Journal articles on the topic 'Japanese language Spoken Japanese Study and teaching (Higher)'

This article addresses the issue of native-speakerism in teaching English in the context of Japanese higher education and the privilege arising from it. Previous research has shown that native speakers are often regarded as highly skilled and qualified teachers in teaching their mother tongue. This has often led to the marginalization of teachers who speak the language they teach as an additional language. In the case of Japan, however, there is doubt about the existence of such a privilege for native-speaker teachers and some studies have shown that native speakers of English do not receive preferential treatment in this context as they are often perceived as replaceable and temporary. The present study aimed to further explore this issue by focusing on the varieties of English Japanese universities expect their teachers to speak. In so doing, the study has investigated hiring policies of Japanese universities with reference to the job advertisements they post on a designated portal. The results of the qualitative thematic analysis indicated that the majority of the advertisements demanded prospective candidates to be native speakers of English, which also meant that this subgroup of teachers has a privilege in landing academic jobs by token of the variety of English they speak. The article suggests that the critical pedagogical approach of teaching English as an international language (TEIL) can mitigate such privilege by raising awareness towards the validity and appropriateness of different varieties of English spoken in the world.

Japanese language course registered as either compulsory elective or free elective foreign language course at University Putra Malaysia (UPM). The Japanese language is the most popular among 11 foreign language courses offered for foreign language students who wish to take global languages proficiency courses. However, their achievements in the course are inadequate as most of them are incompetent in communication skills upon completion of the course. Therefore, this article aims to identify the perception of Japanese language students in UPM to enhance their understanding of the issue. This quantitative research applies questionnaires and random purposive sampling techniques as instruments for collecting data. The sampling consists of 84 students who had enrolled in Basic Japanese level 1course. The findings show there are significant factors attribute to students’ preference for learning the Basic Japanese language. The result of the study also indicated the Kana writing and numbers are easier to acquire compared to vocabulary, sentences, grammar, and particles in the Basic Japanese 1 course. The study also revealed that mastering vocabulary plays a vital role in speaking, reading, and writing well in the Japanese language. Therefore, this study suggests that the instructor should include more engaging activities, teaching aids, and tools in the classroom to make the teaching and learning process more conducive and friendly for the students to excel in this course.

Japanese teachers of English in Japanese higher education are an under-researched, yet a highly influential group of teachers. A yearlong case study with one teacher, a literature specialist who is relatively new at teaching English, was conducted. Through multiple interviews and classroom observations, it was found that the teacher’s beliefs toward language learning and language teaching are deeply rooted in how she successfully learned English and are shaped by her love for literature. The paper concludes with a call for more qualitative and quantitative research investigating the teaching practices and the English pedagogical beliefs of Japanese university English teachers in order to deepen our understanding of English language education in Japan. 日本の高等教育機関における日本人の英語教師の役割は大きいにもかかわらず、これまで十分に研究の対象になって来なかった。文学が専門の比較的経験の浅い1人の教師を対象として1年間、ケーススタディを行った。数回のインタビューおよび教室での観察を通じて、その教師の言語学習・言語教授についての本人の信条が、自分の英語学習における成功体験および文学への愛情に少なからず影響されていることが判明した。本論では、日本における英語教育の理解を深めるためには、大学教師がどのような教育を行っているか、どのような教育上の信念を持っているのかを、質的にも量的にもさらに研究する必要性があると結論づけている。

This paper presents part of the results of a learner corpus study of English oral and written production by a large number of Japanese native speakers. Each participant was asked to perform two tasks, namely spoken and written narratives, using a picture book titled “Frog, where are you?” (Mayer, 1969) containing 24 wordless pictures. For the analyses in the current study, the data from 80 learners, focusing on audio-recorded and transcribed spoken narratives, was used. The Japanese learners’ speech production was examined based on Processability Theory (PT; Pienemann, 1998, 2005; Bettoni & Di Biase, 2015) as well as on the Common European Framework of Reference for Languages (CEFR; Council of Europe, 2001). Results show that there is a correlation between second language (L2) proficiency levels and L2 developmental stages in a learner corpus of L2 spoken English. On the other hand, the dispersion is found to increase at higher stages as shown in previous studies (e.g., Granfeldt & Ågren, 2013; Hagenfeld, 2017).

Purpose The purpose of this study is to examine the effectiveness of education for sustainable development (ESD) approaches in English as a foreign language (EFL) in Japanese higher education. Design/methodology/approach A content and language integrated learning (CLIL) University-level course was run over two separate semesters: the first as a lecture-based course and the second was a similar course that integrated ESD best-practice. A program effects case study was used to see if any significant changes could be measured between the separate semesters. A mixed-methods approach to data collection was used and student marks, survey results using values, beliefs and norms (VBN) model and reflection tasks were collected across the two courses. Findings A meaningful change in the ascription of responsibility and personal norms was present in the ESD best-practice course. This shows that ESD best-practice integration into language teaching has a positive impact on student environmental VBN and more research is necessary for this area. Practical implications ESD integrated into language teaching correlates positively with environmental behavior change according to the VBN-model. A new field of study is proposed, language education for sustainable development, to better integrate the disciplines of EFL and ESD. Originality/value This study is looking at the integration of ESD in language teaching and CLIL based courses in Higher Education and, at present, there are no other studies of this kind.

The teachers in the individualist country usually teach students using individualist approach while teachers in the collectivist countries teach students using collectivist approach. However, teachers and students do not usually share the same educational culture in language classrooms. The purpose of this study has two: first, to examine individualist and collectivist characteristics; second, to ascertain the students’ teaching preference whether it is individualist or collectivist approach in a British university. Participants were 19 students who study Japanese language through institution wide language program at a British university in the South of England. The collected data consist of two: questionnaire and an informal interview, both of which were conducted at the end of spring term 2019. The data were analysed using mixed methods. The quantitative results showed that students preferred a mixture of both educational cultures. The ratio of individualist:collectivist:neutral position was 74:11:16 in spite of the fact that this study was conducted in an individualist education culture. Keywords: Collectivist, educational culture, higher education, individualist, Japanese learning.

The compulsion to enter Hanashikata (speaking Japanese) class really makes it difficult for them to adjust to the learning process of Japanese speaking skills. There are many ways to improve speaking skills, but researchers prefer to develop teaching materials because they have a special attraction for students. Why is that? First, students compile a narrative first, they accidentally learn to arrange sentences according to correct Japanese grammar. If the sentences they produce are not in accordance with the correct grammar and correct vocabulary, it will make understanding difficult for the interlocutor or those who are listening. This can be used as a venue for the development of Hanashikata (Speaking Japanese) teaching materials.The objectives of this study are 1. To describe the quality of the feasibility of Hanashikata teaching materials for class B students of class B Japanese Language Education Study Program, FBS Unesa 2. To describe student responses to the development of Hanashikata teaching materials. This research is a development (R&D). The research subjects were 2018 class B students of the Japanese Language Education Study Program, FBS Unesa. The research data were in the form of the development of Hanashikata teaching materials, the quality of teaching materials and student responses to the development of Hanashikata teaching materials. Data analysis using descriptive method. The results of the first problem formulation research indicate that the average score of the validation results by experts on the feasibility of the Hanashikata teaching material used is known that the average score of the observer is 3.81. These results indicate that the development of Hanashikata teaching materials is categorized as feasible. The result of the second problem formulation research is that the student response shows higher learning outcomes after being given the development of Hanashikata teaching materials compared to learning outcomes before being given the development of Hanashikata teaching materials. Testing student responses using the Independent Sample T-Test.

The purpose of this paper is to explore the changes in the motivation of Japanese majors with a view to finding ways to improve the quality of foreign language education. Based on the field investigation results of Japanese majors and students from Grade One to Grade Three in Tianjin Foreign Studies University, this paper tries to explain the reasons why students keep and change their learning motivation, and then explore a new mode of teaching support service for Japanese majors from the perspective of new liberal arts, to provide a scientific basis for improving the quality of foreign language education for majors in universities. The following conclusions are drawn through the statistics and analysis of the survey results. First, from the source of students, non-university areas, the proportion of non-urban students than the same survey rate. Second, the students learning motivation has changed from the subjective perceptual motivation such as the simple interest and longing for the Japanese language and Japanese social culture to the rational motivation dominated by the objective aspirations such as the study of the Japanese language and the acquisition of interests. Thirdly, the concept of university education and teaching and educational resources and services are the influencing factors of students’ motivation to keep. Fourthly, it is essential to strengthening the teaching of basic Japanese and cross-cultural communication in the context of globalization of higher education.

In order to improve the current level of Japanese teaching and the difficulty of non-standard Japanese spoken language, the author proposes a method for the study of the automatic scoring model of Japanese ants for scoring. The author introduces a semantic scoring model that integrates the long short-term memory neural network and self-attention mechanism, which can be applied to keyword scoring and sentence semantic scoring. The scoring principle of the model is as follows: firstly, extract the word and sentence features and represent them in a vectorized form, then use a bidirectional long short-term memory neural network to optimize the feature vector, and then use the self-attention mechanism to obtain the semantic features of the word or sentence. Finally, the semantic score is calculated by a simple neural network. Experiments show that compared with the semantic scoring model based on a stretchable recursive autoencoder that performs better in semantic scoring, the average correlation between this model and the original score is 0.444; the lowest rate of agreement with the original score is 95%; and the highest rate of agreement with adjacent ones is 74%. The automatic scoring model for Japanese interpreting with semantic scoring is proved to be practical and has excellent results.

Critical thinking is one of the core objectives of talent training in higher education. Meanwhile, the cultivation of critical thinking skills in foreign language teaching has become more and more urgent, and it has also been written into the national standards for the training of foreign language talents. A good critical thinking includes both a skill dimension (Critical Thinking Skills) and a disposition dimension (Critical Thinking Dispositions). Critical Thinking Skills include interpretation, analysis, evaluation, inference, explanation and self-regulation. This study intends to explore the current situation of the critical thinking skills of undergraduates in foreign language majors (English and Japanese) in a Normal University, and then attempts to find out the similarities and differences in critical thinking skills between English majors and Japanese majors after years of study at college. The results show that a clear difference exists between English majors and Japanese majors in overall critical thinking skills. In particular, English majors are superior to Japanese majors. Another finding is that there are also differences between the two majors in the three core sub-skills of critical thinking skills, analysis, evaluation and inference.

Advertising is a form of communication that discloses information or messages and promotes the speaker's intent to his or her opponent. The language used in advertising is a language that is easy to understand and persuasive so that the opponent can speak as the speaker means. From advertisements in magazines, used for student learning in Dokkai 5. Dokkai or reading is a very important course for students to welcome the office work normally done by Japanese language graduates. In the office when working related Japanese often read documents and translate documents. In this research, using advertising media because it is usually written in large and striking letters.To make the reading japanese learning more interesting Therefore, they needs to be approach that has never been done before with reading japanese advertisement from japanese magazine. Reading Japanese language is usually difficult because it consists of three figures namely Hiragana, Katakana and Kanji. So that become easier for students to reading through the selected advertising media. This research is qualitative descriptive, and object of our study are students learning Japanese Language Education and Japanese Literature Brawijaya University who have passed JLPT N3 and already received materials about Dokkai 3 and Dokkai 4. Techniques data by purposive sampling and random sampling by using random numbers as much as 10% of the total population. In addition the results of this study will also describe motivation for students to improve their ability of reading. Therefore 指導 ポ イ ン ト (teaching points) as an effort to help the lecture to explain and possibility to use teach for higher education.

The purpose of this study was to investigate if it is possible to improve the attendance rate of undergraduate students with mental disabilities. This paper begins by reviewing attendance and learning from long- versus short-term concepts. The participants included 12 students with mental disabilities who studied Japanese at a British university in the South East of England in the 2018/2019 and 2019/20 academic years. The study used mixed methods using quantitative students’ attendance rates and student’ written and verbal comments. Data analysis for attendance rates were conducted by calculation and for student’ written and verbal comments we used qualitative data analysis. The results showed that the average attendance rate over the years and the data also showed positive results. The study concludes that it is possible to improve the attendance rates of students with mental disabilities. This study may be of interest to anyone who is involved with and support students with mental disabilities. Keywords: Attendance, higher education, Japanese, language learning, students, mental disabilities.

<p class="AbstractTitle"><em>This paper aims to investigate foreign language learners’ speaking and writing based on a second language acquisition (SLA) theory and the Common European Framework of Reference for Languages (CEFR; Council of Europe, 2001). While the CEFR has been widely used as a reference instrument in foreign language </em><em>education</em><em>, there has been insufficient empirical research undertaken on the CEFR levels (e.g., Hulstijin, 2007; Wisniewski, 2017). Also, few studies have examined how the CEFR levels relate to the developmental stages predicted in SLA theories. In this study, spoken and written narratives performed by 60 Japanese learners of English are examined based on one of the major SLA theories, namely Processability Theory (PT; Pienemann, 1998, 2005; Bettoni &amp; Di Biase, 2015), as well as on the CEFR. Results show that the Japanese L1 learners acquire English syntax as predicted in PT in both speaking and writing. In addition, there seems to be a linear correlation between the CEFR levels and PT stages. However, it is also found that the learners at the highest PT stage are not necessarily at a higher CEFR level.</em><em></em></p>

The paper presents preliminary findings of a project which investigated whether learner background, in terms of instruction mode (i.e., school or intensive first-year course at university) and first language (i.e., character based or non-character based), has an impact on the development of writing skills in Japanese as a second language (JSL). Many students in second-year Japanese at university are post-secondary (i.e., they completed Year 12 Japanese at school). They are in class with students who started Japanese at university (i.e., are post-beginners). The intensity of instruction that the two groups have received is very different. A large number of the students learning Japanese at tertiary institutions in Australia are also native speakers of character-based languages (e.g., Chinese). Although there is a substantial volume of studies comparing the effects of instruction mode on L2 development, little is known of how instruction mode and L1 background together may affect L2 development in adult L2 learning settings. The data for the present study include writing samples collected on two occasions from 34 students from a variety of backgrounds. The samples were analysed in terms of length, grammatical complexity and schematic structures, use of kanji (Chinese characters), and vocabulary. The results were compared in terms of study experience and first language. In general, the performance of post-beginner learners from character-based language backgrounds was higher on kanji use and a few other areas, but their superior performance was derived from the interaction of two background factors (L1 and study background). The results show complexity in how different backgrounds affect L2 writing task performance. The study has strong pedagogical implications for teaching a character-based language to students from diverse study backgrounds.

The paper presents preliminary findings of a project which investigated whether learner background, in terms of instruction mode (i.e., school or intensive first-year course at university) and first language (i.e., character based or non-character based), has an impact on the development of writing skills in Japanese as a second language (JSL). Many students in second-year Japanese at university are post-secondary (i.e., they completed Year 12 Japanese at school). They are in class with students who started Japanese at university (i.e., are post-beginners). The intensity of instruction that the two groups have received is very different. A large number of the students learning Japanese at tertiary institutions in Australia are also native speakers of character-based languages (e.g., Chinese). Although there is a substantial volume of studies comparing the effects of instruction mode on L2 development, little is known of how instruction mode and L1 background together may affect L2 development in adult L2 learning settings. The data for the present study include writing samples collected on two occasions from 34 students from a variety of backgrounds. The samples were analysed in terms of length, grammatical complexity and schematic structures, use of kanji (Chinese characters), and vocabulary. The results were compared in terms of study experience and first language. In general, the performance of post-beginner learners from character-based language backgrounds was higher on kanji use and a few other areas, but their superior performance was derived from the interaction of two background factors (L1 and study background). The results show complexity in how different backgrounds affect L2 writing task performance. The study has strong pedagogical implications for teaching a character-based language to students from diverse study backgrounds.

This paper focuses on Japanese heritage language (JHL) learners in an Australian context. The paper reports on a research project in a hoshuu-koo institution, a Japanese supplementary school, and explores the experiences of a group of Year 7 students. This study was initiated by identifying to what extent JHL learners can recognise their own skills, especially in proficiency in kanji, one of the Japanese scripts. It was predicted that several elements could relate to the accuracy of self-evaluation. By exploring levels of self-evaluation skills and the elements concerned in Japanese learning, the aim of the research was to help develop differentiated curriculum in the future. Data were based on student performance on kanji tests and answers to questionnaires, and the Excel Correl Function was used to calculate correlation coefficients. Graphs were also used to analyse the data. It was found that students who had relatively high kanji proficiency, especially in higher year levels, recognised their own skills but an overall overestimation was found amongst other students. Specific areas of kanji learning, such as okurigana and radicals, were identified as areas that need to be enhanced for appropriate self-evaluation for most of the students. Learning environment related to evaluation skills was also identified. Concluding comments centre on implications for further teaching approaches and research on the enhancement of kanji self-evaluation skills.

This study investigated how 345 Japanese elementary school pupils’ intrinsic and extrinsic motivation for learning English changed with age (174 third– and 171 sixth–graders). Factor analysis identified five underlying factors: interest in foreign countries, intrinsic motivation, caregivers’ encouragement, instrumental motivation, and anxiety. The results of an ANOVA showed significant differences in intrinsic motivation, interest in foreign counties, and instrumental motivation between the third and sixth graders. The third graders' mean scores were higher than those of the sixth graders. This study revealed a rather steady developmental decline in intrinsic and extrinsic motivation for learning English, which might be attributed to general development trends in contemporary Japanese elementary school pupils. Within a consensus that there is considerable room for improvement in primary–school English education in Japan, results of the present study suggest that the area of motivation can shed light on how the teaching methods for elementary school students in the higher grades can be improved. 本研究は、日本の小学生英語学習者の英語学習に対する内発的・外発的動機が年齢によりどのように変化していくかを調べたものである。調査参加者は、3年生174名、6年生171名、合計345名である。質問紙で得たデータを因子分析した結果、外国に対する興味、内発的動機、道具的動機、親の励まし、不安の５つの因子が抽出された。さらに分散分析の結果、外国に対する興味、内発的動機、道具的動機に有意差がみられ、どれも３年生の平均値が６年生の平均値よりも高かった。ｋの結果から、学年があがるほど英語学習に対する内発的動機と外発的動機が低下していることがわかる。これは今の小学生の一般的な発達的傾向に原因があるという推測も成り立つが、特に、本論文では日本の初等英語教育においても改善すべき点があるとの立場から、高学年の指導法の改善の必要性を示唆した。

The National Examination (UN), carried out so far, will be replaced in 2021 with the 2021 National Assessment. In this national assessment, three instruments are elements of the evaluation: Minimum Competency Assessment (AKM), Character Survey, and School Environment Survey. AKM itself is an assessment of essential competencies needed by all students at the elementary, junior high, and high school levels to develop their capacity and participate actively and positively in society. After the MOU with the Japanese Language MGMP in the Malang area with the Japanese Language Education Study Program, due to the Covid-19 pandemic, this collaboration can only be realised in 2021. The formulation of the problem from this Penmas is 1. How to make teaching materials (in brief) easier for students to understand the material taught in the form of worksheets? 2. How to write assignments and exercises to improve students' understanding of the themes taught in worksheets? The final result of this Penmas is the creation of AKM-based Japanese worksheets. Then these worksheets will be printed to get the ISSN/ISBN to increase the score for the promotion of available positions for teachers, while language education lecturers implement the Tri Dharma of Higher Education, namely Service.

Objective: Food insecurity remains a major public health issue in the United States, though lack of research among Asian Americans continue to underreport the issue. The purpose of this study was to evaluate the prevalence and burden of food insecurity among disaggregated Asian American populations. Methods: The California Health Interview Survey, the largest state health survey, was used to assess the prevalence of food insecurity among Asian American subgroups with primary exposure variable of interest being acculturation. Survey-weighted descriptive, bivariate, and multivariable robust Poisson regression analyses, were conducted and alpha less than 0.05 was used to denote significance. Results: The highest prevalence of food insecurity was found among Vietnamese (16.42%) and the lowest prevalence was among Japanese (2.28%). A significant relationship was noted between prevalence of food insecurity and low acculturation for Chinese, Korean, and Vietnamese subgroups. Language spoken at home was significant associated with food insecurity. For example, among Chinese, being food insecure was associated with being bilingual (prevalence ratio [PR] = 2.51) or speaking a non-English language at home (PR = 7.24), while among South Asians, it was associated with speaking a non-English language at home was also related to higher prevalence (PR = 3.62), as compared to English speakers only. Likewise, being foreign-born also related to being food insecure among Chinese (PR = 2.31), Filipino (PR = 1.75), South Asian (PR = 3.35), Japanese (PR = 2.11), and Vietnamese (PR = 3.70) subgroups, when compared to their US-born counterparts. Conclusion: There is an imperative need to address food insecurity burden among Asian Americans, especially those who have low acculturation.

Abstract Foreign language programs in schools have a strong focus on the development of communicative language ability and, increasingly, assessment tasks are designed to capture communicative abilities required for real-world situations. In communicative test tasks, sociolinguistic and discourse components, which are beyond grammatical accuracy, target the abilities required to produce integrated texts that fulfil their communicative purposes. However, the majority of the work on assessment of communicative abilities has been carried out in the context of academic English, and less is known about the abilities of secondary students in foreign language teaching situations. This study examines the outcomes of an integrated writing task designed as part of formal year 12 assessment in Japanese as a second language. It seeks to elucidate the features which differentiate students at higher and lower levels of competence, and, through a focus on content and how it is presented, it demonstrates how these aspects of competence can be observed in responses to the task. The study contributes to our understanding of the nature of communicative abilities and their assessment in a secondary education context, and it also sheds light on aspects of competence which might benefit from more targeted teaching in such settings.

In China, most universities have a school of foreign languages, where students majoring in English, German, French, Japanese, and other languages study the language for the first two years, and take introductory courses in the linguistics and literature of the language concerned, and then progress to higher-level linguistic and literary courses, as well as translation studies. English is the most popular foreign language in China, and, with the improvement of English teaching in high schools, the average student entering university now has a higher level of English proficiency than previous generations of students. However, students with high scores in English often choose to study ‘practical’ subjects other than English, such as business studies, computer science, economics, medicine, etc. Increasingly, a number of programs at universities in China are even being taught through the medium of English. Consequently, English majors have less and less advantage over non-English majors, and departments of English have had to restructure their syllabi to cope with the situation. Courses in translation studies, intercultural communication and applied linguistics have thus gained greater recognition because of their functional importance in the real world (see Qu, this issue).

Blended Learning (BL) has gained its prevalence in EFL teaching and learning context in Vietnamese higher education. This study aims to investigate language-majored students' perceptions of implementing Blended Learning in English classrooms at a Vietnamese public university. One hundred fifty-three freshmen majoring in Chinese, Korean and Japanese languages and currently learning English as a compulsory subject participated in this multi-method study. Data were collected through questionnaires and semi-structured interviews with six randomly selected students, then transcribed and analyzed thematically. Findings indicate that participants mostly perceive that BL enhances digital literacy and motivation and supports in-class learning. However, some challenges faced by these respondents included technical difficulties and the lack of self-regulation skills. The findings are of great value in giving educators and students a profound understanding of BL in EFL classrooms. Based on the findings and discussion, the study gave some recommendations for EFL teachers and institutions to facilitate students' BL experience greatly.

Most language acquisition research to date focuses on monolingual infants. In American society there is a burgeoning population of bilingual families where infants must learn the nuances of two languages simultaneously. To extend understanding of language development to this population, research specific to bilingual infants is needed. This study investigates 19-20 month old infants’ abilities to understand English when exposed to varying levels of alternate languages, including Hebrew, Hindi, Italian, Japanese, Korean, Portuguese, Punjabi, Serbo-Croatian, Spanish, and Urdu. Participants included 26 babies whose language exposure consisted of at least 99% English, and 22 babies exposed to English and at least 15% of an alternate language. Infants’ English noun comprehension was measured using the Intermodal Preferential Looking Paradigm. During a four minute session, infants’ gazes were tracked while they looked at simultaneous images, one of which corresponded to a spoken English noun. Before or afterwards, parents identified which of the 16 trial words they believed their infants were able to understand and say. Comparisons were made through two-tailed t-tests that assumed unequal variances. Results showed that infants whose daily language exposure consists of 15-39% of an alternate language understood more English nouns than infants exposed to 40-90% of an alternate language and more than monolinguals. Comparisons of parental reports of infants’ speech similarly showed that infants exposed to higher levels of alternate language said fewer English nouns than infants exposed to lower levels of alternate language and fewer than monolingual infants. Validity of parental reports was evaluated through comparisons of parental estimations and experimental results. Monolingual parents reported higher levels of English comprehension than infants showed in the experimental task, while parents of bilinguals did not demonstrate this effect. Possible explanations for these results are discussed in light of past research and implications for English acquisition of bilingual children are considered.

Although Japanese students study English for 6 years as one of mandatory subjects in secondary school, they often demonstrate little success with it when they enter higher education. Many students come to university with emotional baggage, or negative thoughts on learning English. These negative functions may be associated with the beliefs that students develop before they come to university. These learner beliefs serve to determine the future behavior of students and hinder or enhance the learning process, thus, it may be effective to investigate the beliefs that limit student motivation and the characteristics of those negative beliefs. While many researchers still depend on the Beliefs about Language Learning Inventory (BALLI) (Horwitz, 1987) questionnaire to determine explicit beliefs, alternative approaches, particularly those designed to reveal implicit beliefs and emotions, can be helpful for understanding when and how it is appropriate for teachers to intervene in the promotion of learning. A new trend in belief studies uses visual outcomes such as drawings and photographs. Such visual accounts have rarely been used as research tolls in the study of language learning and teaching in Japan. In this note, the method of eliciting learners’ unconscious beliefs via drawings and interpretation of the drawings is discussed.

Borg (2003) defines “teacher cognition” as how teachers think, know, and believe. According to Borg, teacher cognition, classroom practices, learning experiences, teacher education, and contextual factors all relate to and influence each other. He also points out that researchers need to investigate the cognition of secondary school English teachers whose first language is not English, particularly those working with large classes of learners. Accordingly, in this study, I investigated how Japanese high school teachers perceive the use of Communicative Language Teaching (CLT) in their English classes. Since 1989, the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) has attempted to promote higher achievement in English communicative skills among secondary school students by urging teachers to use CLT. This focus on CLT in Japan contrasts sharply with the traditional and arguably still dominant yakudoku method, which involves decontextualized grammatical instruction and word-by-word translation of written English into Japanese. To achieve this communicative innovation, MEXT institututed a 5-year Action Plan in which intensive teacher training programs for 60,000 secondary school English teachers and the introduction of a listening component in the Center Test (a nationwide college entrance exam) were important features. To date, little research has been done on how high school teachers perceive and use CLT and how their cognition has been affected by its communicative orientation. To investigate teachers’ cognitive and practical adjustment to this landmark innovation, I conducted a survey of Japanese high school teachers’ cognition and practices regarding CLT. I posited three questions: What beliefs do Japanese high school teachers hold about CLT? How do they use CLT in their English classrooms? How do they perceive their teaching efficacy, their experiences in pre- and in-service training, their learning experiences, and contextual factors? Data were obtained through a questionnaire, based on previous studies of teacher cognition. The questionnaire was sent to randomly selected Japanese high schools in the fall of 2006, and 139 teachers responded. The data were analyzed using descriptive statistics, t-tests, and a one-way analysis of variance (ANOVA). As regards the first research question, the descriptive statistics showed that the respondents held positive beliefs about CLT. At the same time, they believed that rote memorization is important. In addition, more than half of the respondents said that they wanted to make their lessons more communicative, and the largest number answered that smaller class size should be maintained in order to use CLT effectively. With respect to the second research question, the respondents did not frequently use communicative activities. There seemed to be a gap between their reported beliefs and practices. Concerning the third research question, results indicated that (a) the respondents had less confidence in their ability to implement CLT than in their English skills and grammatical knowledge, (b) the respondents had fewer opportunities in pre-service training courses than in in-service training programs to receive practical training in CLT, (c) they perceived that the classroom conditions were not optimal for the use of CLT, (d) MEXT innovations had not strongly influenced their classroom practices, and (e) they had had few chances to experience communicative activities in English class when they themselves were in high school. It appears that these factors had a negative influence on the respondents’ use of CLT. In summary, the respondents held positive beliefs about CLT, but there was a gap between their reported beliefs and practices. In order to make Japanese high school English lessons more communicative, contextual factors and teacher training programs should be re-examined and context-appropriate communicative methodologies should be developed by teachers themselves. 文部科学省は、1980年年代後半から英語によるコミュニケーション能力を高めようと、高校の授業でのコミュニカティブ・アプローチ（CLT）の採用を促してきた。また、2003年から５年間にわたり「『英語が使える日本人』の育成のための行動計画」を実施し、その方針の具体的な実現を図った。本研究では、無作為抽出した高校に質問票を送付し、日本人高校教師がCLTをどのように考え実践しているか、また、教師としての能力、教職課程、教員研修、学習経験、教育環境などをどのようにとらえているかについて、2006年秋に調査した。その結果、回答者139名の約60％は、CLTの理念（「言葉は使うことで効果的に習得」「コミュニケーション能力の育成が大切」「間違いは学習の一環」など）に賛成（或いは強く賛成）しているが、コミュニケーション活動を普段の授業で使っている回答者は全体の30％に満たないことがわかった。結果を踏まえてどのような要因がCLTの実践に影響しているかを考察する。

本研究は、英語学習者である日本人大学生を対象に自由記述式のアンケートを実施し、大学入学前の中学校と高等学校の６年間に、どのような要因で英語学習の動機づけが高まったのか、また減衰したのかを探索することによって、英語学習に関する動機づけを行う方策についての示唆を得ることを目的とする。最初に、先行研究に基づいて動機を高める要因と減衰させる要因をまとめる。次に、これらの要因と動機の変容について探究しようとした先行研究を概観し、研究方法上の問題点を指摘する。先行研究の問題点を克服するために本研究は計画された。 In recent research on L2 learning motivation, there have been an increasing number of studies on motivators (e.g., Cheng & Dörnyei, 2007; Guilloteaux & Dörnyei, 2008; Sugita & Takeuchi, 2010) and demotivators (e.g., Kikuchi & Sakai, 2009; Sakai & Kikuchi, 2009) in the classroom. Although findings from these studies give general guidelines to language teachers, it has been argued that the motivators and demotivators vary in different contexts and that learner motivation fluctuates (Hayashi, 2005; Miura, 2010; Sawyer, 2007; Shoaib & Dörnyei, 2005). This study was aimed at understanding the changes in motivation among Japanese learners of English during their 6 years of high school. Based on a survey of 199 college students taking an English language teaching certificate class in the spring semesters of 2006, 2007, and 2008, the general pattern of changes as well as reasons for change were investigated. In a questionnaire adapted from Sawyer (2007), participants were asked to reflect on their level of motivation at the beginning and end of the school year during their 6 years of high school and rate the level on a 5-point Likert scale (0: completely demotivated, 1: fairly demotivated, 2: a bit motivated, 3: fairly motivated, 4: completely motivated). They were also asked to write why their motivation became higher or lower. The two research questions posed for this study were “When do Japanese learners of English experience motivators and demotivators in their six years of study in high schools?” and “What are motivators and demotivators experienced during those times?” Through an analysis of the changes in motivation, it was found that the level of participants’ motivation generally went down from the end of the 1st year of junior high school to the beginning of the 2nd year, from the end of the 3rd year of junior high to the 1st year of high school, and from the beginning of the 1st year of senior high school to the end of that school year. The level of motivation generally went up from the end of the 2nd year of senior high school to the beginning of the 3rd year and from the beginning of the 3rd year to the end of that school year. Statistical significance was found between each pair (Bonferroni-adjusted significance level α = .0045). These findings confirm those of previous studies (Hayashi, 2005; Miura, 2010; Sawyer, 2007) which reported the general pattern of the motivational fluctuation of Japanese English learners. Apparently, goals such as success in entrance examinations for senior high schools and universities may be reasonable motivators for many Japanese learners of English. After achieving entrance to junior high school or senior high school, participants may have difficulty adjusting to the class instruction and find it demotivating for a while. Furthermore, it was found that various factors such as experiences of failure, teacher behavior, or the content of classes can be motivators or demotivators. By using reflective surveys, we were able to glimpse the complexities of learners’ motivation. Based on the findings from this study, we discuss the importance of reflecting on our daily teaching practice and call for research considering learners’ contexts in depth.

Abstract Background Schizophrenia (SCZ) has been associated to distinctive voice since its first definitions. Distinctive voice patterns are often associated with core negative symptoms and with social impairment. They may thus represent markers of the disorder. A recent meta-analysis identified weak atypicalities for pitch variability, and stronger atypicalities in duration (speech percentage, pause duration and speech rate). However, heterogeneity across studies was large, most of the studies underpowered (small sample and no repeated measures) and replications across studies almost nonexistent. In addition, there is a lack of cross-linguistic studies comparing voice and linguistic patterns in SCZ across different languages to assess whether the patterns are distinctive of SCZ in general, or specific to linguistic and/or cultural groups. In the present study, we aim to advance the understanding of voice patterns in SCZ by collecting and analyzing a cross-linguistic corpus of repeated voice measures. Such corpus enables us to systematically assess the replicability of previous meta-analytic results, better accounting for between and within participant variability, as well as cross-linguistic differences. Methods We collected a Danish (DK), Chinese (CH) and Japanese (JP) cross-linguistic dataset involving 163 participants with SCZ (105 DK, 51 CH, 7 JP) and 173 matched controls (HC) (117 DK, 43 CH, 13 JP) for a total of 3851 audio-recordings. Data were collected using the Animated Triangle 1 2020 Congress of the Schizophrenia International Research Society Task. Voice recordings were preprocessed using consolidated algorithms (Covarep, Praat) to extract the following features, in order to compare results with the effect sizes (ES) of previous meta-analysis (MA): 1) Duration measures (speech rate, duration of utterance, number of pauses, pause duration), as well as 2) pitch and intensity (mean and variability). To investigate differences between SCZ and HC, we ran multilevel regression models with the acoustic feature as outcome, diagnosis (SZ, HC) and language (DK, JP, CH) as predictors, and varying effects by participant and corpus. Predictors were scaled in order to allow comparison with meta-analysis ES. Results We were only able to partially replicate previous findings. The meta-analysis found: 1) lower pitch variability, replicated for JP only (β= -1.25, SE = 0.37, p &lt; .001); 2) lower speech rate replicated for DK only (β= -0.23, SE = .08, p &lt; .01); 3) increased pause duration replicated for DK (β= 0.29, SE = .08, p &lt; .001) and JP (β= 0.59, SE = .30, p &lt; .05); 4) lack of evidence for atypical number of pauses replicated for DK, JP and CH; 5) lack of evidence for atypical duration of utterance replicated for CH and JP (DK presented higher duration: β= 0.01, SE = 0.01, p &lt; .01); 6) lower proportion of spoken time, not replicated; 7) lack of evidence for pitch mean, replicated for DK, but higher in CH (β= 0.37, SE = .18, p &lt; .05), and lower in JP (β= -1.46, SE = .41, p &lt; .001). Discussion We found only partial replication of previous meta-analytic findings for reduced pitch variability, increased pause duration and lower speech rate, with ES generally smaller than in previous meta-analysis. On the contrary, we were not able to replicate previous findings of lower proportion of spoken time. Estimations of ES were largely affected by different languages, and replications held only for specific languages (pitch variability for JP, speech rate for DK, and pause duration for DK and JP). This indicates the important role that linguistic factors may play in originating vocal patterns in SCZ. Voice patterns seem not to be distinctive of SCZ in general, but bounded to linguistic/cultural differences. Future studies should better investigate how different acoustic and linguistic features interact in originating atypical voice patterns in SCZ.

AbstrakBagi pembelajar bahasa Jepang pada tingkat Sekolah Menengah Atas (SMA) mempelajari huruf kana merupakan bagian dari tujuan pembelajaran yang harus dicapai. Banyak pembelajar bahasa Jepang yang tidak bisa menulis maupun membaca dikarenakan pembelajar tidak mengingat huruf tersebut secara sempurna. Hal ini dikarenakan sedikitnya waktu belajar huruf dan fokusnya belajar tata bahasa membuat pelajar melupakan untuk belajar huruf. Sehingga pembelajar lebih sering menggunakan huruf romaji dibandingkan dengan huruf kana. Oleh karena itu, diperlukan media yang bisa digunakan siswa secara mandiri. Lembar Kerja Siswa (LKS) merupakan media yang bisa digunakan siswa secara mandiri. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh dari penggunaan Lembar Kerja Siswa (LKS) dalam upaya meningkatkan kemampuan menghapal huruf kana. Penelitian ini menggunakan metode penelitian murni dengan pola “Pretest-Posttest Control Group Design”, yang menggunakan dua kelas yaitu kelas eksperimen dan kelas kontrol. Populasi yang digunakan penulis adalah 50 orang siswa SMA Pasundan 8 Bandung kelas X semester ganjil tahun ajaran 2015/2016. Dengan masing – masing kelas 25 orang untuk kelas eksperimen dan 25 orang untuk kelas kontrol. Instrumen yang digunakan penulis adalah RPP, tes, dan angket. Dari hasil analisis data diketahui nilai rata-rata siswa kelas eksperimen sebelum diberikan perlakuan sebesar 14,56 dan setelah diberikan perlakuan diperoleh nilai 65,92 dengan t hitung sebesar 8,648 dengan db = 48 pada taraf signifikasi 2,02 (5%) dan 2,69 (1 %). Karena t hitung lebih besar dari t tabel, maka hipotesis kerja (Hk) dalam penelitian diterima bahwa media Lembar Kerja Siswa (LKS) efektif dalam meningkatkan kemampuan menghapal huruf kana. Berdasarkan hasil angket diketahui hampir seluruh responden setuju bahwa penggunaan Lembar Kerja Siswa merupakan media yang dapat digunakan sebagai alternatif pembelajaran mandiri dan juga dapat membantu siswa dalam menghapal huruf kana pada pelajaran bahasa Jepang. Kata kunci : Media Lembar Kerja Siswa (LKS), huruf kanaAbstractThe Learner in Senior High Schools who study about Japanese Language, they should learn about kana letter as achievement for the purpose of teaching learning. A lot of students can’t write or read, because they can’t remember the letter in completely. This problem come up because the time they learn is limit, and they focus to learn about grammar, because of that the students forgot to learn about kana letter. The students often use romaj letter than kana letter. Its need media which can used by students independently. The Student Worksheet (LKS) as a media that can be used by the student independently. The purpose of this research is to know the effectiveness of Student Worksheet to improve the ability to memorize kana letter. The method of this research is using pure research with pattern “Pretest-Posttest Control Group Design” which uses two classes,there are experimental class and control class. The population that used by researcher is fifty (50) students from tenth grade (X) of SMA Pasundan 8 Bandung, and implemented in the first semester of the academic year 2015/2016. Each class consist of twenty five student for experimental class and twenty five for control class. The instrument that used by researcher are Lesson Plan (RPP), Test, and Questioner. Before the researcher give the treatment to experimental class, the average value is about 14,56 from data analysis. After the researcher give the treatment to experimental class, the value is about 65,92, with t calculation is about 8,642, db is 48 in significant level 2,02 (5%) and 2,69(1%). Because t calculation higher than t table, the hypothesis (Hk) in this research is accepted, that The Student Worksheet is effective to improve the ability to memorize kana letter. Based on the questioner result, almost respondent are agree that the use of Student Worksheet as a media which can be used as alternative independent learning, also can help the students to memorize kana letter in Japanese Language Subject. Keyword: Media, Student Worksheet (LKS), Kana Letter.

Education in Oceania continues to reflect the embedded implicit and explicit colonial practices and processes from the past. This paper conceptualises a cultural approach to education and leadership appropriate and relevant to the Republic of the Marshall Islands. As elementary school leaders, we highlight Kanne Lobal, a traditional Marshallese navigation practice based on indigenous language, values and practices. We conceptualise and develop Kanne Lobal in this paper as a framework for understanding the usefulness of our indigenous knowledge in leadership and educational practices within formal education. Through bwebwenato, a method of talk story, our key learnings and reflexivities were captured. We argue that realising the value of Marshallese indigenous knowledge and practices for school leaders requires purposeful training of the ways in which our knowledge can be made useful in our professional educational responsibilities. Drawing from our Marshallese knowledge is an intentional effort to inspire, empower and express what education and leadership partnership means for Marshallese people, as articulated by Marshallese themselves. Introduction As noted in the call for papers within the Waikato Journal of Education (WJE) for this special issue, bodies of knowledge and histories in Oceania have long sustained generations across geographic boundaries to ensure cultural survival. For Marshallese people, we cannot really know ourselves “until we know how we came to be where we are today” (Walsh, Heine, Bigler & Stege, 2012). Jitdam Kapeel is a popular Marshallese concept and ideal associated with inquiring into relationships within the family and community. In a similar way, the practice of relating is about connecting the present and future to the past. Education and leadership partnerships are linked and we look back to the past, our history, to make sense and feel inspired to transform practices that will benefit our people. In this paper and in light of our next generation, we reconnect with our navigation stories to inspire and empower education and leadership. Kanne lobal is part of our navigation stories, a conceptual framework centred on cultural practices, values, and concepts that embrace collective partnerships. Our link to this talanoa vā with others in the special issue is to attempt to make sense of connections given the global COVID-19 context by providing a Marshallese approach to address the physical and relational “distance” between education and leadership partnerships in Oceania. Like the majority of developing small island nations in Oceania, the Republic of the Marshall Islands (RMI) has had its share of educational challenges through colonial legacies of the past which continues to drive education systems in the region (Heine, 2002). The historical administration and education in the RMI is one of colonisation. Successive administrations by the Spanish, German, Japanese, and now the US, has resulted in education and learning that privileges western knowledge and forms of learning. This paper foregrounds understandings of education and learning as told by the voices of elementary school leaders from the RMI. The move to re-think education and leadership from Marshallese perspectives is an act of shifting the focus of bwebwenato or conversations that centres on Marshallese language and worldviews. The concept of jelalokjen was conceptualised as traditional education framed mainly within the community context. In the past, jelalokjen was practiced and transmitted to the younger generation for cultural continuity. During the arrival of colonial administrations into the RMI, jelalokjen was likened to the western notions of education and schooling (Kupferman, 2004). Today, the primary function of jelalokjen, as traditional and formal education, it is for “survival in a hostile [and challenging] environment” (Kupferman, 2004, p. 43). Because western approaches to learning in the RMI have not always resulted in positive outcomes for those engaged within the education system, as school leaders who value our cultural knowledge and practices, and aspire to maintain our language with the next generation, we turn to Kanne Lobal, a practice embedded in our navigation stories, collective aspirations, and leadership. The significance in the development of Kanne Lobal, as an appropriate framework for education and leadership, resulted in us coming together and working together. Not only were we able to share our leadership concerns, however, the engagement strengthened our connections with each other as school leaders, our communities, and the Public Schooling System (PSS). Prior to that, many of us were in competition for resources. Educational Leadership: IQBE and GCSL Leadership is a valued practice in the RMI. Before the IQBE programme started in 2018, the majority of the school leaders on the main island of Majuro had not engaged in collaborative partnerships with each other before. Our main educational purpose was to achieve accreditation from the Western Association of Schools and Colleges (WASC), an accreditation commission for schools in the United States. The WASC accreditation dictated our work and relationships and many school leaders on Majuro felt the pressure of competition against each other. We, the authors in this paper, share our collective bwebwenato, highlighting our school leadership experiences and how we gained strength from our own ancestral knowledge to empower “us”, to collaborate with each other, our teachers, communities, as well as with PSS; a collaborative partnership we had not realised in the past. The paucity of literature that captures Kajin Majol (Marshallese language) and education in general in the RMI is what we intend to fill by sharing our reflections and experiences. To move our educational practices forward we highlight Kanne Lobal, a cultural approach that focuses on our strengths, collective social responsibilities and wellbeing. For a long time, there was no formal training in place for elementary school leaders. School principals and vice principals were appointed primarily on their academic merit through having an undergraduate qualification. As part of the first cohort of fifteen school leaders, we engaged in the professional training programme, the Graduate Certificate in School Leadership (GCSL), refitted to our context after its initial development in the Solomon Islands. GCSL was coordinated by the Institute of Education (IOE) at the University of the South Pacific (USP). GCSL was seen as a relevant and appropriate training programme for school leaders in the RMI as part of an Asia Development Bank (ADB) funded programme which aimed at “Improving Quality Basic Education” (IQBE) in parts of the northern Pacific. GCSL was managed on Majuro, RMI’s main island, by the director at the time Dr Irene Taafaki, coordinator Yolanda McKay, and administrators at the University of the South Pacific’s (USP) RMI campus. Through the provision of GCSL, as school leaders we were encouraged to re-think and draw-from our own cultural repository and connect to our ancestral knowledge that have always provided strength for us. This kind of thinking and practice was encouraged by our educational leaders (Heine, 2002). We argue that a culturally-affirming and culturally-contextual framework that reflects the lived experiences of Marshallese people is much needed and enables the disruption of inherent colonial processes left behind by Western and Eastern administrations which have influenced our education system in the RMI (Heine, 2002). Kanne Lobal, an approach utilising a traditional navigation has warranted its need to provide solutions for today’s educational challenges for us in the RMI. Education in the Pacific Education in the Pacific cannot be understood without contextualising it in its history and culture. It is the same for us in the RMI (Heine, 2002; Walsh et al., 2012). The RMI is located in the Pacific Ocean and is part of Micronesia. It was named after a British captain, John Marshall in the 1700s. The atolls in the RMI were explored by the Spanish in the 16th century. Germany unsuccessfully attempted to colonize the islands in 1885. Japan took control in 1914, but after several battles during World War II, the US seized the RMI from them. In 1947, the United Nations made the island group, along with the Mariana and Caroline archipelagos, a U.S. trust territory (Walsh et al, 2012). Education in the RMI reflects the colonial administrations of Germany, Japan, and now the US. Before the turn of the century, formal education in the Pacific reflected western values, practices, and standards. Prior to that, education was informal and not binded to formal learning institutions (Thaman, 1997) and oral traditions was used as the medium for transmitting learning about customs and practices living with parents, grandparents, great grandparents. As alluded to by Jiba B. Kabua (2004), any “discussion about education is necessarily a discussion of culture, and any policy on education is also a policy of culture” (p. 181). It is impossible to promote one without the other, and it is not logical to understand one without the other. Re-thinking how education should look like, the pedagogical strategies that are relevant in our classrooms, the ways to engage with our parents and communities - such re-thinking sits within our cultural approaches and frameworks. Our collective attempts to provide a cultural framework that is relevant and appropriate for education in our context, sits within the political endeavour to decolonize. This means that what we are providing will not only be useful, but it can be used as a tool to question and identify whether things in place restrict and prevent our culture or whether they promote and foreground cultural ideas and concepts, a significant discussion of culture linked to education (Kabua, 2004). Donor funded development aid programmes were provided to support the challenges within education systems. Concerned with the persistent low educational outcomes of Pacific students, despite the prevalence of aid programmes in the region, in 2000 Pacific educators and leaders with support from New Zealand Aid (NZ Aid) decided to intervene (Heine, 2002; Taufe’ulungaki, 2014). In April 2001, a group of Pacific educators and leaders across the region were invited to a colloquium funded by the New Zealand Overseas Development Agency held in Suva Fiji at the University of the South Pacific. The main purpose of the colloquium was to enable “Pacific educators to re-think the values, assumptions and beliefs underlying [formal] schooling in Oceania” (Benson, 2002). Leadership, in general, is a valued practice in the RMI (Heine, 2002). Despite education leadership being identified as a significant factor in school improvement (Sanga & Chu, 2009), the limited formal training opportunities of school principals in the region was a persistent concern. As part of an Asia Development Bank (ADB) funded project, the Improve Quality Basic Education (IQBE) intervention was developed and implemented in the RMI in 2017. Mentoring is a process associated with the continuity and sustainability of leadership knowledge and practices (Sanga & Chu, 2009). It is a key aspect of building capacity and capabilities within human resources in education (ibid). Indigenous knowledges and education research According to Hilda Heine, the relationship between education and leadership is about understanding Marshallese history and culture (cited in Walsh et al., 2012). It is about sharing indigenous knowledge and histories that “details for future generations a story of survival and resilience and the pride we possess as a people” (Heine, cited in Walsh et al., 2012, p. v). This paper is fuelled by postcolonial aspirations yet is grounded in Pacific indigenous research. This means that our intentions are driven by postcolonial pursuits and discourses linked to challenging the colonial systems and schooling in the Pacific region that privileges western knowledge and learning and marginalises the education practices and processes of local people (Thiong’o, 1986). A point of difference and orientation from postcolonialism is a desire to foreground indigenous Pacific language, specifically Majin Majol, through Marshallese concepts. Our collective bwebwenato and conversation honours and values kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness) (Taafaki & Fowler, 2019). Pacific leaders developed the Rethinking Pacific Education Initiative for and by Pacific People (RPEIPP) in 2002 to take control of the ways in which education research was conducted by donor funded organisations (Taufe’ulungaki, 2014). Our former president, Dr Hilda Heine was part of the group of leaders who sought to counter the ways in which our educational and leadership stories were controlled and told by non-Marshallese (Heine, 2002). As a former minister of education in the RMI, Hilda Heine continues to inspire and encourage the next generation of educators, school leaders, and researchers to re-think and de-construct the way learning and education is conceptualised for Marshallese people. The conceptualisation of Kanne Lobal acknowledges its origin, grounded in Marshallese navigation knowledge and practice. Our decision to unpack and deconstruct Kanne Lobal within the context of formal education and leadership responds to the need to not only draw from indigenous Marshallese ideas and practice but to consider that the next generation will continue to be educated using western processes and initiatives particularly from the US where we get a lot of our funding from. According to indigenous researchers Dawn Bessarab and Bridget Ng’andu (2010), doing research that considers “culturally appropriate processes to engage with indigenous groups and individuals is particularly pertinent in today’s research environment” (p. 37). Pacific indigenous educators and researchers have turned to their own ancestral knowledge and practices for inspiration and empowerment. Within western research contexts, the often stringent ideals and processes are not always encouraging of indigenous methods and practices. However, many were able to ground and articulate their use of indigenous methods as being relevant and appropriate to capturing the realities of their communities (Nabobo-Baba, 2008; Sualii-Sauni & Fulu-Aiolupotea, 2014; Thaman, 1997). At the same time, utilising Pacific indigenous methods and approaches enabled research engagement with their communities that honoured and respected them and their communities. For example, Tongan, Samoan, and Fijian researchers used the talanoa method as a way to capture the stories, lived realities, and worldviews of their communities within education in the diaspora (Fa’avae, Jones, & Manu’atu, 2016; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014; Vaioleti, 2005). Tok stori was used by Solomon Islander educators and school leaders to highlight the unique circles of conversational practice and storytelling that leads to more positive engagement with their community members, capturing rich and meaningful narratives as a result (Sanga & Houma, 2004). The Indigenous Aborigine in Australia utilise yarning as a “relaxed discussion through which both the researcher and participant journey together visiting places and topics of interest relevant” (Bessarab & Ng’andu, 2010, p. 38). Despite the diverse forms of discussions and storytelling by indigenous peoples, of significance are the cultural protocols, ethics, and language for conducting and guiding the engagement (Bessarab & Ng’andu, 2010; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014). Through the ethics, values, protocols, and language, these are what makes indigenous methods or frameworks unique compared to western methods like in-depth interviews or semi-structured interviews. This is why it is important for us as Marshallese educators to frame, ground, and articulate how our own methods and frameworks of learning could be realised in western education (Heine, 2002; Jetnil-Kijiner, 2014). In this paper, we utilise bwebwenato as an appropriate method linked to “talk story”, capturing our collective stories and experiences during GCSL and how we sought to build partnerships and collaboration with each other, our communities, and the PSS. Bwebwenato and drawing from Kajin Majel Legends and stories that reflect Marshallese society and its cultural values have survived through our oral traditions. The practice of weaving also holds knowledge about our “valuable and earliest sources of knowledge” (Taafaki & Fowler, 2019, p. 2). The skilful navigation of Marshallese wayfarers on the walap (large canoes) in the ocean is testament of their leadership and the value they place on ensuring the survival and continuity of Marshallese people (Taafaki & Fowler, 2019; Walsh et al., 2012). During her graduate study in 2014, Kathy Jetnil-Kijiner conceptualised bwebwenato as being the most “well-known form of Marshallese orality” (p. 38). The Marshallese-English dictionary defined bwebwenato as talk, conversation, story, history, article, episode, lore, myth, or tale (cited in Jetnil Kijiner, 2014). Three years later in 2017, bwebwenato was utilised in a doctoral project by Natalie Nimmer as a research method to gather “talk stories” about the experiences of 10 Marshallese experts in knowledge and skills ranging from sewing to linguistics, canoe-making and business. Our collective bwebwenato in this paper centres on Marshallese ideas and language. The philosophy of Marshallese knowledge is rooted in our “Kajin Majel”, or Marshallese language and is shared and transmitted through our oral traditions. For instance, through our historical stories and myths. Marshallese philosophy, that is, the knowledge systems inherent in our beliefs, values, customs, and practices are shared. They are inherently relational, meaning that knowledge systems and philosophies within our world are connected, in mind, body, and spirit (Jetnil-Kijiner, 2014; Nimmer, 2017). Although some Marshallese believe that our knowledge is disappearing as more and more elders pass away, it is therefore important work together, and learn from each other about the knowledges shared not only by the living but through their lamentations and stories of those who are no longer with us (Jetnil-Kijiner, 2014). As a Marshallese practice, weaving has been passed-down from generation to generation. Although the art of weaving is no longer as common as it used to be, the artefacts such as the “jaki-ed” (clothing mats) continue to embody significant Marshallese values and traditions. For our weavers, the jouj (check spelling) is the centre of the mat and it is where the weaving starts. When the jouj is correct and weaved well, the remainder and every other part of the mat will be right. The jouj is symbolic of the “heart” and if the heart is prepared well, trained well, then life or all other parts of the body will be well (Taafaki & Fowler, 2019). In that light, we have applied the same to this paper. Conceptualising and drawing from cultural practices that are close and dear to our hearts embodies a significant ontological attempt to prioritize our own knowledge and language, a sense of endearment to who we are and what we believe education to be like for us and the next generation. The application of the phrase “Majolizing '' was used by the Ministry of Education when Hilda Heine was minister, to weave cultural ideas and language into the way that teachers understand the curriculum, develop lesson plans and execute them in the classroom. Despite this, there were still concerns with the embedded colonized practices where teachers defaulted to eurocentric methods of doing things, like the strategies provided in the textbooks given to us. In some ways, our education was slow to adjust to the “Majolizing '' intention by our former minister. In this paper, we provide Kanne Lobal as a way to contribute to the “Majolizing intention” and perhaps speed up yet still be collectively responsible to all involved in education. Kajin Wa and Kanne Lobal “Wa” is the Marshallese concept for canoe. Kajin wa, as in canoe language, has a lot of symbolic meaning linked to deeply-held Marshallese values and practices. The canoe was the foundational practice that supported the livelihood of harsh atoll island living which reflects the Marshallese social world. The experts of Kajin wa often refer to “wa” as being the vessel of life, a means and source of sustaining life (Kelen, 2009, cited in Miller, 2010). “Jouj” means kindness and is the lower part of the main hull of the canoe. It is often referred to by some canoe builders in the RMI as the heart of the canoe and is linked to love. The jouj is one of the first parts of the canoe that is built and is “used to do all other measurements, and then the rest of the canoe is built on top of it” (Miller, 2010, p. 67). The significance of the jouj is that when the canoe is in the water, the jouj is the part of the hull that is underwater and ensures that all the cargo and passengers are safe. For Marshallese, jouj or kindness is what living is about and is associated with selflessly carrying the responsibility of keeping the family and community safe. The parts of the canoe reflect Marshallese culture, legend, family, lineage, and kinship. They embody social responsibilities that guide, direct, and sustain Marshallese families’ wellbeing, from atoll to atoll. For example, the rojak (boom), rojak maan (upper boom), rojak kōrā (lower boom), and they support the edges of the ujelā/ujele (sail) (see figure 1). The literal meaning of rojak maan is male boom and rojak kōrā means female boom which together strengthens the sail and ensures the canoe propels forward in a strong yet safe way. Figuratively, the rojak maan and rojak kōrā symbolise the mother and father relationship which when strong, through the jouj (kindness and love), it can strengthen families and sustain them into the future. Figure 1. Parts of the canoe Source: https://www.canoesmarshallislands.com/2014/09/names-of-canoe-parts/ From a socio-cultural, communal, and leadership view, the canoe (wa) provides understanding of the relationships required to inspire and sustain Marshallese peoples’ education and learning. We draw from Kajin wa because they provide cultural ideas and practices that enable understanding of education and leadership necessary for sustaining Marshallese people and realities in Oceania. When building a canoe, the women are tasked with the weaving of the ujelā/ujele (sail) and to ensure that it is strong enough to withstand long journeys and the fierce winds and waters of the ocean. The Kanne Lobal relates to the front part of the ujelā/ujele (sail) where the rojak maan and rojak kōrā meet and connect (see the red lines in figure 1). Kanne Lobal is linked to the strategic use of the ujelā/ujele by navigators, when there is no wind north wind to propel them forward, to find ways to capture the winds so that their journey can continue. As a proverbial saying, Kanne Lobal is used to ignite thinking and inspire and transform practice particularly when the journey is rough and tough. In this paper we draw from Kanne Lobal to ignite, inspire, and transform our educational and leadership practices, a move to explore what has always been meaningful to Marshallese people when we are faced with challenges. The Kanne Lobal utilises our language, and cultural practices and values by sourcing from the concepts of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). A key Marshallese proverb, “Enra bwe jen lale rara”, is the cultural practice where families enact compassion through the sharing of food in all occurrences. The term “enra” is a small basket weaved from the coconut leaves, and often used by Marshallese as a plate to share and distribute food amongst each other. Bwe-jen-lale-rara is about noticing and providing for the needs of others, and “enra” the basket will help support and provide for all that are in need. “Enra-bwe-jen-lale-rara” is symbolic of cultural exchange and reciprocity and the cultural values associated with building and maintaining relationships, and constantly honouring each other. As a Marshallese practice, in this article we share our understanding and knowledge about the challenges as well as possible solutions for education concerns in our nation. In addition, we highlight another proverb, “wa kuk wa jimor”, which relates to having one canoe, and despite its capacity to feed and provide for the individual, but within the canoe all people can benefit from what it can provide. In the same way, we provide in this paper a cultural framework that will enable all educators to benefit from. It is a framework that is far-reaching and relevant to the lived realities of Marshallese people today. Kumit relates to people united to build strength, all co-operating and working together, living in peace, harmony, and good health. Kanne Lobal: conceptual framework for education and leadership An education framework is a conceptual structure that can be used to capture ideas and thinking related to aspects of learning. Kanne Lobal is conceptualised and framed in this paper as an educational framework. Kanne Lobal highlights the significance of education as a collective partnership whereby leadership is an important aspect. Kanne Lobal draws-from indigenous Marshallese concepts like kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness, heart). The role of a leader, including an education leader, is to prioritise collective learning and partnerships that benefits Marshallese people and the continuity and survival of the next generation (Heine, 2002; Thaman, 1995). As described by Ejnar Aerōk, an expert canoe builder in the RMI, he stated: “jerbal ippān doon bwe en maron maan wa e” (cited in Miller, 2010, p. 69). His description emphasises the significance of partnerships and working together when navigating and journeying together in order to move the canoe forward. The kubaak, the outrigger of the wa (canoe) is about “partnerships”. For us as elementary school leaders on Majuro, kubaak encourages us to value collaborative partnerships with each other as well as our communities, PSS, and other stakeholders. Partnerships is an important part of the Kanne Lobal education and leadership framework. It requires ongoing bwebwenato – the inspiring as well as confronting and challenging conversations that should be mediated and negotiated if we and our education stakeholders are to journey together to ensure that the educational services we provide benefits our next generation of young people in the RMI. Navigating ahead the partnerships, mediation, and negotiation are the core values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). As an organic conceptual framework grounded in indigenous values, inspired through our lived experiences, Kanne Lobal provides ideas and concepts for re-thinking education and leadership practices that are conducive to learning and teaching in the schooling context in the RMI. By no means does it provide the solution to the education ills in our nation. However, we argue that Kanne Lobal is a more relevant approach which is much needed for the negatively stigmatised system as a consequence of the various colonial administrations that have and continue to shape and reframe our ideas about what education should be like for us in the RMI. Moreover, Kannel Lobal is our attempt to decolonize the framing of education and leadership, moving our bwebwenato to re-framing conversations of teaching and learning so that our cultural knowledge and values are foregrounded, appreciated, and realised within our education system. Bwebwenato: sharing our stories In this section, we use bwebwenato as a method of gathering and capturing our stories as data. Below we capture our stories and ongoing conversations about the richness in Marshallese cultural knowledge in the outer islands and on Majuro and the potentialities in Kanne Lobal. Danny Jim When I was in third grade (9-10 years of age), during my grandfather’s speech in Arno, an atoll near Majuro, during a time when a wa (canoe) was being blessed and ready to put the canoe into the ocean. My grandfather told me the canoe was a blessing for the family. “Without a canoe, a family cannot provide for them”, he said. The canoe allows for travelling between places to gather food and other sources to provide for the family. My grandfather’s stories about people’s roles within the canoe reminded me that everyone within the family has a responsibility to each other. Our women, mothers and daughters too have a significant responsibility in the journey, in fact, they hold us, care for us, and given strength to their husbands, brothers, and sons. The wise man or elder sits in the middle of the canoe, directing the young man who help to steer. The young man, he does all the work, directed by the older man. They take advice and seek the wisdom of the elder. In front of the canoe, a young boy is placed there and because of his strong and youthful vision, he is able to help the elder as well as the young man on the canoe. The story can be linked to the roles that school leaders, teachers, and students have in schooling. Without each person knowing intricately their role and responsibility, the sight and vision ahead for the collective aspirations of the school and the community is difficult to comprehend. For me, the canoe is symbolic of our educational journey within our education system. As the school leader, a central, trusted, and respected figure in the school, they provide support for teachers who are at the helm, pedagogically striving to provide for their students. For without strong direction from the school leaders and teachers at the helm, the students, like the young boy, cannot foresee their futures, or envisage how education can benefit them. This is why Kanne Lobal is a significant framework for us in the Marshall Islands because within the practice we are able to take heed and empower each other so that all benefit from the process. Kanne Lobal is linked to our culture, an essential part of who we are. We must rely on our own local approaches, rather than relying on others that are not relevant to what we know and how we live in today’s society. One of the things I can tell is that in Majuro, compared to the outer islands, it’s different. In the outer islands, parents bring children together and tell them legends and stories. The elders tell them about the legends and stories – the bwebwenato. Children from outer islands know a lot more about Marshallese legends compared to children from the Majuro atoll. They usually stay close to their parents, observe how to prepare food and all types of Marshallese skills. Loretta Joseph Case There is little Western influence in the outer islands. They grow up learning their own culture with their parents, not having tv. They are closely knit, making their own food, learning to weave. They use fire for cooking food. They are more connected because there are few of them, doing their own culture. For example, if they’re building a house, the ladies will come together and make food to take to the males that are building the house, encouraging them to keep on working - “jemjem maal” (sharpening tools i.e. axe, like encouraging workers to empower them). It’s when they bring food and entertainment. Rubon Rubon Togetherness, work together, sharing of food, these are important practices as a school leader. Jemjem maal – the whole village works together, men working and the women encourage them with food and entertainment. All the young children are involved in all of the cultural practices, cultural transmission is consistently part of their everyday life. These are stronger in the outer islands. Kanne Lobal has the potential to provide solutions using our own knowledge and practices. Connie Joel When new teachers become a teacher, they learn more about their culture in teaching. Teaching raises the question, who are we? A popular saying amongst our people, “Aelon kein ad ej aelon in manit”, means that “Our islands are cultural islands”. Therefore, when we are teaching, and managing the school, we must do this culturally. When we live and breathe, we must do this culturally. There is more socialising with family and extended family. Respect the elderly. When they’re doing things the ladies all get together, in groups and do it. Cut the breadfruit, and preserve the breadfruit and pandanus. They come together and do it. Same as fishing, building houses, building canoes. They use and speak the language often spoken by the older people. There are words that people in the outer islands use and understand language regularly applied by the elderly. Respect elderly and leaders more i.e., chiefs (iroj), commoners (alap), and the workers on the land (ri-jerbal) (social layer under the commoners). All the kids, they gather with their families, and go and visit the chiefs and alap, and take gifts from their land, first produce/food from the plantation (eojōk). Tommy Almet The people are more connected to the culture in the outer islands because they help one another. They don’t have to always buy things by themselves, everyone contributes to the occasion. For instance, for birthdays, boys go fishing, others contribute and all share with everyone. Kanne Lobal is a practice that can bring people together – leaders, teachers, stakeholders. We want our colleagues to keep strong and work together to fix problems like students and teachers’ absenteeism which is a big problem for us in schools. Demetria Malachi The culture in the outer islands are more accessible and exposed to children. In Majuro, there is a mixedness of cultures and knowledges, influenced by Western thinking and practices. Kanne Lobal is an idea that can enhance quality educational purposes for the RMI. We, the school leaders who did GCSL, we want to merge and use this idea because it will help benefit students’ learning and teachers’ teaching. Kanne Lobal will help students to learn and teachers to teach though traditional skills and knowledge. We want to revitalize our ways of life through teaching because it is slowly fading away. Also, we want to have our own Marshallese learning process because it is in our own language making it easier to use and understand. Essentially, we want to proudly use our own ways of teaching from our ancestors showing the appreciation and blessings given to us. Way Forward To think of ways forward is about reflecting on the past and current learnings. Instead of a traditional discussion within a research publication, we have opted to continue our bwebwenato by sharing what we have learnt through the Graduate Certificate in School Leadership (GCSL) programme. Our bwebwenato does not end in this article and this opportunity to collaborate and partner together in this piece of writing has been a meaningful experience to conceptualise and unpack the Kanne Lobal framework. Our collaborative bwebwenato has enabled us to dig deep into our own wise knowledges for guidance through mediating and negotiating the challenges in education and leadership (Sanga & Houma, 2004). For example, bwe-jen-lale-rara reminds us to inquire, pay attention, and focus on supporting the needs of others. Through enra-bwe-jen-lale-rara, it reminds us to value cultural exchange and reciprocity which will strengthen the development and maintaining of relationships based on ways we continue to honour each other (Nimmer, 2017). We not only continue to support each other, but also help mentor the next generation of school leaders within our education system (Heine, 2002). Education and leadership are all about collaborative partnerships (Sanga & Chu, 2009; Thaman, 1997). Developing partnerships through the GCSL was useful learning for us. It encouraged us to work together, share knowledge, respect each other, and be kind. The values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity) are meaningful in being and becoming and educational leader in the RMI (Jetnil-Kijiner, 2014; Miller, 2010; Nimmer, 2017). These values are meaningful for us practice particularly given the drive by PSS for schools to become accredited. The workshops and meetings delivered during the GCSL in the RMI from 2018 to 2019 about Kanne Lobal has given us strength to share our stories and experiences from the meeting with the stakeholders. But before we met with the stakeholders, we were encouraged to share and speak in our language within our courses: EDP05 (Professional Development and Learning), EDP06 (School Leadership), EDP07 (School Management), EDP08 (Teaching and Learning), and EDP09 (Community Partnerships). In groups, we shared our presentations with our peers, the 15 school leaders in the GCSL programme. We also invited USP RMI staff. They liked the way we presented Kannel Lobal. They provided us with feedback, for example: how the use of the sail on the canoe, the parts and their functions can be conceptualised in education and how they are related to the way that we teach our own young people. Engaging stakeholders in the conceptualisation and design stages of Kanne Lobal strengthened our understanding of leadership and collaborative partnerships. Based on various meetings with the RMI Pacific Resources for Education and Learning (PREL) team, PSS general assembly, teachers from the outer islands, and the PSS executive committee, we were able to share and receive feedback on the Kanne Lobal framework. The coordinators of the PREL programme in the RMI were excited by the possibilities around using Kanne Lobal, as a way to teach culture in an inspirational way to Marshallese students. Our Marshallese knowledge, particularly through the proverbial meaning of Kanne Lobal provided so much inspiration and insight for the groups during the presentation which gave us hope and confidence to develop the framework. Kanne Lobal is an organic and indigenous approach, grounded in Marshallese ways of doing things (Heine, 2002; Taafaki & Fowler, 2019). Given the persistent presence of colonial processes within the education system and the constant reference to practices and initiatives from the US, Kanne Lobal for us provides a refreshing yet fulfilling experience and makes us feel warm inside because it is something that belongs to all Marshallese people. Conclusion Marshallese indigenous knowledge and practices provide meaningful educational and leadership understanding and learnings. They ignite, inspire, and transform thinking and practice. The Kanne Lobal conceptual framework emphasises key concepts and values necessary for collaborative partnerships within education and leadership practices in the RMI. The bwebwenato or talk stories have been insightful and have highlighted the strengths and benefits that our Marshallese ideas and practices possess when looking for appropriate and relevant ways to understand education and leadership. 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Assessment & Evaluation in Higher Education (Abingdon, UK) 30.4 (2005), 387–415.05–159Savage, Robert (Institute of Education, London U, UK) & Carless, Sue, Learning support assistants can deliver effective reading interventions for ‘at-risk’ children. Educational Research (Abingdon, UK) 47.1 (2005), 45–61.05–160Schmenk, B. (U of Waterloo, Canada), Globalizing learner autonomy. TESOL Quarterly (Alexandria, VA, USA) 39.1 (2005), 107–118.05–161Sheard, Susan & Markham, Selby (Monash U, Australia), Web based learning environments: developing a framework for evaluation. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.4 (2005), 353–368.05–162Smartt, Jerry, T. (Friends U, USA) & Scudder, Rosalind R., Immersion study abroad in Mexico: using repair behaviors to assess proficiency changes. 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04–164Aronin, Larissa (U. of Haifa, Israel; Email: Larisa@research.haifa.ac.il) and Ó Laorie, Muiris. Multilingual students' awareness of their language teacher's other languages. Language Awareness (Clevedon, UK), 12, 3&4 (2003), 204–19.04–165Beatty, Ken (City U., Hong Kong; Email: Isken@cityu.edu.hk) and Nunan, David. Computer-mediated collaborative learning. System (Oxford, UK), 32, 2 (2004), 165–83.04–166Berry, Roger (Lingnan U., Hong Kong; Email: rogerb@ln.edu.hk). Awareness of metalanguage. Language Awareness (Clevedon, UK), 13, 1 (2004), 1–16.04–167Chang, Jin-Tae (Woosong University, Korea; Email: jtchang@lion.woosong.ac.kr). Quasi-spoken interactions in CMC: email and chatting content analysis. English Teaching (Anseonggun, South Korea), 58, 3 (2003), 95–122.04–168Chung, Hyun-Sook (International Graduate School of English, South Korea; Email: sook@igse.ac.kr). 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China’s social and economic development has developed rapidly in recent years. International trade is getting closer and closer, trade and cultural exchanges with Japan have increased year by year. China’s foreign policy gradually develops towards internationalization. Japanese language plays a very important role in the process of friendly cooperation between China and Japan. At this juncture and circumstances, many universities have added Japanese language majors in order to improve the Japanese language communication skills among domestic college students and learn more about Japanese language and culture. Compared with English, Japanese is not a widely spoken language. Moreover, the Japanese language is used less frequently and has a smaller range of application. At present, Japanese has not become a major language communication tool for Chinese and as well as for foreign communication. Some universities still use the traditional teaching methods of the past to teach Japanese language. Teachers are not capable enough, it simply cannot meet the actual development needs of modern society, which requires us to pay enough attention to the teaching of Japanese in colleges and universities, in our work we summarize the problems existing in the teaching process of Japanese language today, and formulate corresponding perfect countermeasures.

Research in language learning indicates that process drama (PD), an educational approach where students and teachers work in and out of role to explore themes and issues, can be well suited to the Japanese higher education (HE) context. Despite the benefits highlighted in the literature, PD remains a niche approach to language teaching and learning, with a limited number of practitioners in Japan. This study seeks to uncover language teachers’ experiences of becoming Process Drama Practitioners (PDPs) and using and sharing PD as an English language teaching approach in Japanese HE. Data were collected via in-depth interviews with six experienced PDPs. The findings indicate that prior positive experiences with drama was an encouraging factor of the adoption and self-directed initial use of PD in their teaching practices. Positive student outcomes and feedback were primary motivators for continued use of PD. Experiences of sharing PD led to a perceived need to distinguish PD from theatre-based approaches and establish connections to familiar approaches to language teaching.

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The existent research details pedagogical benefits of infographics in enhancing communication, comprehension, learning, and motivation, while more research on the potential educational benefits of using infographics is needed regarding their application in second language acquisition. The aim of this study was specifically to investigate the effects of using infographics as a supplemental teaching tool in EFL classes with a focus on learning outcomes and English learning motivation. The study was conducted in two lower-intermediate English classes at a Japanese university. An infographic of the grammar points of simple past/past continuous was designed and applied as a supplement to the textbook-related content. One class was taught in a textbook-infographic order and the other vice versa. Participants’ understanding of the target grammar points and English learning motivation were measured. The findings suggested that students were able to learn effectively using the provided infographics, but it is more effective to use infographics after the textbook teaching. Students showed higher English language learning motivation after the interventions and a high interest in using infographics in their English language course. Teaching advices on using infographics in EFL classes were discussed.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0258/a.php" alt="Hit counter" /></p>

New Zealand is a multilingual and multicultural society, where English, Maori, and the New Zealand sign language are designated as its official languages. However, some heritage languages (e.g., Chinese/Mandarin Chinese, French, German, Japanese, and Korean, among others) are also taught either within or outside the national education system. During the past decade, an increasing number of students have chosen Mandarin Chinese (hereafter “Chinese”) as an additional language (CAL) because of its fast-growing importance. To date, studies regarding CAL are mainly based on the mainstream Chinese programs (i.e., in schools or universities) or online platforms, with less attention paid to other types of teaching contexts (e.g., family-based and private tutoring contexts) where there also exist many potential challenges awaiting teachers. To fill in this gap, this study, based on a teaching program consisting of two families in New Zealand, explored the trajectories of a CAL teacher’s emotional labor for 47 weeks to understand how she managed her emotions when she taught the language as well as balanced the relationship among the three parties: the institution, the two families, and herself. Narrative inquiry was used as a methodological approach. The data involved written and spoken narratives. Using inductive and deductive thematic analysis, findings revealed her different understandings of the emotional labor in the two families, respectively, during the program. Further analysis of the data revealed some factors that impacted her emotional labor and how they impacted her teaching in a family-based context. We concluded our study with a discussion of the implications of these findings for teaching CAL in similar contexts.

Abstract This mixed-methods study explored the development of morphological awareness in learning Chinese as a third language, focusing on how the activation of a learner’s multilingual repertoire can influence morphological awareness. The study was conducted for a period of eight weeks with 62 Japanese students in a Chinese learning program at a university in China. The students are native Japanese speakers with English and Chinese as their second and third languages. The students were allocated into an experimental group and a control group. The experimental group received translanguaging instruction, while the control group completed learning through the monolingual approach for which the language of instruction was Chinese. The main aim of the translanguaging intervention was to help students utilize their multilinguistic repertoire across languages for their morphology learning. The results revealed that morphology learning scores were higher for the participants in the experimental group than the control group. The focus group interviews revealed that the students in the experimental group favorably perceived the use of translanguaging strategies for morphology learning. Moreover, the students in the experimental group reported cognitive, interactive, and affective benefits from translanguaging pedagogy. Finally, this paper presents relevant implications for the use of translanguaging pedagogy for teaching morphology.

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Since 1952, Spanish has been included as a Degree in the Foreign Language Studies in the higher education system of China. The number of Spanish students has gradually increased and, until March 2020, with 6 Universities recently approved by the Chinese Ministry of Education (MOE), there are 102 Chinese universities that teach Spanish as a university degree. In 2017, the MOE of the People's Republic of China (PRC) published the Curriculum Plan in the Higher Secondary Schools, which incorporated the teaching of Spanish as a teaching option along with other languages, such as English, Japanese, Russian, German, and French. In the following year, during the Chinese President's state visit to Spain, a cooperation agreement was signed between the Royal Spanish Academy (abbreviated as RAE for its Spanish name) and SISU, under which a RAE-SISU Joint Research Centre was established. This study aims to publicize the situation of Spanish teaching in China, showing how a language can become a cultural and language tourism resource for Spain. An empirical study of student profiles was carried out at one of the most prestigious universities with reference to Spanish teaching in China, SISU. The data were obtained through primary sources employing a survey sent to the Chinese students studying their bachelor's degree of Spanish Philology, obtaining a sample of 159 students. The results revealed information on the studies carried out, also reviewing the most popular universities among the Chinese students in Spain, their stay period, and the destination image that the students have. The data will serve to show the opportunities for Spain as a destination for language tourism for the Chinese market. One of the implications of this study would be that it helps to explain how Spain can design a product for a niche market that demands Spain as a destination for language and cultural tourism.

Abstract Background International immigration to Japan, where homogeneous ethnicity is a population characteristic, has been growing. Although immigration is recognised as a risk factor for multiple mental-health related issues, there are few regional reports on foreign nationals accessing the psychiatric services in Japan. We aimed to reveal their current status and provide information to develop an optimal service system. Methods A multicentre retrospective document review research was conducted. The subjects were foreign nationals who resided in Japan and presented at the psychiatry departments in three core regional hospitals in the Keihin region, which faces Tokyo Bay and is well known to include the largest traditional industrial zone in Japan, over a period of 3 years. We investigated the patients’ demographic and clinical information including country/region of origin, spoken language, use of a medical interpreter, pathway to hospitals and outcome. Results The percentage of foreign patients among all patients (1.4%) was quite low. Their age distribution (45.8 years on average) was dissociated from the age distribution of foreign nationals who resided in Japan. Regarding the country/region of origin, China (35.1%) was the most common country, followed by the Philippines, Korea and Brazil. Several subjects (22.9%) could not speak Japanese; therefore, interpretation was required by family members/friends (17.1%) or a professional interpreter (5.4%). Neurotic and stress-related disorders were the most common diagnosis (24.4%). The proportion of psychoactive substance use was higher than that for Japanese national data as immigrants are known to be at risk for it. Conclusions The results suggest that foreign nationals who reside in Japan are less likely to contact appropriate services for mental illness, especially young people at relatively high risk of mental illness do not access services. Furthermore, lack of medical interpreters may impede the mental health conditions of foreign nationals. The development of a community-based integrated care system accessible to foreign nationals seems to be indispensable.

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(The Pennsylvania State U, USA; jab63@psu.edu) & Nina Vyatkina, Learner corpus analysis and the development of L2 pragmatic competence in networked intercultural language study: The case of German modal particles. The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 17–48.06–24Bird, Stephen (U Brunei Darussalam, Brunei; sbird@fass.ubd.edu.bn), Language learning edutainment: Mixing motives in digital resources. RELC Journal (Sage) 36.3 (2005), 311–339.06–25Carrington, Victoria (U Plymouth, UK), The uncanny, digital texts and literacy. Language and Education (Multilingual Matters) 19.6 (2005), 467–482.06–26Chung, Yang-Gyun (International Languages Program, Ottawa, Canada; jchung2536@rogers.com), Barbara Graves, Mari Wesche & Marion Barfurth, Computer-mediated communication in Korean–English chat rooms: Tandem learning in an international languages program. 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The Language Teacher (Japan Association for Language Teaching) 29.12 (2005), 3–9.06–35Gass, Susan (Michigan State U, USA; gass@msu.edu), Alison Mackey & Lauren Ross-Feldman, Task-based interactions in classroom and laboratory settings. Language Learning (Blackwell) 55.4 (2005), 575–611.06–36Gatbonton, Elizabeth, Pavel Trofimovich & Michael Magid (Concordia U, USA), Learners' ethnic group affiliation and L2 pronunciation accuracy: A sociolinguistic investigation. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 489–512.06–37Gerjets, Peter & Friedrich Hesse (Knowledge Media Research Center, Germany; p.gerjets@iwm-kmrc.de), When are powerful learning environments effective? The role of learner activities and of students' conceptions of educational technology. 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Assessing learners’ individual differences helps identify students who need teacher support in classrooms. Previous studies have examined second language (L2) achievement based on reading anxiety because reading is an input-based activity essential for successful L2 learning. This study applied a latent rank model to identify L2 learners who are likely to be struggling or successful in classrooms according to their L2 reading anxiety symptoms. Moreover, a psychometric function was developed to determine the cutoff anxiety scores that discriminate against their substantial differences. The model was applied to responses from the Foreign Language Reading Anxiety Scale (FLRAS) provided by 335 Japanese learners of English. The results showed that the FLRAS classified students into three ranked groups with ordinal information regarding L2 reading anxiety. Rank 1 exhibited good conditions in L2 reading anxiety. Rank 2 reported high anxiety toward unfamiliar grammar during L2 reading. Rank 3 had even higher anxiety levels, especially for vocabulary and grammatical knowledge deficits and reading difficulty. The cutoff anxiety scores estimated by the model detected students who failed their L2 class with 79% accuracy. Theoretical, methodological, and pedagogical issues in language anxiety were discussed in terms of diagnosis and different approaches to teaching L2 reading.

05–587Allwright, Dick (U of Lancaster; r.allwright@lancaster.ac.uk), Developing principles for practitioner research: the case of exploratory practice. The Modern Language Journal (Malden, MA, USA) 89.3 (2005), 353–366.05–588De Klerk, Vivian (Rhodes U, South Africa; v.deklerk@ru.ac), The use ofactuallyin spoken Xhosa English: a corpus study. World Englishes (Oxford, UK) 24.3 (2005), 275–288.05–589E, He An (The Hong Kong Institute of Education, Hong Kong, China), Use of verbs in teacher talk: a comparison study between LETs and NETs. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 9.2 (2004), 38–54.05–590Erdener, V. Doǧu & Denis K. Burnham (U of Western Sydney, Australia; d.erdener@uws.edu.au), The role of audiovisual speech and orthographic information in nonnative speech production. Language Learning (Malden, MA, USA) 55.2 (2005), 191–228.05–591Hosoda, Yuri (Kanagawa U, Japan), Directives and assessments in Japanese native and nonnative conversation. JALT Journal (Tokyo, Japan) 27.1 (2005), 5–31.05–592Hu, Xiaoling, Nigel Williamson & Jamie McLaughlin (U of Sheffield, UK; x.l.hu@sheffield.ac.uk), Sheffield corpus of Chinese for diachronic linguistic study. Literary and Linguistic Computing (Oxford, UK) 20.3 (2005), 281–293.05–593Hudson, Richard (U College London, UK) & John Walmsley, The English Patient: English grammar and teaching in the twentieth century. Journal of Linguistics (Cambridge, UK) 41.3 (2005), 593–622.05–594Johnson, Greer Cavallaro (Griffith U, Australia; g.johnson@griffith.edu.au), Simon Clarke & Neil Dempster, The discursive (re)construction of parents in school texts. Language and Education (Clevedon, UK) 19.5 (2005), 380–399.05–595Ohta, Amy Snyder (U of Washington, USA; aohta@u.washington.edu), Interlanguage pragmatics in the zone of proximal development. System (Amsterdam, the Netherlands) 33.3 (2005), 503–517.05–596Pica, Teresa (U of Pennsylvania, Philadelphia, USA; teresap@gse.upenn.edu), Classroom learning, teaching, and research: a task-based perspective. The Modern Language Journal (Malden, MA, USA) 89.3 (2005), 339–352.05–597Sardinha, Berber (Pontifícia Universidade Católica de São Paulo (PUC-SP), Brazil), A influência do tamanho do corpus de referência na obtenção de palavaras-chave usando o programa computacional WordSmith Tools [The influence of reference corpus size on WordSmith Tools keywords extraction]. The ESPecialist (São Paulo, Brazil) 26.2 (2005), 183–204.05–598Seedhouse, Paul (U of Newcastle upon Tyne, UK; paul.seedhouse@ncl.ac.uk), ‘Task’ as research construct. Language Learning (Malden, MA, USA) 55.3 (2005), 533–570.05–599Spada, Nina (U of Toronto, Canada; nspada@oise.utoronto.ca), Conditions and challenges in developing school-based SLA research programs. The Modern Language Journal (Malden, MA, USA) 89.3 (2005), 328–338.05–600Von Staa, Betina (Pontifícia Universidade Católica de São Paulo (PUC-SP), Brazil), Deselvomiento de interpretações literárias lógicas e coerentes [Development of loigical and coherent literary interpretations]. The ESPecialist (São Paulo, Brazil) 26.2 (2005), 157–181.05–601Wong, Jock (Australian National U, Canberra, Australia; jock.wong@anu.edu.au), ‘Why you so Singlishone?’A semantic and cultural interpretation of the Singapore English particleone. Language in Society (Cambridge, UK), 34.2 (2005), 239–275.

06–652Angelova, Maria (Cleveland State U, USA), Delmi Gunawardena & Dinah Volk, Peer teaching and learning: co-constructing language in a dual language first grade. Language and Education (Mutilingual Matters) 20.2 (2006), 173–190.06–653Asada, Hirofumi (Fukuoka Jogakuin U, Japan), Longitudinal effects of informal language in formal L2 instruction. JALT Journal (Japan Association for Language Teaching) 28.1 (2006), 39–56.06–654Birdsong, David (U Texas, USA), Nativelikeness and non-nativelikeness in L2A research. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 43.4 (2005), 319–328.06–655Bruen, Jennifer (Dublin City U, Ireland), Educating Europeans? Language planning and policy in higher education institutions in Ireland. Language and International Communication (Multilingual Matters) 5.3&4 (2005), 237–248.06–656Carpenter, Helen (Georgetown U, USA; carpenth@georgetown.edu), K. 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Applied Liguistics (Oxford University Press) 27.1 (2006), 1–24.06–665Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz), Shawn Loewen & Rosemary Erlam, Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 339–368.06–666Ghabanchi, Zargham (Sabzevar Teacher Training U, Iran; zghabanchi@sttu.ac.ir), Marjan Vosooghi, The role of explicit contrastive instruction in learning difficult L2 grammatical forms: A cross-linguistic approach to language awareness. The Reading Matrix (Readingmatrix.com) 6.1 (2006), 121–130.06–667Gillies, Robyn M. & Michael Boyle (U Queensland, Australia), Teachers' scaffolding behaviours during cooperative learning. Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 33.3 (2005), 243–259.06–668Graham, Suzanne (U Reading, UK; s.j.graham@reading.ac.uk), Listening comprehension: The learners' perspective. System (Elsevier) 34.2 (2006), 165–182.06–669Holmes, Prue (U Waikato, New Zealand), Problematising intercultural communication competence in the pluricultural classroom: Chinese students in a New Zealand university. Language and International Communication (Multilingual Matters) 6.1 (2006), 18–34.06–670Hemard, Dominique (London Metropolitan U; d.hemard@londonmet.ac.uk), Evaluating hypermedia structures as a means of improving language learning strategies and motivation. ReCALL (Cambridge University Press) 18.1, (2006), 24–44.06–671Howard, Martin (U College, Ireland; mhoward@french.ucc.ie), The expression of number and person through verb morphology in advanced French interlanguage. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.1 (2006), 1–22.06–672Howard, Martin (U College, Cork, Ireland; mhoward@french.ucc.ie), Isabelle Lemée & Vera Regan, The L2 acquisition of a phonological variable: The case of /l/ deletion in French. Journal of French Language Studies (Cambridge University Press) 16.1 (2006), 1–24.06–673Jin, Lixian (De Montfort U, UK) & Martin Cortazzi, Changing practices in Chinese cultures of learning. Language, Culture and Curriculum (Multilingual Matters) 19.1 (2006), 5–20.06–674Laufer, Batia (U Haifa, Israel; batialau@research.haifa.ac.il) & Tamar Levitzky-Aviad, Examining the effectiveness of ‘bilingual dictionary plus’ – a dictionary for production in a foreign language. International Journal of Lexicography (Oxford University Press) 19.2 (2006), 135–155.06–675Long, Mike (U Maryland, USA), Problems with supposed counter-evidence to the Critical Period Hypothesis. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 43.4 (2005), 287–317.06–676McDonough, Kim (Northern Arizona U, USA; kim.mcdonough@nau.edu), Interaction and syntactic priming: English L2 speakers' production of dative constructions. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 179–207.06–677Mohan, Bernard (U British Columbia, Canada; bernard.mohan@ubc.ca) & Tammy Slater, A functional perspective on the critical ‘theory/practice’ relation in teaching language and science. Linguistics and Education (Elsevier) 16.2 (2005), 151–172.06–678Mori, Setsuko (Kyoto Sangyo U, Japan; setsukomori@mac.com) & Peter Gobel, Motivation and gender in the Japanese EFL classroom. System (Elsevier) 34.2 (2006), 194–210.06–679Oh, Janet (California State U, USA) & Terry Kit-Fong Au, Learning Spanish as a heritage language: The role of sociocultural background variables. Language, Culture and Curriculum (Multilingual Matters) 18.3 (2005), 229–241.06–680Pica, Teresa (U Pennsylvania, USA; teresap@gse.upenn.edu), Hyun-Sook Kang & Shannon Sauro, Information gap tasks: Their multiple roles and contributions to interaction research methodology. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 301–338.06–681Pietiläinen, Jukka (U Tampere, Finland), Current trends in literary production in Esperanto. Language Problems & Language Planning (John Benjamins) 29.3 (2005), 271–285.06–682Polio, Charlene (Michigan State U, USA; polio@msu.edu), Susan Gass & Laura Chapin, Using stimulated recall to investigate native speaker perceptions in native-nonnative speaker interaction. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 237–267.06–683Pujol, Dídac (Universitat Pompeu Fabra, Spain; didac.pujol@upf.edu), Montse Corrius & Joan Masnou, Print deferred bilingualised dictionaries and their implications for effective language learning: A new approach to pedagogical lexicography. 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Many years ago, while studying in Paris as a novice postgraduate, I was invited to accompany a friend to a seminar with Jacques Derrida. I leapt at the chance even though I was only just learning French. Although I tried hard to follow the discussion, the extent of my participation was probably signing the attendance sheet. Afterwards, caught up on the edges of a small crowd of acolytes in the foyer as we waited out a sudden rainstorm, Derrida turned to me and charmingly complimented me on my forethought in predicting rain, pointing to my umbrella. Flustered, I garbled something in broken French about how I never forgot my umbrella, how desolated I was that he had mislaid his, and would he perhaps desire mine? After a small silence, where he and the other students side-eyed me warily, he declined. For years I dined on this story of meeting a celebrity academic, cheerfully re-enacting my linguistic ineptitude. Nearly a decade later I was taken aback when I overheard a lecturer in philosophy at the University of Sydney re-telling my encounter as a witty anecdote, where an early career academic teased Derrida with a masterful quip, quoting back to him his own attention to someone else’s quote. It turned out that Spurs, one of Derrida’s more obscure early essays, employs an extended riff on an inexplicable citation found in inverted commas in the margins of Nietzsche’s papers: “J’ai oublié mon parapluie” (“I have forgotten my umbrella”). My clumsy response to a polite enquiry was recast in a process of Chinese whispers in my academic community as a snappy spur-of-the-moment witticism. This re-telling didn’t just selectively edit my encounter, but remixed it with a meta-narrative that I had myself referenced, albeit unknowingly. My ongoing interest in the more playful breaches of scholarly conventions of quotation and attribution can be traced back to this incident, where my own presentation of an academic self was appropriated and remixed from fumbler to quipster. I’ve also been struck throughout my teaching career by the seeming disconnect between the stringent academic rules for referencing and citation and the everyday strategies of appropriation that are inherent to popular remix culture. I’m taking the opportunity in this paper to reflect on the practice of scholarly quotation itself, before examining some recent creative provocations to the academic ‘author’ situated inventively at the crossroad between scholarly convention and remix culture. Early in his own teaching career at Oxford University Lewis Carroll, wrote to his younger siblings describing the importance of maintaining his dignity as a new tutor. He outlines the distance his college was at pains to maintain between teachers and their students: “otherwise, you know, they are not humble enough”. Carroll playfully describes the set-up of a tutor sitting at his desk, behind closed doors and without access to today’s communication technologies, relying on a series of college ‘scouts’ to convey information down corridors and staircases to the confused student waiting for instruction below. The lectures, according to Carroll, went something like this: Tutor: What is twice three?Scout: What’s a rice-tree?Sub-scout: When is ice free?Sub-sub-scout: What’s a nice fee??Student (timidly): Half a guinea.Sub-sub-scout: Can’t forge any!Sub-scout: Ho for jinny!Scout: Don’t be a ninny!Tutor (looking offended, tries another question): Divide a hundred by twelve.Scout: Provide wonderful bells!Sub-scout: Go ride under it yourself!Sub-sub-scout: Deride the dunderhead elf!Pupil (surprised): What do you mean?Sub-sub-scout: Doings between!Sub-scout: Blue is the screen!Scout: Soup tureen! And so the lecture proceeds… Carroll’s parody of academic miscommunication and misquoting was reproduced by Pierre Bourdieu at the opening of the book Academic Discourse to illustrate the failures of pedagogical practice in higher education in the mid 1960s, when he found scholarly language relied on codes that were “destined to dazzle rather than to enlighten” (3). Bourdieu et al found that students struggled to reproduce appropriately scholarly discourse and were constrained to write in a badly understood and poorly mastered language, finding reassurance in what he called a ‘rhetoric of despair’: “through a kind of incantatory or sacrificial rite, they try to call up and reinstate the tropes, schemas or words which to them distinguish professorial language” (4). The result was bad writing that karaoke-ed a pseudo academic discourse, accompanied by a habit of thoughtlessly patching together other peoples’ words and phrases. Such sloppy quoting activities of course invite the scholarly taboo of plagiarism or its extreme opposite, hypercitation. Elsewhere, Jacques Derrida developed an important theory of citationality and language, but it is intriguing to note his own considerable unease with conventional acknowledgement practices, of quoting and being quoted: I would like to spare you the tedium, the waste of time, and the subservience that always accompany the classic pedagogical procedures of forging links, referring back to past premises or arguments, justifying one’s own trajectory, method, system, and more or less skilful transitions, re-establishing continuity, and so on. These are but some of the imperatives of classical pedagogy with which, to be sure, one can never break once and for all. Yet, if you were to submit to them rigorously, they would very soon reduce you to silence, tautology and tiresome repetition. (The Ear of the Other, 3) This weariness with a procedural hyper-focus on referencing conventions underlines Derrida’s disquiet with the self-protecting, self-promoting and self-justifying practices that bolster pedagogical tradition and yet inhibit real scholarly work, and risk silencing the authorial voice. Today, remix offers new life to quoting. Media theorist Lev Manovich resisted the notion that the practice of ‘quotation’ was the historical precedent for remixing, aligning it instead to the authorship practice of music ‘sampling’ made possible by new electronic and digital technology. Eduardo Navas agrees that sampling is the key element that makes the act of remixing possible, but links its principles not just to music but to the preoccupation with reading and writing as an extended cultural practice beyond textual writing onto all forms of media (8). A crucial point for Navas is that while remix appropriates and reworks its source material, it relies on the practice of citation to work properly: too close to the original means the remix risks being dismissed as derivative, but at the same time the remixer can’t rely on a source always being known or recognised (7). In other words, the conceptual strategies of remix must rely on some form of referencing or citation of the ideas it sources. It is inarguable that advances in digital technologies have expanded the capacity of scholars to search, cut/copy & paste, collate and link to their research sources. New theoretical and methodological frameworks are being developed to take account of these changing conditions of academic work. For instance, Annette Markham proposes a ‘remix methodology’ for qualitative enquiry, arguing that remix is a powerful tool for thinking about an interpretive and adaptive research practice that takes account of the complexity of contemporary cultural contexts. In a similar vein Cheré Harden Blair has used remix as a theoretical framework to grapple with the issue of plagiarism in the postmodern classroom. If, following Roland Barthes, all writing is “a tissue of quotations drawn from innumerable centers of culture” (146), and if all writing is therefore rewriting, then punishing students for plagiarism becomes problematic. Blair argues that since scholarly writing has become a mosaic of digital and textual productions, then teaching must follow suit, especially since teaching, as a dynamic, shifting and intertextual enterprise, is more suited to the digital revolution than traditional, fixed writing (175). She proposes that teachers provide a space in which remixing, appropriation, patch-writing and even piracy could be allowable, even useful and productive: “a space in which the line is blurry not because students are ignorant of what is right or appropriate, or because digital text somehow contains inherent temptations to plagiarise, but because digital media has, in fact, blurred the line” (183). The clashes between remix and scholarly rules of attribution are directly addressed by the pedagogical provocations of conceptual poet Kenneth Goldsmith, who has developed a program of ‘uncreative writing’ at the University of Pennsylvania, where, among other plagiaristic tasks, he forces students to transcribe whole passages from books, or to download essays from online paper mills and defend them as their own, marking down students who show a ‘shred of originality’. In his own writing and performances, which depend almost exclusively on strategies of appropriation, plagiarism and recontextualisation of often banal sources like traffic reports, Goldsmith says that he is working to de-familiarise normative structures of language. For Goldsmith, reframing language into another context allows it to become new again, so that “we don’t need the new sentence, the old sentence re-framed is good enough”. Goldsmith argues for the role of the contemporary academic and creative writer as an intelligent agent in the management of masses of information. He describes his changing perception of his own work: “I used to be an artist, then I became a poet; then a writer. Now when asked, I simply refer to myself as a word processor” (Perloff 147). For him, what is of interest to the twenty-first century is not so much the quote that ‘rips’ or tears words out of their original context, but finding ways to make new ‘wholes’ out of the accumulations, filterings and remixing of existing words and sentences. Another extraordinary example of the blurring of lines between text, author and the discursive peculiarities of digital media can be found in Jonathan Lethem’s essay ‘An Ecstasy of Influence: A Plagiarism’, which first appeared in Harpers Magazine in 2007. While this essay is about the topic of plagiarism, it is itself plagiarized, composed of quotes that have been woven seamlessly together into a composite whole. Although Lethem provides a key at the end with a list of his sources, he has removed in-text citations and quotation marks, even while directly discussing the practices of mis-quotation and mis-attribution throughout the essay itself. Towards the end of the essay can be found the paragraph: Any text is woven entirely with citations, references, echoes, cultural languages, which cut across it through and through in a vast stereophony. The citations that go to make up a text are anonymous, untraceable, and yet already read; they are quotations without inverted commas. The kernel, the soul — let us go further and say the substance, the bulk, the actual and valuable material of all human utterances — is plagiarism. …By necessity, by proclivity, and by delight, we all quote. Neurological study has lately shown that memory, imagination, and consciousness itself is stitched, quilted, pastiched. If we cut-and-paste ourselves, might we not forgive it of our artworks? (68) Overall, Lethem’s self-reflexive pro-plagiarism essay reminds the reader not only of how ideas in literature have been continuously recycled, quoted, appropriated and remixed, but of how open-source cultures are vital for the creation of new works. Lethem (re)produces rather than authors a body of text that is haunted by ever present/absent quotation marks and references. Zara Dinnen suggests that Lethem’s essay, like almost all contemporary texts produced on a computer, is a provocation to once again re-theorise the notion of the author, as not a rigid point of origin but instead “a relay of alternative and composite modes of production” (212), extending Manovich’s notion of the role of author in the digital age of being perhaps closest to that of a DJ. But Lethem’s essay, however surprising and masterfully intertextual, was produced and disseminated as a linear ‘static’ text. On the other hand, Mark Amerika’s remixthebook project first started out as a series of theoretical performances on his Professor VJ blog and was then extended into a multitrack composition of “applied remixology” that features sampled phrases and ideas from a range of artistic, literary, musical, theoretical and philosophical sources. Wanting his project to be received not as a book but as a hybridised publication and performance art project that appears in both print and digital forms, remixthebook was simultaneously published in a prestigious university press and a website that works as an online hub and teaching tool to test out the theories. In this way, Amerika expands the concept of writing to include multimedia forms composed for both networked environments and also experiments with what he terms “creative risk management” where the artist, also a scholar and a teacher, is “willing to drop all intellectual pretence and turn his theoretical agenda into (a) speculative play” (xi). He explains his process halfway through the print book: Other times we who create innovative works of remix artare fully self-conscious of the rival lineagewe spring forth fromand knowingly take on other remixological styles just to seewhat happens when we move insideother writers’ bodies (of work)This is when remixologically inhabitingthe spirit of another writer’s stylistic tendenciesor at least the subconsciously imagined writerly gesturesthat illuminate his or her live spontaneous performancefeels more like an embodied praxis In some ways this all seems so obvious to me:I mean what is a writer anyway buta simultaneous and continuous fusion ofremixologically inhabited bodies of work? (109) Amerika mashes up the jargon of academic writing with avant-pop forms of digital rhetoric in order to “move inside other writers’ bodies (of work)” in order to test out his theoretical agenda in an “embodied praxis” at the same time that he shakes up the way that contemporary scholarship itself is performed. The remixthebook project inevitably recalls one of the great early-twentieth century plays with scholarly quotation, Walter Benjamin’s The Arcades Project. Instead of avoiding conventional quoting, footnoting and referencing, these are the very fabric of Benjamin’s sprawling project, composed entirely of quotes drawn from nineteenth century philosophy and literature. This early scholarly ‘remixing’ project has been described as bewildering and oppressive, but which others still find relevant and inspirational. Marjorie Perloff, for instance, finds the ‘passages’ in Benjamin’s arcades have “become the digital passages we take through websites and YouTube videos, navigating our way from one Google link to another and over the bridges provided by our favourite search engines and web pages" (49). For Benjamin, the process of collecting quotes was addictive. Hannah Arendt describes his habit of carrying little black notebooks in which "he tirelessly entered in the form of quotations what daily living and reading netted him in the way of 'pearls' and 'coral'. On occasion he read from them aloud, showed them around like items from a choice and precious collection" (45). A similar practice of everyday hypercitation can be found in the contemporary Australian performance artist Danielle Freakley’s project, The Quote Generator. For what was intended in 2006 to be a three year project, but which is still ongoing, Freakley takes the delirious pleasure of finding and fitting the perfect quote to fit an occasion to an extreme. Unlike Benjamin, Freakley didn’t collect and collate quotes, she then relied on them to navigate her way through her daily interactions. As The Quote Generator, Freakley spoke only in quotations drawn from film, literature and popular culture, immediately following each quote with its correct in-text reference, familiar to academic writers as the ‘author/date’ citation system. The awkwardness and seeming artificiality of even short exchanges with someone who responds only in quotes might be bewildering enough, but the inclusion of the citation after the quote maddeningly interrupts and, at the same time, adds another metalevel to a conversation where even the simple platitude ‘thank you’ might be followed by an attribution to ‘Deep Throat 1972’. Longer exchanges become increasingly overwhelming, as Freakley’s piling of quote on quote, and sometimes repeating quotes, demands an attentive listener, as is evident in a 2008 interview with Andrew Denton on the ABC’s Enough Rope: Andrew Denton’s Enough Rope (2008) Denton: So, you’ve been doing this for three years??Freakley: Yes, Optus 1991Denton: How do people respond to you speaking in such an unnatural way?Freakley: It changes, David Bowie 1991. On the streets AKA Breakdance 1984, most people that I know think that I am crazy, Billy Thorpe 1972, a nigger like me is going insane, Cyprus Hill 1979, making as much sense as a Japanese instruction manual, Red Dwarf 1993. Video documentation of Freakley’s encounters with unsuspecting members of the public reveal how frustrating the inclusion of ‘spoken’ references can be, let alone how taken aback people are on realising they never get Freakley’s own words, but are instead receiving layers of quotations. The frustration can quickly turn hostile (Denton at one point tells Freakley to “shut up”) or can prove contaminatory, as people attempt to match or one-up her quotes (see Cook's interview 8). Apparently, when Freakley continued her commitment to the performance at a Perth Centerlink, the staff sent her to a psychiatrist and she was diagnosed with an obsessive-compulsive disorder, then prescribed medication (Schwartzkoff 4). While Benjamin's The Arcades Project invites the reader to scroll through its pages as a kind of textual flaneur, Freakley herself becomes a walking and talking word processor, extending the possibilities of Amerika’s “embodied praxis” in an inescapable remix of other people’s words and phrases. At the beginning of the project, Freakley organised a card collection of quotes categorised into possible conversation topics, and devised a ‘harness’ for easy access. Image: Danielle Freakley’s The Quote Generator harness Eventually, however, Freakley was able to rely on her own memory of an astounding number of quotations, becoming a “near mechanical vessel” (Gottlieb 2009), or, according to her own manifesto, a “regurgitation library to live by”: The Quote Generator reads, and researches as it speaks. The Quote Generator is both the reader and composer/editor. The Quote Generator is not an actor spouting lines on a stage. The Quote Generator assimilates others lines into everyday social life … The Quote Generator, tries to find its own voice, an understanding through throbbing collations of others, constantly gluttonously referencing. Much academic writing quotes/references ravenously. New things cannot be said without constant referral, acknowledgement to what has been already, the intricate detective work in the barking of the academic dog. By her unrelenting appropriation and regurgitating of quotations, Freakley uses sampling as a technique for an extended performance that draws attention to the remixology of everyday life. By replacing conversation with a hyper-insistence on quotes and their simultaneous citation, she draws attention to the artificiality and inescapability of the ‘codes’ that make up not just ordinary conversations, but also conventional academic discourse, what she calls the “barking of the academic dog”. Freakley’s performance has pushed the scholarly conventions of quoting and referencing to their furthest extreme, in what has been described by Daine Singer as a kind of “endurance art” that relies, in large part, on an antagonistic relationship to its audience. In his now legendary 1969 “Double Session” seminar, Derrida, too, experimented with the pedagogical performance of the (re)producing author, teasing his earnest academic audience. It is reported that the seminar began in a dimly lit room lined with blackboards covered with quotations that Derrida, for a while, simply “pointed to in silence” (177). In this seminar, Derrida put into play notions that can be understood to inform remix practices just as much as they do deconstruction: the author, originality, mimesis, imitation, representation and reference. Scholarly conventions, perhaps particularly the quotation practices that insist on the circulation of rigid codes of attribution, and are defended by increasingly out-of-date understandings of contemporary research, writing and teaching practices, are ripe to be played with. Remix offers an expanded discursive framework to do this in creative and entertaining ways. References Amerika, Mark. remixthebook. Minneapolis: University of Minnesota Press, 2011. 29 July 2013 http://www.remixthebook.com/. Arendt, Hannah. “Walter Benjamin: 1892-1940.” In Illuminations. New York, NY: Shocken, 1969: 1-55. Barthes, Roland. “The Death of the Author.” Image Music Text. Trans Stephen Heath. New York: Hill and Wang, 1977: 142-148. Benjamin, Walter. The Arcades Project. Ed. Rolf Tiedemann, trans. Howard Eiland & Kevin McLaughlin. Cambridge, MA: Harvard University Press, 1999. Blaire, Cheré Harden. “Panic and Plagiarism: Authorship and Academic Dishonesty in a Remix Culture.” Media Tropes 2.1 (2009): 159-192. Bourdieu, Pierre, Jean-Claude Passeron, and Monique de Saint Martin. Academic Discourse: Linguistic Misunderstanding and Professorial Power. Trans. Richard Teese. Stanford California: Stanford University Press, 1965. Carroll, Lewis (Charles Dodgson). “Letter to Henrietta and Edwin Dodgson 31 Jan 1855”. 15 July 2013 http://en.wikiquote.org/wiki/Letters_of_Lewis_Carroll. Cook, Richard. “Don’t Quote Me on That.” Time Out Sydney (2008): 8. http://rgcooke.wordpress.com/2008/02/13/interview-danielle-freakley.Denton, Andrew. “Interview: The Quote Generator.” Enough Rope. 29 Feb. 2008. ABC TV. 15 July 2013 http://www.youtube.com/watch?v=AsrGvwXsenE. Derrida, Jacques. Spurs, Nietzsche’s Styles. Trans. Barbara Harlow. London: University of Chicago Press, 1978. Derrida, Jacques. The Ear of the Other: Otobiography, Text, Transference. Trans Peggy Kampf. New York: Shocken Books, 1985. Derrida, Jacques. “The Double Session”. Dissemination. Trans Alan Bass, Chicago, University of Chicago Press, 1981. Dinnen, Zara. "In the Mix: The Potential Convergence of Literature and New Media in Jonathan Letham's 'The Ecstasy of Influence'". Journal of Narrative Theory 42.2 (2012). Freakley, Danielle. The Quote Generator. 2006 to present. 10 July 2013 http://www.thequotegenerator.com/. Goldsmith, Kenneth. Uncreative Writing. New York: University of Colombia Press 2011. Gottlieb, Benjamin. "You Shall Worship No Other Artist God." Art & Culture (2009). 15 July 2013 http://www.artandculture.com/feature/999. 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Introduction This paper explores some specific conjunctions that tie together two nations, Japan and the Philippines. Over the past 30 years both have become entwined as a transfer of people, cultures and societies have connected and formed some interesting developments. Relations between both countries have been highly influenced through the deployment of State intervention (historically colonial and post-colonial), as well as through actors’ initiatives, leading to the development of a complex network that links both countries. It is in these relations that I would like to locate a transition between two stages in Japan-Philippine relations. I argue, this is a transition, where marriages of one kind (international marriages), the bonding of social actors from two distinct cultural spheres, gives way to another form of marriage. This transition locates the term marriage as part of an ongoing process and a discursive realm in a larger ‘affective complex’ that has developed. In this paper, I focus on this term ‘affective complex’ as it offers some interesting avenues in order to understand the continuing development of relations between Japan and the Philippines. By ‘affective complex’ I refer to the ‘cultural responses’ that people use in reaction to situations in which they find themselves which are not mediated by language. I suggest that this complex is a product of a specific encounter that exists between two nations as understood and mediated by Japanese actors’ positionings vis-à-vis foreign resident Filipinos. In tracing a moment between Japan and the Philippines, I delineate emerging properties that currently allude to a transition in relations between both countries. I would like to show that the properties of this transition are creating an emergent phenomena, a complex? This is developing through interactions between human actors whose trajectories as transnational migrants and permanent foreign residents are coming under the scrutiny of Japanese State forces in a heavily contested discursive field. This paper focuses upon the nature of the complex that entwines both countries and examines Japan’s particular restructuring of parts of its workforce in an attempt to include foreign migrants. To do this I first offer an outline of my fieldwork and then delineate the complex that ties both countries within present theoretical boundaries. This paper is based on fieldwork which deals with the theme of International Marriages between Japanese and Filipino couples. In the field I have observed the different ways in which Filipinos or Japanese with a connection to the Philippines orientate themselves within Japanese society vis-à-vis the Philippines. For the purpose of this paper, I will focus exclusively on a particular moment in my field: a care-giver course run privately with approval and recognition from local government. This course was offered exclusively for Filipino nationals with permanent residency and a high level of Japanese. As part of a larger field, a number of overlapping themes and patterns were present within the attitudes of those participating in the course. These were cultural responses that social actors carry with them which constitute part of an ‘affective complex’, its gradual emergence and unfolding. To further locate this fieldwork and its theoretical boundaries, I also position this research within current understandings of complexity. Chesters and Welsh have referred to a complex system as being a non-linear, non-deterministic system. However, from my perspective, these parameters are insufficient if institutions, organisations and human actors exhibit linear and deterministic properties (properties that discursively capture, locate and define elements in a system). In my research, I am dealing with actors, in this case Filipinos who are seen first as recipients and then as providers of welfare services. Japanese actors act as suppliers of a service both to long-term residents and to the State. In this case the following question arises: whose ‘complexes’ may be defined by a mixture of both these parameters and how can it be possible to take into account relationships whose existence cuts across them? Could a complex not be any number of these terrains which have emerged through encounters between two countries? Marriage could be a starting point for complexes that can come under scrutiny at a higher level, that of the State forces. In addition, a study of complexity in the Social Sciences focuses on how structures form rather than by focusing on any prior structured existence. Any focus on a complex system is to analyze holistic multiple elements in order to descriptively locate structures, what they penetrate, and what they are penetrated by. Human actors’ actions, strategies and expectations merge under the influence of these structures, while simultaneously influencing them. As elements interact, emergent phenomena (properties that emerge at a higher level) show a system that is process dependent, organic, and always evolving (Arthur 109). Locating Affect Deleuze and Guattari refined the discursive realm to emphasise how spaces of creation, dialogue and the casting of influence are affective, institutional and State-influenced. Within these spaces I locate the existence of ‘affective complexes’ which are discursively constructed and deployed by local actors. I will to argue that international marriages have laid a groundwork in which ‘affect’ itself has become a catalyst, re-orientating perceptions of and toward Filipinos. Following Deleuze, we can understand ‘affect’ as an intensity which, to repeat, is an expression of human relationships not mediated directly through language (Rodriguez). However, I want to suggest ‘affect’ also comes under the scrutiny of, and is discursively appealed to by, State forces as ‘affective capital’. When I refer to ‘affective capital’ I mean the potential labour discursively constructed. This construction is then “projected and tapped” in response to the changing nature of Japan’s labour market – in particular, the shortage of care-givers. This construction itself exists as an ongoing management strategy that deals with certain foreign nationals in Japan. Here, in response to the transformations of service work, ‘affective capital’ is the commoditised value of care inherent the discourse. It is the kernel of ‘affective labour’. This was very clear in my fieldwork, wherein Filipinos were targeted exclusively as the recipients of training in the health-care sector based on an understanding of the form of ‘affect’ that they possess. In this context, ‘affect’ adds intensity to meaning and is used in a wide range of cultural contexts, yet its very essence eludes description, especially when that essence as used by ‘active agents’ may be misconstrued in its deployment or discursively captured. Returning to the Deleuzian interpretation of ‘affect’, it could be interpreted as the outcome of encounters between actors and as such, a ‘mode’ in which becoming can initiate possibilities. I refer to ‘affect’, the deployment of shared, performed, communicated non-verbal ‘content’, as a powerful tool and an essential component in everyday habituated practice. In other areas of my field (not included in this discussion), ‘affect’ deployed by both actors, husband and wife, within and beyond the family, manifests itself as a mode of being. This at times adds to the location of actors’ intentions, be they spoken or performative. In this sense, locating the ‘affect’ in my research has meant observing the way in which Filipinos negotiate the availability of life strategies and opportunities available to them. At the same time, ‘affect’ is also produced by Japanese actors realigning themselves vis-à-vis both foreign actors and social change, as well as by effectuating strategies to emergent situations in Japan such as care management. ‘Affective capital’ is an inherent long-term strategy which has its roots in the cultural resources at the disposal of non-Japanese partners who, over the years, in the short and long term put to use discursively produced ‘affect’. ‘Affect’, produced in reactions to situations, encounters and events, can work in favour of long-term residents who do not have access to the same conditions Japanese may find in the labour sector. From encounters in my fieldwork, the location of ‘affect’ is an asset not just within immediate relationships, but as a possible expression of strategies that have arisen in response to the recognition of reactionary elements in Japanese society. By reactionary elements I refer to the way in which a complex may realign itself when ‘interfered’ with at another level, that of the State. The Japanese State is facing labour shortages in certain sectors due to social change, therefore they must secure other potential sources of labour. Appropriation of human resources locally available has become one Japanese State solution for this labour shortage. As such, ‘affect’ is brought into the capitalist fold in response to labor shortages in the Health Sector. Background The Philippines is a prime example of a nomad nation, where an estimated eight million of the population currently work or live overseas while remitting home (Phillippines Overseas Employment Agency). Post-colonial global conditions in the Asia Pacific region have seen the Philippines cater to external national situations in order to participate in the global labour market. These have been in the form of flows of labour and capital outsourced to those economies which are entangled with the Philippines. In this context, marriage between both countries has come to be made up almost exclusively of Japanese men with Filipina women (Suzuki). These marriages have created nascent partnerships that have formed links within homes in both countries and supported the creation of a complex system tying together both nations. Yet, in the entanglement of what seems to be two economies of desire, some interesting observations can be drawn from what I consider to be the by-products of these marriages. Yet what does this have to do with a marriage? First, I would like to put forward that certain international marriages may have developed within the above discursive framework and, in the case of the Philippines and Japan, defined certain characteristics that I will explain in more detail. Over the past 20 years, Filipinos who came to Japan on entertainment visas or through encounters with Japanese partners in the Philippines have deployed discursively constructed ‘affective capital’ in strategies to secure relationships and a position in both societies. These strategies may be interpreted as being knowledgeable, creative and possessive of the language necessary for negotiating long-term dialogues, not only with partners and surrounding family, but also with Japanese society. These deployments also function as an attempt to secure additional long term benefits which include strengthening ties to the Philippines through increasing a Japanese spouse’s involvement and interest in the Philippines. It is here that Filipinos’ ‘affect’ may be traced back to a previous deployment of categories that influences local Japanese actors’ decisions in offering a course exclusively for Filipino residents. This offers the first hint as to why only Filipinos were targeted. In Japan, secure permanent work for resident Filipinos can be, at times, difficult even when married to a partner with a stable income. The reality of remitting home to support family members and raising a family in Japan is a double burden which cannot be met solely by the spouse’s salary. This is an issue which means actors (in this case, partners) recourse to their ‘affective capital’ in order to secure means towards a livelihood. In this context, marriages have acted as a primary medium entangling both countries. Yet changes in Japan are re-locating ‘possible’ resources that are rationalised as a surplus from these primary encounters. Shifts in Japan’s social landscape have over the past 10 years led to an increasing awareness of the high stakes involved in care for the ageing and invalid in Japanese society. With over 21% of the population now over 65, the care industry has seen a surge in demand for labour, of which there is currently a shortfall (Statistics Bureau Japan). With the Philippines having strategically relocated its economy to accommodate demands for the outsourcing of health care workers and nurses overseas, Japan, realigning its economy to domestic change, has shown a new type of interest (albeit reluctant) in the Philippines. In 2005, changes and reforms to Japan’s Immigration Control and Refugee Recognition Act successfully curtailed the flow of Filipinos applying to Japan to work as entertainers. This was in part due to pressure from the interventionary power of the U.S: in 2006 the U.S. State department published the Trafficking in Persons Report, which stipulated that Japan had yet to comply in improving the situation of persons trafficked to Japan (U.S. State Department). This watershed reform has become a precursor to the Philippines Economic Partnership Agreement ratified by Japan and the Philippines to promote the ‘trans-border flow of goods, person, services and capital between Japan and the Philippines (Ministry of Foreign Affairs) and has now temporarily realigned both economies into a new relationship. Under the terms ‘movement of natural persons’, Filipino candidates for qualified nurses and certified care workers would be allowed a stay of up to three years as nurses, or four for certified care workers (Ministry of Foreign Affairs). Nonetheless, this lip service in showing openness to admit a new category of Filipino is the continuation of a mode of ‘servicing’ within the Japanese nation, albeit under the guise of ‘care work’, and rests upon the capitalist rationalisation of hired workers for Japan’s tertiary sectors. The Philippines, a nation which is positively export-orientated in terms of its human resources in response to care inequalities that exist between nations at a global level (Parreñas 12-30), is now responding to the problematic issue of care that has become a serious concern in Japan. Fieldwork To place these issues in context I want to locate the above issues within a part of my present fieldwork. In 2006, I participated in a privately funded non-profit venture set up for Filipino residents with the aim of training them to be care-givers. The course was validated and acknowledged by the local prefectural government and primarily limited to a group of 20 participants who paid approximately sixty thousand yen ($485) for the three month course including training and text books. One Filipina acquaintance enthusiastically introduced me to the retired bank manager who had set up a fund for the three month care-giver course for Filipina residents. Through interviews with the course providers, one underlying theme in the planning of the course was clear: the core idea that Filipinos have a predisposition to care for the elderly, reflecting Filipino social values no longer existent in Japan. In particular, two Japanese words employed to reflect these views – ‘omoiyari’ (思いやり), meaning “compassion” or “considerateness” and ‘yasashisa’ (優しさ) meaning “kindness toward others” – were reiterated throughout the course as a requisite for dealing with the elderly or those in need of care. One core presupposition underlining the course was that the Philippines still cherishes values which are on the decline in Japan, offering a care ethos based on Christian values ready for deployment in such work. I believe this marks a transition point in how both countries’ relations are moving away from ‘entertainment-based’ care to ‘care within an institutional setting’, such as private nursing homes or hospitals. In both cases, ‘care’ (as it is ironically known in both industries, the deployment of hospitality and attendance), operates as a dynamic of desire within a social field which orientates how residents (i.e. foreign female residents with permanent residency) are used. Yet, why would the Philippines be such an attractor? It is not difficult to see how ‘affect’ is discursively rationalised and deployed and projected onto Philippine society. This ‘affect’ acts as an attractor and belongs to an ‘imagined’ cultural repertoire that Japan has created in response to its turbulent marriage to the Philippines. In this sense, the care course promoted this ‘caring affective side’ of Filipinas here in Japan, and provided a dynamic engagement for potential negotiation, persuasion and tension between ‘local actors’ (course providers and participants) who come under the direct remit of the Japanese State (care institutions, hospitals and nursing homes). I say “tension”, as to date only a handful (three women out of a total of sixty) of those who participated in the course have taken up employment in the care industry. As one participant, a divorcee, commented, the reluctance to seek work as a qualified care worker resided in an economic framework, she says: this is a useful investment, but I don’t know if I can do this work full time to live off and support my families…but it is another arrow in my bow if the situation changes. Yet, for another woman, care work was an extension of something that they were familiar with. She jokingly added with a sigh of resignation: Oh well, this is something we are used to, after all we did nothing but care for our papa-san (husband)! When I discussed these comments with an N.G.O. worker connected to the course she pessimistically summed up what she thought by saying: The problem of care in Japan was until very recently an issue of unpaid work that women have had to bear. In a sense, looking after the aged living at home has been a traditional way to treat people with respect. Yet, here in Japan we have experienced an excessively long period whereby it was de facto that when a woman married into someone’s family, she would care for the husband and his family. Now, this isn’t an individual problem anymore, it’s a societal one. Care is now becoming an institutional practice which is increasing paid work, yet the State works on the assumption that this is low paid work for people who have finished raising their children; hard labour for low wages. All the women have graduated and are licensed to work, yet at 1000 yen (U.S. $8) an hour for psychologically demanding hard labour they will not work, or start and finish realising the demands. Travelling between locations also is also unpaid, so at the most in one day they will work 2-3 hours. It is the worst situation possible for those who choose to work. The above opinion highlights the ambiguities that exist in the constant re-alignment of offering work to foreign residents in the effort to help integrate people into Japan’s tertiary ‘care sector’ in response to the crisis of a lack of manpower. To date most women who trained on this course have not pursued positions within the health sector. This indicates a resistance to the social beliefs that continue to categorise female foreign residents for gendered care work. Through three successive batches of students (sixty women in total) the president, staff and companies who participated in this pilot scheme have been introduced to Filipino residents in Japanese society. In one respect, this has been an opportunity for the course providers to face those who have worked, or continue to work at night. Yet, even this exposure does not reduce the hyper-feminisation of care; rather, it emphasises positions. One male coordinator brazenly mentioned the phrase ashi wo aratte hoshii, meaning ‘we want to give them a clean break’. This expression is pregnant with the connotation that these women have been involved in night work have done or still participate in. These categorisations still do not shake themselves free from previous classifications of female others located in Japanese society; the ongoing legacy that locates Filipinos in a feminised discursive space. As Butler has elucidated, ‘cultural inscriptions’ and ‘political forces with strategic interests’ work to keep the ‘body bounded and constituted’ (Butler 175). It is possible to see that this care course resides within a continuously produced genealogy that tries to constitute bodies. This resides under the rubric of a dominant fantasy that locates the Philippines in Japan as a source of caring and hospitality. Now, those here are relocated under a restructuring industry outsourcing work to those located in the lower tiers of the labour sector. Why other nationals have not been allowed to participate in the course is, I stress, a testimony to this powerful discourse. Major national and international media coverage of both the course and company and those women who found employment has also raised interest in the curious complex that has arisen from this dynamic, including a series of specials aired on Japanese television by NHK (NHK Kaigo no Jinzai ga Nigete iku). This is very reminiscent of a ‘citationary’ network where writings, news items and articles enter into a perpetuating relationship that foments and bolsters the building up of a body of work (Said) to portray Japan’s changing circumstances. As seen from a traced genealogy, initial entanglements between two nations, in conjunction with societal change in Japan, have created a specific moment in both countries’ trajectories. Here, we can see an emergent phenomena and the relocation of a discursive structure. An affective complex can be located that marks a shift in how foreign residents are perceived and on what terms they can participate or contribute to Japanese society. Within this structure, ‘care’ is relocated – or, rather, trapped – and extracted as labour surplus that resides in an antagonistic relationship of domination highlighting how a specific moment existing between two countries can be ‘structured’ by needs in the ‘engaging’ country, in this case Japan. Non-linear elements in a complex system that contest how discursive practices in Japanese society locate foreign residents, within the rubric of an ‘imagined’ ethos of compassion and kindness that emanates from outside of Japan, seem to display ‘affective’ qualities. Yet, are these not projected categories deployed to continue to locate migrant labour (be they permanent or temporary residents) within an ongoing matrix that defines what resources can be discursively produced? However, these categories do not take into account the diverse structures of experience that both Japanese nationals and Filipino nationals experience in Japan (Suzuki). Conclusion In this paper I have briefly delineated a moment which rests between specific trajectories that tie two nations. A complex of marriages brought about within a specific historic post-colonial encounter has contributed to feminising the Philippines: firstly, for women in marriages, and now secondly for ‘potential resources’ available to tackle societal problems in Japan. As I have argued a discursively produced ‘affective complex’ is an authorising source of otherness and could be part of a precursor complex which is now discursively relocating human resources within one country (Japan) as a ‘reluctant source’ of labour, while entering into a new discursive mode of production that shapes attitudes toward others. I also suggest that there is a very specific complex at work here which follows an as of yet faint trajectory that points to the re-organisation of a relationship between Japan and the Philippines. Yet, there are linear elements (macro-level forces rooted in the Japanese State’s approach to care vis-à-vis the Philippines) operating at the fundamental core of this care-giver course that are being constantly challenged and cut across by non-linear elements, that is, human actors and their ambivalence as the beneficiaries/practitioners of such practices. This is the continued feminisation of a highly gendered dynamic that locates labour as and when it sees fit, but through the willing coercion of local agents, with an interest in mediating services through and for the State, for the welfare of the Nation. The desiring-machine that brings together Japan and the Philippines is also one that continues to locate the potential in foreign actors located within Japan’s institutional interpellation for its care market. Within these newly emergent relationships, available political and social capital is being reshaped and imagined in reaction to social change in Japan. 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