tag:blogger.com,1999:blog-58639595925409945272024-02-20T23:22:39.289+09:00Komaba Language Association BlogKLA membershttp://www.blogger.com/profile/13278788638882905231noreply@blogger.comBlogger11125tag:blogger.com,1999:blog-5863959592540994527.post-20597941596893877912013-03-20T11:04:00.000+09:002013-03-20T18:11:26.933+09:00One suggestionAs we all know, this blog was set up several months ago for some academic information exchange. I understand that the majority of viewers do appreciate this blog. However, looks like this blog has been used only for announcing up-coming events of KLA and all, and there must be a better way to utilise this. So, for all KLAites, I do suggest that each one of us should publish a post that addresses some research topics of our thesis. This might hopefully activate this blog and lead us to a better direction. What do you think?<br />
<br />
By Yoichi<br />
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P.S. <span style="background-color: rgba(255, 255, 255, 0);">Maybe, some of you might assume that publishing a post in this blog is a big deal. But, we don't see it that way. This blog is an online space where very casual academic communication is encouraged. We are all waiting for your post. KLAites, let's leade the way!</span>KLA membershttp://www.blogger.com/profile/13278788638882905231noreply@blogger.com0tag:blogger.com,1999:blog-5863959592540994527.post-73940780807369249952013-02-05T11:18:00.005+09:002013-02-05T11:18:47.206+09:00第5回KLA研究会のご案内 The 5th KLA Presentation Meeting<br />
以下の日程で第5回研究発表会が行われます。<br />今回は金城学院大学准教授の馬場今日子先生をお招きし、第二言語ライティングに関する研究発表をしていただきます。<br />是非多くの方にご参加いただければと存じます。<br />
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日にち:2013年2月9日(土)<br />時間:午後2時〜4時<br />場所:東京大学駒場キャンパス 10号館3階 301教室<br />発表者:金城学院大学文学部英語英米文化学科 馬場今日子准教授<br />タイトル:<br />"Phase transitions in development of writing fluency from a complex dynamic systems perspective"<br />「複雑系理論を用いた第2言語ライティング発達(流暢さ)における相転移の研究」<br />(発表言語:日本語)<br />
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要旨:<br /> 従来のライティングモデルはほとんどが認知的な側面、すなわちライティングプロセスに焦点を当てていた。そのため、未熟な書き手がどのように熟練した書き手へと成長するのかといった、発達過程をモデル化する試みはほとんどない。そこで本研究では、第2言語ライティングの長期的な発達モデルを構築することを目指し、その第一歩として、人間行動学や発達心理学でも観察されている相転移(phase<br />transition)が第2言語ライティング発達においても観察されるのかを調べる。<br />
本発表ではまず複雑系理論アプローチと従来の他の(特に還元主義的な)アプローチでは研究の仕方にどのような違いがあるのかを説明する。発達を研究する際、従来型の研究では線形発達を前提とするが、複雑系理論アプローチでは発達は非線形的に起こるとし、特に創発(emergence)に着目する。創発とは、発達のある時点で、それまでとは異なるレベルのパタンが出現することであり、この変化を相転移と言う。相転移は自然科学現象においてのみならず、行動科学や発達心理においても観察されている。例えば、Ruhland<br />and van Geert (1998)は子供の言語発達においても相転移のような現象を観察している。<br />
本研究では大学1年生のライティングクラスにおいて時間制限付きライティングを1年間、毎週繰り返し行い、彼らのライティングにおける流暢さの変化に相転移が見られるのかを調査した。分析は2名の学生に対して行った。相転移の同定・判別はカタストロフィー理論などの基準を用いた。その結果、相転移の起きる時期や大きさ、性質は異なったものの、2名ともに相転移のパタンが観察された。この結果に基づき、ライティングモデルに対する提案を行い、また教育的示唆についても議論する。<br />
ご不明な点があれば、<a class="moz-txt-link-abbreviated" href="mailto:komabalanguage@gmail.com">komabalanguage@gmail.com</a>へ、またはホームページをご覧ください。(<a class="moz-txt-link-freetext" href="https://sites.google.com/site/komabalanguage/">https://sites.google.com/site/komabalanguage/</a>)<br /><br />
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<br />Dear All,<br />
We are delighted to announce that the fifth meeting of Komaba Language<br />Association (KLA) will be held next month.<br />This time, we will invite Dr. Kyoko Baba, Assistant Professor at Kinjo<br />Gakuin University.<br />She will be presenting her study in second language writing.<br />We hope many people will join us and share your stimulating ideas from<br />various perspectives with us.<br />
Date: February 9th, 2013<br />Time: 2:00 p.m. - 4:00 p.m.<br />Place: Room 301 on the 3rd floor of Building 10 on Komaba Campus, the<br />University of Tokyo<br />Presenter: Dr. Kyoko Baba, Assistant Professor at Kinjo Gakuin University.<br />Title: "Phase transitions in development of writing fluency from a<br />complex dynamic systems perspective"<br />「複雑系理論を用いた第2言語ライティング発達(流暢さ)における相転移の研究」<br />(The presentation will be held in Japanese. The abstract is also<br />available in Japanese.)<br />
If you have any questions, please contact us at <a class="moz-txt-link-abbreviated" href="mailto:komabalanguage@gmail.com">komabalanguage@gmail.com</a>.<br />For further information, please see<br /><a class="moz-txt-link-freetext" href="https://sites.google.com/site/komabalanguage/">https://sites.google.com/site/komabalanguage/</a><br />
KLA membershttp://www.blogger.com/profile/13278788638882905231noreply@blogger.com0tag:blogger.com,1999:blog-5863959592540994527.post-40078165649339658362013-01-07T16:28:00.004+09:002013-01-07T16:28:59.674+09:00KLA・TALK第11回合同セッション<br />
日時:2013年1月20日(日) 14:00〜17:15<br />
場所:早稲田大学 早稲田キャンパス 22号館 203教室<br />
詳細:<a href="http://www.talk-waseda.net/400-next_talk.html" target="_blank">http://www.talk-waseda.net/400-next_talk.html</a><br />
KLA membershttp://www.blogger.com/profile/13278788638882905231noreply@blogger.com0tag:blogger.com,1999:blog-5863959592540994527.post-91230129353520831122012-11-09T14:35:00.000+09:002012-11-09T14:35:09.634+09:00Lecture by Ryuko Kubota on November 30<br />
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Foreign Language Education for Border-Crossing Communication: A Case of Japanese Expatriates in China</h2>
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Ryuko Kubota, Ph.D.</h3>
Professor, Department of Language and Literacy Education, Faculty of Education, University of British Columbia<br />
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Globalization has increased interaction among people from diverse cultural and linguistic backgrounds. In global communication, English has been regarded as the international language par excellence indispensable in the neoliberal knowledge economy. This perception has promoted teaching and learning English for career advancement in many non-English-dominant countries like Japan. This trend, however, poses various paradoxes and contradictions. This talk will conceptually and empirically discuss how the neoliberal notion of acquiring English skills as part of human capital contradicts the multilingual reality in the global society and what communicative competencies might actually be required for transnational workers. Qualitative research conducted on Japanese transnational workers’ language use in the workplace revealed perceived importance of the ability to communicate not only in English but also in other languages as well as communicative dispositions, rather than English skills per se. Implications for language education and a neoliberal paradox will be discussed. <br />
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<b>Friday, November 30, 2012</b><br />
18:00 to 20:00<br />
Collaboration Room 3<br />
Fourth Floor, Building 18, Komaba Campus<br />
The University of Tokyo<br />
Contact: office@cgcs.c.u-tokyo.ac.jp<br />
Cohosted by the <a href="http://www.cgcs.c.u-tokyo.ac.jp/" target="_blank">Centre for Global Communication Strategies</a><br />
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<a href="http://www.cgcs.c.u-tokyo.ac.jp/references/20121130_Ryuko_Kubota_lecture.pdf" target="_blank">Poster (PDF)</a><br />
KLA membershttp://www.blogger.com/profile/13278788638882905231noreply@blogger.com0tag:blogger.com,1999:blog-5863959592540994527.post-66036678556172194812012-11-04T19:11:00.001+09:002012-11-04T19:11:29.186+09:00The 4th KLA Presentation Meeting on Dec. 15Dear All,<br /><br />We are delighted to announce that the fourth meeting of Komaba<br />Language Association (KLA) will be held next month.<br /><br />Date: December 15, Saturday, 2012<br />Time: 14:00-16:30<br />Location: 301 on the third floor of Building 10 (Note this is not the<br />same place as we had)<br /><br />This time, we will be holding a workshop where four first-year<br />master's program students in the Department of Language and<br />Information Sciences will talk about some tentative plans of their<br />master's thesis projects, including motives of their studies,<br />conceptual frameworks, research designs, and methodological issues.<br /><br />Below are the speakers, the language used in their sessions, and their<br />general topics (This is not the order of the presentations):<br /><br />Kimie Yamamura (Japanese) Second language writing<br />Sayaka Meguro (Japanese) Teaching English to young learners<br />Masaaki Ogura (Japanese) Lexicography<br />Yusuke Kaimori (Japanese) Cognitive Linguistics (Cognitive<br />grammar/Construction grammar)<br /><br />We are planning to have an end-of-year party (Bonennkai) after the<br />meeting on the day. Another message will be sent out to you on the party<br />later.<br />We are hoping to see many people at the meeting and the party.<br /><br />If you have any questions, please contact us at<br />komabalanguage@gmail.com. For further information, please see<br />https://sites.google.com/site/komabalanguage/<br /><br /><br />Best regards,<br /><br />KLAKLA membershttp://www.blogger.com/profile/13278788638882905231noreply@blogger.com0tag:blogger.com,1999:blog-5863959592540994527.post-75868993929793948782012-09-28T17:46:00.001+09:002012-09-28T17:47:40.807+09:00Lecture by John O'Regan on October 20<h2>
English as a world language: some perspectives on teaching and learning in a globalized age</h2>
<b>John O’Regan, Ph.D.</b><br />
Institute of Education, University of London<br />
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Since the end of the Second World War the English language has developed into a global language of communication. In this talk Dr. John O’Regan of the Institute of Education, University of London, examines the development of English as an international language in an age of globalization. He considers some of the debates around the global dominance of English and how this affects perceptions of teaching and learning in the classroom. In an era of English as a <i>lingua franca</i> Dr. O’Regan welcomes the views of English language teachers and other interested persons regarding what English as a world language is and what kind of English should be taught in schools and universities.<br />
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<b>Saturday, October 20, 2012</b><br />
14:00 to 16:00<br />
Collaboration Room 3<br />
Fourth Floor, Building 18, Komaba Campus<br />
The University of Tokyo<br />
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Open to the public. No reservations required.<br />
Contact: office@cgcs.c.u-tokyo.ac.jp<br />
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Cohosted with the <a href="http://www.cgcs.c.u-tokyo.ac.jp/index.html">Centre for Global Communication Strategies</a>KLA membershttp://www.blogger.com/profile/13278788638882905231noreply@blogger.com0tag:blogger.com,1999:blog-5863959592540994527.post-11003240928422572312012-09-27T16:55:00.003+09:002012-09-27T16:55:26.237+09:00Lecture by Sandra McKay on October 8<br />
Sandra McKay 教授公開講演会<br />
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Special Lecture by Prof. Sandra McKay<br />
日時: 2012年10月8日(月・祭日) 14:00 - 16:00<br />
Date and Time: Monday (National Holiday), October 8, 2012, 14:00 to 16:00<br />
場所: 東京大学教養学部 駒場Iキャンパス<br />
18号館4階コラボレーションルーム1<br />
Place: Collaboration Room 1, Fourth Floor<br />
Building 18, University of Tokyo Komaba I Campus<br />
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演題/Title: Globalization, Culture, and Language Education<br />
(使用言語:英語/Language: English)<br />
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講演者: Dr. Sandra McKay (サンフランシスコ州立大学名誉教授)<br />
Speaker: Dr. Sandra McKay, Professor Emeritus San Francisco State University<br />
Abstract<br />
Globalization is a much used and often loosely-defined term. This paper will begin by considering the various definitions of globalization and examine what these suggest for current language use and language teaching. The author will argue that while English often serves as a lingua franca in the present-day globalized world, this is not always the case. However, when it is used as a lingua franca, it is typically used in cross-cultural exchanges in which cultural frameworks are complex and negotiable.<br />
Given globalization and the complex linguistic landscape it generates, the author explores what this means for English teaching today. What should be the cultural basis of English teaching? What grammatical, pragmatic, and discourse norms should apply? What should be the cultural basis of classroom materials and methodology? These questions will be fully explored in the presentation. In closing, the presenter will argue that the goal of culture learning in English as an international language pedagogy should be to promote a sphere of interculturality (Kramsch, 1998) and an awareness of the hybridity of cultural identity today.<br />
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参加費: 無料, 事前申込不要<br />
Free admission, no reservation necessary<br />
共催: 科学研究費助成事業(基盤研究C12001418)「日本人にとっての英 語の資本性」<br />
東京大学駒場言葉研究会 (KLA)<br />
言語教育学・言語社会学研究会 (EASOLA)<br />
Event jointly sponsored by<br />
Grants-in-aid for Scientific Research 12001418 English as Capital for the Japanese<br />
Komaba Language Association (KLA)<br />
Education, Anthropology, and Sociology of Language (EASOLA)<br />
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問合せ: 東京大学 片山晶子 (研究室 03-5465-7614)<br />
For further information, contact Akiko Katayama, University of Tokyo (03-5465-7614)<br />
E-mail: akatayama@aless.c.u-tokyo.ac.jp<br />
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Prof. McKay Bio<br />
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Sandra McKay is Professor Emeritus of San Francisco State University. Her main areas of interest are sociolinguistics, English as an International Language, and second language pedagogy. For most of her career she has been involved in second language teacher education, both in the United States and abroad. She received four Fulbright grants, many U.S Department of State academic specialists awards and distinguished lecturer invitations. Her books include Principles and Practices for Teaching English as an International Language (edited with L. Alsagoff, G. Hu & W. Renandya, 2012, Routledge), Sociolinguistics and Language Education (edited with N. Hornberger, 2010, Multlingual Matters), International English in its Sociolinguistic Contexts: Towards a Socially Sensitive Pedagogy (with Wendy Bokhorst-Heng, 2008, Frances Taylor) and Teaching English as an International Language: Rethinking Goals and Approaches (2002, Oxford University Press, Winner of the Ben Warren International Book Award for outstanding teacher education materials). Her articles appeared in such journals as the Annual Review of Applied Linguistics, Harvard Educational Review, English Language Teaching, International Journal of Applied Linguistics, Journal of Second Language Writing, System, TESOL Quarterly and World Englishes. She has published many chapters in edited books and given plenary talks at various international conferences, including the Asian International TEFL Conference in Korea, the Regional English Language Conference in Singapore and the EFL Asian Conference in Turkey. She served as TESOL Quarterly editor from 1994 to 1999 and has served on the editorial advisory board for the Journal of Second Language Writing and the TESOL Quarterly.<br />
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KLA membershttp://www.blogger.com/profile/13278788638882905231noreply@blogger.com0tag:blogger.com,1999:blog-5863959592540994527.post-66639961418788642692012-04-22T18:54:00.001+09:002012-04-22T18:54:17.862+09:00Paul Kei Matsuda 教授公開講演会<br />
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大井科研・駒場言葉研究会共催</div>
<h3>
Paul Kei Matsuda 教授公開講演会</h3>
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日時:2012年6月2日(土) 14:00 - 16:00</div>
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場所:東京大学教養学部 駒場Iキャンパス</div>
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18号館4階コラボレーションルーム1</div>
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内容:講演『Hasshin! Writing: Who Owns English Anyway?』</div>
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使用言語:英語</div>
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講演者:Dr. Paul Kei Matsuda (アリゾナ州立大学 教授)</div>
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参加費:無料, 事前申込:不要</div>
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問合せ:千葉大学 大井恭子 研究室 (043-290-2679)</div>
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E-mail: kyoko-oi <at mark> faculty.chiba-u.jp</div>
</div>KLA membershttp://www.blogger.com/profile/13278788638882905231noreply@blogger.com0tag:blogger.com,1999:blog-5863959592540994527.post-18476440097381991752012-01-09T12:37:00.002+09:002012-01-09T13:28:02.064+09:00What are good language learners?<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">This is one of the topics of inquiry that have historically caused a lot of controversy. I am sure all the readers of this blog are language learners, though your experiences somewhat differ from each other. And, since you have all engaged in the studies of language learning/teaching, what are the elements and components of being good language learners (GLL) more or less attracts you. That's why I wanted to pick this up this time on this blog.</span><br />
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Let me briefly summarize the historical background of GLL studies. Rubin, in her 1975 seminal work entitled "What the "good language learner" can tell us?" (<i>TESOL Quarterly</i>, 9(1), 41-51), tried to figure out some commonality in learning styles among successful L2 learners. This is generally seen as the origin of GLL studies. In light of this, many applied linguistics have dealt with this topic of inquiry from various kinds of approaches. One of the popular studies includes Rebecca Oxford's study where she conducted some questionnaire survey, aka Strategy Inventory for Language Learning (SILL), and categorized two categories of learning strategies: 1) direct strategies (including memory, cognitive, and compensation strategies), and 2) indirect strategies (including metacognitive, affective, and social strategies). As another notable study of this kind, Pintrich & De Groot (1990) is often referred to. They administered some questionnaire survey to investigate the correlation between some components of successful language learners, such as self-efficacy, intrinsic value, test anxiety, self-regulation, and the use of learning strategies. Likewise, Dornyei, a hungarian applied linguist, proclaimed that motivation is one of the elements that determines the L2 learning success and thus provided a model of motivation specific to L2 learning, which is very different from Gardner & Lambert model based on intrinsic and extrinsic motivation dichotomy. Wenger (1998), from a more sociocultural-theory-oriented standpoint, explained that the community of practice (CoP), where you have 1) joint enterprise, 2) mutual engagement, and 3) shared repertoire, will help you gain identity and thus enhance your study. By the same token, many applied linguists from all over the world have tackled the issue of GLL from various kinds of approaches.</span><br />
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">The studies I mentioned above were some examples of popular studies of this discipline. There must be many more works you might want to cite in addition to these. I am looking forward to reading your comments about this. And, after the millennium, there appears some slight paradigm shift on methodology of this discipline (or, it looks like it in my impression). That is, the shift from quantitative approaches to more qualitative-oriented ones. The above works have all relied on quantitative methods, except Wenger who provided some theories of learning. And, many applied linguists have gradually begun to problematize that statistic approaches can help you capture only partial aspects of the complex reality of learning. And thus, they called for some alternative methodological possibilities that will guide them to take a holistic perspective of analysis, aka qualitative approaches. (And, please keep in mind that this is basically based on my impression, though it might be true to many other applied linguists.) One of the noteworthy study with qualitative approaches to GLL was conducted by Ushioda (2001), where she found out the time-model of motivational shift through longitudinal ethnographic observation.</span><br />
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">I personally want to pay attention to the study conducted by Prof. Yoshifumi Saito, 『英語達人列伝』(<i>Eigo Tatsujin Retsuden</i>, meaning "The legend of English Masters' in Japan"). This seminal work of his has figured out some commonality of English learning styles of Japanese famous English masters, such as Nitobe Inazo, Okakura Tenshin, and Saito Shuzaburo. Prof. Saito's work employed a literature-reveiw approach to find out how those intellectual giants had mastered English, and thus I will define this as more qualitative. Gary Barkhuizen, whom I have personally paid a lot of attention to, also dealt with this topic by employing a narrative inquiry to figure out how learners interpret their learning experiences. In sum, it has been about 40 years since people started to discuss what GLLs are, however, it has been still so demanded. And, there is still some more room to explore in this realm.</span><br />
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">I personally think all of these approaches are pretty important and thus appreciable. However, we still need to expand this to include the learners' actual linguistic performance under some condition of contingency, such as business meeting, presentation, and negotiation. In this light, I am thinking about having a look at successful language learners by combining macro (through qualitative-based narrative approaches) and micro (through conversation analysis) perspectives. As a result, I want to find out some commonality of learning styles in relation to the use of communication strategies. That is, I am interested in seeing how the difference in learning style of successful language learners will lead them to use different communication strategies in their actual linguistic performance. Based upon this finding, I will guide readers to the notion of strategy-based language learning, which I talked a little bit about with you last time in KLA. My ultimate goal is to develop second language learning curriculum based on this research finding.</span><br />
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Thank you very much for reading these long paragraphs. This is my idea. What do you think? How do you define GLLs? How do you tackle this issue yourself? I would love to hear from any of you very soon!</span><br />
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<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Yoichi Sato</span>KLA membershttp://www.blogger.com/profile/13278788638882905231noreply@blogger.com2tag:blogger.com,1999:blog-5863959592540994527.post-61682719403067316402011-12-26T05:12:00.000+09:002011-12-26T19:40:27.314+09:00ALT issues in public schoolsThis is an experiment to check how effectively this blog functions for us. To do so, let's keep discussing ALT issues in public schools (particularly, with Amy), which I happened to pick up in our last email exchange.<br />
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Let me continue my vignette. Like I said before so many times, I used to work in a public junior high school in Kawasaki. Kawasaki city was a special district with independent educational board of committee. In addition to that, my former school was chosen as a base school (拠点校) to deal with intercultural understanding issues (国際理解教育). I was so happy to be assigned to work in this school as a new teacher a few years ago, because I felt like I could utilize my skill as an M.A. holder in English education.</div>
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When I actually observed how things were going in the discourse, I was a little bit frustrated. I still remember the day when I was scolded by an experienced woman teacher (or, she might say she gave me OJT) while I was trying to communicate with an ALT who was also new to this school. The new ALT, Jonny (pseudonym), and I were having a small talk over a cup of coffee after our class standing near his desk. This is a side issue, but for those who are not familiar with how Japanese worksites look like in general. Unlike high school or college settings, teachers in most public junior high schools in Japan do not have their own independent office. And, they need to stay in the same space where they gather their desks to make an <i>island-like</i> shape. This island-making is rather appreciated in Japanese worksites (even in private companies of nowadays) because it is believed to enhance their communication and thus maintain discursive harmony among the workers. I do not know whether this is good or bad, but anyway this was what my context looked like. Under that circumstance, Jonny and I were trying to <i>break the ice</i> and get to know each other in order to prepare ourselves to work while maintaining healthy atmosphere. And, I still believe this was the right decision to make in English-speaking discourse.</div>
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However, things were slightly different from the experienced Japanese woman teacher's standpoint. She saw us talking in that way, came to us, and problematized our communication style, saying "何ですか、神聖な職員室で立ち話だなんて!お話があるならちゃんと座ってなさい!(What is this? How dare you two have a talk while standing in such a sacred place as a stuff room! Why don't you sit down and discuss the matter?)" Jonny and I did not understand what was going on, and decided to leave the place for the time being. (And even now, I have not even begun to see what was wrong with this...) Actually, the very cause of this is, at least I believe, is misunderstanding. I am still trying to interpret this event in both Japanese-speaking and English-speaking discursive norms to figure out the underlying cause. From very Japanese perspectives, talking while standing in a work place is not even counted as a small talk, unless it was within one minute or so. Our talk continued for about three to four minutes. So, it was partly my fault. Besides, the point is that we were new to the school, and it might have been quite impolite as a new teacher like me to relax so much in the room and have a small talk. So, like I said before, she might have done OJT on me, not on us two. Moreover, the function of small talks in western and eastern cultures may be slightly different, as it is generally to break the ice and maintain discursive harmony in western while it is often misidentified as ムダ話 (talks without any meanings) in eastern settings. What do you think? Has this ever happened to you? If so, how did you solve this problem? How do native speakers of English see this issue? Looking forward to hearing from you.</div>
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Yoichi Sato</div>KLA membershttp://www.blogger.com/profile/13278788638882905231noreply@blogger.com1tag:blogger.com,1999:blog-5863959592540994527.post-90614086911869094342011-12-25T16:24:00.001+09:002011-12-25T16:24:45.236+09:00First postThis is the first post to the Komaba Language Association Blog. More posts welcome!<br />
<br />Tom GallyKLA membershttp://www.blogger.com/profile/13278788638882905231noreply@blogger.com1