June 10 (Saturday)—JII One-day Intensive Seminar Linguaculture Learning—Theory, research and classroom practice

Are you interested in an intercultural approach to foreign language education? In helping students have a deeper, more meaningful language learning experience? In understanding the psychology of language and culture learning? Please Join JII for a workshop focused on the theory, research and classroom practice of linguaculture learning. This workshop is part of an ongoing research and development project sponsored by MEXT and JII. Intended for educators interested in language learning as a deeply transformative process of personal and intercultural growth and change.

Saturday, June 10th (10:00-16:30)
Juntendo University, Ochanomizu Campus, Dai-2 Kyoiku-to, Rm 402
JII and JALT members: Free
Non-members: ¥2000

10:30–12:00–From Theory to Practice: The Developmental Model of Linguaculture Learning (Joseph Shaules)
The morning session provides an introduction to the Developmental Model of Linguacultural Learning (DMLL)–a learning model that brings together second language acquisition and intercultural learning. DMLL proposes that there are four levels of language and culture learning, each of which corresponds to higher levels of language and cultural awareness. DMLL acts as a theoretical framework for developing language and intercultural education pedagogy. DMLL has been developed through seminars and research sponsored by the Japan Intercultural Institute, and the Japanese Ministry of Education (MEXT).

12:00-13:00 Lunch and networking break
Bring your lunch and network with other seminar participants.

13:00-14:00–Research report–Motivation and learner resistance (Joseph Shaules)
The first afternoon session will report on research into motivation and learner resistance. This research examines the nature of resistance–a psychological defense mechanism that inhibits language and culture learning. DMLL proposes that successful language learning involves a dual motivational dynamic–an increase in engagement, and a decrease in psychological resistance. This presentation will introduce results of an initial study of negative learner attitudes, and examine ways in which DMLL can help

14:00-14:10 — Networking Break

14:10-16:00 –Linguaculture learning in the classroom 
The second afternoon session will present applications of linguaculture learning in different educational contexts. Presenters are all participants in a JII project that is developing a linguaculture approach to foreign language education.

14:10-14:30–Rob Fritz (Nagasaki University)
Bringing linguaculture and intercultural communicative competence to appreciate the process of foreign language and intercultural development
This presentation will offer an insight to how linguaculture and ICC theories can complement each other. The intended outcome is for participants to appreciate the foreign language and intercultural development process from a variety of perspectives, thus allowing participants to reflect on their own views, teaching contexts and practices.

14:30-14:50–Gabriela Schmidt (Tsukuba University)
Identifying Needs in Classroom using the Linguaculture Approach
This presentation will exemplify the use of the four stages of the DMML for understanding comments of students on classroom interaction in order to identify their learning needs. The DMLL has some parallels with the Japanese way of mastery: shu – ha – ri, which will be shortly discussed.

14:50-15:10–Sumiko Miyafusa (Showa Women’s University)
Understanding how peers influence learners resistance in the classroom
This presentation introduces the results of survey that was used to explore how peers influence learners resistance towards English language learning. The Developmental Model of Linguaculture Learning (DMLL) was used to analyze the results of the survey. The implications of this research can benefit pedagogical strategies to engage the learning process.

15:10-15:30–Valerie Hansford (Soka University)
Performance and Growth Assessment in the Linguaculture Classroom
Commonly course assessment focuses on performance measures such as tests, and papers. When course assessment also includes measures to encourage growth, students often approach them as time-consuming tasks. This presentation will feature a few growth assessment measures as well as suggestions to help students value these measures.

15:30-15:50–Michael Dancsock (Juntendo University)
Linguaculture Learning at Work. A case study
We will look at how principles of linguaculture learning have been integrated into the English language program at Juntendo University.


16:00-16:30–Audience panel discussion
There will be an open discussion between the audience and the panel of presenters. We will exchange ideas about language and intercultural learning. We will discuss ways for participants to join JII’s ongoing research and educational events.