Sessions / Sociolinguistics

Non-Japanese Teachers Use of Students’ L1 #576

Sat, Nov 21, 18:30-18:55 JST | Video Q and A 1

This short presentation will introduce original research data that investigates the use of Japanese language in the classroom by non-Japanese English teachers. Using data from classroom observations and interviews with teachers, the presentation will focus on various factors of teacher identity to explore how perceived language ability, prescribed ideologies, and emotion and anxiety combine together to influence teachers’ use (or not) of Japanese in the classroom.

English as an Official Corporate Language in Japan #699

Sun, Nov 22, 10:05-10:30 JST | Zoom 10

This research draws on accounts from seven employees working at Japan-based companies that have adopted English as an official corporate language (EOCL), this study demonstrates the gap between the in-house language policies and the participants’ own Japanese-dominated workplace communication. The study also reports employees are nonetheless encouraged to sit for the TOEIC regularly. The study concludes by arguing that EOCL policies can operate as an ideological mechanism that drives employees to study English for self-development.

Us-Them: Navigating (Un)familiar Social Practices #670

Sun, Nov 22, 10:45-11:10 JST | Video Playback 10

In this session, I analyze how one immigrant student from Hong Kong studying at a Canadian university invokes her identity as a member of the local Chinese community when composing an essay. Utilizing membership categorization analysis, I present two excerpts from an essay written by the participant for an education course on the social mechanism of “resistance” in the Canadian educational context. The paper highlights the complex processes of identity construction for immigrant youth.

Student Experiences in a Language Table Community #757

Sun, Nov 22, 11:20-11:45 JST | Zoom 10

This presentation describes first-year university students’ (n = 89) experiences in a new language table community in Japan. Students were assigned to attend an English language table session for at least 30 minutes per quarter. Their 300-word post-visit reports were analyzed and coded for common themes. The results show that the assignment worked as an introduction to language tables, the community, using English in non-classroom settings, and built positive affective feelings.