Textbook dominance in foreign language teaching

and learning

Norio OtaJapanese & Korean Studies Programme

York UniversityToronto, Canada

http://buna.arts.yorku.ca/

2010 Power & Knowledge Conference Tampere, FinlandSession: Language & Power 2

Foreign language education in Japan Japanese language education for non-native speakers Role of the Japan Foundation in TJFL

◦ Instructional materials◦ Teacher training◦ The Japanese Language Proficiency Test

Teaching strategies Textbook-centered learning and teaching Teacher training

◦ Mass-education model◦ Eclectic model

Generic Approach

Most institutions are using textbooks. Multi-media resources are developed for textbooks. Textbooks dictate the syllabi. Hardly any web-based open-learning environment. Language professionals are treated as the second class

citizens. Many literature people are teaching languages. Instructors and learners develop textbook dependency

syndrome. Supporting organizations are very slow in paradigm

shifts. Criteria for testing and measurement are far beyond the

scope of textbook teaching and learning.

Current state of affairs in FLT/FLL

◦ Anyone can teach with a textbook.◦ Can maintain the minimum standard.◦ Simple teaching method.◦ Teachers and learners feel comfortable.◦ Publishers’ business.◦ Supporting organizations’ paradigm – the Japan

Foundation. ◦ Testing – Japanese Language Proficiency Test.◦ Inertia in the old paradigm.

Why are people still using textbooks?

Language learning and acquisition does not take place as textbooks dictate.

Instructors and learners develop textbook dependency. Textbooks are static, inflexible, and often boring. Two-dimensional. Too expensive. Internet accessibility is limited due to the copyright

issues. Not much room for creativity and innovation. Authors cannot modify or correct errors for a long time. Users cannot modify textbooks. Textbooks have restrictions imposed by publishers.

What’s wrong with using textbooks?

Modular-Synergy approach◦ No core textbook◦ Authoring instructional materials for specific purposes◦ Each module has its own syllabus.◦ Modules enhance synergistic effects.◦ Developing materials to enhance synergy◦ Personalizing instructional materials◦ Developing internally condensed materials for short study period◦ Communicative-empathic approach◦ Content-based language learning◦ Language learning for university education◦ Taking advantage of extra curricular activities◦ Increasing accessibility via the Internet ◦ Technology Enhanced Learning (TEL)◦ Multi-dimensional – involving distant learners◦ Empowering language professionals

Diversity Model

Communicative-Empathic Approach◦ Enhance speaker’s communicative competence

through communication and empathy Natural Approach Situational Approach Acquisition Order Hypothesis Input-Intake Hypothesis Monitor Model Interlanguage Hypothesis Acculturation Model Cross-cultural communication

Pedagogy:

Audio-Lingual Paradigm: Productivity◦ Pattern and substitution

Generative-Cognitive Paradigm: Creativity◦ Rule-oriented

Functional Paradigm: Productivity & Creativity◦ Function-oriented

Communicative Paradigm: ???

Historical Perspectives in SLA

Vocabulary Structure Semantics Pragmatics Socio-linguistics Psycho-linguistic Cross-cultural Communication

Synergy

Pronunciation Intonation Vocabulary and Expressions Structures Speech Acts Non-verbal communication

Empathy

Kanji-based vocabulary development Onomatopoeia and Mimesis Adjectives and Adverbs Interjections Cohesion Idiomatic relations Sophistication

Vocabulary: synergy and empathy

Inter-connected structures Pronominals Choices and preferred structures Presupposition Pragmatics Speech Acts Cohesion Speaker’s or writer’s viewpoint Ellipsis

Structure and Discourse: synergy and empathy

Sharing one’s views and experience with students through reading and discussion.

Authoring reading materials. Learners learn not only the linguistic aspects but also

knowledge about the topic. Encourage learners to remember the content, form their

own opinions and express them in discussion. Interesting and individualized topics and episodes

encourage learners to continue reading for in-depth comprehension.

Total control of vocabulary, expressions and structures Authors have full understanding and control of the

materials. No copyright issues – Internet friendly.

Content-oriented approach

Developing self-study materials Increasing accessibility using the Internet Pursuing synergistic effects Modular approach Content-oriented teaching and learning Short-term goals and objectives Web-based multi-dimensional instructional

materials. Multi-dimensional environment via distance

education with video-conference Communicative-Empathic teaching and learning

strategy

How to accelerate learning and acquisition

Current program http://buna.arts.yorku.ca/◦ Open learning system◦ Multi-dimensional environment◦ Self-study instructional materials◦ Modular course design and materials◦ Content-based instructional materials◦ Video-streaming and recording◦ Free access to all the courses on the Internet

Students’ achievement◦ Regional and national speech contests◦ Proficiency tests◦ Exchange programs◦ JET program

After 25 years

The direct experience with the Japanese language in an interactive, open-leaning environment was the most valuable part of the course. Japanese courses can be found at many institutions, but the method of teaching in this course was modern and highly innovative. I have taken many language courses and really appreciate and admire this new approach. No textbooks!

Students’ feedback 1

I liked how it wasn’t a textbook-based course. That way, the material we learned was very applicable to often-seen daily conversations. The technology used to present lectures & tutorials as well as practice material online was very useful

Students’ feedback 2

The learning experience with no textbooks was very refreshing. Everyone in the class became quite close and had a very comfortable relationship, creating a wonderful learning environment. The professor’s clarity and amusing style of teaching was also very helpful in keeping the class interested and boosted class morale. The material also helped build a good foundation in conversational Japanese in terms of speaking, reading and writing.

Students’ feedback 3

Online material helped with learning and studying. It made studying much motivational and easy at home as well. Instead of cramming notes, we can make sure we understand instead of more memorizing.

I like the lecture materials that Professor Ota made. It is better than textbooks. I value it the most.

I learned a different strategy for studying language without a textbook.

Students’ feedback 4/5/6

Regional Japanese speech contests National Japanese speech contests The Japanese Language Proficiency Test JET Program Exchange programs

Stdents’ performance

Empowering both instructors and learners in more creative, innovative, dynamic and open learning environment.

Designing more learner-centred and individualized courses.

Reaching out to those who do not have access to courses and materials in the world.

Changing the old paradigm to a new one. Regaining language professionals

hegemony over textbooks.

Conclusion:

Japanese Studies Programme at York University http://buna.arts.yorku.ca/

Gass, S. & L. Selinker (2001) Second Language Acquisition: An Introductory Course, 2nd ed. , London: Lawrence Erlbaum Associates.

Matsuo, K. & A. Hamada (2006) ‘Adaptation of the CEF to Japanese Language Education – An analysis of the Japanese Language Guidelines for Upper Secondary Schools in Berlin, Germany’, Japanese Language Education in the World, Vol. 16, pp. 155-168.

Richards, J.C. & D. Nunan (eds.)(1990) Second Language Teacher Education, Cambridge University Press.

The Japan Foundation (2006) Series for Japanese Language Teaching Pedagogy 1 -14.

Wallace, Michael J.(1991) Training Foreign Language Teachers: A reflective approach, Cambridge University Press.

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