1. Community-based instruction in the foreign language classroom SWCOLT 2016 Vera Hanaoka vera2@hawaii.edu University of Hawai‘i at Mānoa

2. Why community-based instruction? Better understanding of the target culture Better understanding of one’s own culture Access to contextualized language Increased sense of civic responsibility Higher willingness to communicate (WTC) Increased language affiliation – Identifying with the language and culture – Making it one’s own and feeling that it is useful in learners’ lives

3. Observations Ethnographic Interviews Service Learning Experience Language learner as ethnographer

4. Language Learner as Ethnographer What is ethnography? Studying a culture from the inside by becoming a member of the community How can it be used in the L2 classroom? Cultural portfolios Observation Ethnographic interviews Study aboard context

5. Language Learner as Ethnographer Students should be trained in ethnographic techniques https://www.youtube.com/watch?v=q9RVIsVC-2o Robinson, G. L. N. (1985). Crosscultural Understanding: Processes and approaches for foreign language, English as a second language and bilingual educators. New York: Pergamon Press. Robinson-Stuart, G. & Nocon, H. (1996). Second culture acquisition: Ethnography in the foreign language classroom. Modern Language Journal, 80(4), 431-449. Roberts, C., Byram, M., Barro, A., Jordan, S., & Street, B. (2001). Language learners as ethnographers. Clevedon, UK: Multilingual Matters. Back to the beginning Observations Interviews Service-Learning

6. Observations Students go somewhere where the language is spoken and observe While observing look at: What does the place look like? Who is there? What are they doing? What are they saying? How are they interacting? Don’t only focus on what is being said but also people’s movements, gestures, intonation, and so on.

7. Observations Guiding questions for the reflection journal: Describe your observation (when, where, who, etc.) What expectations did you have before observing? How did the observation compare to those expectations? Who used Japanese language and in what way? Did anything surprise you? If so, what and how? Were there any changes to your way of thinking about Japanese language and culture? What discoveries did you make? Back to the beginning Ethnography Interviews Service-Learning

8. Ethnographic Interviews Interviews with L2 speakers Importance of active listening Find a willing participant Ask open questions Listen interactively Ask for clarification Rephrase and check your comprehension Show appreciation

9. Ethnographic Interviews Guiding questions for the reflection journal: Describe your interview (Who did you interview and in what context?) What expectations did you have before the interview? How did the interview compare to those expectations? What information did you get from the interview? What did you learn? Did anything surprise you? If so, what and how? Were there any changes to your way of thinking about Japanese language and culture? Back to the beginning Ethnography Observations Service-Learning

10. Service-Learning Experience Students provide a service to the community Teacher needs to set up possible opportunities Local events (Honolulu Festival, preparing lanterns) High school FL class (taught about culture) Volunteered at shrine, Japanese cultural center Activities students are already involved in (taiko, karate)

11. Service-Learning Experience Service-Learning: 20-hours 5-hour short experience Variety of opportunities Positive response from students, other teachers, and the institution

12. Service-Learning Experience Guiding questions for the reflection journal: Describe your service-learning experience (What did you do? With whom?) What expectations did you have about your service experience? Did anything surprise you? If so, what and how? What did you learn from your service experience? What was the role of Japanese (language and/or culture) in your service learning? How did your understanding of the community change as a result of your participation in this project?

13. Service-Learning Experience Guiding questions for the reflection journal: Consider your beliefs and assumptions (linguistic and/or cultural ideology) about the service learning project and the people with whom you interacted during the project. Did your participation in the project help you see your beliefs and assumptions more clearly? Did your participation cause you to change or reconsider any of these beliefs and assumptions? Provide a brief discussion of the value of your work. Did it make a difference? What do you think is your most valued contribution to the project? Will the project have any impact on your future work in the community, with this group or with others? Back to the beginning Ethnography Observations Interviews