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Multilingual and Multimodal Exchange Project Between Japanese and Taiwanese University Students

This presentation outlines a unique multilingual and multimodal exchange initiative that facilitates communication between university students from Japan and Taiwan. By utilizing an online interface that integrates English, Japanese, and Mandarin, the project encourages the collaborative learning of languages as a lingua franca. We will explore research methodologies associated with data collection and interaction analysis, including issues of transcription, code-switching, and modality in communication. Join us in discussing how this project develops students’ linguistic and intercultural competencies in a digital context.

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Multilingual and Multimodal Exchange Project Between Japanese and Taiwanese University Students

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  1. A multilingual and multimodal exchange project between Japanese and Taiwanese university students I-Chung KE (Yuan Ze Univ., Taiwan) ichungke@saturn.yzu.edu.tw Toshihiko SUZUKI (Waseda Univ., Japan) toshisuz@outlook.com

  2. Purpose of this presentation • Share a multilingual and multimodal exchange project that mostly involves using online interface to communicate. • Discuss some research methodological issues in using the data collected from the project.

  3. Multilingual exchange project Both of us are English teachers • YZU , TaiwanWaseda Uni., Japan • English as a lingua franca (ELF) • Japanese/Mandarin as a foreign language • Using English, Japanese, and Mandarin

  4. Multimodal project • Online exchange using three media: • [A] asynchronous BBS • [B] LiveOn real-time chatting: Voice, text, and screen (Software developed by Waseda U. distance learning center)

  5. LiveOn real-time chatting • 6-week Live chatting, 50 mins per week • 2-3 students from each side as a group

  6. Multimodal project • Online exchange using three media: • [A] asynchronous BBS • [B] LiveOn real-time chatting: Voice, text, and screen (Developed by Waseda U. distance learning center) • [C] Video Conference in class • Mutual Face-to-Face visits in January/July

  7. History of our exchange project • Exchange based on BBS (from 2009) • Add-on in language courses/ voluntary • Exchange based on LiveOn (from 2011) • Part of language practice/mandatory • Exchange based on Video Conference (2011~) • Part of language practice/mandatory • Face-to-face exchange (2010~) • Voluntary/ $$ • Elective course devoted to exchange (2013~)

  8. Pedagogical purpose of the project • Develop a sustainable curriculum model for foreign language teaching in the East Asia context • Students develop (discursive) competence in L2/L3 use through multilingual (ELF) multimodal exchange communication

  9. Multi-modality / Multi-literacy • Communicate with more than one interface simultaneously • More complicated, but could be more effective than mono-modal communication (face to face, telephone, email) • Common in ELF communication in current digitalized world

  10. Multilingualism • English as a lingua franca (globalization) • Regional language (regionalization) • Second foreign language (competitive advantage) • Beyond the boundary of ‘language’ => Translingualism: Communication as the ultimate goal

  11. Researching Multilingual & Multimodal communication

  12. Data preparation • Interaction data: Videos, images, voices, and texts • For research on actual interactions • Transcribe voices and synchronize with images and text-typing data =>meticulous! • Elicited data: questionnaires and interviews • For research on self/peer perceptions • Multilingual questionnaires; interviews in students’ L1 & translation into English

  13. Issues • Writing systems in transcribing voice data • Boundaries between different languages and modalities • Research topics investigated so far

  14. Headache for transcribers & code-mixing/switching research! Written systems • Multilingual speech data transcription • The same sound could be represented by several writing systems. <Voice mode> • E.g. Sakura /さくら/桜, sushi/すし/寿司 • The same Mandarin character/Kanji has different meaning in Mandarin and Japanese. <Text mode> • E.g. 今(today in M, now in J)、結構(structure in Mandarin, fine/good in Japanese)

  15. Categorizing languages for what purposes? • Why differentiating modalities? • Transcription = data analysis?! =>Creates language and modality categories from data • Translingual & transmodal interpretation of holistic data? Boundaries between different languages and modalities Quantitative analysis Multilingual researchers/ assistants needed!

  16. Research topics investigated so far Multilingual ELF interactions may transcend the NS-NNS boundary, liberating language learners/users. • Pedagogical topics: how to teach/learn multilingual competence in multimodal contexts; curriculum and materials • Communication strategies • Learner/user attitude, ideology, identity • Language use in such contexts, for example, discourse markers and speech acts

  17. Look forward to connecting with teachers around the world to develop our students’ linguistic and modal competence!

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