Integrating Elements of Local Identity into Communication Activities

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1 >> 松 山 東 雲 女 子 大 学 - Matsuyama Shinonome College Title Joint Research:Integrating Elements Communication Activities Author(s) 門 田, リンダ K.; 川 口, ローラ Citation 松 山 東 雲 女 子 大 学 人 文 科 学 部 紀 要. vol.24, no., p.153 Issue Date URL Rights Note This document is downloaded IYOKAN - Institutional Repository : the EHIME area

2 松 山 東 雲 女 子 大 学 人 文 科 学 部 紀 要,24: ,2016 Integrating Elements of Local Identity into Communication Activities 地 域 的 アイデンティティーをコミュニケーション 活 動 に 生 かすための 統 合 的 要 素 に 関 する 考 察 Linda K. KADOTA Laura KAWAGUCHI * 門 田 リンダ K. 川 口 ローラ ( 心 理 子 ども 学 科 心 理 福 祉 専 攻 ) 要 約 本 論 文 は 日 本 文 化 に 対 する 尊 敬 の 気 持 ちを 育 成 するという 文 部 科 学 省 の 目 標 に 沿 って いくつかの 活 動 を 提 案 する それは 学 生 たちに 地 域 の 歴 史 的 芸 術 的 諸 相 を 研 究 することを 奨 励 する 中 で その 英 語 力 をのばすことに 重 点 をおくものである 入 手 可 能 な 題 材 コミュニティ 活 動 そして 四 国 遍 路 の ような 身 近 にある 興 味 深 い 場 を 英 語 の 授 業 に 組 み 込 むことにより 学 習 者 たちは 彼 らが 共 有 する 文 化 遺 産 を 正 しく 評 価 できるようになる 本 論 文 は まず 文 部 科 学 省 の 地 域 文 化 教 育 の 新 しいガイドラインを 手 短 に 紹 介 した 後 コミュニケーションストラテジーの 簡 潔 な 概 略 を 述 べる 最 後 に 有 意 義 で 実 践 的 な 活 動 及 び / あるいはレッスンを 組 み 立 てるための いくつかの 方 法 を 紹 介 する その 方 法 において 重 きが 置 かれるのは 学 生 に 自 分 自 身 の 文 化 を 説 明 する 中 で その 英 語 力 をのばすチャンスを 与 えることである キーワード: ローカルアイデンティティー 文 化 四 国 八 十 八 カ 所 遍 路 旅 コミュニケーションストラテ ジー [Abstract] In accordance with MEXT objectives to foster respect for Japan s culture, this paper proposes several activities that focus on developing students English while encouraging them to explore the historical and artistic aspects of their local area. Through the integration into English lessons of available materials, community activities, and nearby sites of interest such as the Shikoku Pilgrimage, learners gain appreciation of their common cultural heritage. This paper first briefly introduces the new MEXT guidelines for teaching local culture and then gives a brief overview of communication strategies. Finally, it introduces several ways to create meaningful and practical activities and/or lessons that focus on giving students a chance to develop their English while explaining their own culture. Key words: local identity, culture, Shikoku 88 Temple Pilgrimage, communication strategies * 愛 媛 大 学 教 育 学 部 附 属 小 学 校 153

3 Linda K. KADOTA Laura KAWAGUCHI Introduction Many aspects of local Japanese culture are of interest to tourists and can be used in designing English lessons to create useful, stimulating activities that can be easily adapted to connect to previous lessons within the curriculum. Such lessons offer students opportunities to work together in order to connect with their own communities and to share their knowledge of local life. This paper first introduces the new MEXT guidelines for teaching local culture in English language lessons at elementary and secondary levels. It then gives a brief overview of communication strategies. Finally it introduces a sampling of practical and adaptable activities and lessons that focus on creating a genial, sociable environment in which students can explain their own culture in English or, as the case may be, admit their own ignorance on the subject. The authors show how instructors can combine aspects of the local culture, along with traditional units of study, into authentic projects that help students connect with their communities. It is not difficult to engage students using local culture, including the Shikoku 88 Temple Pilgrimage and its components, as a theme. Background In an effort to encourage more English use in advance of the 2020 Tokyo Olympics, Japan s Ministry of Education, Culture, Sports, Science and Technology (MEXT) recently revised its guidelines for elementary and secondary English education, specifically to develop students communication abilities such as accurately understanding and appropriately conveying information, ideas, etc., deepening their understanding of language and culture, and fostering a positive attitude toward communication through foreign languages (MEXT, 2012 p. 1). According to former Minister Shimomura a globalized person must have a sense of one s own identity, which for the Japanese includes the learning of Japanese traditions, culture, and history (Shimomura, 2014, para. 8). According to Byram (2006), foreign language education must go beyond the assumption that linguistic competence is sufficient, and must take intercultural competence as one of its aims (p. 127). Byram (2008) goes on to explain that the culture students belong to affects how they react and interact with others, and when students are aware of their own culture and how it has shaped them, they are better able to make connections across cultures. The stronger, healthier sense of self one has, the more likely a person will experience higher levels of academic achievement. Consequently, it can be hypothesized that the process of learning a second language affects the students identity and sense of belonging to a community (Barber, 2013, p. 18). In order help foster just such a sense of belonging to the local community and further students cultural 154

4 Integrating Elements of Local Identity into Communication Activities and intercultural understanding, a series of lessons were created for two two-hour conversation workshops for public high school students attending summer English camps. Both sessions had a mix of students from grades 10 ~ 12. One session had 50 students and the other 70. The lessons were later repeated at Ehime University Senior High in regular English classes, and at a Matsuyama Shinonome College Open Campus workshop demonstration for high school students (with 12 students attending). Ideally teachers would have the students select the cultural items they wish to explore, but as these lessons were not originally part of a longer class, the instructors provided the context of local culture the Shikoku Pilgrimage. It should be noted that the teachers and students did not know each other prior to the workshops, but the students were already somewhat familiar with each other. Students were asked to imagine answering questions from tourists in English or to act as tour guides for English-speaking friends. By focusing on local culture, and the Shikoku Pilgrimage in particular, they had the opportunity to speak about things of which they already had some awareness. As a result they were able to apply appropriate communication strategies such as paraphrase, approximation, and word coinage in order to overcome their limitations with unfamiliar English vocabulary. It is important to note that the purpose of these activities was not to teach Japanese students about Japan, but rather to have students teach each other. Additionally, the authors stress that by focusing on the local tradition of O-settai, or hospitality, and students helping each other, one can avoid teaching the religious aspects of the pilgrimage. The activities were sequenced according to degree of difficulty and progressed from simply describing an item to explaining how it is used. Overview of Communication Strategies One goal of these lessons was to introduce learners to various communication strategies (CSs) in order for them to feel comfortable with saying that they are unfamiliar with something, or that they do not know something. CSs are strategies that learners use to overcome the problems they encounter in the course of learning a second language, problems that result from a lack of linguistic resources. Iwai (2006) states that by the time they become college students, English learners must be ready to be autonomous in terms of acquisition of declarative language knowledge. Face-to-face communication, however, cannot be achieved by learners autonomy alone (p. 380) as one cannot communicate by himself/herself alone. He goes on to stress CS-based instruction can provide learners with rich opportunities to engage in quasi- or authentic communication activities (p. 380). Kellerman (1998) stresses that CSs should not be confused with strategies for communication. Nor should they be mistaken for second language learner strategies (Cohen, 1998). Tarone (1977) explains that CSs need 155

5 Linda K. KADOTA Laura KAWAGUCHI to be considered in a highly restrictive technical sense defined as individual attempts to overcome the crisis which occurs when the language structures are inadequate to convey the individual s thought (p. 195). It is important that students understand what these communication strategies are, including their uses and benefits, and that they have ample opportunities to practice them as often as the schedule allows. However, it is also important to maintain a relaxed and friendly atmosphere in the classroom. Savignon (1997, p. 81) stresses: Practice in communication, by definition, forces learners to come out from behind memorized dialogues and ready-made phrases, leaving them in a particularly vulnerable position. The rapport they feel with the teacher as well as with classmates may be crucial in determining the success or failure of the venture. The strategies the authors incorporate in their lessons, designed to be both lively and fun, can be divided into two categories: (1) reduction strategies such as topic switching and message-abandonment; and (2) achievement strategies that include word-coinage, circumlocution, and asking for/offering assistance (Ellis, 1988, pp ). Warm-up Activity: How Many? Students outside of major cities are usually surprised to learn of the number of visitors to Japan as well as the number of registered foreign residents in their prefecture. Therefore, a short warm-up quiz was given to help students understand the theme of the workshop. Students were divided into groups to discuss the following questions and guess the answer. Q1. How many international visitors came to Japan in October 2015? ( 1,829,265 Q2. How many non-japanese people live in Ehime (as of 2015)? 9,211 Q3. How old is the Shikoku 88 Temple Pilgrimage? ( 1,200 years old in 2014 Q4. How many Shikoku 88 Temples are in Ehime? 26 Circumlocution Activity: I have no idea, but maybe it s Japanese students are conditioned to say as little as possible and not to ask questions in a public forum (De Mente, 2004, p. 164) such as a classroom, yet research suggests students learn more when they are asked to explain a subject (Wiesen, 2013). While they enjoyed the freedom to answer questions with I have no idea when they could not explain something, they were encouraged to work together using circumlocution 156

6 Integrating Elements of Local Identity into Communication Activities strategies to try to find an answer. The instructor first showed pictures of items commonly found in a temple or used by pilgrims (examples: bell cranes demon dipper fortunes guardian incense prayer beads statue walking stick) and practiced the surface structures of the following utterances. Students, without knowing the appropriate English, were then asked to describe or explain an item or to admit that the purpose was unknown and try to guess what the usage or meaning of the item might be. Consequently, they found the pictures very helpful to frame their English responses. Students formed groups, chose an item, discussed its usage and meanings, then conferred with one another on how to explain and present the item to the class and teachers. They were observed to use both confirmation checks and clarification requests throughout the process of paraphrasing their item. Intermediate (Grade 10) Advanced (Grade 12) It is [adjective 形 容 詞 ]. It is made of ~~~. It is not a [noun 名 詞 ]. It is found at in ~~~. It looks like a [noun 名 詞 ]. It is used for ~ ing ~~~. I have no idea, but I think it is a [noun 名 詞 ]. I have no idea, but maybe it is something that ~~. Steps Reasons First, This is to ~~~. Next, This is because ~~~. And then, We do this because ~~~. Finally, The reason why we do this is to ~~~. Grade 12 learners were additionally asked to give reasons for what they thought the item was and what it did and present it to the class. It is interesting to note that only one student in the group of 12 attending the open campus workshop demonstration knew the Japanese name for paper prayer slip (osame fuda), but most students knew how and why it is used. However, they had to work together in a group to come up with an appropriate English description. In attempting to describe the slips of paper, students employed different CSs. They first used language switch (It s like a meshi). They then progressed to a literal translation (a henro name card) and circumlocution (It s for pray and For giving your name). Appeal for Assistance Activity: What Are You Looking For? Although students often have knowledge of set phrases and basic grammar, they often lack the knowledge of when and how to use them effectively (Ishihara & Cohen, 2010). The following activity was designed to help students reinforce vocabulary already learned and to develop achievement strategies to appeal for assistance such as asking/offering Photo 1: Pilgrim Path Marker 157

7 Linda K. KADOTA Laura KAWAGUCHI help finding something. Word cards were randomly distributed among the students, who were then asked to locate a class member with the same word using the following dialogue as a guide to ask/offer help locating the item. When students found someone with the same card, they were asked to form a group. A B 単数形 複数形 Hello. I m looking for a. Where can I find one? Hello. I m looking for some. Where can I find some? Pardon me? What are you looking for? I m looking for a. It s 説明. Where can I find one? A I m looking for some. They re 説明. Where can I find some? B Right here! Over there. Sorry, I have no idea. A Thank you. B You re welcome. Conscious Transfer Activity: Do You Have Any Idea WHO This Is? In the final activity introduced in the high school English course, students were asked to design their own mascot, or Yuru-kyara, (loose character), so named by columnist Jun Miura (Masangkay, 2013). These characters are anime-style cartoons or mascots that represent different localities or business endeavors. They are characterized by their kawai, or cute appeal, and their design is usually somewhat unsophisticated. Some are even ugly. However, such imperfectness adds a loose, relaxing and friendly impression to the characters and makes them more attractive and inviting symbols of the area. The following exercise was developed in order to correct a common Photo 2: Nashikun With a Bonito Eating its Tail mistake of lower intermediate level students, who often ask, Do you know? when they mean, Do you know who/what/ where this is? or, Do you know where is from? The instructor showed photos of characters from around Japan (it is best to use characters the students may be unfamiliar with) and from abroad and asked students if they knew who the character was. Students discussed the characters in small groups and then 158 Photo 3: Student sample

8 Integrating Elements of Local Identity into Communication Activities presented their ideas to the class. Finally, the students were asked to design their own mascots for their school (or class, club, team, city, prefecture or island where they live, as they chose) and present their mascot to the class. Students voted on which group had the best mascot. I have an idea! This is ~~~ from ~~~. Maybe this is a(n) ~~~. This means ~~~. This represents ~~~. I have no idea! I have no idea who this is. I have no idea what this is. I have no idea where this is. I have no idea where this is from. Express yourself in English. Here are some phrases to help: Let s make our character a(n) (noun). It should be a(n) (noun). It should be (adjective), but it should not be (adjective). This represents ~~~. It should have a(n) some (noun) because we are well-known for ~~~. Let s call it ~~~. Introducing Local Culture It is not difficult find examples of local culture. Educators personal photographs can be used in lesson plans and teaching materials when focusing on local topics. Teachers are able to create their own lessons that are of interest to their students and to themselves, which in turn can satisfy the teachers own curiosity about historical sites around them. They can also use what they find useful in their personal language learning experiences. One non-native English instructor commented: These activities really differ from those of other English lessons in Japan because in a typical English lesson, you have to teach according to the textbooks and keep in mind how fast and how far you should teach. Fortunately in our classes, we do not have to worry too much about those things. We have been able to teach colloquial expressions in the perspective on improving students speaking competence in order to have them communicate with the people abroad. Additional Comments from Non-native English Faculty: 1. It s important not to make assumptions about what others know. It s also important to explain basic information that we take for granted. 2. I was interested in this topic and the discussion it brought up, particularly that of identity and culture. 159

9 Linda K. KADOTA Laura KAWAGUCHI Comments from Participating High School Students 1 日 常 で 使 う 英 語 の 表 現 で イラストや 写 真 の 物 を 説 明 することで 英 語 が 苦 手 な 私 でも 内 容 についていくことができました In everyday English expressions, explaining things in the drawings and pictures for me who is poor at English even I was able to follow. 2 写 真 についての 説 明 は 班 の 活 動 で 楽 しかった 以 前 より 簡 単 な 英 語 ではあるけど 話 せるようになったと 思 う これからも 班 単 位 の 活 動 を 取 り 入 れてほしい It was fun explaining the pictures as a group. It was easier language than previously, but I thought that I was (improving in regards to) being able to speak. I d like to do other group activities in the future. 3 クラスの 皆 と 英 語 で 一 生 懸 命 話 すのはとても 大 変 でしたが それ 以 上 にとても 楽 しかっ たです 文 章 で 話 すのが 難 しくて 単 語 だけの 会 話 が 多 かったですが 最 近 では 少 しずつ 文 章 ではなすことができるようになりました To try our very hardest to speak with classmates in English was challenging, but more than that, it was very fun. Speaking in complete sentences was difficult so I used lots of single vocabulary words, but recently, little by little, I am able to speak in complete sentences. 4 愛 媛 について 英 語 で 詳 しく 学 べてよかったです It was good that I was able to learn how to speak in detail in English about Ehime. 5 私 は 何 かについて 説 明 する 授 業 で 日 本 のもののとき 初 めて 名 前 を 知 ったものとかありまし た 英 語 の 時 間 に 日 本 のことを 知 るなんて 驚 きもあったけど 楽 しかったです グループ 活 動 も 班 の 人 と 仲 良 くなれたりしたので 良 かったです When we explained the items in class, there were some Japanese things that I learned the English name for the first time. I was surprised that we were learning about Japan during English class, but it was fun. It was good that we got to know our classmates better in the group activities. 6 班 活 動 が 多 かった 班 のメンバーによっていろいろ 話 す 内 容 がかわった しかし 同 じメ ンバーでするばっかりだったので おもしろくなかった There were lots of group activities. We could speak about many things with our group members which was good; however, it (became) (uninteresting/boring) speaking with the same people each time. 7 活 動 がどれも 楽 しいです 特 に 今 回 のキャラク ターをつくる 授 業 は 一 番 楽 しかったです こ れからも 楽 しい 授 業 をたのしみにしています The activities are very fun. (Especially) the classes on designing mascots were the most fun. I m looking forward to more fun lessons. 8 At first it was difficult for me to expression to many thing but now I learned don t be afraid to expression Photo 4: Student sample 160

10 Integrating Elements of Local Identity into Communication Activities thank you (Original comment in English). 9 グループ 学 習 が 本 当 に 楽 しかったです 発 表 も1 人 ではなく グループですることで 恥 ず かしさをわすれられ 英 語 の 楽 しさを 感 じることができました これからも グループで 英 文 を 考 えたいです Group work was really fun. Presenting not on my own but in a group made me overcome my shyness, and I was able to feel the enjoyment of English. I would like to think of English sentences in a group again in the future. 10 友 達 と 協 力 をして 英 文 を 考 えて 発 表 をすることがとてもたのしかったです 1 人 ではな く 班 のみんなと 考 えてできたからです 1 人 1 人 の 違 う 意 見 を 聞 くこともとても 勉 強 にな りました 1-1 は 仲 良 しなので それをもっとだせていけたらいいなと 思 います It was really fun to cooperate with friends to think of, and present, our English sentences. This is because we weren t doing them on our own but thinking of them in groups. Listening to different opinions was a good learning experience for me. Our class gets along, so I d like you to give us more of these activities. Final Remarks In addition to being fun, the activities introduced here demonstrate to teachers that it is not difficult to adapt their lessons to include local themes. The encouragement of group work and creativity is both practical and useful for extending usage outside the classroom as students become accustomed to expressing either their knowledge, or lack of knowledge, of temple-related items. These activities allow students to be able to speak about what they have learned in their different school classes, whether in Japanese class, social studies, moral education, or English. Additionally, these exercises encourage students to be flexible and to compromise. As a result they learn to value the contributions of their classmates. Another desired outcome of these activities is that students become accustomed to admitting their lack of knowledge in a specific area. Students are not ashamed to use the expression, I have no idea, or related phrases, in the lessons. The kinds of question and answer patterns presented here provide students with templates that they can use to give relevant responses in future conversations. These activities help students gain confidence in their ability to have real English interactions outside the classroom. To sum up, these lessons demonstrate to teachers that it is possible, and not difficult, to find local themes for their classes. Additionally, they can be adapted to work well with a wide range of learner proficiencies. One desired outcome of these activities is to help students overcome their fear of admitting their lack of knowledge in a specific area, a great inhibiter in conversation classes. I have no idea and related phrases were often employed, but students were encouraged to extend the conversation, not just end it with I have 161

11 Linda K. KADOTA Laura KAWAGUCHI no idea. They were also encouraged to use various communication strategies that focused on achievement rather than avoidance to help them express their intended ideas more effectively and smoothly. Although it is necessary, to some extent, for learners of a second language to adopt the cultural aspects of the target language, it is not necessary to ignore local culture in second-language classrooms. While many young Japanese learners today feel disconnected from their history and community, by focusing on local sites of interest, they can gain opportunities to rediscover their local community as well as their sense of belonging to it. By connecting local culture to the curriculum, teachers are able to create integrated lessons that take advantage of English as a global language, and learners are able to focus on understanding the desired language aspects. References Barber, S. (2013). The influence of culture and identity on second language acquisition: a perspective from Egypt. American University in Cairo, Digital Archive and Research Repository. Retrieved from Byram, M. (2006). Developing a concept of intercultural citizenship. In G. Alred, M. Byram & M. Fleming (Eds.), Education for Intercultural Citizenship: Concepts and Comparisons (pp ). Clevedon: Multilingual Matters. Byram, M. (2008). From Foreign Language Education to Education for International Citizenship, Essays and Reflections. Clevedon, UK: Multilingual Matters. Cohen, A. D. (1998). Strategies in Learning and Using a Second Language. London: Longman. De Mente, B. L. (2004). Japan s Cultural Code Words. Tokyo: Tuttle. Ellis, R. (1984). Classroom Second Language Development. Oxford: Pergamon (subsequently reprinted in 1987 by Prentice Hall). Iwai, C. (2006). Linguistic and Pedagogical Values of Teaching Communication Strategies: Integrating the Notion of Communication Strategies with Studies of Second Language Acquisition. Hiroshima City University. Dissertation available at: hiroshima-cu.ac.jp/papers/dissertation/paper/00iwaiphd2006.pdf Ishihara, N. & Cohen, A. D. (2010). Teaching and Learning Pragmatics: Where Language and Culture Meet. Harlow, UK: Pearson Longman. Kadota, L., Toji, T., Matsui, S., Nishimura, H. and Brandt, C. (1999). An introductory cross-cultural study program: Design and implementation. KOTESOL Proceedings of PAC2 (The Second Pan Asian Conference, 1999, Seoul), Kellerman, E. (1998). When words fail: From communication strategies to strategies for communication. In K. Malmkjær & J. Williams (Eds.), Context in Language Learning and Language Understanding (pp ). Cambridge: Cambridge University Press. Kramsch, C. (2001). Language, culture, and voice in the teaching of English as a foreign language. NovELTy: A Journal of English Language Teaching and Cultural Studies in Hungary. 8:1, Masangkay, M. (Oct 18, 2013). Embassies in Japan using mascots as cultural ambassadors. The Japan Times. Retrieved Dec 23, 2015, from: MEXT. (2012). Section 13 English: Article 1 Overall Objective. Retrieved from: icsfiles/afieldfile/2012/10/24/ _3.pdf Savignon, S. J. (1997). Communicative Competence: Theory and Classroom Practice (2nd edition). New York: McGraw-Hill. Shimomura, H. (Oct 31, 2014). Statement by Minister of Education, Culture, Sports, Science and Technology of Japan on the October 12 International New York Times article Japan s Divided Education Strategy. Available at: topics/ htm Slavin, R. E. (1995). Cooperative Learning: Theory, Research, and Practice. Needham Heights, MA: Simon & Schuster Company. 162

12 Integrating Elements of Local Identity into Communication Activities Stevens, R. J., & Slavin, R. E. (1995). The cooperative elementary school: Effects on students achievement, attitudes, and social relations. American Educational Research Journal, 32, Tarone, E. (1977). Conscious communication strategies in interlanguage: a progress report. In H. Brown, C. Yorio, & R. Crymes (Eds.), On TESOL 77: Teaching and Learning English as a Second Language (pp ). Washington, D.C.: TESOL. Weisen, N. (Nov 19, 2013). How students learn by explaining their thinking. Scientific Learning Corporation. Retrieved Dec 23, 2015, from Useful Publications Bogdan, D. R. & Fukuda, Y. (2014). Iyo's kakure Christians: A hidden history. Bulletin of the Faculty of Education Ehime University, 61, 141~148. Retrieved from: Connecting kids from around the world with literacy since (2011). Flat Stanley. Available from: De Mente, B. L. (2004). Japan s Cultural Code Words. Tokyo: Tuttle. McLachlan, C. (1997). Tales of a Summer Henro. Queenstown, NZ: Yohan Publications, Inc. Miyazaki, T. & Matsushita, N. (2013). Shikoku Japan 88 Route Guide (3rd ed.). (D. C. Moreton, Trans.). Tokyo: Buyodo Co., Ltd. Reader, I. (2006). Making Pilgrimages: Meaning And Practice in Shikoku. Honolulu: U. of Hawaii Press Statler, O. (1983). Japanese Pilgrimage. New York: William Morrow & Co. Masuda, T. (2011). Shikokuhachijūhakkasho junrei: Ohenji no shiori [Shikoku 88-Temple Pilgrimage: Pilgrimage Bookmarks]. Okayama, Japan: KG Jōhō. 163

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