2010 Power & Knowledge Conference Tampere, Finland Session: Language & Power 2 Norio Ota Japanese & Korean Studies Programme York University Toronto, Canada http://buna.arts.yorku.ca

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      Foreign language education in Japan Japanese language education for non-native speakers Role of the Japan Foundation in TJFL ◦ Instructional materials ◦ Teacher training ◦ The Japanese Language Proficiency Test Teaching strategies Textbook-centered learning and teaching Teacher training ◦ Mass-education model ◦ Eclectic model

         Most institutions are using textbooks.

Multi-media resources are developed for textbooks.

Textbooks dictate the syllabi.

Hardly any web-based open-learning environment.

Language professionals are treated as the second class citizens.

Many literature people are teaching languages.

Instructors and learners develop textbook dependency syndrome.

Supporting organizations are very slow in paradigm shifts.

Criteria for testing and measurement are far beyond the scope of textbook teaching and learning.

◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ Anyone can teach with a textbook.

Can maintain the minimum standard.

Simple teaching method.

Teachers and learners feel comfortable.

Publishers’ business.

Supporting organizations’ paradigm – the Japan Foundation. Testing – Japanese Language Proficiency Test.

Inertia in the old paradigm.

          Language learning and acquisition does not take place as textbooks dictate.

Instructors and learners develop textbook dependency. Textbooks are static, inflexible, and often boring.

Two-dimensional.

Too expensive. Internet accessibility is limited due to the copyright issues.

Not much room for creativity and innovation.

Authors cannot modify or correct errors for a long time.

Users cannot modify textbooks.

Textbooks have restrictions imposed by publishers.

 ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ Modular-Synergy approach ◦ No core textbook Authoring instructional materials for specific purposes Each module has its own syllabus.

Modules enhance synergistic effects.

Developing materials to enhance synergy Personalizing instructional materials Developing internally condensed materials for short study period Communicative-empathic approach Content-based language learning Language learning for university education Taking advantage of extra curricular activities Increasing accessibility via the Internet Technology Enhanced Learning (TEL) Multi-dimensional – involving distant learners Empowering language professionals

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Communicative-Empathic Approach

◦ Enhance speaker’s communicative competence through communication and empathy  Natural Approach  Situational Approach   Acquisition Order Hypothesis Input-Intake Hypothesis   Monitor Model Interlanguage Hypothesis  Acculturation Model  Cross-cultural communication

   

Audio-Lingual Paradigm: Productivity

◦ Pattern and substitution

Generative-Cognitive Paradigm: Creativity

◦ Rule-oriented

Functional Paradigm: Productivity & Creativity

◦ Function-oriented

Communicative Paradigm: ???

      

Vocabulary Structure

Semantics Pragmatics Socio-linguistics Psycho-linguistic Cross-cultural Communication

      Pronunciation Intonation Vocabulary and Expressions Structures Speech Acts Non-verbal communication

       Kanji-based vocabulary development Onomatopoeia and Mimesis Adjectives and Adverbs Interjections Cohesion Idiomatic relations Sophistication

         Inter-connected structures Pronominals Choices and preferred structures Presupposition Pragmatics Speech Acts Cohesion Speaker’s or writer’s viewpoint Ellipsis

        Sharing one’s views and experience with students through reading and discussion.

Authoring reading materials.

Learners learn not only the linguistic aspects but also knowledge about the topic.

Encourage learners to remember the content, form their own opinions and express them in discussion. Interesting and individualized topics and episodes encourage learners to continue reading for in-depth comprehension. Total control of vocabulary, expressions and structures Authors have full understanding and control of the materials.

No copyright issues – Internet friendly.

         Developing self-study materials Increasing accessibility using the Internet Pursuing synergistic effects Modular approach Content-oriented teaching and learning Short-term goals and objectives Web-based multi-dimensional instructional materials.

Multi-dimensional environment via distance education with video-conference Communicative-Empathic teaching and learning strategy

  ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ Current program http://buna.arts.yorku.ca/ Open learning system Multi-dimensional environment Self-study instructional materials Modular course design and materials Content-based instructional materials Video-streaming and recording Free access to all the courses on the Internet Students’ achievement Regional and national speech contests Proficiency tests Exchange programs JET program

 The direct experience with the Japanese language in an interactive, open-leaning environment was the most valuable part of the course. Japanese courses can be found at many institutions, but the method of teaching in this course was modern and highly innovative. I have taken many language courses and really appreciate and admire this new approach. No textbooks!

 I liked how it wasn’t a textbook-based course. That way, the material we learned was very applicable to often-seen daily conversations. The technology used to present lectures & tutorials as well as practice material online was very useful

 The learning experience with no textbooks was very refreshing. Everyone in the class became quite close and had a very comfortable relationship, creating a wonderful learning environment. The professor’s clarity and amusing style of teaching was also very helpful in keeping the class interested and boosted class morale. The material also helped build a good foundation in conversational Japanese in terms of speaking, reading and writing.

   Online material helped with learning and studying. It made studying much motivational and easy at home as well. Instead of cramming notes, we can make sure we understand instead of more memorizing.

I like the lecture materials that Professor Ota made. It is better than textbooks. I value it the most.

I learned a different strategy for studying language without a textbook.

     Regional Japanese speech contests National Japanese speech contests The Japanese Language Proficiency Test JET Program Exchange programs

     Empowering both instructors and learners in more creative, innovative, dynamic and open learning environment.

Designing more learner-centred and individualized courses.

Reaching out to those who do not have access to courses and materials in the world.

Changing the old paradigm to a new one.

Regaining language professionals hegemony over textbooks.

  Japanese Studies Programme at York University http://buna.arts.yorku.ca/      Gass, S. & L. Selinker (2001) Introductory Course Associates.

Germany’, , 2 nd Second Language Acquisition: An ed. , London: Lawrence Erlbaum Matsuo, K. & A. Hamada (2006) ‘Adaptation of the CEF to Japanese Language Education – An analysis of the Japanese Japanese Language Education in the World pp. 155-168.

Richards, J.C. & D. Nunan (eds.)(1990) , Vol. 16, Education , Cambridge University Press.

Teaching Pedagogy 1 -14.

Wallace, Michael J.(1991) reflective approach Second Language Teacher Series for Japanese Language Training Foreign Language Teachers: A , Cambridge University Press.