記述言語：英語   掲載種別：研究論文（学術雑誌）  

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記述言語：英語   掲載種別：研究論文（研究会，シンポジウム資料等）  

添付ファイル： rep8-jasal-forum-jalt2023-write-up-copyedited.pdf

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記述言語：英語   出版者・発行元：SiSal Journal  

Since the social turn in applied linguistics, there has been growing interest in the role of emotion in language practices. This role is especially relevant to self-access language learning in terms of how it influences learner autonomy and motivation. With its focus on autonomy and sociality, self-access learning offers unique affordances for facilitating learner and advisor awareness of emotion in language learning. To this end, this study used an arts-based method, language mapping, for learners to express their language practices in multimodal ways. Language mapping integrates body mapping and language portraits methods to catalyze individual and group reflection anchored by embodied, emotional experiences. The researchers collaborated with a Japanese university self-access language learning center to engage seven volunteer participants in a series of two workshops. Data were gathered through participants' language maps, narratives shared in workshops, and questionnaire responses. Findings highlight the potential of language mapping in exploring learners' affective connections to their named languages. While mother tongues were generally portrayed as comforting, vivid, default, and unconscious, relationships to learned languages were represented through more diverse visual and verbal metaphors. Key pedagogical considerations include the impact of exemplars and group processes.

DOI： 10.37237/150311

Web of Science

Scopus

担当区分：最終著者   記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：Cultural Trends  

Despite advancements in arts and health research, the processes through which arts activities contribute to wellbeing and care remain ambiguous. This study aims to shed new light on causal links surrounding the impact of improvisational drama workshops on people with dementia and their carers at care facilities, using both participatory and goal-free evaluation. The article outlines challenges and strategies in addressing causality in the arts, followed by methodology and research context. Findings are discussed framed by key considerations for arts impact: negative impacts, uniqueness of the arts, artistic quality, and long-term outcomes. We conclude that a two-layered causal process, micro and macro, contributes to meaningful impact. This perspective emphasizes learning from negative impacts, integrating artistic elements with other relevant factors through trial and error, and reassessing shared goals during implementation. Sustained efforts in this endeavor can lead to significant long-term outcomes, extending beyond individual behavioral changes to community growth.

DOI： 10.1080/09548963.2024.2402863

Web of Science

Scopus

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記述言語：英語   掲載種別：研究論文（学術雑誌）  

In this trioethnography, we, three East Asian women and English educators in Japan, explore how we draw on our intersectional identities to practice translanguaging for social justice in our teaching. Due to our social locations, we have been perceived as “freaks” in our institutions, in which the ideal English teacher is often assumed to be a White man from an Inner Circle country. We make use of the concept of translingual identity-as-pedagogy to inquire into possibilities, as it offers a means through which educators can draw on the epistemic affordances of marginalized identities to expand student learning. This stance towards non-normative experiences can offer students new perspectives and strategies for resisting hegemonic monolingual and monocultural ideologies. In this way, we can turn our translingual repertoires into pedagogical resources for social justice. Through iterative analysis of our narratives and dialogue, we found that our translanguaging was full of risks to our professional credibility and status, and it involved emotion labor as we regulated our feelings of guilt, anxiety, and vulnerability whenever we elected to draw on our rich translingual repertoire. Meanwhile, our “freak” identities allowed us to disrupt the myth of homogeneity and contest raciolinguistic ideologies, carving out spaces outside of a binaristic narrative. We turned our “freak” identities into translingual pedagogy, such as integrating topics of diversity in the classroom, practicing art-based pedagogy to create a collaborative and trusting environment, and questioning native-speakerism and the myth of “perfect” English. Our translingual identity-as-pedagogy demonstrates that “freak” identities enable resistance to raciolinguistic ideologies and facilitation of pedagogical translanguaging for social justice.

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オープンデータURL： https://www.mawenzihouse.com/product/flesh-tongue/

著書種別：一般書・啓蒙書

オープンデータURL： https://harmony.ca/wp-content/uploads/2021/04/Companion-Guide-Excerpt-English.pdf

記述言語：英語   会議種別：口頭発表（一般）  

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記述言語：英語   会議種別：口頭発表（一般）  

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記述言語：英語   会議種別：口頭発表（一般）  

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記述言語：英語  

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記述言語：英語   会議種別：口頭発表（一般）  

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This JST Fellowship is granted to select doctoral students and administered by Kyushu University.

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Certified to administer WIDA MODEL English proficiency assessments

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Certified to deliver Lexis's ESOL and literacy education fundamentals course for K-12 teachers by Lexis Education

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種別：新聞・雑誌

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