Chapter 6: After ELF-Informed Instruction: Case Studies of Two Japanese University Students’ Development of Their Attitudes and Language Use through their Subsequent ELF Experiences by Mayu Konakahara
Abstract
The author investigates post-instructional effect of a specialized course in English as a lingua franca (ELF) on two Japanese informants’ attitudes toward English, an aspect of which has been scarcely explored in the field of ELF. Utilizing a diary method, supplemented with the audio-recordings of ELF conversation, the author examines the degree to which participants’ ELF awareness increased through the instruction, and the extent to which they developed their mindset and language use as legitimate English users through their subsequent ELF experiences. The qualitative analysis of the data revealed that the informants not only viewed ‘nonnative’ varieties of English favorably, but they also became more convinced, as made evident by their communicative behavior, of the importance of message conveyance through pragmatic strategies. Although they still subconsciously contrasted their own English with what is believed to be “the standard” in society, they began to problematize native-speakerist views of those who they perceived to harbor discriminatory attitudes to language.
About the Contributor
Mayu Konakahara, Ph.D. is an associate professor at Kanda University of International Studies. Her research involves conversation analysis of English as a lingua franca (ELF) interaction, qualitative inquiry into ELF users’ attitudes toward English, including their attitudinal transformation. She is a co-editor of the volume English as a lingua franca in Japan: Towards multilingual practices (Palgrave, 2020).
Citation
Konakahara, M. (2023). After ELF-informed instruction: Case studies of two Japanese university students’ development of their attitudes and language use through their subsequent ELF experiences. In G. P. Glasgow (Ed.), Multiculturalism, language, and race in English education in Japan: Agency, pedagogy, and reckoning (pp. 156–181). Candlin & Mynard ePublishing. https://doi.org/10.47908/26/6
The author investigates post-instructional effect of a specialized course in English as a lingua franca (ELF) on two Japanese informants’ attitudes toward English, an aspect of which has been scarcely explored in the field of ELF. Utilizing a diary method, supplemented with the audio-recordings of ELF conversation, the author examines the degree to which participants’ ELF awareness increased through the instruction, and the extent to which they developed their mindset and language use as legitimate English users through their subsequent ELF experiences. The qualitative analysis of the data revealed that the informants not only viewed ‘nonnative’ varieties of English favorably, but they also became more convinced, as made evident by their communicative behavior, of the importance of message conveyance through pragmatic strategies. Although they still subconsciously contrasted their own English with what is believed to be “the standard” in society, they began to problematize native-speakerist views of those who they perceived to harbor discriminatory attitudes to language.
About the Contributor
Mayu Konakahara, Ph.D. is an associate professor at Kanda University of International Studies. Her research involves conversation analysis of English as a lingua franca (ELF) interaction, qualitative inquiry into ELF users’ attitudes toward English, including their attitudinal transformation. She is a co-editor of the volume English as a lingua franca in Japan: Towards multilingual practices (Palgrave, 2020).
Citation
Konakahara, M. (2023). After ELF-informed instruction: Case studies of two Japanese university students’ development of their attitudes and language use through their subsequent ELF experiences. In G. P. Glasgow (Ed.), Multiculturalism, language, and race in English education in Japan: Agency, pedagogy, and reckoning (pp. 156–181). Candlin & Mynard ePublishing. https://doi.org/10.47908/26/6
Information About the Book
Title: Multiculturalism, Language, and Race in English Education in Japan: Agency, Pedagogy, and Reckoning
Editor: Gregory Paul Glasgow
Publication date: March 2023
Read more...
Title: Multiculturalism, Language, and Race in English Education in Japan: Agency, Pedagogy, and Reckoning
Editor: Gregory Paul Glasgow
Publication date: March 2023
Read more...