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a bonus session for your school :)

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What we have here is a failure to communicate

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Excellent for developing a culture of structured, specific and timely peer and teacher feedback.

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http://backchannelchat.com/Backchannel/e24zl
Use this link to join the back channel where we will answer questions and respond to ideas as they pop up.

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IBO Resources supporting Academic Honesty

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IBO Resources supporting Academic Honesty

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Language in context summer reading Packet 2015

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The DP Extended Essay Website (for 2018 and beyond)

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The DP Extended Essay Website (for 2018 and beyond)

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https://ibpublishing.ibo.org/extendedessay/apps/dpapp/index.html?doc=d_0_eeyyy_gui_1602_1_e&CFID=1477177&CFTOKEN=18960443&jsessionid=bc303377133f2f762b2d5848702b4d212251

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IBO Resources supporting Academic Honesty

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IBO Resources supporting Academic Honesty

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You can only swipe left or right on your phone ;)
http://factitious.augamestudio.com/#/

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Approaches to teaching and Learning website

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Approaches to teaching and Learning website

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https://xmltwo.ibo.org/publications/DP/Group0/d_0_dpatl_gui_1502_1/static/dpatl/guide-apr-to-learn.html

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Digital Identity Outline and Resource list

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Digital Identity Outline and Resource list

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https://docs.google.com/a/ichk.edu.hk/document/d/1lGNw_EDzSExGsv-9tzMPVYkIsWjDbhvbTHd2sIwofI0/edit?usp=sharing

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Consider the requirements of genre, period and place, what texts would be interesting selections to teach? And why?       • (Knowing that all students will be required to perform an IOC with Part 4 texts . . .) what ideas do you have for written and oral activities that can enhance the study of Part 4 and scaffold skills?                         • What ideas or activities do you have / use for helping students transfer close reading skills to Paper 1 (written textual analysis of literary and non-literary text)?

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Consider the requirements of genre, period and place, what texts would be interesting selections to teach? And why?       • (Knowing that all students will be required to perform an IOC with Part 4 texts . . .) what ideas do you have for written and oral activities that can enhance the study of Part 4 and scaffold skills?                         • What ideas or activities do you have / use for helping students transfer close reading skills to Paper 1 (written textual analysis of literary and non-literary text)?

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https://youtu.be/z9GSMlGni04

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Keynote presentation from the Madrid IB Regional Conference of Europe, Africa and the Middle East, October 2012

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https://youtu.be/6rwxoBobtdk

The creative stimulus for an FOA discussion. students were looking at the roles of media in shaping gender roles for women, especially in children's media like Disney. They created this rap battle and then went on to discuss with the class how and why they made the choices they did, exploring the imagery of women, the constructed rivalry between women, especially with regards to sexuality being connected to their value as members of society.  what  started as a silly, fun exploration became quite a personal and in-depth in the analysis of how women are portrayed, pitted against one another, and how this dynamic is constructed from such a young age, serving to divide young women, rather than unite them, especially with regards to their values as defined by their appearances.

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A satirical piece on gender bias in language

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A satirical piece on gender bias in language

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http://www.taolearn.com

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Endorsements

"Lance is friendly adaptable and utterly professional. He will adapt courses that he has to the needs of the school and the pupils; he also runs courses for parents and teachers. We are at the moment looking closely at what else his organisation can offer our school."

Shrewsbury International School Bangkok

Endorsements

"All teachers should attend this course for themselves and to help their
students. This comment applies equally to parents."

École Marie-Clarac-Secondaire, Montréal-Nord

Endorsements

"Awesome" "Brilliant" "Good fun, I learned a lot and I enjoyed it"
"He always wanted us to do our best" "He presented things in a way that we could understand"

Warwick Academy, Bermuda

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"Lance is friendly adaptable and utterly professional. He will adapt courses that he has to the needs of the school and the pupils; he also runs courses for parents and teachers. We are at the moment looking closely at what else his organisation can offer our school."

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https://www.fractuslearning.com/five-cs-educational-leadership/

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An exploration of how terms can be co-opted and 

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An exploration of how terms can be co-opted and 

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Recording of IOC Examplar D - based on Ian McEwan's Atonement. 

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Recording of IOC Examplar D - based on Ian McEwan's Atonement. 

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TedED provides a wealth of resources for both literary- and language-related topics. Typically ~ 5 minutes. Here's one exploring the diverse ways words are added, or morph, or die.
https://ed.ted.com/lessons/where-do-new-words-come-from-marcel-danesi?utm_source=TED-Ed+Subscribers&utm_campaign=2f7989684b-2013_09_219_19_2013&utm_medium=email&utm_term=0_1aaccced48-2f7989684b-47999217&mc_cid=2f7989684b&mc_eid=e07dd6e0ca

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(the last table is the "key" - it's fun to but in quotes from the texts you've been studying or that students bring in themselves)
https://docs.google.com/document/d/13Zgzp-rFXZ1IyaBz_kuwu_so3wSLhE-ZjOzc8cfC52o/edit?usp=sharing

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'The Hallucinogenic Toreador' by Dalí

https://upload.wikimedia.org/wikipedia/en/c/cc/The_Hallucinogenic_Toreador.png

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How To Pitch An Idea - Mad Men - The Carousel

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How To Pitch An Idea - Mad Men - The Carousel

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

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Good resource for introducg the topic: https://amp.theguardian.com/us-news/2017/jun/06/trump-translation-interpreters

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https://www.ted.com/talks/maysoon_zayid_i_got_99_problems_palsy_is_just_one

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http://www.readwritethink.org/files/resources/lesson_images/lesson1102/terms.pdf

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http://www.howtolovecomics.com/comic-book-glossary-of-terms/

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A compilation of terms useful across the two-year course.

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http://www.ascd.org/publications/educational-leadership/nov05/vol63/num03/Seven-Practices-for-Effective-Learning.aspx

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Pulitzer Prize-winning journalist and National Geographic Fellow Paul Salopek is retracing on foot the global migration of our ancestors in a 21,000-mile, seven-year odyssey that begins in Ethiopia and ends in Tierra del Fuego.

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- How to teach/ equip students wth the 'know-hows' of having personal voice in Paper 2 response?

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Helping students understand and embrace multiple perspectives by cultivating a culture of inquiry

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Philosophy for Children - P4C - Resources

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Promoting Philosophy for Children throughout the UK SAPERE is an internationally recognised charity that provides quality training, membership, resources and networking. SAPERE has supported philosophy enquiry in schools since the early 1990s.

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In past posts, I've written about the four C's of 21st learning:

collaboration

communication

critical thinking and problem solving

creativity and innovation

I've also proposed tossing the moniker '21st century skills' and instead refer to them as the four critical elements of learning (the 4 C's). In order to expand the focus and educate the whole child, I propose we add a fifth critical element... Compassion.

It has been often said that the learning environment plays a significant role in the experiences of students, especially when a teacher is trying to create an environment that engages the learners in creative, meaningful experiences. Millions of dollars have been spent on new desks, tables, chairs, and technology to enhance learning spaces. Walls and tabletops have been painted with idea paint, interactive whiteboards have been mounted, and iPads distributed. And while all those changes have made a significant impact on student learning, I want to focus on a part of the learning environment that plays an equally important role, but is often overlooked when designing the learning space... The climate created by the relationships between the students and the teacher.

I began examining these relationships back in 2006 while working on my Master's thesis. I was looking for a way to assist teachers in creating a learning environment that made students feel safe and nurtured. My search lead me to Carl Rogers, a psychotherapist responsible for the development of the client-centered approach to therapy, and Nel Noddings, a philosopher focused on the ethics of caring in education. Out of that research came a comprehensive program designed to guide teachers towards developing relationships with students centered on mutual respect and empathy. While I would love to tell you all about that program, I'll save it for another post.

In his 2006 TED talk entitled " How Schools Kill Creativity," Ken Robinson shared the following:

If you're not prepared to be wrong, you'll never come up with anything original.

Being creative means taking a risk, or many risks, on the path towards original ideas that have value. The social and emotional environment a teacher creates in their classroom will have a significant impact on a student's willingness to take chances and be wrong. If a student feels safe, respected, and cared for, he/she is much more willing to put themselves in a situation where failure is possible, if not probable. They will do this because their failure will be treated as a learning experience, instead of a validation of their lack of worth.

Unfortunately, our schools are becoming increasingly risk-adverse, and teachers are operating more out of fear of the assessment than the passion for educating kids that they once had. At least, that's what I've noticed in the schools I've worked in and visited. This increased stress creates an environment more focused on getting to the prescribed answer and less on the skills necessary for growth in today's rapidly changing global landscape. During a recent conference with state education leaders, a representative from one of the local colleges shared this with the group: "this state's schools are very good at training students to come up with the correct answer... Unfortunately, these students do not know how to ask the right questions."

Failure will be treated as a learning experience, instead of a validation of their lack of worth.

We need to make a shift. Instead of just trying to meet the needs of every student, we must strive as educators to ignite and engage each child's passion. Kids are natural learners and instinctively creative. And when they feel safe and nurtured, they're far more willing to try something new or challenging without the fear of failure. We also need our students asking questions, exploring possible solutions, and embracing the learning process as a difficult, but rewarding endeavour. This can only happen when they are in an environment where they feel safe and nurtured... An environment built on compassion.
Feature image courtesy of Flickr, Kalexanderson.

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The Fifth C of Essential Learning? Compassion.

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In past posts, I've written about the four C's of 21st learning: collaboration communication critical thinking and problem solving creativity and innovation I've also proposed tossing the moniker '21st century skills' and instead refer to them as the four critical elements of learning (the 4 C's).

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What's going on in this picture?

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Intriguing Times images stripped of their captions — and an invitation to students to discuss them live.

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Here is a resource for annotation. Works really well with poetry but can be applied to any annotation! 

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Here is a resource for annotation. Works really well with poetry but can be applied to any annotation! 

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Men Talk (Rap) (L. Lochhead)

| Women
Rabbit rabbit rabbit women
Tattle and titter
Women prattle
Women waffle and witter
Men Talk. Men Talk.

Woman into Girl Talk
About Women's trouble
Trivia 'n' Small Talk
They yap and they babble
Men Talk. Men Talk.

Women yatter
Women chatter
Women show the fat, women spill the beans
Women aint been takin'
The oh-so Good Advice in them
Women's Magazines.

A Man likes A Good Listener
Oh yeah
I like A Woman
Who likes me enough
Not to nitpick
Not to nag and
Not to interrupt 'cause I call that treason

A woman with the Good Grace
To be struck dumb By me
Sweet Reason. Yes -

A Man likes a Good Listener

A Real
Man
Likes a Real Good Listener

Women yap yap yap
Verbal Diarrhoea is a Female Disease
Woman she spread she rumours round she
Like Philadelphia Cream Cheese.

Oh
Bossy Women Gossip
Girlish Women Giggle
Women natter, women nag women niggle niggle niggle

Men Talk.

Men
Think First, Speak Later
Men Talk.

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http://www.kappanonline.org/cleary-top-10-reasons-students-plagiarize/

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Students may plagiarize for many reasons, ranging from laziness to sloppiness to a lack of understanding about the reason for citations, but teachers can employ a series of strategies to prevent problems while also teaching students good scholarly practices. By Michelle Navarre Cleary
While every teacher has entertaining stories about students who hand in papers that still have other students' names on them, these cases are relatively rare. Most students do not plagiarize intentionally. In fact, in a study of students at the college where I teach, many mentioned that they were worried about unintentionally plagiarizing. Sam said she was in a "panic about plagiarism." Aubrey, who had notebooks full of her creative writing, believed she was not good at research papers because, "I was really scared about plagiarizing." However, for students who are looking for the easy way out of your assignment, the best way to keep them from plagiarizing is to make doing so too much work.

Let students know the consequences of plagiarizing. Students are less likely to plagiarize deliberately if they perceive the cost of getting caught as too high. Make sure to have a clear statement in your syllabus, and let students know that you use Turn-It-In, Google, or some other method of checking their sources.

Make it so hard to plagiarize that they might just as well write the paper. For example, you can require them to document their writing process by handing in a paper proposal, an outline, an annotated bibliography, multiple drafts, a copy of one or more of their sources, and/or a reflection piece on their writing. Requesting these things does not mean you necessarily have a whole lot more work to do. You can use a peer response exercise or in-class work for quick reviews of many of these items. If you ask for multiple drafts, only check for a few things on each draft (for example, just for main idea and basic structure on the first draft or just for citation format on a second draft). Besides preventing plagiarism, collecting these documents can help you assess student learning and, when necessary, intervene before the bitter end.

Make it hard to plagiarize by designing assignments around specific, focused questions or issues. Avoid general topics like character in Hemingway. There are so many papers on the internet on such topics that the temptation may be too great.

Students are less likely to plagiarize if they feel connected to a school through bonding with fellow students and teachers, through small classes, and through fresh assignments thatrequire original thought rather than the rehashing of old debates (Ashworth & Bannister, 1997).

Some students will deliberately plagiarize when they feel themselves backed into a corner in a high-pressure situation with a low risk of being caught. Often, this behavior is a result of poor time management and organization skills. It frequently happens when students are new to the kind of work they are being asked to do because they are less likely to know how to organize themselves, may have unrealistic expectations about what they can do, and are less invested in the process. As a result, you might expect this behavior not only in incoming students but also when students are first asked to step up to a new level of work such as their first extended research project.

Help students learn how to pace themselves and organize their work, especially if the task you have given them is complex, and they are novices. This can be done by warning them of common process problems at the start, by assigning intermediate steps, by conducting an ongoing discussion of their process (online discussion groups are good for this and do not take class time), and by modeling your process.

Explicitly discuss with students why the assignment is important in the context of the class and of their learning. Tell them what transferable skills and knowledge they will gain from doing this assignment.

Finally, as in #10, make the risks and consequences of being caught clear.

Even students who are confident about their ideas may be tempted to borrow an author's words because the author "says it better than I can." Students may not be familiar with the jargon that's used in some academic areas that are new to them. They may feel awkward about trying to incorporate those words and phrases into their writing.
What you can do:
While Sophia did not plagiarize, she exemplifies this thinking when she explains why she used only direct quotes from authors to speak for her: "So many times, I'll read things and go, 'oh, that sounds really, that's just how I feel.' . . .  you can't plagiarize, as we know, so I'm just like, 'oh somebody had said that,' . . . I hate to say it's easier, but it's more cautious to do that." Sophia repeated the words of academics that best matched her feelings, but in doing so she did not give herself a chance to develop her own ideas or her voice.

Help students see how they already have expertise in many areas, such as movie reviews, their favorite music, sports, or leisure activity, and equate learning academic jargon with the learning they have already done to master these other topics.

Have students write down their ideas before, during, and after research. The student who has put down their guesses about what they will find and who has written a response immediately after reading a source will be less likely to act as a passive collector of information.

Students may be under the impression that scholarly publications are just repositories of facts, places they can go to find the truth of the matter, just as they might go to a dictionary to look up a definition or the correct spelling of a word. Thus, they may assume there's no need to cite ideas and arguments from research sources, any more than one needs to cite Webster's after looking up how to spell a word (Lipson & Reindl, 2003).

Similarly, many students think learning is a passive process, whereby they're supposed to let other people fill their heads with knowledge, like vessels being filled with water. Thus, they may assume that the point of doing research for a paper is to collect ideas, quotes, and evidence from experts. Then, to show what they've learned, they will reproduce it in the form of quotations, summaries, and paraphrases, perhaps knitting together those pieces with some brief transitions. These are students who, after you explain a plagiarism policy, will say, "So you want me to cite every sentence?" They are most likely to plagiarize by failing to cite paraphrases and summaries, although they do tend to cite direct quotes (Lipson & Reindl, 2003; Ashworth & Bannister, 1997). For example, one of my college students - who counseled teenage mothers and had been one herself - turned in a paper on teenage pregnancy that was almost entirely pasted together from online sources. When asked why she didn't use her own experience or express her well-developed opinions, she replied that she thought she could only use the words of "experts."
#6. They have difficulty integrating source material What you can do: into their own exposition or argument. #5. They do not understand why people make such a fuss about sources.

Require students to generate a hypothesis before they begin researching. Situate research as the attempt to test and refine their hypothesis.

Show students examples of student papers with uncited summaries and paraphrases and require them to identify and correct the problem.

When a paper is handed in, give it a quick scan. If the student only cited direct quotes, he or she may be neglecting summaries and paraphrases.

What you can do:
It's not easy to write an effective summary, paraphrase without plagiarizing, and weave quotations into one's own text. This is particularly true if students are simultaneously figuring out what they think and learning how to formulate their argument according to the conventions of a particular field. Like the students in #7, these students are likely to summarize or paraphrase without appropriately citing their sources.

Teach students to put their source material out of sight when they write their summaries so they are not tempted by the lovely words of the author.

Discourage paraphrase as much as possible since it can very easily lead to the bleeding of the author's words and phrases into the student's language.

Look for papers in which the citations only come at the end of paragraphs. This is often a sign that the student thinks the citation in the last sentence covers all borrowing from the source anywhere in the paragraph.

Some students feel that their experience is enough to support their claims. Others see collecting sources as an add-on chore. These students will ask, "If the source says the same thing I'm saying, do I have to cite it?" or "Do I need to cite my own ideas if I find that someone else has thought them?" These students do not see themselves as members of a scholarly community that is collectively building knowledge but, rather, as islands of self-contained knowledge or as outsiders who are merely trying to get through this ordeal (Ashworth & Bannister, 1997). To them, the conventions about citing sources may seem overly fussy and secondary to the process of learning (Ashworth & Bannister, 1997).

Their annoyance with these conventions is heightened when they discover that citation rules can sometimes be contradictory or incomplete. In addition, some of their teachers may not require that they cite sources at all, while others haven't kept up with recent changes in citation styles. As a result, the rules of citation may seem to change from class to class.

Explicitly discuss with students the goals of their research.

Stress their membership in a community of scholars to which they are also contributing as well as borrowing knowledge (Ashworth & Bannister, 1997).

Acknowledge up front that citation styles, especially for internet sources, are in flux.

Work with other teachers in your school (or better yet, your district) to develop citation rules that govern all student work, and use those rules consistently from teacher to teacher and subject to subject.

Help students learn how to extrapolate from the examples presented in style manuals to craft citations for unusual sources.

Even professional writers and researchers can be sloppy in their note taking, leaving them confused about what they wrote themselves and what they copied down from a source. (For example, the well-known historian Doris Kearns Goodwin was accused of plagiarizing portions of a few of her books; she claims that she did so inadvertently by relying on notes that she thought were her own words.) This confusion can get muddled not just on paper but also in writers' minds. For example, one of my students told me that when she is really focused on a project, her brain will become like a tape recorder - a week or two after reading sources, she'll remember words verbatim, but she won't remember whose words they were. She is not alone. A study of English university students reported that "It was considered [by the students] highly feasible for a phrase or sentence from a text to lodge in one's subconscious and be reproduced word-for-word in an assignment" (Ashworth & Bannister, 1997).

Teach students strategies for organizing their notes.

Insist that students include citations in all drafts. Students often will say they will put the citations in later, but then they forget where they go. Tell them they can work on formatting citations in later drafts, but all drafts must be cited.

These students are not trying to slip something past you. If they were, they wouldn't have gone to all the effort of including citations for every quotation they've included in their papers. Very often, students are simply confused about which kinds of information need to be cited, or they assume that a citation placed at the end of a paragraph is sufficient to cover all of the sources they relied on in earlier sentences.

Make sure every source in the references corresponds to a citation in the text. If there are more sources in the references than in the text, ask where the source appears in the text.

See also the suggestions for # 6 and #7 above.

Some scholars of writing composition argue that students who abuse paraphrasing by simply inverting word order or changing word forms are just trying to digest new material. Such "patchwriting," they say, is part of a long tradition of learning to write by copying more expert writers, imitating them as a way to begin processing and absorbing new content and skills (Howard, 1995). Consider, for example, Benjamin Franklin's (1788) method of teaching himself to write: "I thought the writing [in The Spectator] excellent, and wished, if possible, to imitate it. With this view I took some of the papers, and, making short hints of the sentiment in each sentence, laid them by a few days, and then, without looking at the book, try'd to compleat the papers again, by expressing each hinted sentiment at length, and as fully as it had been expressed before, in any suitable words that should come to hand."
References

Considerpatchwrittenpapers as early drafts.

Discuss with students the need to digest and analyze material in more sophisticated ways.

Work with them on summarizing rather than paraphrasing.

For students who have grown up with sampled music and video mashups, who come from certain cultural backgrounds, or who've experienced certain kinds of collaborative learning, it can be confusing to be told that they are supposed to distinguish their own thoughts and ideas from those of their friends and family members (Price, 2002). Where does one draw the line between the two? Does one need to acknowledge parental influence on the development of one's thinking? What about a peer's suggestion to add an example to a paper? And what about clergy who repeat phrases and ideas that many others have used before them? Are they plagiarizing their sermons, or are they taking advantage of a shared resource?

Most composition scholars writing on plagiarism will point out that it is largely a modern idea, which arose with romantic individualism and capitalist notions of private property (Bowden, 1996; Howard, 1995; Woodmansee & Jaszi, 1995). In recent years, research into the socially constructed nature of knowledge has profoundly challenged the view of the author as a singular, discrete creative force, able to come up with "original" words and ideas (Bowden, 1996; Howard, 1995; Woodmansee & Jaszi, 1995). As Bowden (1996) puts it, "Plagiarism is perhaps one of the foremost and richest of postmodern dilemmas."

Discuss gray area cases with students.

Discuss and ensure that students understand the reasons for citing sources.

Foreground and discuss with students the context-specific nature of what does and does not count as plagiarism (Price, 2002).

Ashworth, P. & Bannister, P. (1997). Guilty in whose eyes? University students' perceptions of cheating and plagiarism in academic work and assessment. Studies in Higher Education, 22, 187-204.

Bowden, D. (1996). Coming to terms: Plagiarism. English Journal, 85 (4), 82-85.

Franklin, B. (1788). The autobiography of Benjamin Franklin. https://wwnorton.com/college/history/america-essential-learning/docs/BFranklin-Autobiography-1788.pdf

Howard, R.M. (1995). Plagiarisms, authorships, and the academic death penalty. College English, 57, 788-807.

Lipson, A. & Reindl, S.M. (2003, July-August). The responsible plagiarist: Understanding students who misuse sources. About Campus, 7-14.

Price, M. (2002). Beyond 'gotcha': Situating plagiarism in policy and pedagogy. College Composition and Communication, 54 (1), 88-116.

Woodmansee, M. & Jaszi, P. (1995). The law of texts: Copyright in the academy. College English, 57, 769-788.

MICHELLE NAVARRE CLEARY (michelle.navarre@depaul.edu) is an associate professor in the School for New Learning, DePaul University, Chicago, Ill.

Originally published in December 2017/January 2018 Phi Delta Kappan 99 (4), 66-71. © 2017 Phi Delta Kappa International. All rights reserved.

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Top 10 reasons students plagiarize & what teachers can do about it (with apologies to David Letterman)

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Students may plagiarize for many reasons, ranging from laziness to sloppiness to a lack of understanding about the reason for citations, but teachers can employ a series of strategies to prevent problems while also teaching students good scholarly practices. By Michelle Navarre Cleary #10. They are lazy. While

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Possible Literature work originally written in Japanese

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Possible Literature work originally written in Japanese

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"Back Roads for Far Towns" by Basho Matsuo
A travel journal written in 1702. Each chapter is short and combination of journal and haiku about small things happens in the journey from Tokyo to Hokuriku. There are several versions in English.
"Elephant vanishes" by Haruki Murakami
A collection of short stories. My students love "Silence"
"Tokyo Frangments" by 5 leading Japanese authurs
A collection of short stories set in different parts of Tokyo. Great study in connections of setting and story. I give this as a gift to English speaking friends leaving Tokyo, too.

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What strategies do youuse for approaching meaningful interaction in FOAs?

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Best teacher prep for IOC?

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The Power of Moments: Why Certain Experiences Have Extraordinary Impact

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The New York Times bestselling authors of Switch and Made to Stick explore why certain brief experiences can jolt us and elevate us and change us-and how we can learn to create such extraordinary moments in our life and work.While human lives are endlessly variable, our most memorable posit...

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https://www.youtube.com/watch?v=-PjKeN12Pls&t=10s

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1.       How do we engage non-readers/resistant students in Part 3 & 4?

2.       How do we get Japanese students to expose themselves to more western pop culture?

3.       If you are in a small department, how do make sure your course is balanced?

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Language and Poverty

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Sleaford Mods on Jeremy Corbyn, poverty and language

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Music Video for a lesson

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Childish Gambino - This Is America (Official Video) [144p]

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https://www.youtube.com/watch?v=FCSh48OlvMo

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The Black Eyed Peas - Where Is The Love?

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Childish Gambino - This Is America (Official Video) [144p]

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Sleaford Mods - Tied Up In Nottz (Original Video)

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Flying Lotus - Never Catch Me ft. Kendrick Lamar

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For those who are teaching in Tokyo, it may be interesting to take your students for some special exhibitions. It sounds like their permanent exhibition is focusing on Japanese, but they have library that holds some ads in different languages. I haven't been there yet, but I will sometime soon. I will let you know how it is if you are interested.

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We hope that through this wealth of advertising,the work of many people, you may encounter new ideas and fresh discoveries. Advertising - It really is fun! Welcome to the Ad Museum Tokyo.

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3 Common Complaints About Political Correctness