パネル Panels

Panel Discussion 1

 

Translanguaging across disciplines: Three cases of FLAC (Foreign Language across the Curriculum) in North America

 

Presented in English  
発表言語:英語

Panel Facilitator: Nobuko Chikamatsu (DePaul University)
Panelists:
Kimberly Kono & Yuri Kumagai, Smith College
Nobuko Chikamatsu & Yuki Miyamoto, DePaul University
Saori Hoshi & Ayaka Yoshimizu, University of British Colombia

 

FLAC (Foreign Language across the Curriculum) is part of the broader Content-Based Instruction (CBI) framework, where instruction in a target (L2 or “weaker”) language is offered in conjunction with history, literature or other disciplinary learning. This framework allows learners to acquire knowledge and discuss the issues in their stronger language (e.g., L1) while it facilitates learning in their weaker language (e.g., L2). Recently, FLAC has been also validated using translanguaging practice, where learners discuss themes going back and forth between two (or more) languages, “accessing different linguistic features or various modes of what are described as autonomous languages, in order to maximize communicative potential” (García, 2009, p. 140).

This ‘marriage’ between disciplinary coursework in L1 and language work in L2 offers benefits for advanced language pedagogical work in Japanese. This panel introduces three models of FLAC with the themes of (i) Minority Literature (implemented at Smith College), (ii) Gender and Sexuality in Films (implemented at University of British Columbia) and (iii) Environmental Ethics (implemented at DePaul University). Each model is discussed in terms of course formats (two concurrent courses vs. one combined course), cross-disciplines (ethics, literature or film studies), program units (e.g., Asian vs. World Languages department), faculty status (tenure vs. non-tenure position), and institutional types (private vs. public, research vs. teaching institution). Learning tasks and outcomes are shared to help describe each model, followed by a discussion of challenges in design, implementation and management. The panel offers suggestions and implications for future course development and curriculum design in Japanese learning settings.

García, O. (2009). Education, multilingualism, and translanguaging in the 21st century. In A. Mohanty, A. M. Panda, R. Phillipson, & T. Skutnabb-Kangas (Eds.), Multilingual education for social justice: Globalizing the local (pp. 128–145). Hy- derabad: Orient BlackSwan.

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Kimberly Kono & Yuri Kumagai, Smith College

We will introduce our curricular efforts to bring together language and literature courses. In Fall 2013 and Spring 2014, we concurrently offered (separate) courses—an advanced-level Japanese language course and a modern Japanese literature course—focusing on the same theme: Ethnic “minorities” in Japan. Unlike many FLAC formats where a language course is regarded as an add-on component (i.e., fewer credits), we offered both courses with equal weight (the same credits) in order to recognize the different and equally important contributions each discipline brings to the study of Japanese language and culture. The literature course was open to anyone including those who were not taking the language course. Focusing on the theme, students engaged with a wide variety of materials in different genres in both courses. Because the language course used texts in Japanese while the literature course used materials in English, the students who were in both courses utilized their linguistic and literary analytical skills and integrated their learning in both Japanese and English. Through reading the same/similar texts and discussing surrounding issues in both languages, these students developed different facets of critical literacy, such as acknowledging how the cultural context of language shapes different approaches to a topic. Based on the analysis of post-course individual interviews with students who took both courses, we discuss the benefits that the students see in this type of arrangement. We also share our thoughts on the different aspects of collaboration between ‘language’ and ‘content’ instructors that are integral for curricular success.

 

Nobuko Chikamatsu & Yuki Miyamoto, DePaul University

This presentation introduces a FLAC collaboration on environmental ethics implemented by ethics and language specialists. An ethics course first taught in Winter 2014, “Industrial Diseases in Comparative Perspective,” has been offered nearly annually, and taught concurrently with an advanced Japanese CBI course three times since Winter 2015. The FLAC allows an area-studies faculty member to teach a full-credit course in English (open to any students), and a language faculty member to offer a half-credit course in Japanese (only to advanced Japanese students). While the environmental ethics course examines structural violence embedded in these examples, the Japanese course reveals such violence, which is often made invisible, through the analysis of textual and visual work and translating practice. The latter in particular focuses on Minamata disease and the Fukushima nuclear disaster as a showcase of irrevocable damages done to human bodies and the environment. For example, the language course uses a short poem, excerpted from a semi-fictional book by a Minamata local writer Ishimure Michiko (Kugaijodo Waga Minamatabyo, or Paradise in the Sea of Sorrow: Our Minamata Disease), which was assigned in the ethics course for reading. Adding a few more examples from the course, the panel will show that the current FLAC model enhances students’ accessibility to multimodal multilingual semiotic resources and embraces reciprocal content and language learning through the transdisciplinary and translanguaging practices in class.

 

Saori Hoshi & Ayaka Yoshimizu, University of British Colombia

We discuss the implementation of a critical content-based instruction on Japanese media through translanguaging practices and audiovisual translation in a 4th-year advanced Japanese course, which is co-taught by a Japanese language instructor and an area studies instructor. Since the initial offering in the fall semester of 2021, it has been the only Japanese language course that invites the enrollment of native and heritage speakers as well as advanced learners of Japanese. The course examines audiovisual media (primarily films and videos in Japanese) on topics such as gender, sexuality, race, ethnicity, and Indigeneity in a contemporary world by drawing on the theoretical lens offered by sociolinguistics and media studies. We utilize audiovisual translation, or subtitling in particular, as a key course activity and vital translanguaging method for collaborative teaching and learning. Ultimately, we aim to promote students’ translinguistic and transcultural literacies to critically work across the borders of languages and cultures in the classroom and beyond. In this presentation, we share samples of classroom activities including students’ subtitlings of American film Tangerine (2015, dir. Sean Baker) that features transgender characters. In this assignment, students negotiated the untranslatability of the original speeches of trans- and cis-women characters as well as conventional Japanese subtitling practices that tends to hyper-feminize women’s speech in literature and media. We show how the assignment provided students with opportunities to engage in critical subtitling as a process to negotiate, question, or subvert ideologies of source and target languages and cultures.

 


Panel Discussion 2

 

日本語教育においてcontroversialな話題を扱うことについて

 

Presented in Japanese
発表言語:日本語

パネルファシリテーター:神吉宇一(武蔵野大学)
パネリスト:
有田佳代子(帝京大学)
宮崎聖乃(ヒューマンライブラリNagasaki)

 

本パネルは,日本語教育(外国語教育全般も含む)においてcontroversialな(論争上にある・議論を喚起するような)テーマを扱うことの教育的価値とその実践のあり方について議論することを目的とします。本国際シンポジウムの理論的柱であるCritical Content-Based Instruction(CCBI)の観点から日本語教育を考えるということは,日本語教育を人の成長や発達,新たな気づきや視点を得るものとして考えることが重要です。また,教育実践を通して学び成長するのは学習者だけでなく,教師もまた実践を企画し,実際に関わり,そしてふりかえることで学び成長していきます。

日本語教育の特徴として,多様な出身の学習者でクラスを構成されることがあるということや,学習していることばが使用されている社会の文化や価値,歴史等について学ぶことがあるという点があげられます。言い換えると,日本語教育は,学習者自身の母文化や,母国の社会的・政治的・歴史的価値観とは異なるものに触れる機会を,他の分野の教育よりも比較的多く提供できる可能性があるということです。そして,そこに関わる教師にとっても,新たな視点や価値観を学ぶ貴重な機会になります。

本パネルでは,日本語教育においてcontroversialな話題を扱う実践について,3人のパネリストが語ります。どのような理念を持ち,どのような内容・方法で取り組み,その結果どのような成果があったのか(またはうまくいかなかったのか)という事例を共有しつつ,日本語教育でcontroversialな話題を扱うことについて議論を行います。

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有田佳代子(帝京大学)

教師も学生たちも、「それまでの世界」のなかで堅固に持ち続けてきた価値観や信念が、新しい知識と他者との対話を通して揺さぶられ、考えて、さらに交渉して、また考えて再構成される、その小さな契機になるような授業。そんな授業ができたらいいと、ずっと思ってきました。何度もチャレンジして、何度かは手応えを得、そしてその数十倍くらい失敗してきたように思います。「それまでの世界」を揺さぶるために、わたしたちが直面する切実な問題についても対峙するときがあるかもしれません。大災害、パンデミック、戦争・・・自分も含めて多くの人々が不条理に傷つけられる現実と、わたしたち言語教師はどう向き合えばいいのか。答えは見つからず、しかし、戦時期のある日本人教師のように「まじめに一生懸命に生きてきただけなのに、だからこそどうしょうもなく『加害性』を身にまとってしまう」ことが怖いから、失敗しつつ実践し続けるほかありません。

 

宮崎聖乃(ヒューマンライブラリNagasaki)

目の前にいる人の伝えたいという思いを真摯に受け止め、理解しようと努めること。その体験は、切実であればあるほど、ことばとコミュニケーションを学ぶ学生にとって価値があると思います。

ヒューマンライブラリでは、日常生活では語られることの少ないテーマが当事者によって語られます。関心を持つということ、知りたいと思うことが、誰かを傷つけるのではないか。相手を尊重しながら互いに理解を深めていくにはどうしたらいいのか。当事者と向き合って、その語りを理解しようとしたときに、学生から発せられる問いは真剣で誠実です。

対話によって自分と違う他者を理解しようとすることを体験的に学び、自分への振り返りにつながっていく。同じことが学生だけでなく語り手自身にも起こります。

ヒューマンライブラリは、人工的で非日常的な対話の場ですが、ここで感じたことが5年後、10年後の学生たちの日常で生かされることを願って取り組んでいます。