2023 April
ISSN 2436-2867

ELF
The Center for English
as a Lingua Franca
Forum

玉川大学

Vol.

3

The Center for English as a
Lingua Franca Forum
Issue Editors: Brett Milliner, Travis Cote and Sachiko Nakamura

Reviewers:
Travis Cote
Tiina Matikainen
Blagoja Dimoski
Andrew Leichsenring
Miso Kim
Sahiko Nakamura
Yuri Jody Yujobo
Yuta Mogi

The Center for English as a Lingua Franca
Forum: Call for Articles
The Center for English as a Lingua Franca Forum is a refereed publicationthat seeks to promote critical reflection among English language teachingprofessionals from a wide range of professional contexts. Manuscripts are
subject to blind reviews by two or more reviewers after initial screening by theeditorial committee.
Aims of the Publication:▪ To encourage critical awareness among language teaching professionals▪ To encourage reflexive thinking among language teaching professionals▪ To encourage a praxis of action and reflection among language teachingprofessionals▪ To encourage language teaching professionals to empower themselves
and in so doing empower their students▪ To encourage sharing of teaching techniques among the CELF teachers▪ To serve and support the professional development needs of the CELF
teachers
Types of Articles:
Research article (1000 ~ 3000 words)
Teaching article (1000 ~ 3000 words)
Forum article (1000 words)
Center for English as a lingua franca reports (1000 words)
Book reviews (1000 words)
ELF classroom practices (1000 words)
Guidelines for Contributors:
Article contributions may include, but are not limited to, one or more of thefollowing areas:
English as a lingua franca
Curriculum design and development
Teaching methods, materials and techniques
Classroom centered research
Testing and evaluation
Teacher training and professional development
Language learning and acquisition
Culture, identity and power in language education
Application of technology in the language classroom

Research articles: Research articles should come with a description of theresearch context and research questions, issues pertaining to the researchcontext, relevant theories, qualitative or quantitative research data, detailed
descriptions of research method including clear demonstration of attention toresearch ethics and commentary.
Teaching articles: Teaching articles should provide a description of theteaching context, relevant issues related to the teaching context, teachingtheories and approaches appropriate to the context as well as comments
reflecting pedagogical praxis.
Forum articles: From time to time, the editor may call for forum articles focusing
on a particular theme or issue. Readers are also welcome to propose themes
or issues for the forum in consultation with the editor. Contributors will be given
the opportunity to engage with current issues from a given standpoint as wellas with each other’s opinions on the issue.
The Center for English as a Lingua Franca reports: From time to time, theCenter will request a report from full-time faculty. The reports can focus on avariety of features or services within the ELF program. For example, student
use of the tutor service, research projects, and faculty development.
Book reviews: Writers of book (textbook or other) reviews should first contact
the editors with suggested titles before proceeding with the book review.
ELF classroom practices: Articles should be brief “take-away” descriptions of
any activity, project, strategy or useful tool employed with varying degrees ofsuccess in the ELF classroom (i.e.,“teacher’s toolbox”).
How to submit your manuscript:
Please email your submissions to the editors with the title, “CELF Forum
Submission”.
email: celfforum@tamagawa.ac.jp4Issue 3 Foreword:
The 2022 Academic Year is the ninth year since the beginning of the
ELF program at Tamagawa University.
Teachers at CELF continue to develop constructive working relationships
with educators and researchers in Japan and abroad. In the last year or two I
believe there has been a notable progression in the quality and extent of theirresearch activities.
In this edition, Satomi Kuroshima, Blagoja Dimoski, Tricia Okada, Yuri Jody
Yujobo, and Rasami Chaikul investigate strategies used to maintain effective
communication in ELF interactions. Richard Marsh and Mariana Akemi Suzuki
explore ELF pedagogy to help learners become more conscious of and able
to manage social and environmental issues, and Saranya Muthumaniraja
outlines CLIL-related ideas for enabling effective technical presentations. Farez
Masnin describes an approach to using local linguistic landscapes to facilitate
understanding of issues related to ELF, and Miso Kim and Rasami Chaikul
report on faculty development and research in the 2022 Academic Year. Thankyou all for your contributions.
Thank you to reviewers Travis Cote, Blagoja Dimoski, Miso Kim, Andrew
Leichsenring, Tiina Matikainen, Yuta Mogi, Sachiko Nakamura, and Yuri Jody
Yujobo. Your work is appreciated.
This year again, we are grateful for the valuable work of editors Brett Milliner
and Travis Cote.
We look forward to continuing constructive development in research andteaching.
Paul McBride
Director, CELF

Contents
Linguistic expertise in extended other-initiated repair
sequences in ELF interactions
Satomi Kuroshima, Blagoja Dimoski, Tricia Okada, Yuri Jody
Yujobo & Rasami Chaikul

1

Imparting criticality and raising consciousness: Aiming to do
more than simply ‘teach English’
Richard Marsh & Mariana Akemi Suzuki

15

Introducing a CLIL-based speaking battle task for universitylevel ESP learners in Japan
Saranyaraja Muthumaniraja

25

English around us: A linguistic landscape activity to raise ELF
awareness
Mohd Farez Syinon Bin Masnin

40

A report on faculty development and research at the Center
for English as a lingua franca 2022
Miso Kim & Rasami Chaikul

51

Linguistic expertise in extended other-initiated repair
sequences in ELF interactions
ELF相互行為の他者開始修復拡張連鎖にみられる
言語専門性
Satomi Kuroshima, 黒嶋智美
Center for English as a Lingua Franca, Tamagawa University
skuroshi@lab.tamagawa.ac.jp
Blagoja Dimoski, ディモスキ ブラゴヤ
Center for English as a Lingua Franca, Tamagawa University
bdimoski@lit.tamagawa.ac.jp
Tricia Okada, 岡田トリシャ
Center for English as a Lingua Franca, Tamagawa University
tokada@lit.tamagawa.ac.jp
Yuri Jody Yujobo, 祐乗坊 由利 ジョディー
Center for English as a Lingua Franca, Tamagawa University
yujobo@lit.tamagawa.ac.jp
Rasami Chaikul, チャイクル ラサミ
Center for English as a Lingua Franca, Tamagawa University
rasami.chaikul@lab.tamagawa.ac.jp
ABSTRACT
Other-initiated repair (OIR) sequences have received a lot of interest in the field of ELF;
nevertheless, there has not been much in-depth examination of OIR sequences fromthe perspective of the communication strategies employed by participants to overcome
communication difficulties. This study attempts to broaden our understanding of theparticipants' strategies, namely, the repair initiation and operation methods used for
fixing the broken surface of interactions in ELF, particularly in the case of extended repair
sequences with multiple OIRs. By using conversation analysis as a research framework,1

this study investigated the first encounters of 20 dyadic exchanges in an ELF setting
performed via Zoom between Japanese students and non-Japanese interlocutors. Our
preliminary findings reveal that when a repair is launched by an interlocutor on basic
vocabulary without identifying the type of trouble, the recipient of the repair initiatormakes a judgment on it. Furthermore, the repair initiating party also demonstrate theirassessment of a repair method offered to them. By doing so, both parties take on beinga novice or a more knowledgeable expert in terms of linguistic and communicativeknowledge in relation to their conversation partner, while also weaving interculturality.
Such findings imply that explicit instruction on communication strategies for reducing
interactional barriers would assist learners in resolving such issues.
KEYWORDS: Communication strategies; Conversation analysis; English as a lingua
franca; Other-initiated repair (OIR); Interculturality
1. INTRODUCTION
The phenomenon of other-initiated repair (OIR, henceforth) sequences (Schegloff, et.
al., 1977) has attracted much attention in the field of ELF as communication strategies(Aleksius & Saukah, 2018; Björkman, 2014; Kaur 2010; Matsumoto & Canagarajah,
2020; Mauranen, 2012). Preliminary observations of our conversational data havedemonstrated that OIR sequences tend to be extended with more than one repair initiating
turn. Such extensions of repair sequences are a rare phenomenon in interactions among
native speakers as they are normally completed with one repair initiator (Haakana et al.,2021 in Finnish; Schegloff, 2000 in English). Therefore, the higher frequency of OIR in
ELF interactions suggests that the participants may employ OIR in a manner specific tothe setting (i.e., OIR practices for ELF interactions). However, an in-depth sequential
analysis and account of extended OIR practices to resolve the communication problems
in ELF interactions have been significantly lacking in the literature. By analyzing
individual cases of extended OIR sequences, we are not only able to provide a morethorough understanding of the phenomenon, but also to offer practical recommendations
for language teaching practitioners.
2. BACKGROUND
Studies focusing on communication strategies in ELF interactions have identified andclassified various practices of OIRs (e.g., Aleksius & Saukah, 2018; Kuroshima et al.,2022a). For instance, a repeat of the previous speaker’s utterance is utilized to help thepresent speaker’s comprehension and production process, to create coherence (Mauranen,2012), to signal confirmation or to simply signal to the speaker that the turn is his/hers(Björkman, 2014), and to formulate a direct request from the recipient (e.g., a request
for repetition, clarification) or other expressed needs by the recipient (e.g., expressing
non-understanding, appeal for help, etc.) (Deterding, 2013; Kaur, 2009). Confirmation
requests can also be used to elicit clarification (i.e., request) (Cogo & Dewey, 2012; Kaur,2

2009) and to confirm whether one has heard or understood something correctly (Dörnyei& Scott, 1997). Furthermore, overt questions about the previous utterance can serve asconfirmation checks (Björkman, 2014).
As mentioned, expanded OIR sequences are rare in interactions involving native
speakers. According to Schegloff (2000), an OIR sequence expansion with more than
three-repair initiating turns in English interactions among native speakers is extremelyrare in his collections. While extended OIR sequences with more than two repair initiators
have been observed in Finnish conversations, their frequency is less than 10% andtypically occurs when used for specific purposes such as disagreement implicative action
or establishing the common ground among participants (e.g., the referent) (Haakana et al.,2021).
Conversation analytic studies involving speakers with different linguistic
backgrounds (i.e., ELF interactions) have collectively demonstrated that ‘interculturality’is achieved via participants’ orientation for various conversational practices (Arano, 2019;
Bolden, 2012, 2014; Hosoda, 2006; Kurhila, 2006; Kuroshima et al., 2022b; Mori, 2003;
Nishizaka, 1999; Wong & Olsher, 2000). Participants’ orientation to an asymmetry inlinguistic/cultural knowledge is displayed depending on the activity. In fact, Hosoda (2006)
examined casual conversations between L1 and L2 speakers of Japanese and demonstrated
that the other-initiation of a repair (i.e., word search, understanding problems) is a locus
for the participants to display their orientation toward either a linguistic expertise or a
noviceness. By adopting Hosoda’s (2006) distinction between a linguistic expertise andnovice, the current study’s analysis of extended OIR sequences within ELF interactions
will also demonstrate that interculturality is indeed observable through the participants’
displayed orientation to such categories.
3. METHOD
We identified and collected extended OIR sequences from the researchers’ written corpus.
Then, we transcribed each segment by adopting Jefferson’s (2004) transcript system. We
then analyzed each sequence by adopting conversation analysis (Sacks, 1992; Schegloff,
2000) as a research framework and described the participants’ orientation to linguistic
expertise and noviceness emerging within an extended OIR sequence.
In what will follow, we will describe how an extended OIR sequence is organized
and what kind of normative orientation of participants is observable when engaged in a
multiple repairing work.
4. DATAThe video-recording of twenty dyadic naturally-occurring conversations in ELF settings(each approximately 20 minutes in length) totaling 6.5 hours was collected as part of afour-year JSPS research project (Dimoski et al., 2019). Japanese college/graduate school
students (JS) and their foreign interlocutors (FS) were asked to converse casually via
Zoom. The recruitment was done on the basis of snowball sampling, and they were paired
up solely based on their availability. Each interaction was first-encounter, and participants3

conversed on various topics on culture, everyday life, and hobbies (Kuroshima et al.,2022a, 2022b).
5. ANALYSIS
Before the analyses are presented, the target phenomenon of this paper needs to be
explicated. An other-initiated repair (OIR) sequence is one in which the recipient of atrouble source initiates a repair and leaves the repair work for the judgment by the producerof the problem (Schegloff, et al., 1977). The basic three-turn OIR sequence consists of
one repair initiator and its implementation, while the expanded OIR sequence contains
more than one repair initiator. Overwhelmingly, the repair is succeeded with one attempt;
however, in ELF interactions, such basic three-turn sequences are often expanded. Our
focus is on the practice of repair initiation and repair operation for an extended OIR
sequence to demonstrate how they reflexively display the speaker’s orientation to relevant
identities (i.e., novice and expert in the target language). Below, representations of a basic
three-turn and expanded OIR sequence are provided.
Basic three-turn OIR sequence
T1 A: Trouble source (i.e., repairable)
T2 B: Repair initiator (e.g., What?)
T3 A: Repair operation (e.g., the repetition of T1)((Resuming the halted talk))
Expanded OIR sequence
T1 A: Trouble source
T2 B: Repair initiator 1
T3 A: Repair operation
T4 B: Repair initiator 2 (on the same trouble source)
T5 A: Repair operation 2((Resuming the halted talk))(adopted and modified from Haakana et al., 2021)
A quick overview of the frequency of extended OIR sequences, initiated either by
the Japanese speaker (JS) or the foreign speaker (FS), from our data is presented in Table 1.
As can be seen, the sequence with two repair initiators is the most frequent; nevertheless,sequences of more than three repair initiators are not at all uncommon. It is also important
to note that in one of the cases, a total of eight repair initiators were observed.

4

Table 1
Frequency of extended other-initiated repair (OIR) sequences
No. of Repair Initiators

JS-initiatedFS-initiated

Total

3

6

5

11

2
4
5

Total

11
2
0

19

12
2
1

20

23
4
1

39

5.1. Repair initiation and operation to ascribe the problem to one’s communicative
capabilities (i.e., to produce an intelligible turn)
When a repair is initiated by the recipient, the speaker of the trouble source needs
to analyze and make judgement on what kind of problem the recipient could raise at thatpoint. The way they initiate a repair can indicate to some extent what their problem is;however, sometimes such a clue is not provided effectively in their repair initiation. In
such a case, the recipient’s practical reasoning for the repairable is revealed in the way
they self-repair their prior utterance (Schegloff et al., 1977).
In excerpt 1, FS (a Brazilian speaker) is asking about the city in which theJapanese student currently resides. The question is indicated in line 1, and JS answers
after displaying publicly and considering the question by saying “meal” in line 2.

5This part of his turn is retrospectively figured as a trouble source in the following
manner. First, FS initiates a repair with an open-class format in line 4 without specifying
the nature of her trouble yet (Drew, 1997). Then, JS self-repairs his utterance, first, by
repeating the word “meal” slowly and clearly and then expanding on this by offering
circumlocution of the phrase immediately following in line 6. However, this did not resolve
the problem. In line 8, FS attempts but fails to repeat the repairable and then accounts for
initiating another repair by claiming her lack of understanding with an apology (Robinson,
2003), thus, again in an open format by which she displays that she is desperate for a clue.
Following this, JS revises his own response to the question by paraphrasing “meal” intoa more activity-oriented description of “eating” in line 9, a turn design which is more
appropriate for the purpose than “meal.”
Two repair operation practices employed by the Japanese student are noted in thisexample: (1) enunciation of the trouble source, in which the speaker treats the issue as oneof hearing (or intelligibility) caused by a pronunciation unfamiliar to the interlocutor; and(2) elaboration/paraphrase of the trouble source, in which the speaker treats the problem
with understanding as a result of an ambiguous turn design with “meal” as an answer
to this question. As a result of these repair operations, the speaker of the trouble source
attributes the trouble to the production of his response to the interlocutor’s question (i.e.,
pronunciation and turn design as an answer to a question).
A slightly different orientation of the participants is seen in Excerpt 2. JS and FS (aMexican participant) are talking about a pet. When FS informs the recipient that she has acat in line 1, JS initiates a repair in line 3 by partially repeating line 1 with some variationin the pronunciation of the word “cat,” indicating that she has an understanding problem
with the pronounced word (i.e., unintelligible for her).

Since the lexicon “cat” is expected to be known by many speakers of different
languages, FS self-repairs her turn with an emphasis on “I” through prosody and gesture
without correcting her original pronunciation of “cat.” In this way, she treats JS's problem
6

as comprehension of the presented claim that she has a cat. Then, JS initiates a repair bytargeting the repairable this time in line 6, claiming that the understanding problem iscaused by the lexicon pronounced in a particular way. FS then repeats the trouble source
without repairing the pronunciation and offers circumlocution with onomatopoeia of theanimal’s typical sound and gesture in line 8, treating the problem as possibly mishearing
the word.
Unlike in Excerpt 1, no correction of pronunciation is made where the problem
is suggested to be caused by a pronunciation of a basic lexicon, which reveals that the
repairing party judges the recipient’s problem is one of understanding of the claim, rather
than judging that the trouble source is a pronunciation of the basic vocabulary. When
this does not resolve the problem, the speaker of the trouble source attributes the trouble
to JS's hearing problem and does not attribute it to her own pronunciation, even though
the repairable is a basic lexicon in English which is presumed to be known by almost all
members. Thereby, her orientation to differential epistemic status between her and herinterlocutor regarding linguistic knowledge on vocabulary is made observable.
The next excerpt contains eight repair initiators on the same trouble source. In thissegment, FS (a Taiwanese speaker) and JS are talking about the Japanese cartoon, One
Piece, and their favorite characters. JS says that he likes Sanji as he kicks the opposing
party up to line 11. Then, FS initiates a repair in line 13 by partially repeating JS's priorutterance.

7

By repeating the trouble source to confirm in line 14, the JS treats FS's problem
as understanding caused by his foreign accent. However, FS does not acknowledge it.
Instead, he fully repeats the prior turn and accounts for another installment of repair with
non-understanding. JS still treats the trouble as being caused by his own pronunciation
by repeating the trouble source again in line 17. Then, FS initiates a repair again in line
18 with his candidate understanding of a similar name of the cartoon character, Nami. At
this point, JS not only repeats the same word (lines 17, 19, and 21) but also enunciates theword to disconfirm the Taiwanese speaker's understanding (line 19) and further indicatesthat the problem is one of his own pronunciation, which is taken to be possibly foreign tothe interlocutor. After that, despite the FS's repeated attempts to rectify the situation byinitiating a repair, the matter remains unresolved since JS continues to repair the problem
with his pronunciation with nothing else except for disconfirmation of the interlocutor’scandidate understanding in lines 24 and 26. Finally, in the eighth attempt to resolve theproblem, FS gives an updated candidate understanding in line 34, which is accepted by JSin line 35.
In this case, by repeating the trouble source with enunciation, JS treats FS’s
problem as one of understanding (i.e., intelligibility) caused by his own pronunciation
foreign to the recipient. Through JS’s repair operations, which are based on his analysis ofFS’s repair initiation practices, JS attributes the trouble to FS's perception of his answer,
which is caused by his pronunciation.
To summarize the observations so far, when a basic vocabulary is identified as atrouble source based on the other-initiation of repair method, the repair operation reveals therepairing speaker's judgment of the nature of communication trouble in the following. The
elaboration (such as circumlocution/paraphrase) approaches the problem as the recipient's
understanding problem caused by ambiguous turn design, or a lack of lexical knowledge,
through which the participants differently attribute the linguistic novice category to therecipient or speker onself of the trouble source by making the other party the linguistic
expert. In addition, a repeat with enunciation addresses the problem of unintelligibilityof a turn caused by the speaker's pronunciation (i.e., production problem) unfamiliar to
the recipient, thereby, treating themselves as a linguistic novice whose pronunciation is
unconventional. In this way, the combination of a repair initiator and a repair operation
on a basic vocabulary (e.g., meal, cat, and enemy) can show the participants’ attribution
practice of social identity as a linguistic expert and novice to whoever is having or causing
a trouble of producing or perceiving an intelligible turn.
5.2. Multiple repair initiations as a means to ascribe the trouble to one’s communicative
capabilities (i.e., fixing the problem)
We saw in the previous section that the many repair initiators and repair operations canbe a good indicator of the speaker's interpretation of the difficulty source and natureof the trouble, which participants ascribe to themselves when they attribute linguistic
asymmetrical skill. In this section, we will examine a comparable but slightly different
practice to demonstrate such orientation to the linguistic categories of participants; namely,
several other-repair initiations within the same turn.
Excerpt 4 shows JS and FS (a Macedonian participant) discussing their everyday
8routine. In line 5, JS inquires FS about the starting time of his classes. The critical elementof his question, however, becomes a trouble source when FS launches a repair with aquestion word “what” first and then a partial repeat with modified pronunciation of “class”
as “cross” as candidate hearing in line 7.

JS then self-repairs his turn by repeating line 9. FS initiates a repair once moreby accounting for it as non-understanding and adding two candidates for understanding
the JS’s question in lines 11 through 18 in the form of a confirmation request, which was
confirmed by the JS in line 17. By utilizing multiple repair initiations within one turn,such as partial repeat and candidate understanding, the speaker indicates that he had afair grasp of the trouble source turn. Thus, he is treating the speaker of the trouble source
as a novice who requires additional assistance rather than leaving it up to the recipient’s
analysis as to how to resolve a problem.
In summary, when a repair is initiated on one word via multiple repair initiators,
the speaker of the repair initiation is trying to display that the trouble is caused by theturn’s incomprehensibility due to the unintelligibility of the trouble source lexicon rather
than presuming that the speaker himself does not know the vocabulary. Before asking
the recipient to fix the problem on their own, the speaker might assist the recipient by
providing several candidate understandings to show how much the speaker understands.
By locating the nature of the problem in this way, the repair initiators ascribe the social
identities of linguistic novice to the recipient of the repair, who needs extra help in
resolving a problem, and that of linguistic expert to the speaker themselves, in terms of
who can provide linguistic assistance in many ways.
9

6. CONCLUSION
In conclusion, by examining extended OIR sequences, we have demonstrated several
important features. First, by initiating another repair after the first repair operation, it
conveys that the provided solution was not successful and requires another means toresolve the persisting problem. In such a context, the repair operation itself can show
the speaker’s further analysis of the problem’s nature and their assessment of each of
their communicative capabilities to fix the problem. Second, when the basic lexicon (i.e.,
normatively expected to be known by both parties) is identified as a trouble source, both
the repair initiator and the repair operation suggest that the problem is one of its production
or perception of the word (i.e., intelligibility, turn design for a specific action, or lack oflexical knowledge), thereby differently attributing the trouble responsibilities (Robinson,2006) and differentiating the participant's epistemic status as a linguistic novice and alinguistic expert, who needs or can provide assistance in resolving the communication
troubles. Even though they have met for the first time, the participants measure eachother’s linguistic knowledge and expertise through their ongoing talk, which is used as aresource for analyzing and understanding the ‘another’ repair initiator one after anotherand orienting to adequately assessing the nature of the trouble in their interaction.
In this way, one implication that arises from this study is the potential benefitof explicit instruction of communication strategies (CSs) for repairing communication
problems that arise in ELF interactions, especially when they are asymmetric in terms ofparticipants’ language proficiency. While a detailed account of ways in which teachers
could implement CSs training in their teaching is beyond the scope of the current study, it
is worth noting that such practices have been reported in the literature in addition to theireffectiveness (e.g., see Dimoski, 2016; Dimoski et al., 2016; Milliner & Dimoski, 2022).
As the speakers of each language have a variety of methods to initiate a repair
to the recipients and self-repair their own trouble when it is requested (Dingemanse etal., 2015), teachers should remind students of the method they already have in their first
language and of applying the knowledge to their conversations in ELF—largely throughthe composition of a turn.
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Haakana, M., Kurhila, S., Lilja, N., & Savijärvi, M. (2021). Extending sequencesof other-initiated repair in Finnish conversation. In J. Lindström, R. Laury, A.
Peräkylä, & M. Sorjonen (Eds.), Intersubjectivity in Action: Studies in Language
and Social Interaction (pp. 231-249). John Benjamins. https://www.jbe-platform.
com/content/books/9789027259035-pbns.326.11haa
Matsumoto, Y., & Canagarajah, S. (2020). The use of gesture, gesture hold, and gazein trouble-in-talk among multilingual interlocutors in an English as a lingua
franca context. Journal of Pragmatics, 169, 245–267. https://doi.org/10.1016/j.
pragma.2020.08.015
Mauranen, A. (2012). Exploring ELF: Academic English shaped by non-native speakers.
Cambridge University Press.
Milliner, B., & Dimoski, B. (2022). The effects of communication strategy
training on speaking task performance. RELC Journal, 0(0). https://doi.
org/10.1177/00336882221085781
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Mori, J. (2003). The construction of interculturality: A study of initial encounters
between Japanese and American students. Research on Language and Social
Interaction, 36(2), 143–184. https://doi.org/10.1207/S15327973RLSI3602_3
Nishizaka, A. (1999). Doing interpreting within interaction: The interactive
accomplishment of a “Henna Gaijin” or “Strange Foreigner.” Human Studies,22(2–4), 235–251. https://doi.org/10.1023/A:1005492518477
Robinson, J. D. (2006). Managing trouble responsibility and relationships during
conversational repair. Communication Monographs, 73(2), 137–161. https://doi.
org/10.1080/03637750600581206
Sacks, H. (1992). Lectures on conversations (Vol. 1 and 2). Blackwell.
Schegloff, E. A. (2000). When “others” initiate repair. Applied Linguistics, 21(2), 205–243. https://doi.org/10.1093/applin/21.2.205
Schegloff, E. A., Jefferson, G., & Sacks, H. (1977). The preference for self-correction in
the organization of repair in conversation. Language, 53(2), 361–382. https://doi.
org/10.2307/413107
Wong, J., & Olsher, D. (2000). Reflections on conversation analysis and nonnative
speaker talk: An interview with Emanuel A. Schegloff. Issues in Applied
Linguistics, 11(1), 111–128.

13

APPENDIX A
Transcript conventions developed by Gail Jefferson (2004)
. 		
? 		
, 		
↑↓ _
- 		
[ ] 		
= 		
(0.5)(.) 		
: 		hhh 		
.hhh 		(h) 		
# 		¥ 		<word>>word<

14

pitch fall
pitch riselevel pitchmarked pitch movement underlining emphasis
truncation
overlap
latching of turns
pause (length in tenths of a second)micropause
lengthening of a soundaudible out-breath
audible in-breath
within-speech aspiration, usually indicating laughtercreaky voice quality
smiley voice quality
slow speech rate
fast speech rate

Imparting criticality and raising consciousness: Aiming
to do more than simply ‘teach English’
批判力の付与と意識の向上:単に「英語を教える」を超える
Richard Marsh, リチャード マーシュ
Tamagawa University, Center for English as a Lingua Franca, Japanr.marsh@lab.tamagawa.ac.jp
Mariana Akemi Suzuki, マリアナ アケミ スズキ
Musashi University, Department of British and American Studies, Japan
mariana.suzuki@u.musashi.ac.jp
ABSTRACTWe see the goal of this article as preparing Japanese university learners and fellow
Second Language Acquisition (SLA) professionals for uncertain and challenging times
ahead. We are facing many local, regional and global social and environmental issues
which we feel must be addressed. From global warming and the ubiquitous use of plastic
to gender and income inequality and disparity, there are a multitude of concerns whichface us all. Our daily English lessons should strive to inspire an increased awareness andempower change regarding these issues. This should be done in an environment which
encourages key English as a Lingua Franca (ELF) ideals. Finally, this paper will provide
two 100-minute university-level lesson plans for teachers to experiment with. We hopereaders find the ideas presented here inspirational and that they provide food for thoughtfor the future development of your own teaching methodology and theory of practice.
KEYWORDS: Social and environmental issues, Theory of practice, ELF, Culturally
reponsive pedagogy
1. INTRODUCTION
We see climate change and social issues such as gender inequality and the vast income
disparity generated by latter-day capitalism as the fundamental problems of our epoch. We
do not feel it is adequate to simply ‘teach English’, as the precarious time in which we live
and our ardent political and philosophical values demand we approach the acquisition ofEnglish through a more progressive and critically aware paradigm. Teaching in Tamagawa
University and other institutions, we are required to use a variety of different textbooks
and teaching materials. Through many years imparting this content to Japanese university
learners we often have the distinct feeling that we are merely describing certain disparate
15

topics or even compounding neoliberal ideals, such as the imperative for constanteconomic growth and profit, which we feel actually aggravates many environmental andsocial issues. For example, the TOEIC textbook we use has units entitled ‘Purchasing’ and‘Finance’, which provide a simplistic and unquestioning view of these concepts, usuallyfrom an America-centric worldview. We feel the authenticity of this material does notmeet certain ELF criteria or represents the values we hold as educators. While there is nospace in this article to provide a more comprehensive critique of the teaching materials
commonly used in Japanese university classrooms, we would anticipate, and certainly
hope, that many SLA practitioners reading this paper have experienced a similar feelingof alienation from the material we are expected to use.
In this paper we seek to raise awareness of how to apply a more critical perspectivein the university classroom and raise the consciousness of our learners to hopefully givethem a more solid footing in their ascent to become active democratic citizens. According
to Suzuki (2016), becoming an active democratic citizen means that as individuals, we
can appropriate our own history and the achievements of society and pass them to new
generations. This process of humanization views an educators’ work as providing aplatform which allows learners to shape a new future. We feel strongly that teachers havean important role to play in this process, as education is a key driving force in developing
human potential.
As educators it is essential to continue to develop our own theory of practice, to be
responsive to the uniqueness of the educational context in which we work and the broader
socio-political conditions that we and our learners are a part of. As Kumaravadivelu (2001)
neatly explains, this ‘competence and confidence can evolve only if teachers have thedesire and the determination to acquire and assert a fair degree of autonomy in pedagogic
decision making’ (p. 548). This does not mean throwing the baby out with the bathwaterand rejecting standard texts used throughout the tertiary education sector in Japan, but
having the confidence to add to and shape these texts and bring in your own ever-evolving
personalized lesson ideas and content. In the second half of this article we will suggest someconcrete examples of this. These lesson ideas have a harmony with our own ontologicaland epistemological underpinnings and, while you perhaps may not concur with ours, we
do implore you to explore your own values and bring them to the fore in your classroom
practice. We have chosen to write this article together as we share similar philosophicalbeliefs and we have also drawn inspiration from a great many other theorists. We agreewith McLaren and Farahmandpur when they state that, ‘immovably entrenched social,political, and economic disparities and antagonisms compel us as educators and cultural
workers to create alternatives to the logic of capitalist accumulation’ (2001, p. 137). As
such, we feel that the political does not simply reside in the Diet building in Kasumigazeki
or is merely an option to be exercised on voting day. It is fundamentally important forteachers to bring the local, regional and global concerns presented in this paper to theeveryday lives of our learners in the university classroom.
This paper will explain some crucial environmental and social problems and how
they impact Japan on a regional level and the whole planet on a global level. The literature
review will seek to ground our ideas in this context in a bid to stress how important it is
to approach these issues in the classroom. Next, certain ELF criteria will be emphasised16

as to clearly explain how we feel it is not only important to teach these environmental
and social issues, but to do so in a way which is sensitive to ELF concerns and our own
teaching philosophy. Finally, two lessons plans will be explained in detail to demonstrate
how this theory works in practice, before concluding with some additional ideas and hopes
for the future.
2. LITERATURE REVIEW
Some inspiration for this paper are social issues, in Japan and on a global level, suchas widening income inequality, poverty, healthcare, employment discrimination, genderdisparity, work life balance etc. and environmental issues such as deforestation, plastic
use, the limits of recycling, desertification etc. While we would certainly hope that global
warming is now viewed as an undeniable fact, it is still important to declare that, ‘climatechange is one of the major international problems in the 21st century, which goes beyond
the scope of a scientific problem and represents a complex interdisciplinary problem thatcovers environmental, economic, and social aspects’ (Mokhov, 2022, p. 7). We believe it
is important to bring these social and environmental issues to the classroom. As global
warming, for example, has the potential to threaten the very future of humanity and being
aware and taking action against it is absolutely crucial (Bouba & HongXia, 2022). We alsofeel, as educators, we must embrace that we have a wider responsibility to develop a moreculturally responsive pedagogy in which it is important to encourage the confrontation ofsocial injustices and challenge issues of power (Young, 2010). While we acknowledge,
to some degree, we are fortunate to teach in a developed country with a relatively welldeveloped middleclass and our learners perhaps do not face the same economic or social,for example, racial hardships as other countries or less advantaged educational settings.
We do, however, certainly feel the ideas presented in this paper have similar ambitions
and emerge from an equatable source of inequality and injustice.
In the second half of the article we will outline two specific 100 minute lessons
plans which will aim to boost our learners’ awareness and criticality of a wide variety ofdifferent social issues. These include prominent economic concerns relevant to the livesof our learners, as the research of Ohtake (2008) makes clear, ‘income inequality in Japan
has increased during the last two decades’ and one of the main factors contributing to this‘was the declining income share for the bottom 25% of income classes’ (p. 105). Based oncomprehensive analysis from Okoshi et al. (2014), social issues such as a distinct genderdivide is also clearly apparent in Japan. Their findings identify a disproportionately low
ratio of female to male full professors in different medical fields, universities and hospitals
and importantly they stipulate that ‘bringing change to this inequality will require persistenteffort, continuous monitoring of progress and a commitment to diversifying faculty andleadership’(p. 226). This is one of the key motivating factors in writing this paper andtrying to encourage a socially aware group of learners in our classrooms. We teach a variety
of different levels and learners with a huge range of intrinsic and extrinsic motivations toattend university and learn English. We also work at an all woman’s university, Kyoritsu
University, and soon the students in our classrooms will grow up to become the leaders of
tomorrow. We want them to be aware of these issues and force the change that is required17

to make Japan a fair and equal place for all. We do not feel it is an overgeneralization
to say that Japanese woman, ‘are encouraged to fulfil traditional gender roles from theirschool days onward by having children after getting married and by quitting work after
having said children’(Belarmino & Roberts, 2019, p. 284). As such, we want our lessons
to invigorate and catalyse our learners to reach their unfettered potential and deconstructand challenge accepted social norms rather than compounding them.
It is also essential that environmental issues should play a prominent role in ourclasses and not only focus on the immediate locality of Tokyo or Japan, but the global
challenges we all face. As one of us lived and taught at a university in Brazil, we feel theseissues can not only broaden our students’minds about environmental issues, but also teachcultural and geographic content, too. It is said that Brazil’s Amazon rainforest produces
around 20% of the oxygen in the Earth’s atmosphere (Bouba & HongXia, 2022) andaccording to data analysed by Silva Junior et al. (2020), the rate of deforestation increased
47% when compared to 2018 and is the highest rate in the decade. This also bleeds intosocial issues as well as the, until very recently ousted, populist Brazilian president, Jair
Bolsonaro declared these numbers a lie. His Trumpian assault on facts stirred a great senseof resentment and anger from the scientific community, which felt under significant threat
from his administration (Herton, 2019). Our learners are already of voting age and whilethese issues are complex and nuanced and it may be difficult for lower-level students
to fully grasp them in their L2, some attempt at raising awareness of political bias andoutright propaganda should, at least occasionally, be attempted.
For us it is also very important that the above environmental and social concerns
and the below lesson ideas are taught and encouraged in a credible ELF setting. We
understand English as a Lingua Franca to mean an authentic form of intelligible English
which crosses cultural and geographical boundaries (House, 1999). Where native speakermodels are not necessarily the goal or the measurement of success (Jenkins, 2006) and the
key point is how the language enhances a learner’s professional and social opportunities.
Academic rigour is essential in this process and the more learners are empowered todevelop an increased autonomy and confidence and do not fear the making of mistakes,
they will take additional ownership of the language. We feel very passionate, especially as
one of us is a non-native English speaker, that a language should be a vehicle for change andempowerment. Accommodation skills and mutual negotiation are vital (Jenkins, 2009) andthis includes between both student-teacher and student-student interaction. An authentic
ELF version of English should aim to help facilitate cross-cultural communication andallow learners to reach their goals in life, increase personal development and affect social
empowerment and change. This is particularly interesting as one of us is of Brazilian
and Japanese lineage, our learners are almost all Japanese and as Jenkins explains, ELF‘is above all an expanding circle phenomenon’ (2017, p. 2). Our lesson ideas described
below will provide some concrete examples for you to experiment with in the classroom.
For us it is important that they are compatible with many key features of the ELF corephilosophy, especially as one of us is a genuine ELF practitioner, while the other justespouses the worldview.

18

3. METHODOLOGY
In the next section we will give two examples of lessons that have worked for us during
a 100-minute Japanese university English class. These are the six general stages inthe teaching of these lessons: (1) Warm up questions with three student examples, (2)Introduction of the task, (3) Production (pre-task) phase, (4) Performance, (5) Examples
and feedback, and (6) Potential post task assignment. We feel these stages are quite logicaland self-explanatory, however, they are also quite flexible and can be amended or even
subtracted depending on one’s teaching style and the time you wish to spend on the lesson.
We would say, if you do not have a full class to spend on these following lesson plans,
then stages (1), (5) and (6) could be omitted for increased parsimony. We will not explainthese six stages in full detail, as their relevance should be apparent from the description
below and their context in the explanation. Also, the focus of this article is on the content,
rather than the method. However, if you are interested, we would strongly recommend
you read section three of a previous article in this journal which focuses explicitly on themethodology (Marsh, 2022).
4. PROCEDURE
4.1 Raising awareness of environmental or social problems, what impact they cause andwhat potential solutions there may be.
1. Warm up questions with three student examples: What is the biggest problem
in your life, in Japan and in the world? Why do you think so and what are some real-life
examples? This stage encourages learners to think of micro and macro level concerns andhow they connect to their day-to-day life.
2. Introduction of the task: Brainstorm environmental or social problems on theboard. Collect one or two examples as a class and then let the students work together andresearch online for a few minutes. Then, elicit ten or more problems from the class. Some
example environmental problems include: plastic waste, water pollution (sea and fresh
water), deforestation, light pollution, noise pollution, desertification, acid rain, PM2.5, andfood waste etc. Basically, this lesson plan can be used twice for environmental or social
problems respectively. We would not recommend conflating the two sets of problems inthe same class as, while many of the issues overlap, we feel it is important to establish adistinction between the two.
3. Production (pre-task) phase: Have each student choose a problem and encourage
they select a topic they do not know much about to promote a variety of different, diverse
issues. Give the class 20-30 minutes to research and write five or more reasons or examplesof why this is a problem and three potential ways it could be improved. Encourage theclass to find concrete examples from Tokyo, Japan or specific areas of the world. They
will often give quite generalized examples if you do not make this clear. You could also
request they show their sources or internet references if you have a higher level or more
motivated class. A suitable example could concern the limitations of recycling. It is easy
enough to find some basic percentages through a google search to illustrate, for example,
the global total of all recycled plastic is very low and that most plastic recycling in Japan19

is actually ‘thermal recycling’, basically meaning it is classed as recycling, but reallyjust burnt to generate electricity. We will not be specific here or show the references as
this information is easy enough to find online and we encourage teachers to select issues
which are personal to your individual worldview.
4. Performance: Once the class has adequate time to find some interesting
information and potential solutions or ways to improve the problem, they are ready toshare their ideas with each other. It would seem most beneficial to randomly mix the classinto groups of four or five so they will be working with people they do not usually sit with.
Provide a structure on the board so the class can have a shared reference for how to discuss
their research and how to close and request questions from their group. For example:
Hello everyone, the environment problem I chose was… Some interesting information I
found… Here are some ways to help improve this problem in the future… Thank you forlistening, please ask me some questions. It is important to emphasize accessible questions
and for the students to feel free to give their ideas. After all, this is the fluency stage ofthe lesson and the ultimate goal of our class is building confidence and competence inEnglish, not being overly strict about scientific or sociological matters.
5. Examples and feedback: If time permits, encourage a volunteer from each group
give their example to the whole class. Again, questions are important to show engagement
and encourage negotiation of meaning and accommodation skills. This is also a good
opportunity to encourage learner confidence and give feedback regarding delivery skills
such as eye contact and volume, pronunciation, etc.
6. Potential post task assignment: We believe the social or environmental issues
raised in this class would provide an excellent springboard for a homework writing task oreven generate the inspiration for a speaking assessment presentation or potentially a morein-depth process writing assignment. Through our experience this lesson will often spark
an intrinsic desire to learn more and become passionate about a topic. This can be further
kindled by the teacher by adding extra support and input during stages two, three, five orsix. We feel the learning opportunities provided in this lesson are plentiful and emerge
from the learners themselves. This style of lesson can encourage learning opportunities
which are student-centered and give teachers the confidence to move away from a solely
textbook based teaching point driven style (Allwright, 2005).
4.2 Choose a corporation, research good and bad points and if it would be a suitable place
for you to work in the future.
1. Warm up questions with three student examples: Do you have a part-time job?
What job do you want in the future? What do you think may be the best and worst thing
about this job?
2. Introduction of the task: Brainstorm companies on the board and try to be
as realistic regarding future employment as possible. It is also acceptable to include
universities, educational institutions and government departments. Try to emphasizethat while they may not know where their future professional career may yet take them,
it is important that the company is grounded in their real-life experience and academic
strengths.
3. Production (pre-task) phase: Have the learners choose a company/institution
20

and research ten good and bad points about it and if they would like to pursue employment
there once they graduate. In our experience learners will often be quite uncritical about
corporations so will need some prompting and examples. Work-related issues such as
salary, management style, overtime, gender equality at executive and management leveletc. should be easier to grasp, while social issues such as corporate responsibility, pollution,
tax payment, working conditions in developed and developing countries etc. may not be.
Learners can be quite naïve at times and often have a universal fondness for all things
Disney. Therefore, it would seem sensible to use this as an example to problematize anddeconstruct this image to encourage them to be more critical of corporations in the future.
As Tracy (1999) points out, the ‘Disney Company profits from a global division of labour,from automated processes of production, and from a labour force that is chiefly female forthe production of its cultural commodities’(p. 386). It is also easy to find comprehensible
information online about the vast pay disparity between white-collar management andservice sector staff at their theme parks and how so many workers, especially in America,
often struggle to afford basic services. These examples are certainly not unique toDisney and will, with some casual research, be found to be representative of most large
multinational corporations (Tracy, 1999). However, while one of the goals in this class is
to raise our learners’ criticality of corporations, it must be made clear that most of the ten
points should have a connection to the learners real lives and if they want to actually workfor that company in the future.
4. Performance: Once the learners have around ten good and bad points regarding
the company and have a conclusion if they want to work there in the future, they can be
split into groups and prompted to present their findings and ask each other questions.
5. Examples and feedback: Once again, an example could be encouraged fromsome or all of the groups and teacher feedback could add extra information or provide
advice, especially if the examples are too timid and perhaps do not include enough criticalcontent.
6. Potential post task assignment: For us, private corporate power and the imperative
for continual economic growth and profit is an unsustainable philosophy through whichto drive a society. There is limited space in this article to expand on these beliefs in thedetail we would like to, however, this lesson provides the platform for many fruitful, both
serious and casual, critical and more descriptive, further class activities and homework
exercises.
5. FURTHER IDEAS
It is a shame that we do not have more space to describe various other lessons plans
which could also raise the awareness and criticality of social and environmental issues.
However, here are a few other brief ideas: choose a news story and learn how to discuss
it and be critical of it (Using BreakingNewsEnglish.com, BBC, The Guardian, dependingon the class level), choose a Sustainable Development Goal (SDG), learn about it andconsider the limitations of it, choose an individual (Greta Thunberg, Rosa Parks, Martin
Luther King, Nelson Mandela etc.) and research about the positive (or even negative)
aspects of their life. We also teach a gender inequality lesson focusing on contemporary
21

working culture in Japan to attempt to raise awareness and empower them in the future.
Perhaps this could be described in more detail in a forthcoming paper.
6. CONCLUSION
With climate change and income and wealth disparity reaching unprecedented levels theworld is facing various extreme environmental and social issues. Acquiring English asa tool to enhance our learners’ academic achievement and professional development isadmirable in itself. However, if we do not endeavour to also raise learners’ criticality
and consciousness of these fundamental problems, there may be no fit planet remaining
for us and our children in the future. It is not necessary for university English teachers towrite papers such as this or conduct laborious, statistically laden research into their own
practice. However, we would say that it is essential to keep one's eyes, ears, and mind
open, not just repeat the same tried and tested tropes, but constantly reevaluate and evolve
your own personal theory of practice (Kumaravadivelu, 2001). In the changing times
in which we live it is not enough to hide behind the ‘correct’ answers in a textbook or
merely ‘teach to the test’. We must seek to inspire, empower and connect the social andenvironmental reality of a world in peril to the lives of our learners inside the classroom.
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Quarterly, 39(1), 9-31. https://doi.org/10.2307/3588450
Belarmino, M., & Roberts, M. R. (2019). Japanese gender role expectations and attitudes:
A qualitative analysis of gender inequality. Journal of International Women'sStudies, 20(7), 272-288. Available at: https://vc.bridgew.edu/jiws/vol20/iss7/18
Bouba, O. A., & HongXia, L. (2022). Youth awareness and commitment to global warming
risks among university students. International Journal of Human Capital Urban
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Herton, E. (2019). Brazilian president attacks deforestation data. Science, 365(6452),
419–419. doi:10.1126/science.365.6452.419
House, J. (1999). Misunderstanding in intercultural communication: Interactions inEnglish as a lingua franca and the myth of mutual intelligibility. In C. Gnutzmann(Ed.), Teaching and learning English as a global language (pp. 73–89).
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24

Introducing a CLIL-based speaking battle task foruniversity-level ESP learners in Japan
日本の大学レベルの ESP 学習者向けの CLIL ベー
スのスピーキング バトル タスクの導入
Saranyaraja Muthumaniraja, ムツマニラジャ・サラニヤラジャ
Center for English as a Lingua Franca, Tamagawa University, Japansaranyaraja@lab.tamagawa.ac.jp
ABSTRACT
Traditionally, Japanese engineering universities provide students with classes in technicalEnglish focusing on all four skills with significant leverage given to speaking assessment.
Learners are often required to provide a technical oral presentation at the end of theirEnglish course. Because speaking in English is essential for engineers to communicate in
the global business landscape, this paper focuses on how the author developed speaking
competencies in her technical English class. More specifically, using CLIL, the author
developed a speaking task to develop and practice technical speaking skills, which enabledlearners to provide better oral presentations.
KEYWORDS: Technical English, English for specific purposes, CLIL
1. INTRODUCTION
Global workspace communication skill is the ability to interact with people in various
settings. Doing it without diffidence and with confidence differs for everyone—thisskill aggrandizes with motivation and guidance from good communicators. Engineering
students in the modern world need the ability to send and respond to messages fromprofessionals that may differ in language, customs, and culture (Weedmark, 2023).
While technical skills are indispensable, the National Academy of Engineering report on
Educating the Engineer of 2020 lists communication skills as essential for the technicalworkforce of 2020.
Asian Engineers encounter difficulty entering the workforce, stiff competition,and difficulty interacting in English as they studied in their mother tongue. Most JapaneseEngineering students confront this difficulty. In Japan, engineering students primarily
study technical subjects in Japanese, giving less room for learning technical English.
Technical English is a required course for engineering students in engineering colleges25throughout Japan, as Japanese universities have acknowledged the significance of English
in engineering education. The Top university project by MEXT reinforces Japanesehigher education's significant competitiveness and attracts international students. Most
technical English courses give equal importance to all four skills, but oral presentations
are weighted heavily. Since the students have had very little exposure to English speaking
and presentations in high school, preparing for oral presentations is a big challenge forthe students and teachers. In this paper, the author will explain (1) What difficulties are
faced by students; (2) How the author has developed speaking competency in engineering
students; (3) How the speaking task battle has enabled learners to stimulate CLIL-based
practice in technical speaking and prepare them for better oral presentations.
2. LITERATURE REVIEW
2.1 Communication competencies for engineering students
Communication competence is a prerequisite for any student's academic, personal, andprofessional success. Likewise, well-developed communication skills are essential for any
professional and are a highly desired competency in the field of Engineering. Workplacecommunication is essential in helping engineering students build interpersonal skills. They
must demonstrate a sincere interest in getting to know people during their first meeting andtreat everybody respectfully and courteously. While exchanging ideas, engineers need tounderstand that people have different attitudes and perspectives. In a survey of professors
across various institutions and disciplines, the two main problems faced by EFL students
were students needing to be more willing to participate in class discussions and to ask
and respond to questions (Ferris & Tag, 1996). They also suggested that teachers provide
content-based instruction and practical communication skills practice in the class.
In a systematic review including 52 studies (27 quantitative and 25 qualitative)
addressing the required competencies for engineers, Passow and Passow (2017) indicatedthat communication is among the 16 most generic competencies – one of the most important,and Engineers spend half their work time communicating. Passow and Passow concluded
that an outstanding engineer is a combination of technical and human-related skills. Iijima
et al. (2010) explained that an engineer's creative and conceptual ability is relevant only
if the engineer can effectively communicate the end product to the international audience.
They also portray the importance of written and oral communication competencies,
firmly pointing out that the ability to make an effective presentation to clients in meetings
and at conferences requires both instruction and practice (Iijima et al., 2010). In a study
conducted at a Japanese engineering and computer science university, Danielewicz-Betz
and Kawaguchi (2014) argued for more significant measures to improve communicationand other required global skills for Japanese graduates. Spanish civil engineering students
have emphasized the need to develop speaking competencies for Technical English as
they agree on the importance of technical English for future careers (Romero et al., 2017).
Abid et al. (2008) considered communication competence crucial to increase Malaysianengineering students' employability. They evaluated a speaking module's role in developing
students' oral competencies and confidence, where the students achieved considerable
improvement. The authors also point out that a future engineer's ability to communicate
26internally or externally determines the success of any organization and proves one's capacity
to deal with associates, subordinates, managers, clients, and investors. The above studies
have all argued for a greater focus on developing engineering students’ communication
skills. All studies portray the importance of Content and Language Integrated Learning(CLIL) for technical students, especially in oral communication.
2.2 Content language integrated learning
Content and Language Integrated Learning (CLIL) is an approach in which a second
language and subject content are taught simultaneously (Coyle, et al., 2010). According toCoyle et al. (2010), CLIL practice is established on the 4Cs framework: Communication(using language to learn while learning to use language); Cognition (thinking andunderstanding); Content (developing knowledge, skills, and understanding of the subject);
and, Culture (self and other awareness/citizenship) which, are the rudimentary skills
engineering students at Japanese universities need to acquire.
Tedick et al. (2011) define immersion programs as those in which at least 50%
of learning takes place in the foreign, or target, language. CLIL, on the other hand, canbe considered an ‘umbrella term’ (Mehisto et al., 2008, p. 12), covering a wide rangeof strategies and methods for teaching and learning in a target language. Almost equal
attention is given according to the learner's needs at any point in the learning process. The
learners likely consider the foreign language used (e.g., English in the Japanese context) an
essential subject being taught, which is believed to enhance motivation (Coyle et al., 2010).
Learners acquire knowledge about the content of the subject and language at the same time.
It is a methodology that can improve interest in learning English and encourages students
to improve their fluency by focusing more on the content than on English language study.
It is not a new way to teach English as a foreign language, but it has been widely practiced
in most European countries since the 1990s. Here are some benefits of CLIL methodology
as illustrated on the European Commission's website (CLIL's Benefits, 2012): (1) it
develops intercultural communication skills, (2) it improves language competence andoral communication skills, (3) it develops multilingual interests and attitudes, and (4) it
provides opportunities to study content through different perspectives.
Figure 1 (adapted from Ikeda, 2012), indicates the position of CLIL in the continuumof English language teaching methodology. CLIL is a communicative approach placedaround the middle of the continuum between structure-based instruction and naturalacquisition. On a nexus of language teaching methodologies, CLIL is towards the English
as a second language (ESL) marker. According to Ikeda (2012), there are five core featuresof a CLIL curriculum: (1) Content: contents from a subject or various topics are placed
as the main focus of learning; (2) Language: an additional language (English) is used asa tool to learn a subject or particular topics rather than to study the language itself thatis being used as a medium of instruction; (3) Activities: authentic materials are used forlearning, and four language learning skills are incorporated. Authentic materials include
newspapers, magazines, and online materials that are not prepared for language learning;(4) Academic achievement aims to boost students’ knowledge, language, and cognitive
skills; and (5) Learning theory: both approaches are based on theories that learning isfacilitated by providing input that learners’ can comprehend, and creating interactive
27

opportunities for communication between teachers and peers.
Figure 1
The position of CLIL in English language teaching methodology (Ikeda, 2012, p. 2)

2.3 CLIL studies in Europe and Japan
Studies reveal across Europe that the CLIL approach encourages more positive outcomesin terms of foreign language acquisition than traditional EFL courses (Basque Institute of
Educational Evaluation and Research, 2007; Lasagabaster, 2008; Ruiz de Zarobe, 2008;
Várkuti, 2010). Other scholars have found evidence of greater motivation levels among
pupils taking CLIL classes than those taking traditional language classes (Seikkula-Leino,
2007; Lasagabaster & Sierra, 2009; Lasagabaster, 2011). Novitasari et al. (2021), forexample, noted that their tour guide students could use technical language more effectively,
improve overall English speaking skills, and improve tourist guiding competency after
a CLIL-focused course. In another study by Delliou and Zafira (2016), the researchers
observed improvements in Greek students’ English speaking after a CLIL course. Likewise,
Pinner (2013), when considering the effects of a CLIL course for Japanese EFL students,
concluded that CLIL provided a better vehicle for language exposure and production.
CLIL has been gaining popularity in Japan, especially in English education(Brown, 2015). Research and publications have increased, particularly in university
bulletins, over the past several years. The number of articles containing the keyword CLIL
on CiNii (https://ci.nii.ac.jp/), a database of publications in Japan, more than doubled
between 2013 and 2019. This search on CiNii also revealed that CLIL in Japan, when theapproach was adopted, was mainly in English language classes, unlike in Europe. CLIL
was originally developed as “a set of methods that could help subject teachers support thelanguage needs of their students” (Ball et al., 2015, p. 27), and this content-led approachis now referred to as hard CLIL. On the other hand, the language-led CLIL approach,28

which emphasizes developing the target language skills than the content knowledge, isreferred to as soft CLIL (Ikeda, 2013). Soft CLIL has been the more mainstream CLIL
approach in Japan than hard CLIL mainly because English is used as a foreign language(EFL), and not widely used outside the classroom. Therefore, it is necessary to investigate
the relevance of the hard CLIL approach to academic subject courses offered in English at
Japanese universities.
In Japan, the basic concepts of the CLIL approach have been introduced anddiscussed intensively in the last decade by several scholars and practitioners (Iyobe &Brown, 2011; Izumi et al., 2012; Koike, 2016; Watanabe et al., 2011). The implementationof this approach in Japanese universities has also been reported (Ikeda, 2013; Ikeda et al.,2016; Iyobe & Brown, 2011; Parsons & Caldwell, 2016), but the focus has remained on
CLIL’s theoretical background, feasibility, and potential difficulties. MacGregor (2016)
argued that more discussion, writing, and research are needed on CLIL education in Japan.
Although Morikoshi, et al. (2015), and Yoshida and Morikoshi (2011) have reported on
the introduction of a CLIL approach, the teaching of this subject using such an approachremains an understudied area.
Content-related classes taught in English at Japanese universities can be classified
along the continuum from soft CLIL to English as a Medium of Instruction (EMI), as
illustrated in Figure 2. This figure shows the relationship between CLIL and EMI. If
EMI courses are defined as lectures and seminars taught by subject instructors without
language support, then the hard CLIL can be considered as EMI courses with systematic
language support. Ball (2018) emphasizes that the axis of hard CLIL is language support,
as an essential aspect. The mid (or ‘comfortable’) version of CLIL is one where lesson
subjects, or parts of subjects, are taught via a foreign language with dual-focused aims andwhere learning is a combination of both language and content.
Figure 2
Content-related classes taught in English at Japanese universities

2.4 Difficulties faced by the student in the Technical English class
Japanese students tend to have experienced rigorous English grammar translation training
in high school while speaking skills are underemphasized. In the context of classroom
learning, we observe that Japanese students seldom initiate discussions, ask clarifying
questions, or volunteer answers (White, 1987). Some research studies show that graduateswith limited English knowledge need much more to be done, especially in communication(e.g., Collins et al., 2000; Gomlesksiz, 2007; Ward, 2009).
Teachers encounter various challenges while helping students speak in the29classroom. These include diffidence, lack of topical knowledge, and mother tongue use.
As most students in the technical English class had their entire education in Japanese, theauthor observed most of the above speaking problems. The author noticed initially thatmost students needed support presenting an oral presentation even though their TOEIC
scores demonstrated upper-intermediate language proficiency.
Since students had difficulty giving a technical oral presentation, the author
applied a pedagogical speaking practice that enabled them to practice technical speaking
by stimulating CLIL use in class effectively.
3. METHODOLOGY
3.1 Context of the study
The “Technical English” course is a course in the English language curriculum at aJapanese university. The present study is focused on implementing a mid-CLIL speaking
activity for one semester to explore its effects and challenges with a focus on language
support for final oral presentations. This study was conducted as action research for atechnical English course lasting 14 weeks (21 contact hours). The students were fourthyear engineering students majoring in computer science and mechanics. Their average
TOEIC score was over 600 points. The program focuses on all four skills, reading, writing,listening, and speaking, with a significant portion focusing on the speaking component.
An oral presentation was the final part of students’ grades.
3.2 Developing speaking competencies
A textbook (Ibbotson, 2009) is used for self-study purposes, and the reading exercise
is a required weekly homework component. The textbook reading uses technicalwords familiar to students in their mother language; therefore, they had little difficultycompleting the exercise. The students were outstanding in reading but had difficulty
expressing themselves in speaking. When preparing and developing materials, especiallyfor language support, frameworks, principles, strategies, and previous studies on CLIL
as well as insights from EFL classes were used for reference. Previous studies haveidentified effective strategies for providing language support in CLIL courses that include
teacher talk (Coxhead, 2017), repeated exposure to related language in activities (Turner& Fielding, 2020), use of textbooks (Coxhead & Boutorwick, 2018), scaffolding (Mahan,
2020; Yakaeva et al., 2017), and development of materials designed specifically for hard
CLIL (Ball, 2018). The author decided to use self-study reading exercises for classroom
speaking practice, and created questions based on the reading that allowed learners to
explain and discuss important technical terms in their own English. These discussions
indirectly led to technical speaking practice. The questions tried to stimulate contentintegrated language learning–CLIL. Figure 3. shows the author's worksheet based on the
textbook self-study lesson. Using the engineering student's self-study textbook, the author
created a CLIL stimulating speaking worksheet based on the technical terms in the lessons
for more relaxed speaking practice, which enabled the students to practice more technicalconversations
30

Figure 3
Example speaking worksheet

3.3 The conversation battle process
One reading lesson is allotted for weekly self-study practice, and the author instructs
the students to read the content. In the following class, the conversation worksheet is
distributed for speaking practice. To stimulate greater learner engagement, speaking was
conducted as a conversation battle. The students were randomly divided into groups ofthree.

31

Figure 4
First-round speaking order

Speaker A starts by answering speaker B, and C listens to their exchange. Once completed,Speaker B answers the same question while A and C listen. Lastly, Speaker C answers thesame question (See Figure 4). After answering the question, each speaker must complete
an online form to rate the opposition speakers and select the best speaker (Figure 5). In
the next round, speaker B answers the second question while the others listen (Figure 6),
followed by speaker C and speaker A (Figure 7).
Figure 5Peer review form for speaking battle

32

Figure 6
Second-round speaking orderFigure 7
Third-round speaking order

After three rounds, the fourth round starts with speaker A and continues in the sameorder. While practicing, the students initially had difficulty but later tried to incorporate
more technical language in a relaxed way during the conversation.
4. REFLECTIONS
During the speaking activity, the author was able to notice the following.
●
Active participation. Student participation was at a greater level, and each speakergave maximum effort throughout the process.
●Usage of technical words. The students used technical words in their speaking,giving better answers each round. Since the speakers spoke about the same question,
each could observe and learn from the previous speaker, enabling the following speakerto provide improved responses and practice technical words in CLIL content-integrated
language learning.
●
Fluency in improvisation. As learners progressed in the task, their fluency
improved, enabling them to make more meaningful sentences. They were able to explain
complex technical terms within a fluent conversation.
●
The conversation practice built confidence in speaking, and they were more
open about making mistakes while speaking. The author noticed that learners enjoyed
the process of speaking, students' voices increased as the task proceeded, and they weretaking much longer to finish each question as the task progressed. Also, there was less L1
use, and they were able to use technical content during a conversation more effectively.
The students had conversation practice for thirty minutes each class for almost33

14 classes giving time for a sufficient quantity of practice. The conversation practice
improved their technical speaking ability and motivated students to give their final oralpresentations more confidently, which was observed during the final oral presentation.
There were some limitations while performing the speaking battle. Few students foundparticipating in the speaking battle challenging, and they still used a lot of their L1(Japanese) in their conversation.
5. CONCLUSION
Future engineering students must envision their role in the industry. Their ability tocommunicate internally and externally will determine the success of any organization incommunicating accurately and appropriately and will improve one's capacity to deal withpeople in different roles. In addition, while developing communication skills, the students
can apply and build up necessary skills in the long run. Moreover, their spirit to develop
their ability and skills to know more about technical aspects of the topics was successfully
established.
The main point of this paper is to establish that the CLIL framework of using
authentic materials with high-order thinking materials enabled engineering students
at a Japanese university to practice and develop technical speaking capabilities. The
speaking battle format enabled learners to push away their shyness to engage in more
technical English conversations. The speaking practice dramatically reduced the levelof apprehension among students, showing that they need motivation and practice toimprove and develop their spoken communication skills. The speaking battle format
enabled learners to converse and develop technical speaking competencies with CLIL
use; it also indirectly helped the students to perform better in their final oral presentations.
The author also encourages using CLIL in technical English instruction because of therich opportunities and positive effects on the classroom and the learner's experience inlearning the technical language.
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39

English around us: A linguistic landscape activity to raise
ELF awareness「私たちの周りにある英語」：ELFに対する認識を高める
ための言語景観アクティビティ
Mohd Farez Syinon Bin Masnin, マスニン・ムハッマド・ファリス・シノン・ビン
Center for English as a Lingua Franca, Tamagawa University, Japan
farezsyinon@lab.tamagawa.ac.jp
ABSTRACT
Despite the gradual acceptance of English as an international lingua franca and efforts
to decolonise the English language teaching field, native-speakerism is still prevalent inmany parts of the world, including Japan. Challenging this notion and raising awarenessof the actual use of English as a lingua franca requires teachers to be creative. This
paper proposes an activity that aims to raise awareness towards ELF among Japanese
university students by first making them aware of the use of English in their local linguistic
landscape.
KEYWORDS: English as a lingua franca, ELF awareness, Linguistic landscape activity
1. INTRODUCTION“ネイティブ講師と距離が近い。つまり、世界と近い。”
Roughly translated, it means, ‘You are in close proximity with native (English)-speaking
teachers. Thus, you are close to the world.’ I remember feeling confused and appalled
reading the above statement on a promotional poster of a private university’s Department
of Global Communication on the train I was using for my daily commute in Tokyo. The
idolisation of native English speakers (NESs) in Japan or other countries, especially inKachru’s (1985) Expanding Circle, is not new. However, claiming that native Englishspeaking teachers (NESTs), in particular, can bring the world closer to you is exaggerated
because it implies that NESTs or native English speakers represent a big part, if not thewhole world. This idea is far from the truth, considering the fact that the number of native
English speakers, according to Ethnologue (n.d.), is only about 5% of the whole world
population, or around 35% of the total number of English speakers (both native and nonnative speakers included).
In this age and day, the English language has undoubtedly become a de facto
40international lingua franca and “an all-pervasive feature of a globalised world” (Widdowson,
2017, p. 101). It penetrates various layers of the international community, such as aviation
communication, English Medium Instruction (EMI) courses in universities worldwide,
the internet, and international academic journals. Apart from that, the existence of various
Englishes worldwide, native or non-native varieties, has been recognised and extensively
studied. Reflecting on these, ideally, we would expect a global society that is more awareof the implications of having English as an international language. One such implicationis the understanding and acceptance that NESs’ social, cultural, and linguistic norms andassumptions should not be the sole standard that dictates how English should or can beused by people of different linguacultural backgrounds. As Honna (2008) states,
Actually, when Japanese speak English with Singaporeans, there is no room
for American or British English culture. It would be clumsy if the Japanese
had to represent the American ways of behaviour and the Singaporeans the
British version while speaking English to each other. (p. 6)
However, changing something that has been around and believed to be the normfor decades is challenging. For a very long time, the teaching of the English language
to speakers whose native language is not English has always been strictly NES-centred.
In EFL-based language teaching, for instance, the first language and learners’ culture
are often perceived as hindrances and interference for the learners to achieve linguisticcompetency (Galloway & Rose, 2018). In addition, becoming like a native speaker isperceived as an ideal goal to achieve and diverging from the so-called standard English
is seen as a defect and ought to be corrected or penalised. In Japan, native-speakerism(Holliday, 2003) in English language education is a deeply entrenched ideology that has
led students to be constrained by NES norms (Murata, 2016) and have negative attitudes
towards non-native speakers of English (Kimura, 2019).
Therefore, as English language teachers in this globalising world, we need to thinkof different and creative ways to make our students aware of the actual use of English
as a lingua franca (ELF) around the world. In this paper, I propose an in-class linguistic
analysis activity called ‘English Around Us’.
2. USING LINGUISTICS LANDSCAPE IN LANGUAGE LESSONS
The term linguistic landscape is made popular by Landry and Bourhis (1997), whichrefers to the language used on “public road signs, advertising billboards, street names,
place names, commercial shop signs, and public signs on government buildings” (p. 25)
of a particular area. These signs serve informative and symbolic functions that mark“the relative power and status of the linguistic communities” (p. 23). As Japan is often
perceived as a homogenous nation, one might think that the linguistic landscape may not
be as diverse. However, recent studies have proved otherwise. One such study is a survey
41

of official and nonofficial multilingual signs at the JR Yamanote Line stations in Tokyo by
Backhaus (2006). Findings showed that 2321 out of 11,834 signs were multilingual, withEnglish being the dominating language (97.6%). Other languages found on the multilingual
signs include Asian languages (e.g., Chinese, Korean, Tagalog, Thai), European languages(e.g., French, Portuguese, Spanish), and Middle Eastern languages (e.g., Arabic, Persian).
From the early years of research in the linguistic landscape, much of the literature
has been focused mainly on sociolinguistic studies concerning language policies,
especially in multilingual societies or settings. However, in recent years, some studies
have been conducted on the pedagogical potential of the linguistic landscape. The existing
body of research on this topic generally suggests that using linguistic landscape as atool in language teaching helps raise students’ language awareness, especially towards
the innovative way of language use in society (Sayer, 2010) and the social functions oflanguages (Rowland, 2012; Chesnut et al., 2013). It also benefits students in acquiring
pragmatic competence (Cenoz & Gorter, 2008) and enhancing language skills (Dumanig& David, 2019). Since the linguistic landscape is a form of actual language use, it helps
bridge classroom lessons with authentic, real-life language use (Sayer, 2010) in contexts
the students can relate to (Floralde & Valdez, 2017).
This paper aims to add to the limited literature on how linguistic landscape analysis
activity can be incorporated into a language classroom, particularly English. The lessonplan introduced in this paper is the one I created for my Japanese university students, mostof whom are false beginners (CEFR A1-A2) due to their prior English language learningin junior and senior high schools.
3. OVERVIEW OF THE ‘ENGLISH AROUND US’ ACTIVITY
The primary objective of the ‘English Around Us’ activity is to make students aware of
the existence of English in their local linguistic landscape by having students discover the
purposes of English being used on posters in public spaces in Japan. This activity can help
students move away from the belief that English is a language of a foreign land that isvery distant from them or not within their reach by looking at how the English language isbeing exploited to reach whatever goals or purposes the posters have. Since fluency is not
the main aim of this activity, it can be adapted based on the level of the students.
3.1. Preparation
Assign students homework of taking a picture of a poster in public places to be used in
the activity stage. Give the students at least a week, so they will have more time to find agood poster.
The requirements for a poster are as follows:●
posted in a public space (e.g., trains, buses, stations, shopping malls, cafes,
restaurants)●
either contains a few English words (written in the roman alphabet, not katakana)or is entirely in English●
not brand names (e.g., Platinum, Muse)●not Romanised Japanese words (e.g., Ekiden, Shimokitazawa)
42not too short (e.g., No Entry, Toilet)
Below are some examples of good posters that can be used for this activity.
●

Figure 1
Example of posters in public spaces in Tokyo

The sign on the left-hand side is a poster in a shopping mall, Lumine, near Tachikawa
Station, which contains some English words such as ‘CHRISTMAS FOODS’, ‘PREORDER’, ‘Order Now’, and ‘CHECK’. The sign on the right-hand side is a poster inside
Shinjuku Station, written entirely in English.
To ensure students choose appropriate signs for the activity, you may ask them tosubmit their pictures earlier to be checked and confirmed.
3.2. Activity
The activity is divided into five stages: lead-in, individual activity, group activity,
presentation, and wrap-up. Ask the students to bring their laptops for this lesson.
3.2.1 Stage 1: Lead-in (15 minutes)
The lead-in for this activity is slightly longer because it also includes a short group
activity which is crucial for the next step. After all, it gives a general idea to the students
about how they should analyse their posters in the following individual activity stage.
First, show a picture of a poster containing some English words and share a short
anecdote, such as when and where you saw the poster. After that, ask the students about
the poster's purpose and elicit answers from two or three students. I often use the poster
below for my lead-in because it is suitable for analysis. Note how the content words suchas ‘CHRISTMAS FOODS’, ‘PRE-ORDER’, and ‘Order Now!’ are written in English, but
43details on how and where to make the pre-order are entirely in Japanese. This gives moreroom for the students to think critically in analysing the poster.
Figure 2
An example of a poster for lead-in

After that, divide the students into groups of three or four and ask them to discuss thefollowing questions:
1. Who do you think is the target audience of the poster?
2. In your opinion, why are those English words used on the poster (instead ofJapanese)?
For classes with a high level of English proficiency, you may ask them to discuss inEnglish. However, for lower-level students, it is better to let them discuss in Japanese firstand later summarise the result of their discussion in English. Give around 10 minutes forthis group activity.
To end the lead-in stage, ask students from each group to share their answers. Givesome feedback on their responses or ask other students what they think of the answers.
From my experience, for the first question, many students tend to say that the target
audience for this poster is Japanese people, to which I would ask, ‘How about a nonJapanese person who can understand Japanese?’ The teacher needs to encourage students
to think more critically, so they will think beyond the dichotomy of “Japanese people” and“non-Japanese people” when they do their analysis and start including other factors, suchas the languages spoken by the target audience.
This kind of critical thinking is essential because some posters with many English
words may seem like they are targeting non-Japanese or non-Japanese speaking people.
However, at a closer look, they are targeted at Japanese or Japanese-speaking people, or
vice-versa. Thus, the answer to the following question on why English words are used on44

the poster might differ depending on the target audience.
As for the second question on why English words are on the poster instead ofJapanese, many of my students responded with somewhat predictable answers such as‘English is cool’ and ‘English is more stylish’, implying that English words are being
used merely as an accessory. However, I had students who made interesting remarks, suchas Christmas being a modern celebration in Japan or of foreign origin; therefore, English
is used to emphasise that. Some students also mentioned that Christmas is a celebrationthat is more popular among the younger generation, so English is used to appeal to people
from this age group, implying that the younger generation is more familiar with or has
more exposure to the English language.
Apart from introducing students to the activity, the teacher needs to encourage
students to think critically in this lead-in stage.
3.2.2 Stage 2: Individual Activity (15 minutes)
In this activity, give students 15 minutes to analyse the picture of a sign they havetaken beforehand by answering the following questions.
1. Where did you take the picture?
2. What is the poster about?
3. Who made the poster?
4. What are the English words written on the poster?*
5. Who do you think is the target audience of the poster?
6. In your opinion, why are those English words used on the poster (instead ofJapanese)?
Question 4 can be skipped if the poster is wholly or partially in English. Usually, thesekinds of posters are informative or notice containing Japanese and translations in English
or other languages. For question 5, encourage the students to be specific instead of general,such as “Japanese people” or “non-Japanese people”.
During this stage, the use of a dictionary should not be prohibited. Also, you can walkaround the classroom and assist students if necessary. Instead of checking for grammar or
spelling, help them make their content clear and easily understood.
3.2.3 Stage 3: Group Activity (20 to 30 minutes)
Once students have finished analysing their posters, divide them into groups of twoor three. The purpose of this group activity is for students to get feedback from their peers,
especially for questions 5 and 6. Students can broaden their perspectives and improvetheir analyses by getting feedback and ideas from their peers.
In groups, each student share their picture and analysis. After that, their groupmembers give feedback. For classes with low proficiency in English, allow them to carryout their discussion in Japanese.
After the discussion, students can prepare a short presentation of their poster
analyses. I recommend using Google Jamboard for this short presentation. Google
Jamboard is suitable for short presentations because the interface is easy to navigate, andmultiple users can simultaneously work on the same document from their laptops. Also,
the teacher can check the students' progress from the teacher’s laptop without having to45

go to each student’s desk.
Besides that, Google Jamboard helps save time for short presentations since all theslides can be projected directly from the teacher’s laptop. Therefore, having the students
transfer their presentation files or changing the projector cable from one laptop to anotheris no hassle. Setting up Google Jamboard documents is also effortless. I usually create thedocuments beforehand and send the URL links to the students. Each group will work on
the same document, but each student will have an individual slide.
3.2.4 Stage 4: Presentation (20 to 30 minutes)
Each group will present in front of the whole class at this stage. Depending on
the number of students in the class, it may take around 15 minutes and above. Based on
my experience, each student takes approximately 1 to 3 minutes to present the analysis of
their poster.
Encourage students to ask questions to make the session more interactive. If yourstudents are shy, afraid of asking questions, or relatively passive, you may assign eachgroup to ask at least once. Usually, students are more willing to ask as a group than as anindividual.
In order to ensure that students are paying attention to other groups’ presentations,assign a task for the students while listening. For instance, you may ask them to take amemo on why English words are being used on the posters or simply ask them to choose
a poster or analysis that is the most interesting to them.
During this stage, the teacher will also have to pay attention to the presentations
because the teacher has to summarise this when wrapping up the activity. In particular,a focus should be made on why the students think English words are being used on theposters.
3.2.5 Stage 5: Wrap-up (10 minutes)
To wrap up the activity, share the purposes of English words used on posters basedon the students’ presentations on the screen. Ask the students to reflect and share theiropinions on the purposes listed with the person beside them.
4. DISCUSSION
In general, the photos of posters taken by my students can be categorised into twogroups. The first group is official posters written in Japanese with English translation
for informative purposes. The second group contains posters that use English words orphrases, mainly for commercial purposes.

46

Figure 3
Student A slide

As shown in Figure 3, Student A chose a garbage collection schedule, an official
poster made by the local government office. This is the kind of poster that most of mystudents had in mind when I asked about the use of English on public signs around them.
It might seem trivial, but by having the students put conscious effort into analysing thiskind of poster and asking critical questions, they can become more aware of English being
an international language. Chances are that they do know that foreigners in Japan comefrom different linguacultural backgrounds and are not necessarily from English-speaking
countries only. However, in most cases, we can see that an English translation is used bydefault for informative signs like this. A simple ‘why’ is all we need to ask to lead students
into realising the social functions of English today, especially in Japan.
Figure 4Student B slide47As shown in Figure 4, Student B chose a promotional poster of a clothing store.
Note how the student mentioned that the target audience is “people who don’t understandEnglish”, but English is used in the poster because “it looks fashionable, stylish, andsimple”. The realisation that English is being exploited creatively and innovatively inthe students’ local sociolinguistic context is essential in raising awareness of ELF. It
opens space for students to rethink their beliefs about English, especially regarding theownership of the language.
I think many English language teachers in Japan might have encountered asituation where students are not motivated to learn English because they believe it serves
no purpose to them if they are to spend their whole life working and living only in Japan.
It can be argued that this mindset partly stemmed from their preconceived notion that
English is a foreign language. It is foreign in the same sense that Thai or Swahili are
foreign languages to Japanese, so unless one is interested in Thai- or Swahili-speaking
cultures, there is no need to learn the languages. However, this is not the case with English
because it is undoubtedly an international lingua franca.
Therefore, through this linguistic landscape analysis activity, we allow students to
explore and consciously notice that English is already a part of their linguistic repertoire. It
is being used increasingly in creative, innovative, and purposeful manners on commercial
signs targeted to the Japanese people, and it is also used for informative purposes for nonJapanese speakers in Japan (both inhabitants and tourists), which implies that even if thestudents do not go overseas, the world is still coming to Japan. As long as globalisationis still happening and mobility and exchanges between countries are ongoing, English
will remain the most readily available language for international communication in mostsettings.
5. FURTHER IDEAS
For classes with a higher level of English (CEFR B1-B2), you can assign an extension
task of writing a brief reflection report in English as homework. They can write about
things they have learnt or realised based on their own and other students’ analyses ofposters and the use of English in their local linguistic landscape.
Other than that, for upper-intermediate and above, instead of analysing posters
containing English words, you can ask them to analyse signs about the English language,
such as promotional posters about English language courses offered by colleges,
universities, or English conversation (Eikaiwa) centres. This activity can help them thinkcritically about how the English language is perceived or promoted in Japan and reflect orreact to that.
6. CONCLUSION
Linguistic landscape analysis activity has a great potential to raise students’ awarenessof the use of English in the linguistic landscape of their locality, thus leading to a better
understanding of ELF. The resources are also never-ending and ever-changing, making
it very interesting for teachers and students. As explained in this paper, the activity
48encourages students to think critically about the use and existence of English in the
linguistic landscape of Japan and to reflect on their own beliefs and perceptions of the
English language. However, further empirical research is needed to determine how andto what extent this linguistic landscape activity affects students’ awareness towards ELF.
REFERENCES
Backhaus, P. (2006). Multilingualism in Tokyo: A look into the linguistic
landscape. International Journal of Multilingualism, 3(1), 52-66. https://doi.
org/10.1080/14790710608668385
Cenoz, J., & Gorter D. (2008). The linguistic landscape as an additional source of input insecond language acquisition. IRAL-International Review of Applied Linguistics inLanguage Teaching, 46(3), 267–287. https://doi.org/10.1515/IRAL.2008.012
Chesnut, M., Lee, V., & Schulte, J. (2013). The language lessons around us: Undergraduate
English pedagogy and linguistic landscape research. English Teaching: Practice &Critique, 12(2), 102–120.
Dumanig, F. P., & David, M. K. (2019). Linguistic landscape as a pedagogical tool inteaching and learning English in Oman. Modern Journal of Studies in English
Language Teaching and Literature, 1(1), 1–13. https://doi.org/10.56498/11201988
Ethnologue. (n.d.). What is the most spoken language? Retrieved December 10, 2022
from https://www.ethnologue.com/insights/most-spoken-language
Floralde, R., & Valdez, P. N. (2017). Linguistic landscapes as resources in ELT: The caseof a rural community in the Philippines. The Journal of Asia TEFL, 14(4), 793-801.
http://doi.org/10.18823/asiatefl.2017.14.4.15.793
Galloway, N., & Rose, H. (2018). Incorporating global Englishes into the ELT classroom.
ELT Journal, 72(1), 3–14. https://doi.org/10.1093/elt/ccx010
Holliday, A. (2003). Social autonomy: Addressing the dangers of culturism in TESOL.
In D. Palfreyman & R. C. Smith (Eds.), Learner autonomy across cultures (pp.
110–126). Palgrave Macmillan UK.
Honna, N. (2008). English as a multicultural language in Asian contexts: Issues andideas. Kuroshio Publishers.
Kachru, B. (1985). Standards, codification and sociolinguistic realism: English language inthe outer circle. In R. Quirk & H. Widdowson (Eds.), English in the world: Teaching
and learning the language and literatures (p. 11–36). Cambridge University Press.
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Kimura, D. (2019). “Seriously, I came here to study English”: A narrative case study of aJapanese exchange student in Thailand. Study Abroad Research in Second Language
Acquisition and International Education, 4(1), 70–95. https://doi.org/10.1075/
sar.17020.kim
Landry, R., & Bourhis, R.Y. (1997). Linguistic landscape and ethnolinguistic vitality.
Journal of Language and Social Psychology, 16(1), 23–49.
Murata, K. (2016). ELF research - Its impact on language education in Japan and East
Asia. In M-L Pitzl & O-T. Ruth (Eds.), English as a lingua franca: Perspectives
and prospects. Contributions in honour of Barbara Seidlhofer (pp. 77–86). Mouton
de Gruyter.
Rowland, L. (2012). The pedagogical benefits of a linguistic landscape project in Japan.
International Journal of Bilingual Education and Bilingualism, 16(4), 494-505.
https://doi.org/10.1080/13670050.2012.708319
Sayer, P. (2010). Using the linguistic landscape as a pedagogical resource. ELT Journal,64(2), 143–54. https://doi.org/10.1093/elt/ccp051
Widdowson, H. G. (2017). Historical perspective on ELF. In J. Jenkins, W. Baker, &M. Dewey (Eds.), The Routledge Handbook of English as a Lingua Franca (pp.
101–112). Routledge.

50

A report on faculty development and research at the Center
for English as a lingua franca 2022
ELF センター 2022 FDと研究活動レポート
Miso Kim, ミソ・キム
The Center for English as a Lingua Franca, Tamagawa University, Japan
mkim@lab.tamagawa.ac.jp
Rasami Chaikul, チャイクル・ ラサミ
The Center for English as a Lingua Franca, Tamagawa University, Japanrasami.chaikul@lab.tamagawa.ac.jp
ABSTRACTThe Center for English as a Lingua Franca (CELF) at Tamagawa University was establishedin 2014 to offer English language education to an increasing number of students acrossvarious disciplines. The university-wide ELF program has grown significantly since its
inception, with approximately 2,800 students enrolled in 2019 onwards. In addition toproviding English language education, CELF serves as a research center that organizes
monthly workshops for faculty and staff, hosts annual forums for English language
teaching, and publishes two journals. In supporting CELF’s mission, CELF Faculty
Development (FD) provides various workshops, lectures, and special seminars to its
teachers. This report describes the 2022 FD activities and CELF research achievements.
KEYWORDS: English as a Lingua Franca, ELF, Faculty development, Professional
development, ELF research
1. INTRODUCTION
The Center for English as a Lingua Franca (CELF) was established in April 2014 in
response to changes in English communication worldwide. The program emphasizes
English use in intercultural and transcultural communication and incorporates the ELFaware to its program (Tamagawa Academy & University, 1996-2021).
Teachers at the Center for English as a Lingua Franca, Tamagawa University are
qualified teachers from diverse backgrounds from 23 different countries. They are from
Australia, Brazil, Bulgaria, Canada, Egypt, Finland, Germany, India, Ireland, Italy, Japan,
Malaysia, New Zealand, North Macedonia, Philippines, Russia, Slovakia, South Korea,
51

Spain, Thailand, United Kingdom, United States, and Vietnam. The faculty speaks avariety of first languages, including Arabic, Bulgarian, Czech, English, Finnish, German,
Japanese, Korean, Malay, Portuguese, Russian, Slovak, Spanish, Tagalog, Telugu, Thai,and Vietnamese. All faculty at CELF are striving to promote ELF-aware pedagogy. In thefollowing, we report on our FD activities as well as the academic achievements of CELF
faculty members in 2022.
2. THE 2022 CELF-ELTAMA FORUM FOR ENGLISH LANGUAGE TEACHING
The 2022 CELF-ELTama Forum for English Language Teaching was in collaboration
with CELF and ELTama. The event was held online via ZOOM on August 20, 2022.
This year’s event featured a diverse range of sessions that aimed to foster meaningfulconversion about ELF research and practice. This reciprocal event attracted approximately
50 participants.
Table 1
CELF talks at the 2022 CELF-ELTama Forum for English Language Teaching
Type of Talk & Title

Author(s)Plenary Talk
‘Native speaker’: A diachronic analysis of a ‘buzz word’ in ELT

Masaki Oda

Paper Presentation
Communication strategy training through information-gap tasks

Brett Milliner & Blagoja
DimoskiPaper Presentation
Digital lessons for global English learners

Paul Raine

Presentation (Conference report)
Invoking the third-person perspective: Distribution of
deontic responsibilities in the construction of an assertion

Satomi Kuroshima

Paper Presentation
Trans theories as synergists for EMF theorisation

Tomokazu Ishikawa

Paper Presentation
L2 learner preferences on the use of background music forextensive reading study

Andrew Leichsenring

Paper Presentation
Effectiveness of a multimodal approach during online reading
strategy instruction

Sachi Oshima

Presentation (CELF Report)
CELF Report

Miso Kim & Rasami
Chaikul

3. ELF WORKSHOPS & PROFESSIONAL DEVELOPMENT SESSIONS FOR CELFTEACHERSCELF is dedicated to promoting the use of English as a global means of communication.
52

As part of its mission, CELF offers a range of professional development opportunities
for its faculty to help them enhance their teaching skills and stay up-to-date with thelatest trends in the field of English language teaching. These opportunities include
faculty development workshops, lectures, special seminars, and discussions that covera wide range of topics, such as learning management system (LMS) training, teaching
methodology, and online materials. In the 2022 academic year, 11 faculty development
workshops, lectures, special seminars and online discussions were provided. By
investing in the professional development of its teachers, CELF is able to provide highquality ELF classes.
3.1 CELF Teacher Orientation
CELF provides Teacher Orientations (Figure 1) at the beginning of each semester. In
2022, the orientations were held on March 23 in the Spring semester and September
15 in the Fall semester. The Spring orientation included a welcome speech from thedirector. A special talk by Ayako Suzuki was also given on introducing English as a
Lingua Franca, emphasizing the diversity of Englishes around the world. In addition,
detailed explanations on the teacher guidebook were provided, which offered practicaladvice on lesson planning, faculty development sessions, and classroom management
and grading.
Figure 1
The Spring Semester Teacher Orientation on March 23, 2022

3.2 Faculty Development Workshops
CELF faculty development workshops are an integral part of the organization's
commitment to providing its teachers with ongoing professional development
53

opportunities. These workshops cover a wide range of topics related to teaching English
as a Lingua Franca, including various teaching methods, online tools, and sharing
teaching activities. In these workshops, CELF teachers have the opportunity to learn
from fellow instructors and collaborate with their peers to develop new skills andapproaches to teaching. The workshops provide hands-on opportunities for teachers toexperiment with new techniques and tools. Through these workshops, CELF fosters
a community of dedicated and innovative language instructors who are committed topromoting English as a global means of communication. The list of those workshops is
below:
CELF Online tools & strategies to facilitate learning
Date: April 18
Time: 17:00 - 18:00
Meeting: Hybrid
Speaker: Miso Kim
Participants: 7
Extensive reading & M-reader
Date: May 16
Time: 17:00 - 18:00
Meeting: Hybrid
Speaker: Brett Milliner
Participants: 8 in-person & 1 online
FD discussion session: Sharing teaching activities
Date: May 23
Time: 17:00 - 18:00
Meeting: Hybrid
Discussion session
Speaker: Andrew Leiscenring
Participants: 8
CELF Online tools & strategies to facilitate learning
Date: October 25
Time: 17:00 - 18:00
Meeting: in-person (ELF 301)
Speaker: Aldo Villarroel & Miso Kim
Participants: 8
3.3 Blackboard CMS Training
CELF offers training on learning management systems (LMSs) every beginning of asemester, which include BlackBoard, UNITAMA, and Microsoft Teams. The training
is designed to provide teachers with a comprehensive understanding of how to use the
LMS to manage their classes and communicate with their students. During the training,54

experienced CELF teachers walk other teachers through the various features andfunctionalities of the LMS, providing them with hands-on experience and practical tips
for maximizing its potential. Topics covered in the training include setting up courses,
creating assignments and assessments, managing student rosters and grades, and using
online communication tools to facilitate interactions with students. Below are the twoworkshops offered in the 2022 AY.
CELF Modules, Bb, Unitama, Teams workshop
Date: April 11
Time: 17:00 - 18:00
Meeting: Hybrid
Speaker: Miso Kim
Participants: 9
CELF Modules, Blackboard, Unitama, Microsoft Teams help desk
Date: September 26 & 27
Time: 12:30 - 13:30
Meeting: in-person (Teacher's Lounge)
Speakers: Miso Kim, Yuta Mogi, Rasami Chaikul
Participants: 15
3.4 CELF Tutor FD workshop
CELF provides a tutor service for students who want to get more opportunities to talkin English with tutors from a variety of linguistic and cultural backgrounds. To help
CELF tutors get used to the reservation system and tutoring sessions, CELF provides
workshops at the beginning of each academic year.
CELF Tutor workshop
Date: April 8
Time: 17:00 - 18:00
Meeting: Hybrid
Speaker: Rasami Chaikul
Participants: 5
3.5 ELF Grading & Unitama help desk
At the end of each semester, CELF holds a “help desk” on grading and assessment
for its teachers. During the session, the designated speakers respond to other teachers’questions and help them upload grades to the online system.
Grading & Unitama help desk
Date: July 11 & July 12
Time: 12:00 - 13:00
Meeting: in-person (Teachers’ Lounge)
Speaker: Rasami Chaikul, Miso Kim & Yuta Mogi
55

Participants: 20 (July 11), 15 (July 12)
Grading & Unitama help desk
Date: January 17
Time: 12:30 - 13:30
Meeting: in-person (Teacher's Lounge)
Speaker: Miso Kim, Yuta Mogi, Rasami Chaikul
Participants: 11
3.6 CELF FD special workshop
In addition to its regular workshops, CELF offers special workshops on a range of topics
related to ELF and research. These workshops are designed to provide teachers with
opportunities to explore cutting-edge ideas and approaches in the field, and to engage inin-depth discussions and collaborations with their peers. The workshops foster a cultureof inquiry and exploration among CELF teachers, encouraging them to stay up-to-datewith the research and pedagogy in the field and to think critically about how best to
support their students' language development. Below is the list of the workshops, andFigures 2 and 3 are pictures of the worskhops.
CELF Special FD: "A new type of English curriculum: The five round system"
Date: November 22
Time: 17:00 – 18:00
Meeting: in-person (Active Learning Zone)
Speaker: Prof. Hideyuki Nishimura
Participants: 17
CELF research discussion: "Research proposal: Exploring identities of part-time English
language teachers in Japanese universities"
Date: January 10
Time: 17:00 - 18:00
Meeting: in-person (Active Learning Zone)
Speaker: Dr. Yuta Mogi
Participants: 1156

Figure 2
The special lecture on English curriculum by Prof. Hideyuki Nakamura

Figure 3
A group activity in CELF Special FD by Dr. Yuga Mogi

57

3.7 CELF at the 4th & 5th ELF SIG International Workshop
The 4th & 5th ELF SIG International Workshop, held by the Japan Association ofCollege English Teachers (JACET) Special Interest Group (SIG) on English as a Lingua
Franca (ELF), took place on February 25-26, 2023, at Waseda University.
In the workshop (Figure 4), CELF faculty members led a panel on “ELF and
Pedagogy in the Japanese Context.” Dr. Masaki Oda, Executive Director for Higher
Education and Dean of College of Humanities at Tamagawa University, opened thepanel by delivering a lecture titled “an introductory talk on the development of applied
linguistics in relation to the impact of CELF for the past ten years.” Profs. Ayako
Suzuki (Associate Director at CELF) and Paul McBride (Director at CELF) explained
pedagogical practices at CELF in their talk, “ELF and pedagogy at the Center for
English as a Lingua Franca.” Prof. Blagoja Dimoski reported the research practices
at CELF in his presentation “conducting research on communication strategies inspoken ELF: Aims, outcomes, and future directions.” The panel was followed by Q&A,
comments, and discussions.
Figure 4
The presentation on communication strategies in spoken ELF by Prof. Blagoja Dimoski

4. CELF RESEARCH ACHIEVEMENTS
Academic achievement is considered one of the crucial elements in addition to teachingat CELF. Every year CELF faculty participates in academic communities and actively
attends conferences and academic meetings during the academic year. CELF faculty
made their best effort to research and be innovative in the English language teachingand ELF fields. As the “with corona” era continued, our teacher researchers gave
presentations worldwide both online and onsite as many of the conferences are held ina hybrid form. In addition to presenting at academic conferences, CELF faculty also
published research articles and work as volunteers at different academic societies andpublications.
58

4.1 Academic Presentations
In 2022 CELF faculty made 23 presentations at various international and domestic
conferences.
4.1.1 Domestic Presentations
The CELF made 9 presentations at conferences within Japan (see Table 2) bothface-to-face onsite and online. The domestic presentation of CELF faculty led to thepromotion of English as a Lingua Franca philosophy and pedagogy in Japan and reflect
the dedication of CELF to the field.
Table 2
Summary of CELF faculty’s domestic presentations (n＝9)
Type, Title, & Event

Author(s)Presentation
ELF-aware pedagogy: Areas of convergence with language policy
Paul McBride
JACET Language Policy SIG
Presentation
ELF and pedagogy at the Center for English as a Lingua Franca
Paul McBride
The 4th&5th JACET ELF SIG International Workshops
Presentation
English Medium Instruction (EMI) using ELF at Tamagawa University
Paul McBride
Tamagawa University, Education Skills Training Subcommittee,
Faculty Development Session
Presentation (Online)
L2 learner preferences on the use of background music for extensive
Andrew Leichsenring
reading study
2022 CELF-ELTama Forum for English Language Teaching
Presentation (Online)
Brett Milliner &Communication strategy training through information-gap tasks
Blagoja Dimoski
2022 CELF-ELTama Forum for English Language Teaching
Presentation
Listening and lexical knowledge: Theory, challenges, and solutions
Brett Milliner & Stuart
JALT 2022 - 48th Annual Conference on Language Teaching and
McLeanLearning & Educational Materials Exhibition
Presentation
The road less traveled? A duoethnography of two
Tricia Okada & Tricia
Filipina scholars and English language teachers in Japan during the
FerminCOVID-19 pandemic
The 5th Philippine Studies Conference in Japan
Invited presentation
Translingual identity-as-pedagogy: A practitioner narrative inquiry
Miso Kim
JACET 60th Commemorative International Convention

59

Presentation
Towards translingual and transcultural ELT
JALT 2022

Miso Kim

4.1.2 International Presentations
In 2022, the ELF center was represented at academic conferences abroad, bothonline and onsite face-to-face due to the more relaxed international traveling restriction
in 2022 academic year. The CELF faculty presented at various international academic
conferences and was invited to talk at universities and many other events such as
libraries and schools to name a few. The CELF represented an outstanding role in the
ELF research field by giving 6 presentations at the 13th International Conference ofEnglish as a Lingua Franca in Taiwan.
Table 3
Summary of CELF faculty’s international presentations (N＝21)
LocationSeoul, South
Korea (Online)
Cape Breton
Island, Canada(Hybrid)
Cape Breton
Island, Canada(Hybrid)
East Java,
Indonesia(Hybrid)
Ghent, Belgium(Hybrid)
Jeonju, Korea(Online)Gyeongsang
province,
Daegu, Korea
Seoul, Korea

60

Type, Title, & EventBook talk
Studying life through languages
Paper presentation
The antecedents of boredom in L2 classroom
learning
Psychology of Language Learning IV (PLL4)
Paper presentation
The effects of strategy instruction on EFL
learners’ self-regulation of boredom in theclassroom
Psychology of Language Learning IV (PLL4)
Paper presentation
The Importance of exposing English learners
to issues to tackle VUCA conditions throughinterdisciplinary cooperation
AsiaTEFL 2022
Paper presentation
Going beyond the binary between native andnon-native speakers of English for intercultural
citizenship developments
Sociolinguistic Symposium 24
Book Talk
When language becomes life

Book Talk
Expanding the boundaries through language andexperiences

Author(s)Miso Kim, Sungwoo
Kim, Jaeyeon Park
Sachiko Nakamura

Sachiko Nakamura

Yuri Jody Yujobo

Ayako Suzuki
Miso Kim
Miso Kim

Public talk
When language becomes life
Miso Kim
Meeting the author at Dongjak Children’s LibraryEwha Women’s
University,
Seoul, Korea(Online)NakhonRatchasima,
Thailand(Online)Los Angeles, US

Taiwan(Online)Taiwan(Online)Taiwan(Online)Public talkLet’s challenge, going abroad

Miso Kim

Invited talkEmotions in L2 learning

Sachiko Nakamura

Paper presentation
Invoking the third-person perspective:
Distribution of deontic responsibilities in theconstruction of an assertion
117th American Sociological Association (ASA)
Annual Meeting

Satomi Kuroshima

Colloquium
Developing a university-wide ELF-oriented ELT
program: ELF-aware pedagogical changePaul McBride
13th International Conference of English as a
Lingua Franca

Colloquium
Colloquium “English as a Lingua Franca andintercultural communication: Implications
for intercultural citizenship education, higher
education and ELT” organized by Will Baker
Ayako Suzuki
Ayako’s paper: Paradoxical development of intercultural citizenship? Language learning and study
abroad  13th International Conference of English as a
Lingua Franca
Paper presentation
Doing ‘being an expert or a novice’: Extended
Satomi Kuroshima,other-initiated repair sequences in ELF
Blagoja Dimoski,interactions (Kaken 18K00753)
Tricia Okada, Yuri Jody
13th International Conference of English as a
Yujobo, Rasami Chaikul
Lingua Franca

Taiwan(Online)Colloquium
Moving towards ELF-informed pedagogy in
ELT: Pedagogical applications and implications
for communication strategy training (Kaken
18K00753)
13th International Conference of English as a
Lingua Franca

Satomi Kuroshima,
Blagoja Dimoski,
Tricia Okada, Yuri Jody
Yujobo, Rasami Chaikul

Taiwan(Online)Colloquium
Learning effects of classroom ELF practice forstudy abroad
13th International Conference of English as a
Lingua Franca

Ayako Suzuki

61

Taiwan(Online)(Online)University ofEssex, UK(Online)Colloquium
Learning effects of classroom ELF practice forstudy abroad
13th International Conference of English as a
Lingua Franca

Roundtable
Mindsets in language education
International Association for the Psychology ofLanguage Learning

Tomokazu Ishikawa,
Miso Kim

Adrian Leis, Sachiko
Nakamura

Paper presentation
Multilingualism in the Japanese EFL classroom: Tiina Matikainen,
Native insights from 3 practitioners
Patrick Ng, Gregory
Bringing the outside in:multilingual realities and Paul Glasgow
education conference

Ghent, Belgium(Hybrid)

Poster presentation
Living a multilingual life in Japan: Experiencesof Finnish women
Hybrid, Sociolinguistics Symposium 24

Tiina Matikainen

Phnom Penh,
Cambodia(Online)Paper presentation
Studying abroad “online” during COVID-19,
CamTESOL

Tiina Matikainen

4.2 Academic Publications
The reports of different publications which were published by CELF faculty in 2022
are listed in the Table 4 below. We would like to congratulate Brett Milliner & Blagoja
Dimoski for publishing in a well-established journal such as RELC Journal and Ayako
Suzuki for publishing her outstanding article on University students’ global citizenshipdevelopment through long-term study abroad in the Journal of English as a Lingua
Franca, In addition, we would like to congratulate Miso Kim for publishing a book
Eoneoga salmi doel ttae [When languages become life] which is very well received
in Korea, and she was invited to talk about her book in many occasion. Lastly, we
would like to address Yuta Mogi and the JSPS Kakenhi grant-in-aid for a scientificresearch group article which was led by Satomi Kuroshima for publishing their article in
Englishes in Practice. All of the achievement reflects the dedication and how active the
CELF faculty is in the academic field, in addition to their full-time commitment to theirteaching.

62

Table 4
Summary of publications by CELF faculty (n＝14)Type (〇=Peer-reviewed) & Reference

Research article 〇Author(s)Suzuki, A. (2022). University students’ global citizenship development
Ayako Suzuki
through long-term study abroad. Journal of English as a Lingua Franca,
11(1), 77-88. https://doi.org/10.1515/jelf-2022-2070
Research article 〇Milliner, B. (2022). Evaluating the lexical difficulty of teaching materials Brett Millinerwith NWLC. The Center for English as a Lingua Franca Forum, 2, 4958. https://doi.org/10.15045/00001702
Research article 〇Milliner, B., & Dimoski, B. (2022). The effects of communication
strategy training on speaking task performance. RELC Journal. https://doi.org/10.1177/00336882221085781
Research article 〇Kuroshima S., Dimoski, B., Okada, T., Yujobo, Y. J., & Chaikul, R.
(2022). Translanguaging gestures and onomatopoeia as resources forrepairing the problem. The Center for English as a Lingua Franca
Forum, 2, 68-86.
Book

Brett Milliner &Blagoja Dimoski
Kuroshima Satomi,
Dimoski Blagoja,
Okada Tricia,
Yujobo Yuri Jody &Chaikul Rasami

Kim, M. (2022). Eoneoga salmi doel ttae [When languages become life]. Miso Kim
Hangyeore.
Book chapter
Kim, M. (2022). Uriui naitereul ssaaganeun sueop [A classroom forcarving our growth rings]. In Fepe Lab (Ed.), Jigeum sijakaneun
pyeongdeunghan gyosil [An equitable classroom that begins from rightnow] (pp. 137-156). Dongnyeok.
Research article 〇Kim, M., & Cho, E. (2022). Lost in transition: A two-year collaborative
autoethnography of South Korean doctoral students’ development andidentity negotiation. Journal of International Students, 12(S2), 50–67.
https://doi.org/10.32674/jis.v12iS2.4338
Report 〇Chaikul, R., & Milliner, B. (2022). 2021 Report for FD and Research in
the CELF. The Center for English as a Lingua Franca Forum, 2, 100122. https://doi.org/10.15045/00001706
Interview

Miso Kim

Miso Kim & Eunhae
Cho

Rasami Chaikul &Brett Milliner

Nakamura, S. (2022, April 27). #105 - Nakamura, S., Darasawang, P.,
Sachiko Nakamura& Reinders, H. (2021). A practitioner study on the implementation ofstrategy instruction for boredom regulation. [Audio podcast episode]. In
Lost in Citations. PodBean. https://lostinthecitations.podbean.com/e/105/
63

Research article 〇Kuroshima, S., Dimoski,B., Okada,T., Yujobo,Y., & Chaikul, R. (2022).
Navigating Boundaries through Knowledge: Intercultural Phenomena
in ELF Interactions. Englishes in Practice, 5(1) 82-106. https://doi.
org/10.2478/eip-2022-0004
Book chapter
Kuroshima, S. (2022). Dootei, kansatsu, kakunin sagyoo no kooseini okeru ‘miru koto’ no soogokooi teki kiban. [Interactional groundof ‘seeing’ in identification, observation, and confirmation activities].
In Y. Makino, C. Sunakawa, and H. Tokunaga (Eds.). Interaction in
the Material World: New Horizons in Language and Communication
Research (pp. 150-168). Hituzi Shobo.
Research article 〇Kuroshima, S. (2023). When a request turn is segmented: Managing thedeontic authority via early compliance. Discourse Studies, 25(1), 114–
136. https://doi.org/10.1177/14614456221136975
Research article

Satomi Kuroshima,
Blagoja Dimoski,
Tricia Okada, Jody
Yuri Yujobo, &Rasami Chaikul

Satomi Kuroshima

Satomi Kuroshima

Studying “abroad” online: Reflections from a Japanese university. The
Journal of Tamagawa University College of Tourism and Hospitality, 9,81-87.
Research article 〇Tiina Matikainen,
Travis CoteMogi, Y. (2022). Changing perceptions of English among Japaneseteachers in Brussels. Englishes in Practice, 5(1) 59-81. https://doi.
org/10.2478/eip-2022-0003

Yuta Mogi

4.3 Contributions to Academic Societies
CELF faculty continued to actively engage in a wide range of academic organizations
and publications in 2022. As reported in Table 5 below, CELF faculty committed
to 69 voluntary roles with an outstanding faculty Paul McBride who was the vicepresident of JACET Kanto and Ayako Suzuki and Sachiko Nakamura who werereviewers of the prestigious TESOL Quarterly and Satomi Kuroshima who was the
Garfinkel-Sacks Award Committee Chair of American Sociological Association (ASA),
Ethnomethodology/Conversation Analysis (EMCA). We would like to address Sachiko
Nakamura for devoting her time as an executive committee member, reviewer, copy andcontent editor in 16 academic organizations.
Table 5
Summary of contributions by CELF faculty to academic societies in 2022 (n=69)
Society64

Position

Name

JACET Kanto

Vice President

Paul McBride

JACET Kanto Journal

Journal editor

Paul McBrideEnglishes in Practice
JACET ELF SIG
JACETAsia TEFL
JACET Kanto Chapter

Editorial Board
MemberSteering Committee
Member (Poster
Section)
JACET Seminar
Business Committee
MemberMember of the Asia
TEFL ELF research
network
Executive board
memberPaul McBride
Paul McBride
Paul McBride
Paul McBride
Ayako Suzuki

JACET Kanto Chapter

Steering committee
memberAyako Suzuki

JACET Kanto Chapter Journal

Chief editor

Ayako Suzuki

JACET International Relationship Committee

Committee member

Ayako Suzuki

ELT Journal

Steering Committee
MemberAyako Suzuki

TESOL Quarterly

Reviewer

Ayako Suzuki

JACET ELF SIG

Steering committee
memberAyako Suzuki

ELT Journal (from January 2023)

Editor-in-Chief

Ayako Suzuki

IAFOR Journal of Education - Language Learning in
Education

Senior Reviewer

Andrew
Leichsenring

IAFOR Journal of Education - Studies in Education

Senior reviewer

Englishes in Practice

Reviewer

The CELF Forum

Reviewer

Andrew
Leichsenring

Extensive Reading Japan

Copy editor

Brett Milliner

SystemReviewer

Brett Milliner

Journal of Extensive Reading

Reviewer

Brett Milliner

Language Awareness

Reviewer

Brett Milliner

RELC Journal

Reviewer

Brett Milliner

Reading in a Foreign Language

Reviewer

Brett Milliner

Andrew
Leichsenring
Andrew
Leichsenring

65Reviewer

The CELF Forum

Reviewer

Englishes in Practice

Reviewer

English Teaching

Editorial Board
MemberEnglish Teaching

Reviewer

Miso Kim

Language and Intercultural Communication

Reviewer

Miso Kim

CELF Forum

Reviewer

Miso Kim

Language Teaching Research

Reviewer

Miso Kim

Woowa Venders’ Children’s Scholarship

Application essay
reviewer

Miso Kim

JACET 2021 Conference

Steering Committee
Member

The CELF Forum

Reviewer

The International Association of Psychology for
Language Learning

Rasami
Chaikul

Executive Committee SachikoMemberNakamura
Sachiko
Reviewer
Nakamura
Sachiko
Reviewer
Nakamura
Sachiko
Reviewer
Nakamura
Sachiko
Reviewer
Nakamura
Sachiko
Reviewer
Nakamura
Sachiko
Reviewer
Nakamura
Sachiko
Reviewer
Nakamura
Sachiko
Reviewer
Nakamura
Sachiko
Reviewer
Nakamura
Sachiko
Reviewer
Nakamura
Sachiko
Copy Editor
Nakamura
Sachiko
Copy Editor
Nakamura

Studies in Second Language Acquisition
Journal of Multilingual and Multicultural
Development
TESOL Quarterly
SystemLanguage Teaching Research
Journal of Language and Education
Studies in Second Language Learning and Teaching
Innovation in Language Learning and Teaching
Englishes in Practice
The CELF Forum
Englishes in Practice
The CELF Forum
66

Blagoja
DimoskiEnglishes in PracticeBlagoja
DimoskiBlagoja
DimoskiMiso Kim

Rasami
ChaikulJALT Journal

Copy Editor

JALT Post Conference Publication

Copy Editor

JALT Post Conference Publication

Content Editor

JACET
JACET
American Sociological Association (ASA),
Ethnomethodology/Conversation Analysis (EMCA)
The Japanese Society for Artificial Intelligence,Special Interest Group on Spoken Language
Understanding and Dialogue
Processing (SIG-SLUD)

Research Promotion
Committee
Steering Committee
MemberGarfinkel-Sacks
Award Committee
Chair

SachikoNakamura
SachikoNakamura
SachikoNakamura
SatomiKuroshima
SatomiKuroshima

SatomiKuroshima

専門委員Executive
board member

SatomiKuroshima

The Japanese Journal of Language in Society

Reviewer

SatomiKuroshima

Englishes in PracticeHandling Editor

Travis CoteEnglishes in Practice

Reviewer

Travis Cote

The CELF Forum

Reviewer

Travis CoteEnglishes in Practice

Reviewer

Tiina
Matikainen

The CELF Forum

Reviewer

JALT Journal

Reviewer

CamTESOL

Abstract Selection
Committee

Asian Studies Journal of Critical Perspectives on
Asia

Tiina
Matikainen
Tiina
Matikainen
Tiina
Matikainen

Reviewer

Tricia Okada

Jacet 2022 Conference

Steering Committee
MemberYuri Jody
YujoboSanseido

Proofreader

JACET 2022 English Education Seminar

Steering Committee
Chair for ProgramBook

The CELF Journal

Reviewer

Yuta Mogi

Englishes in Practice

Reviewer

Yuta Mogi

Yuri Jody
YujoboYuri Jody
Yujobo67

4.4 Research Grants Received by CELF Faculty
CELF faculty received 5 Government Grants-in-Aid for Scientific Research through theJapan Society for the Promotion of Science (JSPS Kakenhi) for their research projects
in the 2022 academic year. From the list of projects reported below (Table 6) we would
like to give a high remark to Satomi Kuroshima on her outstanding achievement anddedication to be involved in six JSPS Kakenhi grants.
Table 6
Summary of research grants received by CELF faculty in 2022 (n=5)
Grant

Type

LengthProject

Recipient

JSPS
KakenhiGrant-in-Aid
for Scientific
Research (C)04-01-2019〜03-312023

SatomiKuroshima(Primaryinvestigator)

JSPS
KakenhiGrants-in
Aid for
Scientific
Research (C)04-01-2020〜03-312024

内部被曝検査通知における医療従事者と来院者の相互行為
分析 Conversation analysis of
the internal exposure test result
consultation

JSPS
KakenhiGrant-in-Aid
for Scientific
Research (C)04-01-2021〜03-312024

JSPS
KakenhiGrant-in-Aid
for Scientific
Research (C)04-01-2022〜03-312026

JSPS
KakenhiGrant-in-Aid
for Scientific
Research (C)04-01-2020〜03-312023

相互行為における行為の構成――原発避難地域における日常活動の基盤 Action
formation in the interaction:
Routine grounds of everyday
activities for the evacuation areaof a nuclear power plant
社会的相互行為における「逸脱」と「資源」としての非流暢性
Disfluency as deviance from anda resource for interaction order
英語授業内グループワークにおける同調志向の会話分析研
究 Conversation analytic study ofgroup orientation in EFL group
work
Intersectionality of theTransgender and Transnational
Lives of Transpinay Entertainers
in JapanSatomiKuroshima(Coinvestigator)

SatomiKuroshima(Coinvestigator)
SatomiKuroshima(Coinvestigator)
Tricia Okada(Primary
investigator)

5. CONCLUDING REMARKS AND PLANS FOR 2023
In conclusion, CELF is committed to providing its teachers with ongoing professional
development opportunities to enhance their teaching skills and promote the success of
their students. CELF's faculty development activities include a range of workshops andtraining programs covering a variety of topics related to English language teaching,assessment, and research. These activities provide teachers with the tools and resources
they need to stay up-to-date with the latest trends and developments in the field, and to68create effective and engaging learning environments for their students. Additionally,
CELF's commitment to teacher development helps to create a community of dedicatedand innovative instructors who are committed to promoting ELF. Through its faculty
development activities, CELF demonstrates its commitment to supporting both its
teachers and its students, and to promoting excellence in English language teaching andlearning.
REFERENCES
Tamagawa Academy & University (1996-2021). Center for English as a Lingua
Franca. Tamagawa University. Retrieved: http://www.tamagawa.ac.jp/69