Welcome to the first issue of TLT Interviews in 2025! Before we begin, we have a correction for the July/August 2024 issue. It should have read, “Judy Noguchi is Professor Emerita of Kobe Gakuin University where she served as Dean of the Faculty of Global Communication. Prior to that she was Professor of English at Mukogawa Women’s University, School of Pharmacy and Pharmaceutical Sciences.”
Now, we are delighted to share with you an interview with Kathleen (Kathy) Kampa: an educator, author, and consultant known for her work in English language teaching (ELT), particularly with young learners. She has co-authored several popular teaching materials published by Oxford University Press, including Magic Time 1 and 2 (Kampa & Vilina, 2012), Everybody Up 5 and 6 (Kampa & Vilina, 2016), Oxford Discover 3 (Kampa & Vilina, 2013) and 4 (Kampa & Vilina, 2014), Beehive Level 4 (Kampa & Vilina, 2022), and Buzz Book 5 (Kampa & Vilina, 2024), which all are designed for teaching English to young learners. Kathy is also recognized for her focus on integrating global skills, inquiry-based approaches, growth mindset, learner agency, and the use of music and movement in language education.
In addition to her writing and teaching, Kathy has been actively involved in teacher training, professional development, and offering workshops and resources to help educators enhance their teaching practices. Her philosophy emphasizes the importance of engaging students through creative, interactive methods and fostering a positive learning environment.
Kathy was interviewed by Jehan Cruz, who is a lecturer in the Faculty of Business Administration at Ritsumeikan University, Osaka, where she teaches English as a Second Language (ESL) and English as a Foreign Language (EFL). With nearly fifteen years of experience teaching at Japanese universities, she also organizes tandem learning programs connecting universities in Australia, the Philippines, and Japan, promoting cross-cultural exchange and collaborative learning.
Her research interests include online tandem learning, bilingualism, and supporting migrant children’s language education. Her recent work focuses on the challenges migrant children face in accessing quality education and explores ways Japanese schools can better support their language development and integration. Jehan’s teaching philosophy emphasizes learner autonomy, independence, and a student-centred approach, where she empowers students to take ownership of their learning. She is dedicated to advancing inclusive education and creating effective, supportive learning environments for diverse learners, especially migrant students, both in Japan and internationally. Without further ado, to the interview!
Jehan Cruz: What got you into teaching?
Kathleen Kampa: As the oldest of five girls, I had a lot of fun teaching my four younger sisters and babysitting the neighbours’ kids. My mom helped me set up a makeshift classroom in our home. When I was fifteen, I worked as an assistant teacher at a dance studio, and by sixteen, I had started my own business performing at children’s birthday parties. I played games, sang songs, and danced with the kids. These experiences made me realize how much I loved working with children.
When I went to university, I studied elementary education and music. My teaching career began in Japan, where I had the opportunity to work with students of all ages. During my time at Seisen International School, I attended numerous conferences and workshops, learning from influential educators like Dr. Howard Gardner, Kath Murdoch, John Hattie, Rachael French, and others. I worked with educators who were curious, creative, and collaborative. When we returned to the U.S. in 2006, I decided to pursue a master’s degree in TESOL.
During my TESOL practicum in the U.S., I worked with students facing significant learning challenges. One of my high school students had struggled academically, partly due to his family’s frequent moves between Mexico and the U.S., which caused him to miss key elements of his education. I found that much of the high school material he was expected to learn was too advanced for him, so I started by identifying the gaps in his learning. Using materials from my elementary school classes, I was able to meet him at his level and scaffold the content to help him succeed. Although he eventually had to leave school, I was able to mentor him and help him pass the tests he needed to graduate. That experience was a turning point for me—one of those moments when I realized is that sometimes all a student needs is someone who believes in them and says, “Let’s figure out what’s not working” and “You can do this!”
What is your core philosophy when it comes to teaching English to young learners, and how has it evolved over your career?
I love teaching young learners! If you teach kids, you know, it’s very active, hands-on teaching. Early in my career, I learned about multiple intelligences (MI) theory through Dr. Howard Gardner and Project Zero (Harvard Graduate School of Education, n.d.). I discovered the different ways in which people express their intelligence. Through Dr. Thomas Armstrong’s work (2009, n.d.), I learned how using varied approaches to learning based on MI can be a powerful tool in the young learner’s English language classroom. To ensure that my lessons include diverse approaches to learning, I use the MI Pizza metaphor. In this metaphor, each slice of the pizza corresponds to a different type of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. It highlights the unique strengths children possess in different areas, emphasizing the importance of a balanced approach to support diverse learning styles in the classroom.
Another important aspect of teaching is creating a positive environment in the classroom. I use numerous transitional chants and songs to maintain a positive classroom energy. These chants and songs make teaching seamless, helping to smoothly transition students from one activity to the next.
Another essential strategy in my classroom is what I call CCBA: catch children being amazing. Rather than focusing on negative behaviour, I highlight the positive things that are happening. To offer suggestions for improvement, I use the approach of a “compliment sandwich.” First, give positive feedback, then suggest an area for improvement, and end with another positive comment. Another approach is “two stars and a wish,” where I note two positive things and suggest one idea for improvement.
When I point out something interesting or something that fulfils the task, it encourages others to do the same. For example, if my kindergarten students are actively making letter shapes, I might say, “Oh, I see Jehan is making the letter ‘M’ with her arms, and Sara is making the letter ‘M’ with Mai.” By describing the action and truly noticing what students are doing well, others take notice and come up with their own ideas. This kind of positive feedback always creates positive energy in my classes. This aligns with the work of John Hattie (2008) in Visible Learning. Based on his research into classroom strategies, appropriate and timely feedback is one of the key factors that can have a significant impact on teaching. I believe that providing timely feedback creates learner agency and nurtures a growth mindset.
Lastly, I believe that concept-based inquiry nurtures curiosity and global skills. As a teacher at an international baccalaureate primary years program (IB-PYP) school, inquiry and questioning were at the heart of everything we did. We encourage students to wonder, ask questions, and make connections. We looked at big concepts, such as wellbeing. While this may be new and challenging for students, I think it’s an essential focus for young learners today. It encourages them to take more responsibility for their learning, think about how they can help others, and understand how they can become changemakers in the world. Encouraging students to realize that they can make a difference is crucial.
How did your learning and teaching evolve?
As an IB-PYP teacher, I had access to a variety of professional development. I had the privilege of studying with a lot of the great minds and reflecting on how their ideas align with my own teaching philosophy. I worked alongside outstanding educators and applied their ideas, which led me to adopt a teaching approach that synthesizes the best practices. I would say my teaching philosophy has become a combination of inquiry-based learning, concept-based inquiry, brain-based learning, as well as music and creative movement education. I’ve blended various teaching philosophies and English language teaching theories that we’ve all learned in our master’s classes, so I’m constantly teaching, reflecting, and adjusting my methods.
How do you decide on the themes and content for each book? And, how do you ensure that your books and your teaching materials remain engaging and fun for young learners?
We track trends in education and research to better understand what students around the world are interested in and what they may be studying in their school curriculums. We examine how they are living their lives and identify areas of concern. For example, we want our students to understand the world around them, to be inquirers, and to make connections between ideas. We encourage them to recognize problems and find solutions.
We also want to ensure that teachers feel equipped to teach our courses. Oxford University Press (OUP) provides extensive support for teachers through a variety of resources, including research papers, online blogs, teaching materials, workshops, webinars, and consultant support.
My husband, Charles Vilina, and I have co-authored several English language series, including Magic Time (2012), Everybody Up (2016), Oxford Discover (2013, 2014), Beehive (2022), and Buzz (2024), with a new course scheduled for release in 2025. Each book has its own unique philosophy. For instance, when we wrote Magic Time, we used a MI approach. We designed double-page spreads that embedded vocabulary within the content. This encouraged students to look closely at the pages and find the vocabulary, turning it into a game that engaged them. The colourful illustrations allowed children to build on what they had already learned, creating an automatic review of their knowledge while adding new language. Instead of simply stating, “This is a triangle, this is a circle, this is a square,” students actively searched for these shapes within the pictures. The language in the songs also followed predictable patterns, which are developmentally appropriate for that age group.
For each book we’ve written, we’ve employed different strategies and made distinct choices. This variety is what makes the writing process interesting for us as authors. In Everybody Up, we followed the present, practice, produce, personalize (PPPP) approach and included engaging CLIL (content language integrated learning) lessons, value-based stories, and great songs. In Oxford Discover, we focused on inquiry-based learning, visible thinking routines, and the four C’s of 21st-century learning (critical thinking, creativity, collaboration, and communication). I believe this series has changed the way we approach English language teaching. In 2015, we were honoured to receive the ELTON Award for Innovation in Course Design, which was incredibly exciting. We worked hard to incorporate 21st-century skills into the book, creating a fresh approach that differed from traditional formats.
Our most recent courses, Buzz and Beehive, emphasize a strong grammar and vocabulary framework. We designed each lesson around one or more of the Global Skills (Oxford University Press, n.d.-a), which expand upon the four C’s of 21st-century learning. Each unit includes a beautiful section on social-emotional learning, with stories that help kids engage with important values and issues in their lives. There is also a cross-cultural component, which introduces students to the world around them. They explore popular topics, such as food, art, or exercise, from the perspectives of two countries and then compare and contrast these topics with their own culture. They learn through skills, such as reading, writing, speaking, listening, and viewing videos. This approach provides them with the language to compare not only the cultures they study, but also their own. At the end of every lesson, students use the language and skills they’ve learned in fun team-up activities.
Would it be possible for an elementary school teacher in Japan to use these courses in the classroom?
It’s important for teachers to discuss their class needs before deciding on an English course. Each of our courses offers many valuable learning tools. I particularly enjoy using the Teacher Presentation tool in my online lessons. There is also a new focus on online learning components, including videos. For example, in Buzz and Beehive, instead of just showing a drawn picture of a cat, students can watch a short video of a real cat. These videos help students understand the word from various perspectives.
Buzz and Beehive help develop important global skills in students. Each lesson focuses on one or more global skills, and students also have the opportunity to work together with classmates at the end of each lesson through team-up activities. These activities allow students to synthesize their learning in a fun and interactive way. At the end of each unit, students can choose which assessments they want to complete, using a choice board format. This promotes learner agency and a growth mindset. For instance, if a student prefers to learn through music, they might showcase their learning through a song, while another student who enjoys drawing could demonstrate their understanding through illustrations. This approach gives students the freedom to choose how they want to demonstrate their learning.
What got you started in teacher training programs? What are the essential skills and qualities that a language teacher should possess, and how do you cultivate these in your training programs?
I was encouraged to start teacher training after several friends told me, “You’re a good teacher.” I had many ideas to share, and I was constantly questioning and exploring the best ways to teach. Since Oxford University Press is a research-based company, we’ve been able to use our big ideas to create the best materials possible for students.
Sometimes, teachers ask for specific details in a training session, such as, “How did you do that chant?” I want to ensure that teachers leave with both the immediate tools they can use in their classrooms and a deeper understanding of the broader concepts behind these activities. For example, a chant might seem like just a fun classroom activity, but the larger idea behind it could be something like “catching children being amazing.” The challenge is finding a balance between providing teachers with small, practical tools—what I like to compare to collecting seashells on the beach—while also helping them see the bigger picture, like the entire beach or ocean. Teachers need those small shells (i.e., activities they can use in class tomorrow), but they also need to understand the broader principles to sustain long-term learning. Being a knowledgeable teacher is also key. You have to think deeply about how you’re going to teach the desired outcomes. Each teacher and each classroom are unique. Teaching is a dialogue. It’s not just about delivering a lesson, but also about listening to students, adjusting the lesson as needed, and making sure that students are truly learning and understanding the material.
Today, teachers have access to many resources online—YouTube videos, for example—that can offer new insights in a short amount of time. However, in-person workshops, like the Oxford Teaching Workshop Series, are invaluable. The energy in the room and the opportunity to interact with other teachers are powerful. You can share challenges, bounce ideas off each other, and learn from one another. The power of networking is crucial. It’s not just about attending a conference and sitting at the back of the room; you need to set a goal to meet new people, have meaningful conversations, and learn from those around you. For example, I work closely with a colleague, and we constantly learn from each other. She’ll suggest an idea, and I’ll think, “Oh, we could try this as well,” and the ideas bounce back and forth. Teachers can learn so much from one another. Oxford University Press has excellent teacher trainers, and the teachers in our workshops also have valuable experiences to share.
What practical things can in-service teachers do in Japanese classrooms to engage learners and motivate them to continue learning English?
Motivation is essential, and one concept I emphasise is CCBA. It’s a simple idea that teachers can easily implement, but it requires careful thought about how it looks in practice in your classroom. I know that many Japanese teachers have large classes, so it’s important to notice the great things that different students are doing. Avoid picking the same student all the time, as this can demotivate others. A teacher should make sure to take time to notice and acknowledge all the students. For example, I might plan to focus on six to eight specific students during a lesson to ensure that I highlight what they are doing well. Planning hands-on or group activities can also be an effective strategy. Cooperative learning activities, such as those developed by Dr. Spencer Kagan (1994; 2024) encourage students to work together rather than compete against each other. These activities also provide teachers with the opportunity to move around the classroom, listen to students’ ideas, and observe their progress more closely. Giving students choices in how they work—whether independently, with a partner, or in a group—can help meet the diverse needs of all learners.
Do you have extra resources or practical guides for teachers that you’ve put together?
I write a free resource blog for teachers called Magic Time Kids (Kampa, n.d.), where I provide teaching notes, create Google Slides, and produce videos. For example, if a teacher wants to do a celebration chant, they can visit the Google Slides link, and the presentation will pop up in their classroom, allowing them to follow along with the video. I’ve been focusing on creating resources like this to help teachers: something simple and easy to use. These resources can even be student-facing, so teachers can show the video to a group of students, and they can follow along together. Additionally, Oxford University Press offers a large collection of academic articles and materials that are available to all teachers. These resources provide valuable insights into major trends in education. The Oxford Teacher Toolkit (OUP, n.d.-b) has materials to use immediately in classrooms, too. I love the tool, Two Stars and a Wish.
Based on your experience of teaching in Japan, what are the biggest challenges that young learners face when learning English, and how do your books address these challenges?
Many of my Japanese students only have one English class per week, so their exposure to the language is limited. Because of this, I always try to find ways to keep English in front of them during the other six days. The Japanese language is structurally very different from English, which makes it a challenge for young learners. They are not only learning a new writing system, but also a completely different grammar structure. To make the learning process as natural and effortless as possible, I try to make it feel almost like they are learning their mother tongue.
When we wrote our first course, Magic Time, we kept the language simple. The course includes a lot of songs, and my students would start singing them without realising it, which made their language feel fluid and natural. By learning English through songs, chants, and playful activities, the kids start thinking, “Oh, this is easy; English isn’t so hard.” The more we can make the learning process playful—using songs and chants with simple repetition—the more we help build fluency and boost their confidence.
When we created Everybody Up, the children loved reading the stories, doing CLIL lessons, and singing songs. Now, with my current students using Buzz, we make the most of the limited time we have for online lessons. I love the teacher presentation tool for my Zoom lessons, and my students also have access to extra games and activities to practice with throughout the week.
As technology continues to evolve, what future developments in AI or educational technology do you anticipate impacting language education, and how can educators prepare for these changes? What trends or changes do you anticipate in the field of ESL teaching in the coming years?
It’s really hard to know what will be available in Japan and when things will be accessible globally. We need to consider the role of AI in education and come to terms with how we use it. Developing global skills is important. Within the five strands of global skills (OUP, n.d.-a), we need to cultivate digital literacy. The need for critical thinking is more important than ever before. I believe that global skills will become central to English education. These five strands—critical thinking, creativity, collaboration, communication, and digital literacy—can support our language teaching and help prepare students to be active, informed citizens in the 21st century.
CLIL has already played a powerful role in English language lessons for years. Students enjoy learning about other subject areas through English, which helps them engage with both language and content simultaneously.
Finally, I believe inquiry-based learning will continue to foster critical thinking and prepare students to face the challenges of the 21st century. As we shift towards concept-based inquiry (CBI), we can help nurture students who are capable of making connections in their learning and becoming changemakers in the world.
Of all the books and materials, you have written, do you have a personal favourite or one that holds special significance to you?
Every book we write is kind of like one of our children. When we wrote our first book Magic Time, we sent our work out into the world for others to use in their own way. When I sing the first few words of one of the songs in this course, my students start singing songs. We had a little more time to create it, and our son Christian helped colour the pages. But to be honest, every book is special. With each book we’ve created, it has a different philosophy. As I mentioned, I’ve learned from so many great researchers and individuals who have helped me rethink the way I teach. In that respect, our books are like giving birth. It’s amazing to see the end product and then to see all of its “siblings.” Each book has its own personality, and they go out into the world, becoming meaningful to children everywhere. It’s just remarkable.
As authors, we’re often part of a larger team. We collaborate to create the vision, pedagogy, and curriculum for each book. We work closely with various teams—editorial, design, video, DEI (diversity, equity, and inclusion), marketing, and more—to ensure the content flows seamlessly from one level to the next. Writing involves a lot of reflection; we research, interview, write, rewrite, and revise repeatedly. We comb through our books over and over, making sure they are the best they can be. Our books are previewed by teachers, tested by students, and finally published.
Is there anything else you would like to say to our readers?
First of all, I want to thank everyone at JALT for inviting me to attend the 2023 JALT conference, to give the plenary, and to present a workshop. It was really a dream opportunity for me! Returning to Japan and sharing ideas in the plenary, especially, those related to a growth mindset, was wonderful. A growth mindset is important for everyone, not just young children. I spoke about how learning should be full of wonder and joy and how we want all students, not just young learners, to feel that way. I lived in Japan for 31 years, so attending the JALT conference felt like a homecoming. I was so happy to reconnect with old friends and have meaningful one-on-one conversations. I’m grateful that my many days of pondering and hard work made the presentation the best it could be.
References
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