is the second half of an elementary course on spoken and written Japanese. Classes meet five time... more is the second half of an elementary course on spoken and written Japanese. Classes meet five times a week, and regular attendance and participation are expected. In addition, all students are required to spend time listening to tapes either at the Labo or at home. The goal of this class is to enable students to function linguistically in everyday situation involving listening, speaking, reading, and writing (students will become familiar with language usage that is appropriate to specific situations and given interpersonal relationships). All of these aspects of the language, as well as grammar, are studied and practiced in context. During the next fifteen weeks, you will learn basic Japanese language skills in common situations, such as: expressing desires, discussing choices and explaining or giving reasons, giving directions, stating impressions, explaining matters, describing people and things, using telephone, talking about one's abilities and talent, and so forth. Our primary focus in this course will be spoken Japanese, but you will also learn approximately sixty Chinese characters (Kanji).
Content: This course, an elective for the major in Japanese, is designed for students having litt... more Content: This course, an elective for the major in Japanese, is designed for students having little or no previous knowledge of Japan. We will examine Japanese writers' responses to the spiritual and economic collapse that follows Japanese defeat in WWII, conditions under the US occupation, economic recovery and prosperity, and postmodernism. We will also explore how various writers deal with concepts of family, gender, memory; identity, history, sexuality, the emperor system, state power, marginality, language, myth, nationalism, etc. Note that all works read will be in English (Those who read Japanese may read Japanese originals), and no knowledge of the Japanese language is required or expected.
Ueda Akinari (1734-1809) severed his ties to the mercantile class as he grew to become a rather r... more Ueda Akinari (1734-1809) severed his ties to the mercantile class as he grew to become a rather reactionary promoter of national learning. Ugetsu monogatari (1776, Tales of Moonlight and Rain), his collection of supernatural tales, shows contempt for profit-seeking merchants while extolling neo-Confucian values. Akinari’s samurai protagonists may be seen as a prototype of the Meiji superfluous hero. Separated from the mundane world, the have nothing left to do. The homosocial realm inhabited by samurai also suggests the importance of the nanshoku (homosexual) relationship between Akana and Samon in “Chrysanthemum Tryst” idealized in the tale. Misogynistic pronouncements by the narrator are often contradicted by the virtuous behavior of female characters. Miyagi, a stoic and noble wife linked by her poetry to Japan’s classical past, is praised for her self-abnegation, her story an expression of male obsession with female chastity that emerged in the Edo period. Despite their meek app...
This text below transcribes a hypothetical and 'pataphysical dialogue by a group of inter... more This text below transcribes a hypothetical and 'pataphysical dialogue by a group of interlocutors inquiring into the " what and how " of multimodal, Content and Language Integrated Learning (CLIL) methodology. It builds on a unique research paradigm concerned with combining CLIL and multiliteracies theory in the Japanese tertiary education context (Bradley, 2015; Bradley & Cole, 2016; Bradley, Hunt, & Cole, 2017). Synthesizing research on CLIL methodology and multiliteracies theory, the paper simultaneously manifests and explores a dialogic " thinking model " for examining complex philosophical and ethical issues with students at beginning or intermediate English levels. Faced with the Japanese government demand to offer more content courses or content-based-instruction (CBI) solely in English, we explore the potential of a CLIL-inspired multiliteracies approach, analyzing numerous examples taken from actual classroom experiences that illustrate how such an approach can overcome the lack of critical thinking and critical media literacy among students. This paper contributes to research on CLIL (Coyle, 2008; Koike, 2016) by demonstrating the applicability of a thinking model for teachers working with low-to-intermediate English. It is presented in a dialogic, 'pataphysical format as a way to question the " point of view " of academic research and indeed to transform the practice of academic writing itself.
is the second half of an elementary course on spoken and written Japanese. Classes meet five time... more is the second half of an elementary course on spoken and written Japanese. Classes meet five times a week, and regular attendance and participation are expected. In addition, all students are required to spend time listening to tapes either at the Labo or at home. The goal of this class is to enable students to function linguistically in everyday situation involving listening, speaking, reading, and writing (students will become familiar with language usage that is appropriate to specific situations and given interpersonal relationships). All of these aspects of the language, as well as grammar, are studied and practiced in context. During the next fifteen weeks, you will learn basic Japanese language skills in common situations, such as: expressing desires, discussing choices and explaining or giving reasons, giving directions, stating impressions, explaining matters, describing people and things, using telephone, talking about one's abilities and talent, and so forth. Our primary focus in this course will be spoken Japanese, but you will also learn approximately sixty Chinese characters (Kanji).
Content: This course, an elective for the major in Japanese, is designed for students having litt... more Content: This course, an elective for the major in Japanese, is designed for students having little or no previous knowledge of Japan. We will examine Japanese writers' responses to the spiritual and economic collapse that follows Japanese defeat in WWII, conditions under the US occupation, economic recovery and prosperity, and postmodernism. We will also explore how various writers deal with concepts of family, gender, memory; identity, history, sexuality, the emperor system, state power, marginality, language, myth, nationalism, etc. Note that all works read will be in English (Those who read Japanese may read Japanese originals), and no knowledge of the Japanese language is required or expected.
Ueda Akinari (1734-1809) severed his ties to the mercantile class as he grew to become a rather r... more Ueda Akinari (1734-1809) severed his ties to the mercantile class as he grew to become a rather reactionary promoter of national learning. Ugetsu monogatari (1776, Tales of Moonlight and Rain), his collection of supernatural tales, shows contempt for profit-seeking merchants while extolling neo-Confucian values. Akinari’s samurai protagonists may be seen as a prototype of the Meiji superfluous hero. Separated from the mundane world, the have nothing left to do. The homosocial realm inhabited by samurai also suggests the importance of the nanshoku (homosexual) relationship between Akana and Samon in “Chrysanthemum Tryst” idealized in the tale. Misogynistic pronouncements by the narrator are often contradicted by the virtuous behavior of female characters. Miyagi, a stoic and noble wife linked by her poetry to Japan’s classical past, is praised for her self-abnegation, her story an expression of male obsession with female chastity that emerged in the Edo period. Despite their meek app...
This text below transcribes a hypothetical and 'pataphysical dialogue by a group of inter... more This text below transcribes a hypothetical and 'pataphysical dialogue by a group of interlocutors inquiring into the " what and how " of multimodal, Content and Language Integrated Learning (CLIL) methodology. It builds on a unique research paradigm concerned with combining CLIL and multiliteracies theory in the Japanese tertiary education context (Bradley, 2015; Bradley & Cole, 2016; Bradley, Hunt, & Cole, 2017). Synthesizing research on CLIL methodology and multiliteracies theory, the paper simultaneously manifests and explores a dialogic " thinking model " for examining complex philosophical and ethical issues with students at beginning or intermediate English levels. Faced with the Japanese government demand to offer more content courses or content-based-instruction (CBI) solely in English, we explore the potential of a CLIL-inspired multiliteracies approach, analyzing numerous examples taken from actual classroom experiences that illustrate how such an approach can overcome the lack of critical thinking and critical media literacy among students. This paper contributes to research on CLIL (Coyle, 2008; Koike, 2016) by demonstrating the applicability of a thinking model for teachers working with low-to-intermediate English. It is presented in a dialogic, 'pataphysical format as a way to question the " point of view " of academic research and indeed to transform the practice of academic writing itself.
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