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List of Papers
Aaron David Hahn
Assistant Professor
Department of Linguistic Environment
Faculty of Languages and Cultures
Last modified date：2024.05.07
Papers
1. Christopher G. Haswell, Aaron Hahn, Producing English as a Lingua Franca online content, 言語文化論究, 51, 45-52, 2023.11, There now exist many categories of methods and approaches under the umbrella of English as an International Language. One of the more contentious is the field of English as a Lingua Franca. Although established in the early 2000s by Jenkins, it was first considered to be an alternative method for grouping varieties of English. However, it now generally considered to be an approach to language learning, teaching, and researching the role of English in international communication. Building on the work of Matsuda, Jenkins, and Seidlhofer, this project was focused upon making materials for the observation of English as a Lingua Franca interactions and designing various methods of integrating them into our language courses. This article outlines two methods using the same online materials and the feedback we received from the students after the course. It also makes suggestions about how these materials can be integrated into other instructors’ language courses..
2. Christopher Haswell, Aaron Hahn, An accurate representation of a globally modelled English language, KOTESOL Proceedings 2017, 69-77, 2018.10, [URL].
3. Aaron Hahn, The Global Model of English and the teaching of international English, 福岡大学研究部論集人文科学編, 1-20, 2018.08, [URL], This paper seeks to help address the native-speaker bias that is unreasonably rampant in TESOL education through two lines of research. First, it examines the history of the modelling of English language varietal modeling, with particular attention to Kachru’s Three Circles Model (1985, 1996) that, while considered to be sociolinguistically outdated, is still the dominant model used in the TESOL field. After considering the positive aspects of this and other models, it presents the Global English Model (Haswell, 2013; Haswell & Hahn, 2016) as an alternative that centralizes the value of an international orientation to English use and learning. However, since the model is a conceptual guide, it is also necessary to develop practical tools and activities that teachers can use to implement a lingua franca English curriculum. As a step in this direction, this paper also presents the results of a pilot study of student preferences on activities using a wide variety of Englishes. The pilot study gave preliminary support to the idea that students are interested in and willing to engage in internationally focused English learning activities, especially when those activities involve actual communication..
4. Christopher Haswell, Aaron Hahn, Connecting the Global Model to effective intercultural communication in English, 九州大学言文論究, 40, 57-68, 2018.05, [URL], English language education policies throughout Asia typically operate on a deficiency model, wherein differences from “native speaker” English are viewed as flaws requiring educational correction. Such a position overemphasizes aspects of English that are relatively unimportant in English as a Lingua Franca (ELF) communication, while simultaneously generating negative attitudes towards learning non-prestige English variants. The Global Model of English (Haswell 2013; Haswell & Hahn, 2016) encapsulates ELF interactional realities and is aimed at being a tool for teachers, curriculum designers, and language policy makers. The model frames English performance in terms of communicative success rather than conformance to an arbitrary (most often native-speaker) standard. The model is particularly valuable in the Asia-Pacific region, where many English varieties exist, as it demonstrates the importance of transitioning from native-speaker-centric language education. To operationalize the Global Model in educational spaces, we must determine practices that
centralize intercultural communication while accounting for pre-existing language-related ideologies. To begin this process, a pilot study was conducted to gather data from students in Japanese universities their ideas about how to configure a globally focused language learning program. Results indicate that while students do not always share the desire for a fully globally focused curriculum, there do appear to be some areas of concordance on which new programs can be built that will move us towards greater internationalization..
5. Aaron Hahn, Constructing pedagogical power relationships: A corpus analysis of lexicogrammatical features of lesson plans, 熊本大学社会文化研究, 16, 249-276, 2018.03, [URL], This paper analyzes how teachers of English in Japanese universities and their students are lexically and grammatically represented in a large corpus of published lesson plans in order to better understand how teachers construct the power dynamic between these students and teachers. Using corpus linguistics tools with a critical discourse analysis framework, I found that teachers and students were represented in significantly different ways: while "students" were the most lexically frequent item in the corpus, "teachers" were often represented in grammatical constructions such as passives and imperatives that caused them to be lexically elided from the text. These elisions (contradictorily) both hid and reinforced the teacher's power. As a consequence, on the surface the corpus appears to be student-focused, but in fact it acts discursively to centralize teachers and naturalize teacher power in English language lessons..
6. Aaron Hahn, Uncovering the ideologies of internationalization in lesson plans through critical discourse analysis, The New English Teacher, 12, 1, 121-137, 2018.03, [URL], The Japanese government has made kokusaika, questionably translated as "internationalization," a cornerstone of all aspects of education, though the concept is particularly linked to foreign language study. However, official ideologies are not always directly translated into the ideologies present in classroom practice. In order to examine how the ideologies linked to kokusaika are or aren't enacted in university English classes in Japan, this project examines a large corpus of lesson plans published between 2011 and 2016 in The Language Teacher, the primary journal for the Japan Association for Language Teaching. Using a critical discourse analysis lens along with the tools of corpus linguistics, it was found that even though the issue of internationalization was rarely raised directly, nonetheless the discourse as a whole did perpetuate a number of the attitudes linked to kokusaika policy. In addition, a close analysis of lesson plans where the topic was raised provides insight into how specific linguistic and pedagogical choices on the part of the authors and editors can result in widely differing ideological consequences..
7. Christopher Haswell, Aaron Hahn, How a global model can positively influence language teachers, JALT 2015--Focus on the Learner Proceedings, 239-245, 2016.08, [URL].
8. Aaron Hahn, Teacher nationality and student preferences, 福岡大学研究部論集人文科学編, 15, 3, 37-44, 2016.01, [URL], At Fukuoka University, as at many other Japanese universities, English teachers are divided into foreign teachers（“native English speakers ”）and Japanese teachers. While research has questioned whether or not this division has any basis whatsoever in learning
outcomes, the division remains an important part of the daily lives of teachers in Japan. One underrepresented voice in the research on the benefits of dividing teachers into these categories is that of the students themselves. To examine student beliefs about their teachers, a survey was given to some second-year students, asking them for a variety of opinions about their first-year English teachers. The results indicated that Fukuoka University students find value in both types of teachers, but believe that each teacher type offers different benefits. In general, foreign teachers were valued for teaching communication skills and for being “native speakers,” and Japanese teachers tended to be valued for focusing on specific English language skills like grammar and vocabulary. While this survey
didn’t demonstrate whether the teaching styles of either type of teacher is “ better,” it did show that students seem to have specific expectations of their teachers that should be accounted for in lesson planning and curriculum development. A few suggestions are
offered for Fukuoka University teachers based upon these results..
9. Yoshie Shimai, Aaron Hahn, Student preference in teacher nationality, The 2014 PanSIG Proceedings, 217-222, 2015.05, [URL].
10. Aaron Hahn, Connections between L1 use and student preferences in university English courses, 福岡大学言語教育研究センター紀要, 13, 47-55, 2014.12, In order to better understand the relationship between the use of Japanese in English language university classes and student responses to those classes, data from a previous study was re-analyzed and presented here. Specifically, this project looked at whether the amount of Japanese use by foreign teachers and English use by teachers of Japanese nationality correlated with student evaluations about their comfort in, and enjoyability of, and usefulness of their English courses. It was found that for the foreign teachers, all of the students’ evaluations were correlated with the amount of Japanese used except for their measurement of how useful the class was. For Japanese teachers, student enjoyability and the belief that the class improved their English correlated with the amount of English used, while other measurements did not. Possible reasons for these correlations and lack thereof are considered..
11. Aaron Hahn, Training teachers, The Language Teacher, 37, 3, 19-22, 2013.05, [URL], Over the last several decades, the Japanese government, through the Course of Study guidelines promulgated by the Ministry of Education, Culture, Science and Technology, has directed schools to include more communicative language teaching (CLT) in their English programs. These top‑down directives have met with mixed results. One commonly cited problem is that English teachers are rarely provided with sufficient training in CLT, and thus are unable to implement the new guidelines effectively. However, since other objections also play a role in the rejection of CLT, one question is whether or not increased training increases compliance with the guidelines. This paper examines two local contexts to determine the role that proper training can play. Specifically, it considers informal training provided at a public high school by an Assistant Language Teacher, along with training conducted by a Board of Education to prepare elementary school teachers to begin teaching foreign language classes..
12. Trevor Holster, William Pellowe, J Lake, Aaron Hahn, Learning by assessing in an EFL writing class, Pacific Rim Objective Measurement Symposium (PROMS) 2012 Conference Proceedings, 93-108, 2013.05, [URL].
13. Aaron Hahn, L1 and test preparation in the ESL writing class, The School House, 20, 2, 13-24, 2013.03, The use of L1 is often rejected in TESOL literature, despite there being a lack of solid research confirming the benefits of such a course. This has lead to a number of countries implementing educational guidelines that discourage L1 use. In order to address concerns about whether or not this is a prudent course, this study examined the use of varying amounts of translation from L2 into L1 in Japanese high school writing courses. It was found that specific prescriptive rules, designed to improve student performance on high-stakes entrance tests, may not be adequately relayed if classes are taught primarily or exclusively in L2..
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