The perpetual first-year teacher: the experience of an international exchange teacher in a Japanese language program
Conversation management in interactions between beginning Japanese students and Japanese native speakers at visitor sessions
Print ISSN: 1481-5168 Online ISSN: 1929-3135
Japanese Proficiency and Sociological and Psychological Factors among the Second Generation of Japanese-American College Students
It is reported that immigrant’s heritage language normally disappears by the third generation. This paper reports the results of a study that investigated the relationships between the Japanese language proficiency of speaking and writing., as well as the following three social and psychological factors: 1) Japanese language used at home and in the community, 2) experience and length of studying at Japanese language schools, and 3)degree of ethnic identity among the second generation Japanese American college students. The results show that there are positive relationships between Japanese proficiency and each of the listed factors, which are consistent with many of the previous studies. The results also revealed that Japanese language schools not only teach Japanese as a heritage language, but that they also nurture a sense of Japanese ethnic identity.
Although many foreign language programs across North America staff their language courses with International Exchange Teachers (IET) – short-term visiting teachers who come from countries where the target language is being used – few attempts have been made to understand issues surrounding this particular arrangement. This qualitative study of a Japanese IET explores such issues by focusing on a IET in a small college-level Japanese program. This study shows how an IET’s adjustment to a teaching situation might be complicated by her pedagogical, linguistics and cultural orientations.
It is difficult for foreign language students to find opportunities to interact with the target language outside of the classroom. Many research studies state that “conversations” in classroom settings have unique characteristics that differentiate them from “normal” daily conversations. Thus, occasionally some native speakers of the target language are invited to the classroom to have “conversations” with students there. The purpose of this study was to investigate whether visitor sessions provide the opportunity for students to manage conversations in practical interaction with native Japanese speakers. The results of this research study show that visitor sessions can provide students with practical interaction, an environment that can rarely be provided by teachers in regular classroom sessions where the teachers control conversations and interactions. The students tried to take turns to initiate conversations and negotiate their interaction with the Japanese visitors. However, the results reveal that the students need to learn several components of conversation in order to manage their Japanese interactions successfully. The conversations during the visitor sessions were dialogical but not harmonious and student turn-taking as not appropriate. It is obvious that students need to learn not only how to say what they want but also how to listen in order to contribute to a realistic harmonious conversation.