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Dec 11, 2023 286 likes •403 views

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

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Integrating Self-Access Learning Center Resources to Promote Learning Autonomy and Identity Expression David Cooke

(Kanda University of International Studies) December 10, 2016

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Increased investment in language learning comes from increasing access to identity expression in L2 (Norton, 2000)

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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

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Identity Elective Course for Multiple Language Students Utilizing SAC Resources to Increase Language Learner’s Investment (Norton, 2000), Voice

(Murphey, 2009), and Agency.

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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)

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SALC Resources for Exploring and Self Reflection on Identity Expression

Identity DVDs Mi Familia 42 East is East The Hundred Foot Journey Smoke Signals Grave of the Fireflies Identity Expression Books and Short Stories My Name by Sandra Cisneros Joy Luck Club by Amy Tan Identity Card by Mahmoud Darwish Invisible Man by Ralph Ellison Sadako and the Thousand Paper Cranes by Eleanor Coerr Music CDs Identity Playlist Folk Music from Various Countries Jazz and Blues Kpop and Jpop Hip Hop Soul

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Gallery Presentations in SALC Free Conversation Area

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Identity Events Off Campus

Cultural Festival /Holiday Participation

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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

utside Japan

PeaceBoat (Japanese and English), Vietnam, USA, Canada, Philippines, Indonesia, S. Korea, China, Thailand, etc.

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Identity Expression Practices Integrated into Curriculum for Engaging in Community

Identity Flower Petals /Sun Rays Activity Bio Poem Image or Audio Collage Identity Music Playlist/Mixtape Identity Movie Summary Reflection Identity Short Story Summary Reflection Cultural Festival/Service Learning/Club Report Blog (weekly reflections) Website Portfolio (Weebly) Recording Dialogue with Near Peer (listen & written/audio self reflection) iMovies ( re record , edit to build confidence) Google Doc (live edit)Questions for Guest Speakers and Panel Discussion Participants

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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. Nunan, (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.