Saturday Onsite Presentation Session 1

Linguistics, Language and Cultural Studies

Session Chair: Lok Fai Pun

09:30-09:55

70525

| “Change in L2 Motivation, Change in Worldview”: Being a Chinese International Student in Australia

Dennis Lam, Western Sydney University, Australia

Ping Yang, Western Sydney University, Australia

Adrian Hale, Western Sydney University, Australia

In China, where English is taught as a foreign language, the learners’ exposure to English-speaking cultures is very limited. Moreover, they view English language learning as an instrument to attain their aspirational goals, whether it is to enhance their future social standing or improve their career prospects. This purpose-driven ambition would drive them to focus on either instrumental or required motivation to meet their L2 goals. However, when these Chinese students enter an English-speaking culture, such as Australia, the realities of language and cultural immersion are frequently more challenging than many students expect, hence the need for these students to experience shifts in motivation and adaptation strategies. This change in motivation would necessitate a move towards integrative motivation for effective L2 acquisition in their language learning, which could ultimately entail a shift in their worldview. This paper explores they types of language motivation orientation international Chinese students use during their study sojourn in Australia. A mixed methods analytical approach was applied in two parts; first, through an online survey of Chinese international students studying at an Australian university, then followed by a separate 3-month longitudinal study to determine participants’ L2 motivation response. Findings suggest that there was a complex interplay between both integrative and instrumental motivation, which may facilitate a change in their self-identity. Implications from this study presents challenges to Australian universities to incorporate an environment of effective intercultural communication competency for all students, including Chinese students, to have a stronger intercultural outlook.

09:55-10:20

69927 | Effects of Cultural Studies on Language Learning Motivation and Transformative Learning in an Introductory Language Course

Mizuki

Mazzotta, Emory University, United States

Despite the growing interest in cultural studies based on critical analysis and reflections in foreign language (FL) curriculum, deep cultural learning is absent in most introductory level courses in the US resulting from students’ limited proficiency in the target language and teachers’ reluctance to use English in a FL course (Garrett-Rucks, 2016). The purpose of this study was to explore the outcomes of deep cultural learning activities based on student presentations and discussions in English in an introductory language course. Nineteen introductory Japanese students from an urban private university in the US participated. The course included seven student presentations on Japanese culture followed by class discussions throughout the semester. At the end of the semester, students wrote a learning reflection essay on Japanese culture, which was used as the main data source. Student essays were qualitatively analyzed with a discovery-oriented approach using NVivo, qualitative analysis software, for consistency. The analysis revealed that deep cultural learning activities increased language learning motivation. It also made the language course feel more relevant to student lives and their educational goals. Furthermore, findings suggest that cultural learning activities engendered transformational learning by facilitating students’ development as global citizens. Student transformations include recognition of interconnectedness of all people despite cultural differences, the wisdom to respect and learn from people of different cultural backgrounds, and a global citizen awareness that they share a responsibility in protecting the Earth. A detailed description of the course design and activities will also be shared.

10:20-10:45

70725 | The Invisibility of Translator’s Presence

Jyotika

Elhance, University of Delhi, India

“I see translation as the attempt to produce a text so transparent that it does not seem to be translated. A good translation is like a pane of glass. You only notice that it’s there when there are little imperfections— scratches, bubbles. Ideally, there shouldn’t be any. It should never call attention to itself.” Norman Shapiro When a translated text, be it fiction or non-fiction, verse or prose is free of regional, stylistic or linguistic peculiarities, it attains fluency and transparency and gets readily accepted by publishers, reviewers, and readers alike. It reflects the original author’s style, personality and intention in the target language with complete ease, and no longer reads as a translation. This illusory effect of the original that is created by the translator paves way for her own invisibility. The greater the fluency, the greater the invisibility of the translator, and, presumably, the greater the visibility for the original author. Despite being faithful to the original and rendering themselves invisible, translations and translators do not get their due as they are treated as a second order representation, a rewriting, a derivative, a copy. The copyright laws and contractual arrangements between the publisher and translator or author and translator also remain largely unfavourable and ambiguous. In this paper, I would like to focus upon the travails and dilemmas faced by translators, the tight-rope walk that they have to undertake to make the translation seem “natural” and the consequent feeling of being let down/short-changed by the system.

10:45-11:10

70304 | Reimagining English Education in Japan in an Age of Cultural and Racial Reckoning

Gregory Paul Glasgow, Kanda University of International Studies, Japan

English language teaching (ELT) in Japan is often positioned in governmental discourse as a tool to develop intercultural and communicative competence, global citizens’ who can function successfully on the international stage. But to what degree is the ELT industry and English education policy promoting messages of diversity and internationalization? To what extent are Japanese students aware of more complex issues surrounding ethnoracial and cultural identity that are essential to a deeper understanding of our social world? Do personnel, curriculum, and materials policies in English education truly incorporate and expose students to a variety of cultural perspectives that represent the entire world, rather than the English-speaking Global North? Lastly, to what degree do intolerance and discrimination in the system (e.g., native-speakerism as a raciolinguistic ideology) preclude teachers from realizing their potential in ELT practice? This presentation will highlight pedagogical practices that adopt a critical multicultural approach (Glasgow, 2023) and provide examples of how educators around Japan are reimagining English education in an age of cultural and racial reckoning. The audience will be provided with tangible examples of pedagogical efforts, and implications regarding how English education policy and practice can be further refashioned to promote equity and inclusion in these uncertain times will be discussed."