The value of learner creativity for presentation preparation and

written expository reach

Lee ArnoldSeigakuin University

JALT Matsuyama February 2017

Why creativity?

For most learners an L2 feels…

• only sometimes coherently structured

• more often than not ambiguous

• like a map that cannot be initially read

• like meaning-making out of mud

To most teachers…

this is language learning.

this is language learning.

To most learners…

Criticisms of mainstream L2 instruction

Kramsch (2006, 2009) states that both TESL and TEFL have “lost sight of the flesh-and-blood learners doing the learning” and regard “the cognitive and the the social […] as distinct entities.”

Hanauer (2011) sees “the experiences, emotions and symbolic transformations inherent in the process of learning a language […] erased and superseded…by the overriding emphasis placed on the communicative and cognitive aims of language use” where language becomes “a decontextualized code.”

Smith (2013) criticizes teacher orientation to reading classes where the bulk of material is generally creative in nature yet calls for written work dominated by “well-organized facts and explicit opinions: descriptions, essays, reports.”

Research question #1

Can learner creativity act as a source of motivation and mediation of content and material for output?

Output tasks & assignments Conventionally given within narrow strictures

• grammar • voice• style• structure

Are prescriptive in mandate and evaluation

Are decontextualized

Example of prescriptive presentation assignment

iResearch and prepare a presentation about some notable iJapanese-Brazilians

• have a clear introduction with a body and and and conclusion

• prepare to speak for around 15 minutes with with a brief Q&A

• be sure to proofread notes for errors errors and and practice intonation and rhythm

• have option for some visual aids to support support the topic

Prescriptive presentation delivery

learner presenter

class

(teacher lurks somewhere in

the room)

Example of prescriptive writing assignment (adapted from Matsuda, 2013)

iWrite about a person you admire – it can be anyone you ilook up to and see as a model for your life

• have a clear introduction with a body and and and conclusion

• be sure to show examples of what the person person has done that you feel makes them them them special to you

• be sure to proofread for errors with grammar grammar

• use a variety of vocabulary such as adjectives to to adjectives to describe the person

Prescriptive written composition

learner writer

teacher

As a result…• learners too self-conscious of points of vocal clarity

or compositional strictures to deliver in heartfelt terms

• learners too intimidated in front of their peers or too constrained to write to greater expository reach

• learner output measured on accuracy but without contexts to direct it to that could promote fluency

• learner creativity that could personalize or manage assignments and tasks is not tapped into

How can we do

better?

Research question #2

Can contextualization of assignments be a key to opening and channeling learner creativity?

Example of learner-centered presentation assignment

iLet’s research about some famous Japanese-Brazilians that you know of (for example – athletes or tarento)

• design a colorful and interesting poster about the person person(s) that I will upload the best of on a blog

• prepare to speak for 7-9 minutes in a small group group including a Q&A (can go a little longer with good Q&A Q&A) – then we change groups to present again

• but - do not worry about “perfect English” – only spare and speak about the person(s) to your best effort

• ask your group members questions on what they ey they might know about your topic (it’s okay if they oudont don’t don’t know anything)

Learner-centered presentation delivery

(teacher moves

around the room

with learners)

presenter #1

presenter #1

Group A

Group B

(e.g., #2)

presenter #1

(e.g., #2)

Group C

(e.g., #2)

(learners then reshuffle groups to

present again)

(e.g., Groups

D, E, etc.)

Example of contextualized writing assignment (adapted from Matsuda, 2013)

Let’s write about some people you admire for a collection of short writing I’m gathering up on a blog page about your personal heroes called The Small Book of Big People

• write about someone you respect – it could could be a parent or brother or sister – or even a famous famous person

• show something about what the person has has has done as an example of what you admire respect about him or her

• write from your heart - not from a textbook textbook or a dictionary but from but with with

Contextualized writing composition

learn

er writer

teacher

context

readership

Examples of presentation

displays

Examples of presentation

displays

I respect my friend of my high school days. He was greatly honored by the many people. He always was serious for everything. He belonged to soccer club and practiced very hard. For instance he got up at 5:00, arrived at our school and ran around our school every morning in spite of he have practice after school. He had never missed his morning training. If I am he, probably I’m tired of morning training because I have to practice after school. Then he usually prepared for class after finish his training. So I think his schedule was very busy. I couldn’t imitate his daily routine.

Then he has a lot of friends because he was very friendly and gentle. So I respect him and want to model my life after him.

My exceptional person is an office worker in cram school of my working place.  The place name is Rinkai seminar. Everyone called her “Chansan,” but she is Japanese. She looks madam and brown. She was used to secretary. So she is very steady and everyone relies her on. Of course me too. Many students and teachers love her. Though she does not get money, she still works overtime because she always thinks about students. If I am same her situation, I never do it. And she supports me for my dream. For example, she negotiated to get to know to work part-time in my place where I wanted to work in the future. After all, I can’t work there, but I deeply appreciated to her.

She has four people in her family with her husband, daughter, and son. She is housewife. Her daughter was good basketball manager. She guided an interscholastic athletic meet for basketball player. Therefore many offers came to her from the company. Chansan’s son is good basketball player. He participated in an international athletic meet. I think that after all it is her power that was brought up by such children. I want to become a wonderful person being like her sometime. 

Samples of writing from The Small Book of Big People (from Sekaijin’s Learning Pages blog,

2015)

Samples of writing from The Small Book of Big People (Sekaijin’s Learning Pages, 2015)

I esteem Haruki Murakami for his writing ability. For example, he writes the books that are composed of a unique statement and metaphor. They attract readers. When I read his books for the first time, I was also attracted to them. Norwegian Wood was especially attracted me in the book written by him. This book made me a little sad and caused a strange feeling. I want to be a novelist. I want to imitate his writing ability and be a novelist like him.

I do not have a person now that I respect, but in the future I want to be be a person that many people respect.

I have a dream that nobody has. My dream is to be someone that can change something in this world, this world with many problems and many dirty things, and many selfish people, but with many more things that are very beautiful.

I don’t know how to be a great person that is capable of changing the world, but I came to this university to search that, to search how to evolve.

So now, I am not a person that can be in this book, but in ten or twenty years I hope to be one of the “big people.”

I respect Taylor Swift who is singer in America. She has blond hair, blue eyes, red rouge lip, and cute. Her songs are pop, ballad, and they cheer up me when I felt down. She writes songs herself and based on her experience. For example, “We Are Never Getting Back Together” is one of her big songs. It has a bright and poppy melody! The song is popular with young people. When I listen to this song, it gives me energy. Another one is “I Knew You Were Trouble.” The song is gloomy and with painful lyrics.

There is a meaning that unexpected things happened and heartbreaking. When I feel down and listen to these songs, I am encouraged. Especially, these songs are my favorite songs! I want her to be known by a lot of people, because she isn’t well known by older. So I hope that every generation loves her.

Conclusion• allowing room for learner

creativity may free learners to grasp and individualize parameters of assignments

• contextualization of assignments for learners could potentially create audiences to deliver to and and write for

Thank you for listening!

ReferencesHanauer, D.I. (2011). Meaningful literacy: Writing poetry in the language classroom. Language Teaching: Surveys and Studies, 45(1), 105-115.

Kramsch, C. (2006). Preview article: The multilingual subject. International Journal of Applied Linguistics, 16(1), 97-110.

Kramsch, C. (2009). The multilingual subject. Oxford: Oxford University Press.

Matsuda, P.K. (2013). Teaching writing in context. Paper presented at Tokyo JALT, Tokyo, Japan.

Sekaijin’s Learning Pages (2015, November 11). The Small Book of Big People (Part 1). [Web log page]. Retrieved 13 February 2017 from http://thelearningpages.blogspot.jp/p/student-writing-small-book-of-big.html

Sekaijin’s Learning Pages (2015, November 11). The Small Book of Big People (Part 2). [Web log page]. Retrieved 13 February 2017 from http://thelearningpages.blogspot.jp/p/student-writing-small-book-of-big_12.html

Smith, C. (2013). Creative writing as an important tool in second language acquisition and practice. The Journal of Literature and Language Teaching, 2(1), 12-18.