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Using English as a SecondLanguage in Japan

Mitsuaki Hayase

December 18, 2005

Mie Branch, Chubu EnglishLanguage Education Society

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Outline of the talk: 4 parts

I. Getting ready to be a user of English as a

second language in Japan

--ESL in Japan-What does it mean?

--Bilingualism

--Code-switching

--English as an additional language (EAL)

--The idea of+2

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II. On Use

--Importance of use

--Condition of learning

--Communication continuum

--Four areas of use

--Check it out!...how are we usingEnglish?

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III. Demonstration

--Information (getting) on theInternet

--Multi-listening

IV. What do we need to do now?

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English as a Second Language

---What does it mean?

According toLDLTAL (2002):

(1)Narrow senseWhen English is

necessary for everyday life

(2) Loose senseWhen English is

learned after L1 is learned

I. Getting ready to be a user of English as a

second language in Japan

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English as a second language?

---What does Hayase mean?

--Loose senseWhen English is

learned after L1 is learned

--English as a second working

language ( Japans Goals in the21st Century, 2000)

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Bilingualism and Code-switching

What is a bilingual?

--What is your image of a bilingual?

Bilingual: A person who uses at least

two languages with some degree of

fluency (LDLTAL)

About half the world population isbilingual. (Grosjean 1982, cited in

Ichida 2003, p. 22)

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Hayase would say, We are all

bilinguals in one way or another.

A junior high school student with

1, 000 wordsa full-fledged bilingual

Code-switching (

English as an additional language (EAL)

The idea of 1 + 2

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Cook (2001) says:

Teachers should be clear in their minds that

they are usually teaching people how to use

two languages, not how to use one in

isolation.Rather, the aim is people whocan stand between two viewpoints and

between two cultures, a multi-competent

speaker who can do more than anymonolingual. (p.179)

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Becoming bilingual is a way of life.

Brown 1994 , p. 1)

Brown says:

Your whole person is affected as youstruggle to reach beyond the confines of

your first language and into a new language,

a new culture, a new way of thinking,feeling, and acting.

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II. On Use

Importance of use

(1)Skill-getting vs skill-using

(Rivers, 1981: 1st edition 1968)

(2) Usage vs use (Widdowson. 1978)

Skill-getting,usageknowledge ofthe language

Skill-using,useactual use of the

language

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Conditions for language learning

Harmer (2001, p. 70) says:

all that anybody needs to learn a new

language are those three elements: exposure,

motivation, and opportunities foruse.

Wills (1996, p. 11) says:

Essential: exposure, use, motivation

Desirable: Instruction

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Hayases scheme in Japan:

EXPOSURE INSTRUCTION PRACTICE USE

MOTIVATION

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Communication Continuum(Based on Harmer, 2001)

non-communicative end communicative end

communication continuum

grammar/vocabularypractice

pattern practice

reading aloud (

Dialogue practice.

.

.

communicativeactivities with

information gap but with

specific practice point

(ex) How many~?

Interview game about

families

authentictasks using all

and any language

at your disposal

to achieve a

communicative

purpose

(ex) Whats in

the card/Ten

differences in a

picture

use

inreal

life

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Four Areas of Use

Communication

Information (getting)

Entertainment

Intellectualization

*These four areas are not mutually

exclusive.

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1st Area of Use: Communication

--Writing emails and letters

--Talking with ALTs and native

speaker colleagues

--Talking with foreign students

--Keeping a diary: intra-personal

communication

--Posting messages on BBSs

--Joining in on-line chatting

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2nd Area of Use: Information (getting)

--Reading newspapers, magazines,books, pamphlets in paper as well as

on the Internet

--Listening to news on the radio andon the Internet

--Watching news, documentaries,

travelogues on TV and on theInternet

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3rd Area of Use: Entertainment

--Watching movies on TV, in theaters,and on the Internet

--Reading jokes in books and on the

Internet

--Reading literature in books and on

the Internet--Singing songs

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4th Area of Use: Intellectualization

--Preparing English classes

--Conducting classes in English

--Co-teaching classes with ALTs

--Doing research for writing papers

--Using English to improve ourselves

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Lets Us Check Our Use of English!

Please use the handout on

Using English as Second Language in Japan

http://www.cc.mie-u.ac.jp/~lq20102/useeng/userchart2.htmlhttp://www.cc.mie-u.ac.jp/~lq20102/useeng/userchart2.html

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Information (getting) on the Internet

BBC (U. K.)

CBS NEWS (USA)VOA (USA)

THE WHITE HOUSEPresidents Weekly Radio Address to

the Nation

III. Demonstration

http://www.bbc.co.uk/http://www.cbsnews.com/sections/home/main100.shtmlhttp://www.cbsnews.com/sections/home/main100.shtmlhttp://www.cbsnews.com/sections/home/main100.shtmlhttp://www.voanews.com/english/portal.cfmhttp://www.whitehouse.gov/radio/http://www.whitehouse.gov/radio/http://www.whitehouse.gov/radio/http://www.whitehouse.gov/radio/http://www.voanews.com/english/portal.cfmhttp://www.voanews.com/english/portal.cfmhttp://www.cbsnews.com/sections/home/main100.shtmlhttp://www.cbsnews.com/sections/home/main100.shtmlhttp://www.cbsnews.com/sections/home/main100.shtmlhttp://www.bbc.co.uk/http://www.bbc.co.uk/http://www.bbc.co.uk/

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Multi-listeningA Case Study

Bomb Blasts in Egypt on Oct 7, 2004!

Time lineEgypt Japan

10:00 p.m., Oct 7 5:00 a.m. Oct 8

7:00 a.m., no news on NHK

8:00 a.m., BBC

10:00 a.m., NHK1st Video 12:00 a.m., CNN (NHK)

2nd Video 17:25 a.m., ABC (NHK)

3rd Video 9:00 a.m., Oct 9, BBC

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The New York Times

October 7, 2004

BBC News in SpanishOctober 8, 2004

BBC News

October 8, 2004

Reading newspapers while listening..

Using Roboword

http://www.a2001.com/shop/roboword/new/index_dic.htmlhttp://www.a2001.com/shop/roboword/new/index_dic.html

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HPhttp://www.cc.mie-u.ac.jp/~lq20102/

http://www.cc.mie-u.ac.jp/http://www.cc.mie-u.ac.jp/http://www.cc.mie-u.ac.jp/http://www.cc.mie-u.ac.jp/

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IV. What do we need to do now?

1. Action Plan to Cultivate Japanese with English

Abilities ( March 31, 2003

--The entire public should be able to conduct daily

conversation and exchange information in English

based on basic and practical communication abilities

acquired at different levels of English education in

junior high schools, senior high schools and

universities

--University graduates should be able to use English

in their work

(Summary by Hayase)

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3. Finding situations where English

can be used in our lives

Situations for:primary school children

Junior high school students

Senior high school students

College students

Adults

4. Enrich our Japanese

2. Interest to use English outside class

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References

Books and papers

Brown, H. D. (1994).Principles of Language Learning andTeaching, 3rd Edition. Englewood Cliffs, NJ: Prentice Hall Regents.

Cook, V. (2001). Second language learning and language teaching.

London: Arnold.

Crystal, D. (2003).English as a Global Language, 2nd ed.

Cambridge: CUPGrosjean, F. (1982).Life with Two Languages: An Introduction to

Biligualism. Harvard University Press.Harmar, J. (2001). The Practice of English Language Teaching, 3rd

ed. Harlow, Essex: Pearson Education Limited.

Rivers, W. M. (1981). Teaching Foreign-Language Skills, 2nd ed.

Chicago: University of Chicago Press.

Widdowson, H. G. (1978). Teaching Language as Communication.

Oxford: Oxford University Press.

Willis. J. (1996).A Framework for Task-Based Learning. Harlow,

Essex: Pearson Education Limited.

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. 2001. .. 2003. Vol. 32, No. 8, pp. 22-33.

. 2004.

. 2000. No. 107, pp. 20-21.1986. ..2000.Websites:

Developing a strategic plan to cultivate "Japanese With English

Abilities" (2002)(http://www.mext.go.jp/english/news/2002/07/020901.htm )

Japan's Goals in the 21st Century (2000)

(http://www.kantei.go.jp/jp/21century/report/pdfs/index.html )

Regarding the Establishment of an Action Plan to Cultivate Japanese

with English Abilities (2003)(http://www.mext.go.jp/english/topics/03072801.htm )Dictionary:

LDLTAL

Richards, J. C., & Schmidt, R. (2002)Longman Dictionary of Language

Teaching and Applied Linguistics, 3rd ed. Pearson Education Limited.

http://www.mext.go.jp/english/news/2002/07/020901.htmhttp://www.kantei.go.jp/jp/21century/report/pdfs/index.htmlhttp://www.mext.go.jp/english/topics/03072801.htmhttp://www.mext.go.jp/english/topics/03072801.htmhttp://www.kantei.go.jp/jp/21century/report/pdfs/index.htmlhttp://www.mext.go.jp/english/news/2002/07/020901.htm