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Literature, Religions, History, and Cultures into Language CoursesASDP East West Institute Naoko Ozaki, Ph.D.Belmont UniversityLanguage ClassesLanguage teachers usually try to include culture especially when the language use is heavily interconnected with the culture.

Pragmatic Usage:ChottoSingle Language vs Multiple LanguagesSingle LanguageMore time to include more subjectsInclude minority groups voicesLanguage skills to enhance students learning

Multiple LanguagesSelect important aspects for limited timeTeachers judgment on who(se) will be includedNo language skills to rely on

Single Language vs Multiple LanguagesSingle LanguageLanguage learningCultureHistoryReligionsLiterature

* More productive skillsMultiple LanguagesExposure to LanguageCultureHistoryReligionsLiterature

* Less productive skillscontinuousJust as an exampleLanguage teachers usually try to include culture.Japanese LanguageJust as an exampleThis presentation:

An example of a 3-week plan for multiple language courseExpand for a 15-week single language courseExample 3-week Japanese Language SegmentMain focus: Language awarenessMinor foci: Unique aspects of Japans Culture, Religions, and LiteratureFinal Measurable Presentation:

HaikuTankaSenryuuExample 3-week Japanese Language SegmentHaikuTankaSenryuuUniqueness of Japanese LiteratureCultureHistoryHOW?Day 1Reading due: Introduction to Japan and the Japanese language

In class: Basics of the Japanese languageWriting systemPronunciationHow to count Morae (syllables)Practice kobutanukitsunekoTongue twisterBasic grammar patterns (SOOV, etc) TATA NE NEBUNUTSUKOKIKIKO

Day 2Reading: History overview of Japan

In class:How the language evolved to be the way it is todayHow Chinese and Japanese languages are related (Especially if Chinese and Japanese are both covered in this course.)Practice counting morae again.Day 3Reading due: Descriptions and examples of Haiku, Tanka, Senryuu 5 7 5 (7 7)

In class senryuu, haiku, tankaCultural background of haiku and tankaUnderstand the rhythm.TranslationDemonstration: Write senryuu (from given words)

Day 4Writing HW: Choose words from word choices.Five semi no koe (voices of secada)nami oto ni (to the sounds of waves)hawaian (Hawaiian)nihonjin (Japanese person)koigokoro ((feeling of (heart in) love)tanoshii hi (fun day)

Sevensarariiman (Salary man = office workers)ninja tachi (ninja (plural))hanaji wo dashita (had bloody nose)haiku kakasare (forced to write haiku)

(example) semi no koe hanaji wo dashita koigokoroDay 5Reading due: Religions of Japan (history and present)In class: Pragmatic and Set ExpressionsHow these religions affect how the Japanese live today.Birth & DeathBuilding a new houseChoosing a name for a newbornSome of the commonly seen ritualsDiscussing religion-affiliated haiku, tanka, (and senryuu)

Day 6Reading due: Spiders Thread by Ryunosuke Akutagawa

In class:Follow the Cinderella approach.Discuss about Buddhism.Explain set expressions (used today) related to Buddhism then Shintoism.

Day 7Reading due: Haiku by BashoHaiku written in EnglishIn class:Discuss the concept of (season words)What do they mean in US culture?Compare Japanese and English HaikuGroup project: Teacher gives a season word to each group. Each group writes a haiku in English.Day 8Reading due: Read short manga strips.Watch an anime. (Spirited Away or My Neighbor Totoro)In class:Talk about effect of manga and animeGenerational differencesJapans youth or U.S. youthHW Assignment:Group: Draw a picture or a manga strip to describe a haiku for presentationDay 9Presentation:Show the picture or manga strip from HW.Share haiku.Explain the significance of the haiku.Lead a discussion to engage other students about the haiku.

Teekkr ederiz!! Thank you!Denise.Scott@belmont.eduNaoko.Ozaki@belmont.edu

Have FunStudying!19N. Ozaki nozaki@indiana.edu T. Nakamura tnakamura@msdwt.k12.in.us4/23/2010