16 research outputs found
Coming to Australia to Study Japanese : Australian Contribution to Global Japanese Language Education
Globalization, Localization, and Japanese Studies in the Asia-Pacific Region : Past, Present, Future, ã·ãããŒå€§åŠ, 2003幎11æ10æ¥-13
Promoting âThird Spaceâ Identities: A Case Study of the Teaching of Business Japanese
This paper argues that the teaching and learning of a foreign language involves students in the construction of their own identities between cultural and linguistic practices. The study looks at the interconnected practices of the content of the textbook, the classroom teaching and teacherâs ideological stance in relation to studentsâ gender identity construction. It examines how all the practices jointly contribute to a foreign language learning experience. In particular, the construction of (gender) identities of the learners explicated through a case study of a Japanese business classroom practice.
This paper is a case study, which looks at the treatment of gender, i.e., the ways in which a textbook and a teacher address matters of gender, how two female students received input on gender representations in relation to their ideological stance and identity. Furthermore, it examines how the students responded to gender representation in the textbook, and how teacher practices impacted on this. The result of the study reveals that the students construct their own âthird spaceâ in a process of adaptation and appropriation of other cultural and linguistic practices. The limitations posed on students can be addressed by awareness of âthird spaceâ. This paper concludes with the implication of language teaching and learning and the importance of encouraging students to make a conscious choice in order to position themselves in the âthird spaceâ. To this end, the explicit incorporation of âthird spaceâ in teaching and learning practices on content of the textbook and classroom activities as well as the teachers involvement in creating âthird spaceâ environment were proposed. Thus, it is suggested that not only students but also teachers need to reflect and enact as an agent by positioning themselves in the emancipative âthird spaceâ
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ããããã *æ¬çš¿ã¯ãæ¥æ¬èªæè²åŠäŒå¹³æ18幎床æ¥å£ç 究倧äŒã«çºè¡šããè«æã®äžéšã«å çä¿®æ£ãå ãããã®ã§ãããThe paper reports and examines the design of a learning environment for a participatory Japanese teacher training course. The course aims to develop teachers with the ability to achieve Japanese language teaching underpinned by sociocultural theory. The design of the learning environment ensures the establishment of a learning community wherein learners are assisted by various resources, and, through participation in class, develop new understanding and develop learner autonomy. This paper first discusses sociocultural theory and learner autonomy, then describes the design of the learning environment. Then, employing the concept that learning is actualized through changes in the community in which it occurs, this paper analyses the learning environment in terms of subject, resources and artifact, objects, regulations, community and role distributions, as defined within the sociocultural theory. Finally this paper reports the outcome and expresses the author\u27s hope that the participating teacher trainees will practice delivery of participatory teaching underpinned by sociocultural theory
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±ã«ãæåž«ã®åœ¹å²ã®åèãšã倧ããé¢ãã£ãŠãããšããããWhat are learning resources in the teaching of Japanese as a foreign language? In the past, learners of Japanese tended to depend on such limited resources as Japanese text-books and dictionaries, which are traditionally called "teaching materials." While teaching materials are for teaching, this paper focuses on learning resources, which the learners use for learning and which the teachers use to assist the learners to learn. Use of learning resources is supported by the recent research in socio-linguistics, second language acquisition, and education. This paper examines overseas learning resources in terms of human resources, physical resources, community resources, and information service resources. It then discusses how to relate these resources to a Japanese-language program. It suggests that a language program should incorporate such learning resources into activities within a course syllabus, as well as into activities outside the course syllabus. Such examples as guest speakers, visitor sessions, Japanese-language newsletters, and projects are provided. Resource incorporation into a language program, both within and outside the course syllabus, is encouraged in order to promote learner autonomy and mutual interaction among the resources and the learners. To do this, teachers will need to re-assess their role in a language program
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èŠæ§ãæãããæ¥æ¬èªæè²æŽ»åããšããèšèãè©ŠçšãããResources used in Japanese language education are no longer limited to traditional textbooks and dictionaries. Language education involves community resources including Japanese volunteers who support Japanese language educational activities in various manners. To distinguish this new and wider concept of Japanese language education from traditional classroom-based, teacher-led environments, this paper uses the expression, "Japanese language educational activities." Japanese language volunteers\u27 participation in Japanese language educational activities elevates learners\u27 motivation as well as promotes learner autonomy, and is hoped to contribute to more efficient acquisition of the language by the learners. However, their participation does raise issues that have not been discussed in previous literature. Issues encompass learners expecting too much of volunteers, volunteers underestimating / overestimating learners\u27 abilities, gaps between learner needs and what volunteers wish to teach them, and volunteers with inadequate motivation. This paper discusses these issues and explores teacher roles that prevent or minimize problems associated with the issues. The paper suggests that teachers, as coordinators of learning, could devise syllabus which volunteers are a part of, could advocate learner autonomy through planned activities, could promote visibility of Japanese language learners to enhance volunteers\u27 understanding of the learners, and could prepare learners with specific skills necessary for anticipated contact situations with volunteers
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èŠæ§ãåèªèãããThis paper examines learners\u27 perceptions of gendered language in Japanese based on the survey data of 704 students of Japanese in 6 Australian universities, in relation to the findings of earlier survey data of teachers of Japanese in Australian universities (Iida and Thomson 1999). The findings from this survey reveal that: 1) the learners have varied understandings of what gendered language is in Japanese; 2) their recognition improves on the whole when their level of study advances and when they have had longer in-country experiences; 3) they have, in general, positive attitudes toward gendered language in Japanese; 4) the majority want to learn to recognize and use gendered language in Japanese. Further analysis shows that one area of recognition that does not improve with the level of study or in-country experiences is the usage of Kanji vocabulary. In this area, conscientious, rather than natural acquisition appears to be necessary. Analysis then shows that more Chinese and Korean background learners, especially female learners, in comparison to other groups, perceive gendered language in Japanese as discrimination. Those who have been discriminated against could be more sensitive to the issue. The analysis also reveals that Australian background learners expressed the most willingness to learn gendered language in Japanese. This could be explained by the fact that the Australian group had the longest in-country experiences on average among all the respondents. These findings differ somewhat from the findings of the earlier teacher survey. There was variation between and among teachers\u27 and learners\u27 understandings of gendered language in Japanese, and the teachers\u27 concerns for teaching gendered language to Australian students of equal upbringing proved to be unfounded