literature religions history and cultures into language courses n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Literature, Religions, History, and Cultures into Language Courses PowerPoint Presentation
Download Presentation
Literature, Religions, History, and Cultures into Language Courses

Loading in 2 Seconds...

play fullscreen
1 / 19

Literature, Religions, History, and Cultures into Language Courses - PowerPoint PPT Presentation


  • 123 Views
  • Uploaded on

Literature, Religions, History, and Cultures into Language Courses. ASDP – East West Institute Naoko Ozaki, Ph.D. Belmont University. Language Classes. Language teachers usually try to include “culture” especially when the language use is heavily interconnected with the culture.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Literature, Religions, History, and Cultures into Language Courses' - wayde


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
literature religions history and cultures into language courses

Literature, Religions, History, and Cultures into Language Courses

ASDP – East West Institute

Naoko Ozaki, Ph.D.

Belmont University

language classes
Language Classes
  • Language teachers usually try to include “culture” especially when the language use is heavily interconnected with the culture.
  • Pragmatic Usage:
    • Chotto…
single language vs multiple languages
Single Language vs Multiple Languages

Single Language

Multiple Languages

Select important aspects for limited time

Teacher’s judgment on who(se) will be included

No language skills to rely on

  • More time to include more subjects
    • Include minority groups’ voices
  • Language skills to enhance students’ learning
single language vs multiple languages1
Single Language vs Multiple Languages

Single Language

Multiple Languages

Exposure to Language

Culture

History

Religions

Literature

* Less productive skills

  • Language learning
  • Culture
  • History
  • Religions
  • Literature

* More productive skills

continuous

just as an example
Just as an example…
  • Language teachers usually try to include “culture”.

Japanese Language

にほんご

just as an example1
Just as an example…

This presentation:

  • An example of a 3-week plan for multiple language course
  • Expand for a 15-week single language course
example 3 week japanese language segment
Example 3-week Japanese Language Segment

Main focus:

  • Language awareness

Minor foci:

  • Unique aspects of Japan’s Culture, Religions, and Literature

Final Measurable Presentation:

Haiku

Tanka

Senryuu

example 3 week japanese language segment1
Example 3-week Japanese Language Segment
  • Uniqueness of Japanese Literature
  • Culture
  • History

HOW?

Haiku

Tanka

Senryuu

day 1
Day 1
  • Reading due: Introduction to Japan and the Japanese language
  • In class: Basics of the Japanese language
    • Writing system
    • Pronunciation
      • How to count Morae (syllables)
      • Practice kobutanukitsuneko
      • Tongue twister
    • Basic grammar patterns (SOOV, etc)
slide10
♪ ♪ ♪

TATA NE NE

BU NUTSU

KOKI KI KO

day 2
Day 2
  • Reading: History overview of Japan
  • In class:
    • How the language evolved to be the way it is today
    • How Chinese and Japanese languages are related (Especially if Chinese and Japanese are both covered in this course.)
    • Practice counting morae again.
day 3
Day 3
  • Reading due: Descriptions and examples of Haiku, Tanka, Senryuu
    • 5 7 5 (7 7)
  • In class senryuu, haiku, tanka
    • Cultural background of haiku and tanka
    • Understand the rhythm.
    • Translation
    • Demonstration: Write senryuu (from given words)
day 4
Day 4
  • Writing HW: Choose words from word choices.

Five semi no koe (voices of secada)

nami oto ni (to the sounds of waves)

hawaian (Hawaiian)

nihonjin (Japanese person)

koigokoro ((feeling of (heart in) love)

tanoshii hi (fun day)

Seven sarariiman (Salary man = office workers)

ninja tachi (ninja (plural))

hanaji wo dashita (had bloody nose)

haiku kakasare (forced to write haiku)

(example) semi no koe hanaji wo dashita koigokoro

day 5
Day 5
  • Reading due:
    • Religions of Japan (history and present)
  • In class: Pragmatic and Set Expressions
    • How these religions affect how the Japanese live today.
      • Birth & Death
      • Building a new house
      • Choosing a name for a newborn
    • Some of the commonly seen rituals
    • Discussing religion-affiliated haiku, tanka, (and senryuu)
day 6
Day 6
  • Reading due:
    • “Spider’s Thread” by Ryunosuke Akutagawa
  • In class:
    • Follow the “Cinderella” approach.
    • Discuss about Buddhism.
    • Explain set expressions (used today) related to Buddhism then Shintoism.
day 7
Day 7
  • Reading due:
    • Haiku by Basho
    • Haiku written in English
  • In class:
    • Discuss the concept of 季語 (season words)
      • What do they mean in US culture?
    • Compare Japanese and English Haiku
    • Group project: Teacher gives a season word to each group. Each group writes a haiku in English.
day 8
Day 8
  • Reading due:
    • Read short manga strips.
    • Watch an anime. (“Spirited Away” or “My Neighbor Totoro”)
  • In class:
    • Talk about effect of manga and anime
      • Generational differences
      • Japan’s youth or U.S. youth
  • HW Assignment:
    • Group: Draw a picture or a manga strip to describe a haiku for presentation
day 9
Day 9
  • Presentation:
    • Show the picture or manga strip from HW.
    • Share haiku.
    • Explain the significance of the haiku.
    • Lead a discussion to engage other students about the haiku.
slide19

Teşekkürederiz!

ありがとう!

! شكرًا

Thank you!

Have Fun

Studying!

Denise.Scott@belmont.edu

Naoko.Ozaki@belmont.edu