Integrating Self-Access Learning Center Resources to Promote Learning Autonomy and Identity Expression David Cooke (Kanda University of International Studies) December 10, 2016
Increased investment in language learning comes from increasing access to identity expression in L2 (Norton, 2000)
Need for Integrating Identity Theme and SAC resources into Curriculum My Japanese university students needed confidence and agency with L2 expression. Japanese EFL university students have less identity expression opportunities in English than my ESL immigrant students in the USA (pilot study). Needed scaffolded training for lowering affective filter (Krashen,1985) to confidently express identity in L1 around peers in classes and outside class in L2 contexts. Japanese High School English taught them scripted English and shared identity. Multiple Language students needed both process/debriefing of volunteer and internship experiences as well as training for future study abroad/volunteering in foreign countries
Identity Elective Course for Multiple Language Students Utilizing SAC Resources to Increase Language Learner’s Investment (Norton, 2000) , Voice (Murphey, 2009) , and Agency.
Scaffolded English Identity Events in SALC/On Campus Presentation Gallery (Conversation Area) iMovie Production and Premiere (Computer Lab & Presentation Room) Panel Discussions (Presentation Room) Ethnography of Near Peers (Murphey, 2001) and Learning Advisors (Practice Center) Festivals (Wafuku, Makuchari, Hamakaze)
SALC Resources for Exploring and Self Reflection on Identity Expression Music CDs Identity Identity DVDs Identity Expression Books and Playlist Short Stories Mi Familia Folk Music from My Name by Sandra Cisneros 42 Various Countries Joy Luck Club by Amy Tan East is East Jazz and Blues Identity Card by Mahmoud The Hundred Foot Journey Kpop and Jpop Darwish Smoke Signals Hip Hop Invisible Man by Ralph Ellison Grave of the Fireflies Soul Sadako and the Thousand Paper Cranes by Eleanor Coerr
Gallery Presentations in SALC Free Conversation Area
Identity Events Off Campus Cultural Festival /Holiday Participation Lorem ipsum dolor sit amet, consectetur adipiscing elit Ethnography with Successful Mentors (non student or graduates) Similar to Road Trip Nation (PBS) or StoryCorps (NPR) in which they interview successful people using English Weekly Clubs, Sports, Organization Meetings Toastmasters International, Lions Club, Rotary Club, Sports Service Learning /Intentional Communities in Japan Toastmasters International, Lions Club, Rotary Club, Asian Rural Institute, UNFCR and JAR (Refugees in Japan) Service Learning /Study Abroad/ Intentional Communities outside Japan PeaceBoat (Japanese and English), Vietnam, USA, Canada, Philippines, Indonesia, S. Korea, China, Thailand, etc.
Identity Expression Practices Integrated into Curriculum for Engaging in Community Identity Flower Petals /Sun Rays Activity Blog (weekly reflections) Bio Poem Website Portfolio (Weebly) Image or Audio Collage Recording Dialogue with Near Peer Identity Music Playlist/Mixtape (listen & written/audio self reflection) Identity Movie Summary Reflection iMovies ( re record , edit to build confidence) Identity Short Story Summary Reflection Google Doc (live edit)Questions for Guest Speakers and Panel Discussion Participants Cultural Festival/Service Learning/Club Report
References Krashen, S.D. (1985). The input hypothesis: Issues and implications . New York, Longman. Murphey, T., & Arao, H. (2001). Changing reported beliefs through near peer rolemodelling.TESL-EJ, 5 (3), A-1, 1-15. Retrieved October 5, 2007, from http://www-writing.berkeley.edu/TESL-EJ/ej19/a1.html Murphey, T., Chen, J., & Chen, L. (2005). Learners’ constructions of identities and imagined communities. In P. Benson & D. N unan, (Eds.), Learners' stories: Difference and diversity in language learning (pp. 83-100). Cambridge: Cambridge University Press. Murphey, T., Falout, J., Elwood, J., & Hood, M. (2009). Inviting student voice. Asian EFL Journal, 36, 1-25. Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow, England: Pearson Education Limited. Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9-31.
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