| Project/Area Number |
23K12242
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| Research Category |
Grant-in-Aid for Early-Career Scientists
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| Allocation Type | Multi-year Fund |
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| Review Section |
Basic Section 02100:Foreign language education-related
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| Research Institution | Tamagawa University |
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Principal Investigator |
金 美笑 玉川大学, ELFセンター, 講師 (00881070)
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| Project Period (FY) |
2023-04-01 – 2026-03-31
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| Project Status |
Granted (Fiscal Year 2023)
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| Budget Amount *help |
¥1,820,000 (Direct Cost: ¥1,400,000、Indirect Cost: ¥420,000)
Fiscal Year 2025: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2024: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2023: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
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| Keywords | Diversity / Translanguaging / equity / inclusion / English teaching / diversity / English / translanguaging / curriculum / teacher |
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| Outline of Research at the Start |
By creating and implementing translanguaging activities on the issues of diversity, equity, and inclusion, this project aims at (a) examining how Japanese college students learn to communicate in English with diverse populations through the activities, and (b) creating a pedagogical resource database for teachers and teacher educators in Japan.
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| Outline of Annual Research Achievements |
In the planning-acting-observing-reflecting cycle of action research, the first year was in the ‘planning’ stage.
The first year’s goals were: 1) Literature review of translanguaging and DEI (Diversity, Equity, and Inclusion), and 2)develop/trial/revise pedagogical materials for teaching DE&I.
First of all, I conducted an extensive literature review, including academic articles, books in three languages (English, Korean, and Japanese), resource books, websites, and even teachers’ informal resource sharing groups. The information and resources allowed me to design materials tailored to the needs of Japanese students.
For the second goal, I was able to create one semester’s worth of pedagogical materials for teaching DEI and trialed them with beginning-level learners of English.
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| Current Status of Research Progress |
Current Status of Research Progress
2: Research has progressed on the whole more than it was originally planned.
Reason
I was able to fulfill the goals for the first year as described in “Summary of Research Achievements.” In addition, I was able to give the first academic presentation based on this research at American Association of Applied Linguistics conference at Houston, Texas.
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| Strategy for Future Research Activity |
In the second year, I aim to: (1) Implement the translanguaging DEI curriculum for two semesters (Acting
and Observing), (2) Constant reflection on the curriculum(i.e., keep a reflection note every week) (Reflecting), and (3) Collect/analyze students’ engagement in the activities through thematic analysis.
To achieve these goals, I will collect students’ responses and opinions on the pedagogical materials in my classroom. I have been keeping a teaching journal to reflect on my practices and improve the pedagogical materials. Lastly, after collecting the students’ responses, I will begin thematic analysis using a qualitative research software, Atlas.ti.
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