/834531418

Levitin, D. (n.d.). This is your brain on music [Video]. YouTube. https://www.youtube.com/watch?v=lyt8EmsJIBA

Levitin, D. (2007). This is your brain on music. Daniel Levitin. https://www.daniellevitin.com/brain-on-music

Menton Riviera Merveilles. (n.d.). Menton, France tourism. https://www.menton-riviera-merveilles.co.uk

University of California Television. (n.d.). The causes of autism [Video]. YouTube. https://www.youtube.com/watch?v=L8bmCgNM_t4

Thanks for listening! If you enjoyed this episode, please like and leave a review. To learn more about the Performance in Education SIG, check out our website. 

https://jaltpiesig.org/

Have questions or want to get involved? Reach out to us at:

[email protected].

To access other high-quality JALT podcasts, go to JALTCALL (Computer Assisted Language Learning) Podcasts on Soundcloud!

https://soundcloud.com/jalt-call

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AI is usually cast as the villain in education stories.

Educator and editor Philip Head sees things differently. In this episode he explains how artificial intelligence could actually level the playing field in Japan’s junior high school speech contests. 

Drawing on years of research and classroom experience, Head takes us behind the scenes of contest preparation, examines what works and what doesn’t, and offers clear ideas for improvement. He also shows teachers practical ways to use
speech activities and skill recognition in regular classes so more students can build real communication confidence.

Philip Head, an associate professor at Osaka Jogakuin University and doctoral researcher at Hiroshima University, is the editor of the PIE SIG peer-reviewed journal Mask & Gavel.

Links:

Mr. Head’s Publications:

https://researchmap.jp/head

Mask & Gavel

https://jaltpiesig.org/publications/#Mask-Gavel

Osaka Jogakuin University:

https://www.wilmina.ac.jp

Hiroshima University:

https://www.hiroshima-u.ac.jp/en

Prince Takamado Trophy All Japan Inter-Middle School English Oratorical Contest:

https://jnsafund.org/en/home/

Thanks for listening! If you enjoyed this episode, please like and leave a review. To learn more about the Performance in Education SIG, check out our website. 

https://jaltpiesig.org/

Have questions or want to get involved? Reach out to us at:

[email protected].

To access other high-quality JALT podcasts, go to JALTCALL (Computer Assisted Language Learning) Podcasts on Soundcloud!

https://soundcloud.com/jalt-call

For tips on how to cite these episodes using APA 7th edition, use the link below:

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Do your students sound fluent in rehearsal but freeze up in unscripted situations?

In this opening episode of Season 2, veteran Canadian educator David Gray makes the case for improvisation as a powerful tool for Japanese EFL learners. He shows how improv helps students develop genuine, spontaneous communication.

Although improv feels spontaneous, it rests on clear, teachable principles: deep listening, accepting offers, and co-creating meaning in the moment. Drawing on years of experience teaching in Japan, Gray shares practical classroom adaptations that respect Japanese group dynamics and varying student confidence levels.

We explore how improv activities build both confidence and fluency, why humor often emerges when students simply “play it straight,” and why human skills like listening, empathy, and real-time responsiveness matter more than ever in the age of AI.

Links:

Shinshu University 

https://www.shinshu-u.ac.jp

Mr. Gray's related article, Why Teach Improv? Teaching Improvisation in University EFL Communication Classes in Mask & Gavel:

DOI: https://doi.org/10.37546/JALTSIG.PIE11.1-3

The Easy English Bible Study Podcast

https://podcasts.apple.com/us/search?term=%22The%20Easy%20English%20Bible%20Study%20Podcast

Recommended reading:

Bedore, B. (2014). 101 more improv games for children and adults. Hunter House.

Halpern, C., Close, D., & Johnson, K. (1994). Truth in comedy: The manual of improvisation. Meriwether Publishing.

Kramer, G., & Ploesch, R. (2022). Improvised theatre and the autism spectrum: A practical guide to teaching social connection and communication skills. Routledge.

Paradis, M. (2020). Teaching improv: The essential handbook: Your step-by-step guide to teaching short form improv. Beat by Beat Press.

Thanks for listening! If you enjoyed this episode, please like and leave a review. To learn more about the Performance in Education SIG, check out our website. 

https://jaltpiesig.org/

Have questions or want to get involved? Reach out to us at:

[email protected].

To access other high-quality JALT podcasts, go to JALTCALL (Computer Assisted Language Learning) Podcasts on Soundcloud!

https://soundcloud.com/jalt-call

For tips on how to cite these episodes using APA 7th edition, use the link below:

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Episode 12: Why Settle for Participation When You Can Have Real Engagement? 

Episode Summary Educator and entrepreneur, Mari Nakamura, joins Darren to share her personal journey in English language teaching. Through engaging stories from her career, Mari explores the educational and social benefits of Project-Based Learning and how it creates meaningful student engagement that goes well beyond simple participation. Darren discusses the natural overlap with Performance in Education (PIE) approaches and how the two methodologies can benefit each other.

Guest Mari Nakamura MA holds a bachelor’s degree in Sociology from Kwansei Gakuin University, a Master of Science in Teaching English to Young Learners from Aston University (UK), and a Certificate in Teaching English as a Foreign Language.

A two-time winner of the Best of JALT Award, Mari is the founder and owner of MELEP (Mari English Language Education Port). She is a dedicated educator, teacher trainer, and passionate music lover.

Key Topics

• Mari’s personal journey and experiences in English language teaching
• Real classroom stories that illustrate the power of Project-Based Learning
• Educational and social benefits of Project-Based Learning
• Creating deep student engagement beyond simple participation
• Natural overlaps between Project-Based Learning and Performance in Education (PIE) approaches

Resources & Links

 MELEP(Mari's English Language Education Port) Website 

MELEP 麻里英語教育ポート - 未来につながる英語教育 | 神戸の子ども英語指導者コミュニティ＆教育コンサルティング

MELEP(Mari's English Language Education Port) Instagram
Instagram

iEARN

"iEARN is a non-profit organization made up of over 30,000 schools and youth organizations in more than 140 countries"

https://www.iearn.org/

Reviewed Papers
Empowering Teenage English Language Learners Through Creative Projects (JALT 2019 Post-Conference Publication)
jalt2019-pcp-009_0.pdf

Junior High School Students' Engagement in Online Global PBL (JALT 2023 Pan-SIGG Journal pp.109-116)
2023_PanSIG_Journal.pdf

Thanks for listening! If you enjoyed this episode, please like and leave a review. To learn more about the Performance in Education SIG, check out our website. 

https://jaltpiesig.org/

Have questions or want to get involved? Reach out to us at:

[email protected].

To access other high-quality JALT podcasts, go to JALTCALL (Computer Assisted Language Learning) Podcasts on Soundcloud!

https://soundcloud.com/jalt-call

For tips on how to cite these episodes using APA 7th edition, use the link below:

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Associate Professor Gordon Rees recounts the moment when he suddenly had to take over a drama class at his university after the teacher suddenly left their position. Uncertain how to teach such a course, he joined the PIE SIG to get some ideas. He never looked back and now regularly uses filmmaking, readers' theater and radio dramas to reach what he calls reluctant learners. 

Tune in to learn what he has learned about what works and why.

Gordon Rees, BA, MA

Associate Professor, Faculty of Policy Management, Yokkaichi University

Mr. Rees' Publications

Rees, G. (2013). Using drama to motivate “reluctant” EFL learners. Yokkaichi University Journal of Policy Management, 12(1–2), 49–64.

Rees, G. (2014). Content-based instruction (CBI): 文献レビューと導入事例 [Content-based instruction (CBI): Literature review and implementation cases]. Yokkaichi University Journal of Policy Management, 13(1–2), 27–50.

Rees, G. (2016a). Good morning world: Using drama to teach presentation skills, reduce anxiety and build confidence. Yokkaichi University Journal of Policy Management, 16(1), 21–32.

Rees, G. (2016b). Integrating drama into required English communication courses. Yokkaichi University Journal of Policy Management, 15(2), 73–96.

Rees, G. (2017). Using reader’s theater and drama to develop presentation skills and deepen understanding. Yokkaichi University Journal of Policy Management, 16(2).

Rees, G. (2025, August 1). Radio drama: A pal you can count on. MindBrainEd Think Tanks: Public Speaking in the Language Classroom, 11(8), 13–21. https://www.mindbrained.org/2025/08/radio-drama-a-pal-you-can-count-on/

Thanks for listening! If you enjoyed this episode, please like and leave a review. To learn more about the Performance in Education SIG, check out our website. 

https://jaltpiesig.org/

Have questions or want to get involved? Reach out to us at:

[email protected].

To access other high-quality JALT podcasts, go to JALTCALL (Computer Assisted Language Learning) Podcasts on Soundcloud!

https://soundcloud.com/jalt-call

For tips on how to cite these episodes using APA 7th edition, use the link below:

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Are CALL and PIE Compatible?

When should we embrace computer technology… and when does it make more sense to use pen and paper?

Can students use AI without losing their creativity and humanity?

In Part 1 of this powerful two-part series, JALTCALL SIG President Brian Gallagher (Meijo University) takes us on a deeply personal journey — from his childhood in Greenock, Scotland, through his early drama and elocution training, to his time at IBM, and finally to his life as an educator in Japan.

Brian shares honest reflections on pushing students beyond their comfort zone (and then gently bringing them back), how our use of technology shapes learning outcomes, and his simple but effective “record, look, and delete” method for self-training.

Authentic. Thought-provoking. Human-centred.

This is a must-listen for any language teacher navigating the balance between performance, technology, and what it really means to stay human in the AI age.

🔗 Link to Part 2 where Brian interviews me on the JALTCALL Podcast drops May 2, 2026,  so don’t miss it!

JALTCALL (Computer Assisted Language Learning) Podcasts on Soundcloud!

https://soundcloud.com/jalt-call

SHOW NOTES:

Brian Gallagher, M.A.ODE(Open), PGCODE(Open), ProGCE, B.Sc.(Hons)

Assistant Professor *Specially Appointed, Faculty of Foreign Studies, Meijo University, Nagoya, Japan

JALTCALL President     https://jaltcall.org/Brian's Homepage   https://anthonybriangallagher.weebly.com/

Brian's research    https://researchmap.jp/briang

https://www.researchgate.net/profile/Anthony-Gallagher-4

Okinawa JALT 2025 Publications & Publicity Officer    https://okijalt.org/

JALT PIE SIG Assistant Program Chair 2025     https://jaltpiesig.org/

JAMSTEC    https://www.jamstec.go.jp/e/

Kamishibai    https://www.kamishibai-ikaja.com/en/

🔗 Link to Part 2 on the JALT CALL Podcast drops soon, so don’t miss it!

Thanks for listening! If you enjoyed this episode, please like and leave a review. To learn more about the Performance in Education SIG, check out our website. 

https://jaltpiesig.org/

Have questions or want to get involved? Reach out to us at:

[email protected].

To access other high-quality JALT podcasts, go to JALTCALL (Computer Assisted Language Learning) Podcasts on Soundcloud!

https://soundcloud.com/jalt-call

For tips on how to cite these episodes using APA 7th edition, use the link below:

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エピソード概要（日本語版）：

このエピソードでは、街頭で絵カードと語りで演じられていた伝統的な日本の「紙芝居」について短い物語をお届けします。紙芝居は現代のマンガやアニメの重要な先駆けとして広く認識されています。その後、東海大学の教授・斎木由香里さんが、留学生に日本語を教える経験から得たパフォーマンスベースの指導法について洞察を共有します。
斎木さんは、この伝統芸術や他のパフォーマンス技法を革新的にアレンジし、学習者に主体性を持たせ、協働を育み、教室での自信を築く方法を探求します。

パート1: 斉木ゆかりによる紙芝居の物語 
パート2: 斎木教授の背景 
パート3: 紙芝居（Paper Theater）を逆転させる 斎木さんが、この古典的なストーリーテリング形式を「受け身の見るだけ」から「学習者が主体的に創り出す」ものにどう変えるかを発見してください。
パート4: ドラマプロジェクトに関する報告のまとめ ドラマを活用したプロジェクトの明確な概要と、言語カリキュラムへのパフォーマンス統合に関する主な学び。
パート5: ボルドーでのワークショップ：協働が参加者間の距離を縮める  フランスで行った協働ワークショップを振り返り、グループパフォーマンス活動が人間関係の壁を越え、集団のダイナミクスを高める様子を示します。
パート6: 先生方へのアイデア 紙芝居に着想を得た活動、ドラマ、パフォーマンス要素を取り入れ、主体性・関与・不安軽減を促進するための実践的で即活用できる提案です。
言語教育におけるパフォーマンスを初めて探求する方でも、新鮮なアイデアを求める方でも、このエピソードは教室で実証済みのインスピレーションを提供します。

ポッドキャストに関連するリンクは以下をご覧ください。

語学教育センターの斉木教授がスピーチコンテストで優勝しました

https://www.u-tokai.ac.jp/news-section/46582/

演劇プロジェクトとしての日本語劇

https://www.u-tokai.ac.jp/uploads/2021/03/11.pdf

斉木 ゆかり (Yukari Saiki) Research Map

https://researchmap.jp/read0056708#:~:text=斉木%20ゆかり%20·%20基本情報%20·%20研究キーワード%20·,·%20書籍等出版物%20·%20所属学協会%20·%20共同研究・競争的資金等の研究課題.%201.

斉木ゆかり（2019）「演劇プロジェクトとしての日本語劇： 授業から上演への実践報告」『東海大学紀要．国際教育 センター

https://www.u-tokai.ac.jp/uploads/2021/03/11.pdf

ヨーロッパ日本語教育

https://www.eaje.eu/media/0/myfiles/bordeaux/full.pdf

https://www.u-tokai.ac.jp/news-campus/1357919/ 

https://www.flickr.com/photos/neco299/5320569712/

紙芝居文化の会（かみしばいぶんかのかい）

https://www.kamishibai-ikaja.com/kamishibai.html

Thanks for listening! If you enjoyed this episode, please like and leave a review. To learn more about the Performance in Education SIG, check out our website. 

https://jaltpiesig.org/

Have questions or want to get involved? Reach out to us at:

[email protected].

To access other high-quality JALT podcasts, go to JALTCALL (Computer Assisted Language Learning) Podcasts on Soundcloud!

https://soundcloud.com/jalt-call

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Episode Description (English):

このエピソードの日本語版は2026年4月7日に公開されます。
A Japanese-language version of this episode will be released on April 7, 2026.

This episode begins with a brief story about KAMI-SHI-BAI 「紙芝居」 Japanese "paper theater" once performed on street corners with picture cards and dramatic narration, regarded as a predecessor to modern manga and anime.

Then, former professor Saiki Yukari of Tokai University shares insights from her experience teaching Japanese to international students through performance-based methods.

Saiki-sensei explores innovative ways to adapt this heritage art form and other performance techniques to empower learners, foster collaboration, and build confidence in the classroom.

Part 1: A story of kamishibai (paper theatre) told by Darren Kinsman (00:14–02:20)
A short historical tale introducing this iconic Japanese storytelling tradition.

Part 2: Saiki-sensei's background (02:30–09:24)
An overview of Saiki-san's journey, from her education and teaching career to her involvement in performance in education.

Part 3: Turning kamishibai (Paper Theater) on its head (09:25–15:00)
Discover how Saiki-san flips this classic storytelling medium from passive viewing to active, student-led creation.

Part 4: Summary of a report on a drama project (15:00–23:10)
A clear overview of a drama-based project, with key takeaways on integrating performance into language curricula.

Part 5: Workshop in Bordeaux: collaboration reduces the distance between participants (23:10–25:19)
Reflections on her collaborative workshop in France, demonstrating how group performance activities bridge interpersonal gaps and enhance group dynamics.

Part 6: Ideas for teachers (25:20–29:39)
Practical, ready-to-use suggestions for educators to incorporate kamishibai-inspired activities, drama, and performance elements that promote agency, engagement, and reduced anxiety.

Whether you're exploring performance in language education for the first time or seeking fresh ideas, this episode offers grounded, classroom-tested inspiration.

Please see the links below for resources related to this episode.

Professor Saiki Wins National Speech Contest
https://www.u-tokai.ac.jp/news-section/46582/

Japanese Drama as a Theatrical Project (PDF)
https://www.u-tokai.ac.jp/uploads/2021/03/11.pdf

Thanks for listening! If you enjoyed this episode, please like and leave a review. To learn more about the Performance in Education SIG, check out our website:

https://jaltpiesig.org/

Have questions or want to get involved? Reach out to us at [email protected].

To access other high-quality JALT podcasts, go to JALT CALL (Computer Assisted Language Learning) Podcasts on Soundcloud!

https://soundcloud.com/jalt-call

For tips on how to cite these episodes using APA 7th edition, use the link below:

https://docs.google.com/document/d/1uLVARUdviigboSQXkJXfgNm0zNkMsal6brBvwpmTKWM/edit?usp=sharing

Thanks for listening! If you enjoyed this episode, please like and leave a review. To learn more about the Performance in Education SIG, check out our website. 

https://jaltpiesig.org/

Have questions or want to get involved? Reach out to us at:

[email protected].

To access other high-quality JALT podcasts, go to JALTCALL (Computer Assisted Language Learning) Podcasts on Soundcloud!

https://soundcloud.com/jalt-call

For tips on how to cite these episodes using APA 7th edition, use the link below:

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What happens when the very thing that once unsettled you becomes exactly what your students need?

In this episode, we explore the development of a teacher who once stepped away from performance because of anxiety. Heather Kretschmer, English coordinator at the University of Göttingen and editor of JALT’s Mind, Brain, and Education Think Tank Bulletin, found herself shaped by three converging forces.

Through her work with the Brain SIG, she has engaged deeply with research on emotion, the social brain, and psychological safety. Through publishing PIE SIG articles in the Think Tank bulletin, she encountered concrete examples of embodied, performance-based learning. As these ideas accumulated, she began wrestling with her own hesitation and her desire to step beyond her comfort zone.

The result was not a dramatic reinvention but a willingness to take small, voluntary risks for her students and for herself as an educator: a playlist project to build community, an improv warm-up framed to reduce resistance, and adapted panel discussions. 

This episode is not about becoming extroverted. It is about what can happen when research, professional community, and personal growth align, and a teacher chooses to step slightly beyond her comfort zone in service of deeper learning.

If you are thoughtful, reserved, or uncertain about using performance in your classroom, this conversation offers a realistic and research-informed path forward.

Links:

1. University of Göttingen

https://www.uni-goettingen.de/en/1.html

2. The Mind, Brain, Education SIG

https://www.mindbrained.org/

 3. The Most Dazzling Folk Song

https://www.youtube.com/watch?v=uSMf3r_PU2g

4. Heather Kretschmer: Intentionally Equitable Facilitation Tips 

https://www.youtube.com/watch?v=SWW5CS-qbGw

5. Curaturae: Combining Art and Text in Curious Ways (Heather Kretschmer)

https://www.mindbrained.org/2025/10/curaturae-combining-art-and-text-in-curious-ways 

6. Warmly Welcoming Neurodivergent Learners into the Language Classroom

(Heather Kretschmer & Yasser Tamer Atef)

https://www.mindbrained.org/2024/10/warmly-welcoming-neurodivergent-learners-into-the-language-classroom/

7. PIE SIG Publications

https://jaltpiesig.org/publications/#Classroom-Resources

Thanks for listening! If you enjoyed this episode, please like and leave a review. To learn more about the Performance in Education SIG, check out our website. 

https://jaltpiesig.org/

Have questions or want to get involved? Reach out to us at:

[email protected].

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Episode 7 : Rhythm and Embodied Learning - Part 2

Dr. Rockell’s path moves through ethnomusicology and language teaching in Japan and Taiwan, and back to New Zealand for graduate study supported by a PhD scholarship. Across this movement, a recurring theme emerges: the hidden melody inside speech. Drawing on research showing improvements in vocabulary recall and intonation, he treats rhythm and melody as parallels to stress and pitch in spoken English.

The episode moves between research, biography, and classroom practice. Earthquakes in Japan and New Zealand disrupt his academic life, forcing him to retrieve books to complete his doctorate and instruments to earn a living, and marking a point where returning to Japan no longer meant returning to the same place. Out of this disruption come elective courses linking music and language, an interest in soundscapes—the overall mix of sounds that shape an environment—and research encounters in Taiwan that extend to migrant musical traditions and endangered languages.

These strands converge in teaching practice. Rockell describes using looping software to practice common word patterns, techniques that make repetition enjoyable, and group activities where students mark or trace intonation patterns as they listen. Teachers will come away with concrete ideas, including reinforcing new vocabulary with simple melodies, lyric-based cloze tasks, music-focused interviews, and the use of Nohperformance—rooted in tanka poetry—as a form of embodied language learning. The episode culminates in a Noh chant from Kurama-tengu and an acoustic guitar performance, reinforcing the central claim: language learning begins not with abstraction, but with sound.

ABOUT DR. KIM ROCKELL

Kim Rockell, PhD – Ethnomusicology and music-language research
https://krockell.wordpress.com/ethnomusicology/

Kim Forrester Rockell on Researchmap (publications & projects)
https://researchmap.jp/7000028643?lang=en

RESEARCH & PUBLICATIONS MENTIONED

Teaching Language Through Music: Reflections of a Professional Musician
By Kim Rockell
https://www.mindbrained.org/2025/02/teaching-language-through-music-reflections-of-a-professional-musician/

Migrant Contributions to the Tainan Soundscape: A Preliminary, Online Study of Migrant, Filipino Musicians. In Fiorella Allio & Yen Ting-yu, Art and material culture in the Tainan Area

International Center for Tainan Area Humanities and Social Sciences Research, Cultural Affairs Bureau, Tainan City Government

ISBN: 9789860701524

TAIWAN, SIRAYA, AND SOUNDSCAPES

Edgar L. Macapili and the Siraya language (Taiwan Panorama)
https://www.taiwan-panorama.com/en/Articles/Details?Guid=892d91cf-05bc-46f4-bb3b-2d9c4b7ac64d&CatId=10&postname=Revitalizing%20Siraya%20Culture%3A%20Fearless%20Campaigners%20on%20the%20Path%20to%20Recognition

Taiwanese–Filipino couple working to revive Siraya (YouTube)
https://www.youtube.com/watch?v=vy3-SD5OZYQ

Accessible background: From Manila to Acapulco – The Galleon Trade (YouTube)
https://www.youtube.com/watch?v=XfxbwQi2STU

Thanks for listening! If you enjoyed this episode, please like and leave a review. To learn more about the Performance in Education SIG, check out our website. 

https://jaltpiesig.org/

Have questions or want to get involved? Reach out to us at:

[email protected].

To access other high-quality JALT podcasts, go to JALTCALL (Computer Assisted Language Learning) Podcasts on Soundcloud!

https://soundcloud.com/jalt-call

For tips on how to cite these episodes using APA 7th edition, use the link below:

https://docs.google.com/document/d/1uLVARUdviigboSQXkJXfgNm0zNkMsal6brBvwpmTKWM/edit?usp=sharing

Intro & Outro song: Unlock Me (Royalty free)

Music by Kontraa Studio | UKA Music Publishing LLC