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

4. Single Language vs Multiple Languages Single Language 1.Language learning 2.Culture 3.History 4.Religions 5.Literature * More productive skills Multiple Languages 1.Exposure to Language 2.Culture 3.History 4.Religions 5.Literature * Less productive skills

5. Just as an example… Language teachers usually try to include “culture”.

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:

8. Example 3-week Japanese Language Segment Uniqueness of Japanese Literature Culture History

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. ♪ ♪ ♪ TA TA NE NE BU NU TSU KO KIKI 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) Sevensarariiman (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: 1.Show the picture or manga strip from HW. 2.Share haiku. 3.Explain the significance of the haiku. 4.Lead a discussion to engage other students about the haiku.

19. Teşekkür ederiz! ! شكرًا ありがとう！ありがとう！ Thank you! Denise.Scott@belmont.edu Naoko.Ozaki@belmont.edu