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Literature, Religions, History, and Cultures into Language Courses

Literature, Religions, History, and Cultures into Language Courses. ASDP – East West Institute Naoko Ozaki, Ph.D. Belmont University. Language Classes. Language teachers usually try to include “culture” especially when the language use is heavily interconnected with the culture.

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Literature, Religions, History, and Cultures into Language Courses

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  1. Literature, Religions, History, and Cultures into Language Courses ASDP – East West Institute Naoko Ozaki, Ph.D. Belmont University

  2. Language Classes • Language teachers usually try to include “culture” especially when the language use is heavily interconnected with the culture. • Pragmatic Usage: • Chotto…

  3. Single Language vs Multiple Languages Single Language Multiple Languages Select important aspects for limited time Teacher’s judgment on who(se) will be included No language skills to rely on • More time to include more subjects • Include minority groups’ voices • Language skills to enhance students’ learning

  4. Single Language vs Multiple Languages Single Language Multiple Languages Exposure to Language Culture History Religions Literature * Less productive skills • Language learning • Culture • History • Religions • Literature * More productive skills continuous

  5. Just as an example… • Language teachers usually try to include “culture”. Japanese Language にほんご

  6. Just as an example… This presentation: • An example of a 3-week plan for multiple language course • Expand for a 15-week single language course

  7. Example 3-week Japanese Language Segment Main focus: • Language awareness Minor foci: • Unique aspects of Japan’s Culture, Religions, and Literature Final Measurable Presentation: Haiku Tanka Senryuu

  8. Example 3-week Japanese Language Segment • Uniqueness of Japanese Literature • Culture • History HOW? Haiku Tanka Senryuu

  9. Day 1 • Reading due: Introduction to Japan and the Japanese language • In class: Basics of the Japanese language • Writing system • Pronunciation • How to count Morae (syllables) • Practice kobutanukitsuneko • Tongue twister • Basic grammar patterns (SOOV, etc)

  10. ♪ ♪ ♪ TATA NE NE BU NUTSU KOKI KI KO

  11. Day 2 • Reading: History overview of Japan • In class: • How the language evolved to be the way it is today • How Chinese and Japanese languages are related (Especially if Chinese and Japanese are both covered in this course.) • Practice counting morae again.

  12. Day 3 • Reading due: Descriptions and examples of Haiku, Tanka, Senryuu • 5 7 5 (7 7) • In class senryuu, haiku, tanka • Cultural background of haiku and tanka • Understand the rhythm. • Translation • Demonstration: Write senryuu (from given words)

  13. Day 4 • Writing HW: Choose words from word choices. Five semi no koe (voices of secada) nami oto ni (to the sounds of waves) hawaian (Hawaiian) nihonjin (Japanese person) koigokoro ((feeling of (heart in) love) tanoshii hi (fun day) Seven sarariiman (Salary man = office workers) ninja tachi (ninja (plural)) hanaji wo dashita (had bloody nose) haiku kakasare (forced to write haiku) (example) semi no koe hanaji wo dashita koigokoro

  14. Day 5 • Reading due: • Religions of Japan (history and present) • In class: Pragmatic and Set Expressions • How these religions affect how the Japanese live today. • Birth & Death • Building a new house • Choosing a name for a newborn • Some of the commonly seen rituals • Discussing religion-affiliated haiku, tanka, (and senryuu)

  15. Day 6 • Reading due: • “Spider’s Thread” by Ryunosuke Akutagawa • In class: • Follow the “Cinderella” approach. • Discuss about Buddhism. • Explain set expressions (used today) related to Buddhism then Shintoism.

  16. Day 7 • Reading due: • Haiku by Basho • Haiku written in English • In class: • Discuss the concept of 季語 (season words) • What do they mean in US culture? • Compare Japanese and English Haiku • Group project: Teacher gives a season word to each group. Each group writes a haiku in English.

  17. Day 8 • Reading due: • Read short manga strips. • Watch an anime. (“Spirited Away” or “My Neighbor Totoro”) • In class: • Talk about effect of manga and anime • Generational differences • Japan’s youth or U.S. youth • HW Assignment: • Group: Draw a picture or a manga strip to describe a haiku for presentation

  18. Day 9 • Presentation: • Show the picture or manga strip from HW. • Share haiku. • Explain the significance of the haiku. • Lead a discussion to engage other students about the haiku.

  19. Teşekkürederiz! ありがとう！ ! شكرًا Thank you! Have Fun Studying! Denise.Scott@belmont.edu Naoko.Ozaki@belmont.edu

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