Bringing Study Abroad Data to your Classroom Naoko Ozaki, Ph.D. Rice University CLIC Summer Workshops for L2 Teachers August 11 – 12, 2016

Rice in Japan 2016 Where it all began… Ah-ha! An example in your language? Language Pledge “I want to talk with the Hindi-speaking family.” They’re doing a pretty good job! “o joozu desu ne.” hon. good at is right? I need Naturally occurring, unscripted material Let the data speak. Authentic Data

Data Collection Ideas: Study Abroad Programs Students collect data Teacher collects data or… Someone else does the job.

Assignment #1 Tasks Video-record your conversation with your host family. Talk about the excursion to “XYZ”. Write about the excursion. * The order can be reversed.

Assignment #1 Goals for Students Speaking (short form; informal) Writing practice (long form; formal)

Assignment #1 Goals that Teacher Sees “Any difference between speaking before writing and vice versa?” “If yes, why? Is there any time that’s the opposite?” 2. Response tokens of the host family 3. Final particles the host family uses

Assignment #2 Tasks Video-record yourself ordering a smile at McDonald’s. Get a signature on a release form. 3. Video-record a conversation between you and a classmate about this experience.

Assignment #2 Goals for Students Speaking practice – ordering food; reflecting with a friend. Negotiation/explanation about the release form.

Assignment #2 Goals that Teacher Sees Let’s come up with one. “Why don’t you want to do this HW?” “Do Japanese people really do this?” “Why is it on the menu?” “What did the worker do/say about the release form?” * “How did they refuse?” * “What would happen in the US?” 4. “If you were a McD manager, will you add this to your menu?”

Data in Classroom Elementary school visit Students in pairs Ready for: 3 classes Break (waiting room) Chicken Dance

Confusion in the house! Data in Classroom “Ships and Sailors” Writing on the board 船長 船員 senchoo sen’in captain sailor Confusion in the house!

Data in Classroom せんいん ＆ せんにん se n(’) i n se n ni n せんいん　＆　せんにん se n(’) i n se n ni n 船員　sailor 千人　one thousand people 仙人　immoral wizard/sage 専任　person in charge 　　選任 person selected to be in charge

aho ka Data in Classroom Elem. Students: sen-nin? sen-nin? Teacher: (You see that it’s) written (on the board). See? (pointing to the words on the board) Rice Student: (writing “sen’in” in hiragana under the kanji) Teacher: (Aren’t you guys) dumb? Elem. Students: laughing Elem. Student A: (We are) dumb! Teacher: You are! Elem. Students: laughing aho ka

“What will you do differently?” Data in Classroom Rice student: How do you say “beach”? (looking at me) Ozaki: (gesturing “can’t talk”) Elem. Student B: kishibe? kishibe? Rice student: Not important. (talking to children) “What will you do differently?”

Data in Classroom After each class… Phew! We’re done!

Data in Classroom: Reflection General (similarities & differences between two countries) Interaction Language Use Grammar Expressions Body language Points for improvement Preparing for the next event

By the end of the program 4:49 https://www.youtube.com/watch?v=iKkuFVS29e0&feature=youtu.be “Data in Classroom” ideas

References Grossi, V. (2009). Teaching pragmatic competence: Compliments and compliment responses in the ESL classroom. Volume 24 No 2. Macquarie University Hayano, K. (2011). Claiming epistemic primacy: yo-marked assessments in Japanese. In T. Stivers, L. Mondada, & J. Steensig (Eds.), The morality of knowledge in conversation (pp. 58–81). Cambridge: Cambridge University Press. Kita, S., & Ide, S. (2007). Nodding, aizuchi, and final particles in Japanese conversation: How conversation reflects the ideology of communication and social relationships. Journal of Pragmatics, 39, 1242–1254. Tanaka, H. (2000). The particle ne as a turn-management device in Japanese conversation. Journal of Pragmatics, 32, 1135–1176. Wong, J. (2002). Applying conversation analysis in applied linguistics: Evaluating English as a second language textbook dialogue. International Review of Applied Linguistics (IRAL), 40(1), 37–60.

Any Questions?

N. Ozaki nozaki@indiana.edu T. Nakamura tnakamura@msdwt.k12.in.us 4/23/2010 Teşekkür ederim! ありがとう ! شكرًا Thank you! Have Fun Studying! Naoko Ozaki, Ph.D. Naoko.Ozaki@rice.edu