Toward a Feminist Critical Pedagogy in a Beginning Japanese-as-a-Foreign-Language Class

Ohara, Yumiko; Saft, Scott; Crookes, Graham

doi:10.2307/489693

Cited by 31 publications

(28 citation statements)

References 36 publications

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“…Foreign language teachers became especially interested in critical literacy pedagogy after the mid 1990s, when Freire's ideas were adopted into the EFL/ESL language classes (Benesch, 2009;Ohara, Saft & Crookes, 2001). This method provides a key opportunity for developing critical awareness of the role of language in social relations, including those sustained by power structures, that is, how texts are related to issues of identity, political power, gender, ethnicity, class, and religion.…”

Section: Critical Literacy Approach In Practical Terms: Application Omentioning

confidence: 99%

“…Both language learning and language teaching are viewed as politically tinted processes that are at the heart of educational curricula (Norton & Toohey, 2004). As far as the curriculum is concerned, there is a strong conviction that it should be constructed taking into account students' experiences and realties, with special emphasis on the use of authentic material and realia (Ohara, Saft, & Crookes, 2001). Considering the main characteristics of the reader-centered critical reading approach and critical literacy pedagogy, we would like to argue that the two methods intersect, overlap, and interact at various points.…”

Section: Critical Literacy Approach: History and Theorymentioning

confidence: 99%

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Literature and critical literacy pedagogy in the EFL classroom: Towards a model of teaching critical thinking skills

Bóbkina

Radoulska

2016

SSLLT

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Drawing on the numerous benefits of integrating literature in the EFL classroom, the present paper argues that the analysis of a fictional work in the process of foreign language acquisition offers a unique opportunity for students to explore, interpret, and understand the world around them. The paper presents strong evidence in favour of reader-centered critical reading as a means of encouraging observation and active evaluation not only of linguistic items, but also of a variety of meanings and viewpoints. The authors propose a model of teaching critical thinking skills focused on the reader's response to a literary work. The practical application of the method, which adopts the critical literacy approach as a tool, is illustrated through a series of activities based on the poem "If" by Rudyard Kipling.

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Section: Critical Literacy Approach In Practical Terms: Application Omentioning

confidence: 99%

Section: Critical Literacy Approach: History and Theorymentioning

confidence: 99%

Literature and critical literacy pedagogy in the EFL classroom: Towards a model of teaching critical thinking skills

Bóbkina

Radoulska

2016

SSLLT

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“…The most obvious goal of foreign/second language learning is to acquire linguistic skills, but the potential of using such a context for promoting critical reflection about social issues has rarely been acknowledged. This book builds on and thereby substantiates a small but growing literature that demonstrates the potential of using contexts of language learning to promote critical reflection (Kubota, 1999;Norton & Pavlenko, 2004;Ohara et al ., 2001).…”

Section: Book Reviews 397mentioning

confidence: 95%

Book Review

Pavlenko¹

2006

International Journal of Bilingual Education and Bilingualism

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“…Banno, Ohno, Sakane, Shinagawa, and Tokashiki 1999 for a different treatment of gendered speech).3 Yet, sociolinguistic research shows that what are considered proper speech styles for men and women may vary widely depending on the individual and situation. An initial intervention designed to teach gendered language in Japanese from a critical, feminist perspective was designed and documented by Ohara et al (2001). Furthermore, in considering matters of pedagogy and multiculturalism, learners in foreign language classrooms today are as diverse as the student population found throughout classrooms in the United States.…”

Section: Re-examining Gender In the Japanese-as-a-foreign-language CLmentioning

confidence: 99%

“…Teachers can provide various level-appropriate authentic texts in the auditory, visual, or written modalities (see Byrnes 2002) that portray diverse Japanese gender identities through language in different contexts. Discuss these with your students (see also Ohara et al 2001). It has also been noted that both stereotypically and nonstereotypically feminine speech styles are used to create socially diverse women in manga and films (Okamoto 1996b).…”

Section: Re-examining Gender In the Japanese-as-a-foreign-language CLmentioning

confidence: 99%

Toward Reconceptualizing the Teaching and Learning of Gendered Speech Styles in Japanese as a Foreign Language

Siegal¹,

Okamoto²

2003

Japanese Language and Literature

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JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.. American Association of Teachers of Japanese is collaborating with JSTOR to digitize, preserve and extend access to Japanese Language and Literature. IntroductionIt is well known that Japanese norms of behavior have traditionally been highly gendered. Compared with men, women are expected to play subordinate social roles (Lebra 1984; Reischauer and Jansen 1995; Sugimoto 1997); their conduct, including ways of speaking, must be feminine; and they are thus expected to speak more politely, gently, and empathetically than men (Jugaku 1979; Endo 1995; Nakamura 2001; Okamoto 2002). At the same time, it has been increasingly recognized in recent years that actual behaviors of women (and men) do not necessarily conform to the norms and expectations, and that there is wide within-gender variation in speech (see §2 for further discussion). Yet, it is still not unusual to hear criticisms of women's speech when there are deviations from the prescriptive norms of femininity, as illustrated by the following excerpt from a recent letter to the editor of a major Japanese daily newspaper:In addition to the use of childish words and final rising intonations, young women have even started using men's language. Speaking in men's language is one thing, but there are girls who even use dirty words . . ., which makes me wonder how in the world their parents and teachers are raising them. But then, their mothers are also actively using men's language. On TV, I even saw a female professor using men's language proudly; I felt it was deplorable and questioned her educational level.... for men it seems as tasteless as eating sand or grafting bamboo on a tree .... In Japan there is an attractive and adorable women's language. If we teach men's language to female foreigners, we will inevitably end up teaching the wrong Japanese culture. (Letter from a 59-year-old man to the readers' column, Asahi Shinbun, November 2, 1992; translated from the original Japanese)The writer astutely pinpoints individuals within a particular (elite) social class in contemporary Japanese society (note that he is not discussing language used by, for example, female fish sellers). For the writer, these Japanese Language and Literature 37 (2003) 49-66 This content downloaded from 128.235.251.160 on Sat, 27 Dec 2014 17:30:55 PM All use subject to JSTOR Terms and ConditionsJapanese Language and Literature women should use gendered language in order to remain within a particular socio-political hierarchy that is comfortable for the writer. However, the writer is not really talking about language but rather about preservation of traditional gender roles, which he thinks are presently in the process of being transformed. In invoking "Japa...

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Toward a Feminist Critical Pedagogy in a Beginning Japanese-as-a-Foreign-Language Class

Cited by 31 publications

References 36 publications

Literature and critical literacy pedagogy in the EFL classroom: Towards a model of teaching critical thinking skills

Literature and critical literacy pedagogy in the EFL classroom: Towards a model of teaching critical thinking skills

Book Review

Toward Reconceptualizing the Teaching and Learning of Gendered Speech Styles in Japanese as a Foreign Language

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