1. Bringing Study Abroad Data to your Classroom
Naoko Ozaki, Ph.D.
Rice University
CLIC Summer Workshops for L2 Teachers
August 11 – 12, 2016

2. Rice in Japan 2016 Where it all began…
Ah-ha!
An example in your language?
Language Pledge
“I want to talk with the Hindi-speaking family.”
They’re doing a pretty good job!
“o joozu desu ne.”
hon. good at is right?
I need
Naturally occurring, unscripted material
Let the data speak.
Authentic Data

3. Data Collection Ideas: Study Abroad Programs
Students collect data
Teacher collects data
or…
Someone else does the job.

4. Assignment #1 Tasks
Video-record your conversation with your host family. Talk about the excursion to “XYZ”.
Write about the excursion.
* The order can be reversed.

5. Assignment #1 Goals for Students
Speaking (short form; informal)
Writing practice (long form; formal)

6. Assignment #1 Goals that Teacher Sees
“Any difference between speaking before writing and vice versa?”
“If yes, why? Is there any time that’s the opposite?”
2. Response tokens of the host family
3. Final particles the host family uses

7. Assignment #2 Tasks
Video-record yourself ordering a smile at McDonald’s.
Get a signature on a release form.
3. Video-record a conversation between you and a classmate about this experience.

8. Assignment #2 Goals for Students
Speaking practice – ordering food; reflecting with a friend.
Negotiation/explanation about the release form.

9. Assignment #2 Goals that Teacher Sees
Let’s come up
with one.
“Why don’t you want to do this HW?”
“Do Japanese people really do this?” “Why is it on the menu?”
“What did the worker do/say about the release form?”
* “How did they refuse?”
* “What would happen in the US?”
4. “If you were a McD manager, will you add this to your menu?”

10. Data in Classroom Elementary school visit Students in pairs
Ready for: 3 classes
Break (waiting room)
Chicken Dance

11. Confusion in the house! Data in Classroom “Ships and Sailors”
Writing on the board
船長 船員
senchoo sen’in
captain sailor
Confusion in the house!

12. Data in Classroom せんいん ＆ せんにん se n(’) i n se n ni n
せんいん　＆　せんにん
se n(’) i n se n ni n
船員　sailor 千人　one thousand people
仙人　immoral wizard/sage
専任　person in charge
　　選任 person selected to be in charge

13. aho ka Data in Classroom
Elem. Students: sen-nin? sen-nin? Teacher: (You see that it’s) written (on the board). See? (pointing to the words on the board) Rice Student: (writing “sen’in” in hiragana under the kanji) Teacher: (Aren’t you guys) dumb? Elem. Students: laughing Elem. Student A: (We are) dumb! Teacher: You are! Elem. Students: laughing
aho ka

14. “What will you do differently?”
Data in Classroom
Rice student: How do you say “beach”? (looking at me) Ozaki: (gesturing “can’t talk”) Elem. Student B: kishibe? kishibe? Rice student: Not important. (talking to children)
“What will you do differently?”

15. Data in Classroom
After each class… Phew! We’re done!

16. Data in Classroom: Reflection
General (similarities & differences between two countries)
Interaction
Language Use
Grammar
Expressions
Body language
Points for improvement
Preparing for the next event

17. By the end of the program
4:49
“Data in Classroom” ideas

18. References
Grossi, V. (2009). Teaching pragmatic competence: Compliments and compliment responses in the ESL classroom. Volume 24 No 2. Macquarie University
Hayano, K. (2011). Claiming epistemic primacy: yo-marked assessments in Japanese. In T. Stivers, L. Mondada, & J. Steensig (Eds.), The morality of knowledge in conversation (pp. 58–81). Cambridge: Cambridge University Press.
Kita, S., & Ide, S. (2007). Nodding, aizuchi, and final particles in Japanese conversation: How conversation reflects the ideology of communication and social relationships. Journal of Pragmatics, 39, 1242–1254.
Tanaka, H. (2000). The particle ne as a turn-management device in Japanese conversation. Journal of Pragmatics, 32, 1135–1176.
Wong, J. (2002). Applying conversation analysis in applied linguistics: Evaluating English as a second language textbook dialogue. International Review of Applied Linguistics (IRAL), 40(1), 37–60.

19. Any Questions?

20. N. Ozaki nozaki@indiana.edu T. Nakamura tnakamura@msdwt.k12.in.us
4/23/2010
Teşekkür ederim!
ありがとう
! شكرًا
Thank you!
Have Fun
Studying!
Naoko Ozaki, Ph.D.