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CALPER Japanese Project Learning through Listening towards Advanced Japanese

CALPER Japanese Project Learning through Listening towards Advanced Japanese. Junko Mori Japanese Project Director Center for Advanced Language Proficiency Education and Research Associate Professor Dept. of East Asian Languages and Literature University of Wisconsin-Madison.

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CALPER Japanese Project Learning through Listening towards Advanced Japanese

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  1. CALPER Japanese ProjectLearning through Listening towards Advanced Japanese Junko Mori Japanese Project Director Center for Advanced Language Proficiency Education and Research Associate Professor Dept. of East Asian Languages and Literature University of Wisconsin-Madison

  2. Outline of This Presentation • Challenges in developing curricula for 3rd, 4th Year Japanese and beyond

  3. Outline of This Presentation • Challenges in developing curricula for 3rd, 4th Year Japanese and beyond • CALPER Japanese Project “Learning through Listening towards Advanced Japanese Proficiency” http://calper.la.psu.edu/learningthroughlistening/

  4. Outline of This Presentation • Challenges in developing curriculums for 3rd, 4th Year Japanese and beyond • CALPER Japanese Project “Learning through Listening towards Advanced Japanese Proficiency” http://calper.la.psu.edu/learningthroughlistening/ jump to this section • Sample theme-based units incorporating CALPER materials and others jump to this section

  5. “Standard” Textbook Approaches • Introductory Level • Introduction of basic grammatical structures • Practices using the structures in “communicative” activities e.g.Genki, Nakama, Yookoso, Japanese: The Spoken Language

  6. “Standard” Textbook Approaches • Introductory Level • Introduction of basic grammatical structures • Practices using the structures in “communicative” activities e.g.Genki, Nakama, Yookoso, Japanese: The Spoken Language • Intermediate Level • Review of basic structures in a more integrated manner • Lessons organized by functions, situations, and themes e.g.An Integrated Approach to Intermediate Japanese

  7. Developing curriculums for 3rd, 4th Year and Beyond • Selecting a textbook versus compiling a course packet

  8. Developing curriculums for 3rd, 4th Year and Beyond • Selecting a textbook versus compiling a course packet • Identifying objectives • Contents / themes / topics • Genres (articles, essays, literary work, etc.) • Skills (e.g., LR -> skimming, scanning, close analysis / SW -> describing, summarizing, stating opinions) • Forms and structures (sentence level, discourse level) • Vocabulary, kanji Individual differences (proficiency levels, interests, identities)

  9. Who is CALPER?Center for Advanced Language Proficiency Education and Research • A National Foreign Language Resource Center housed at Pennsylvania State Universtiy The U.S. Department of Education Title VI of the Higher Education Act

  10. Who is CALPER?Center for Advanced Language Proficiency Education and Research • A National Foreign Language Resource Center housed at Pennsylvania State Universtiy The U.S. Department of Education Title VI of the Higher Education Act • The focus of CALPER is on improving the environment of advanced-level language teaching and learning, and assessment.

  11. CALPER Japanese Project“Learning through Listening towards Advanced Japanese” • To complement existing materials that tend to focus on reading comprehension (re: contents as well as structures)

  12. CALPER Japanese Project“Learning through Listening towards Advanced Japanese” • To complement existing materials that tend to focus on reading comprehension (re: contents as well as structures) • To explore critical approaches in teaching language and sociocultural issues -- 4D’s “descriptive, diversity, dynamic, discursive” (Kubota, 2003)

  13. CALPER Japanese Project“Learning through Listening towards Advanced Japanese” • To complement existing materials that tend to focus on reading comprehension (re: contents as well as structures) • To explore critical approaches in teaching language and sociocultural issues -- 4D’s “descriptive, diversity, dynamic, discursive” (Kubota, 2003) • To prepare learners for the language use outside of classroom and to have them reflect on their own performance

  14. CALPER Japanese Project“Learning through Listening towards Advanced Japanese” • To complement existing materials that tend to focus on reading comprehension (re: contents as well as structures) • To explore critical approaches in teaching language and sociocultural issues -- 4D’s “descriptive, diversity, dynamic, discursive” (Kubota, 2003) • To prepare learners for the language use outside of classroom and to have them reflect on their own performance • To reconsider linguistic structures from the perspective of interactional necessities

  15. CALPER Japanese Project“Learning through Listening towards Advanced Japanese” 1. Identified recurring topics introduced in published intermediate and advanced language textbooks. (e.g., college life, home stay, customs, food, gender, education, pop culture, employment, cross-cultural communication, globalization, expatriates in Japan)

  16. CALPER Japanese Project“Learning through Listening towards Advanced Japanese” 1. Identified recurring topics introduced in published intermediate and advanced language textbooks. (e.g., college life, home stay, customs, food, gender, education, pop culture, employment, cross-cultural communication, globalization, expatriates in Japan) 2. Asked Japanese speakers to discuss specific topics in a discussion or interview format.

  17. CALPER Japanese Project“Learning through Listening towards Advanced Japanese” 1. Identified recurring topics introduced in published intermediate and advanced language textbooks. (e.g., college life, home stay, customs, food, gender, education, pop culture, employment, cross-cultural communication, globalization, expatriates in Japan) 2. Asked Japanese speakers to discuss specific topics in a discussion or interview format. 3. Recorded 30 interactions (approximately 18 hours).

  18. CALPER Japanese Project“Learning through Listening towards Advanced Japanese” 1. Identified recurring topics introduced in published intermediate and advanced language textbooks. (e.g., college life, home stay, customs, food, gender, education, pop culture, employment, cross-cultural communication, globalization, expatriates in Japan) 2. Asked Japanese speakers to discuss specific topics in a discussion or interview format. 3. Recorded 30 interactions (approximately 18 hours). 4 Identified 1-5 minutes segments that can be used as instructional materials (based on sequential boundaries, quality of recording, clarity of speech, level of difficulty, content of discussion).

  19. CALPER Video Clip Shokubunka1

  20. CALPER Japanese Project“Learning through Listening towards Advanced Japanese” • Topics currently available ・Food ・Gender ・Gift ・Home stay ・Japanese and American Universities • Topics to be added in the future ・Education ・Learning Japanese Language ・Communication Styles and Identities ・International Marriage ・Popular Culture

  21. Sample Unit (1) Food Culture • 『生きた素材で学ぶ中級から上級への日本語』 Authentic Japanese: Progressing from Intermediate to Advanced 鎌田修編(Japan Times） • Video clips (discussion among college students) • Sushi, please! -- Americans eating sushi 『寿司、プリーズ！ーアメリカ人寿司を喰う』 加藤裕子著（集英社新書） • CM, A short segment from Film “Tampopo” • Documentary Program Project X: Soy source - Open up the US market! プロジェクトX『醤油　アメリカ市場を開拓せよ』 • Short story 村上春樹　 「窓」 「スパゲッティーの年に」　

  22. Sample Unit (２)Second Language Learning • Newspaper article on the increase of learners of Japanese • Personal essay on anime boom and Japanese learners • Interview article on a Japanese celebrity's experience of growing up as a bilingual

  23. Sample Unit (２)Second Language Learning • Video clips (To be added to CALPER site) • Challenges in learning Japanese • Japanese Women’s language? • Noting to talk about • Expression of affection in Japan versus in Italy • In class oral discussion • Confirming and enhancing students’ comprehension • Discussing their own experiences and perspectives • Online discussion • Posting a short written passage on a give topic (continuation of in-class discussion) • Reflection essay (pre-unit  revision  post-unit) • Interview project

  24. Sample Unit (２)Second Language LearningJapanese women’s language?

  25. CALPER Japanese Project“Learning through Listening towards Advanced Japanese” • Continuous expansion of online resources • Workshops • Visit http://calper.la.psu.edu/or contact me atjmori@wisc.edufor more information.

  26. Thank you! Please visit http://calper.la.psu.edu/ for more information. Center for Advanced Language Proficiency Education and Research The Pennsylvania State University 5 Sparks Building University Park, PA 16802-5203 Production of this CD-ROM was funded by a grant from the United States Department of Education (CFDA 84.229, P229A060003). However, the contents do not necessarily represent the policy of the Dept. of Education, and one should not assume endorsement by the Federal Government.

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