Akita JALT July Meeting GRAD STUDENT PRESENTATIONS: INTEGRATING CONCEPTS FROM SOCIOLINGUISTICS INTO LESSON PLANS

Sunday 13 Jul 2025, 11:00 → 12:15 Asia/Tokyo

July 13, 2025

Time: 11:00– 12:15 (about)

Venue: AIU D-Building

Thanks to Dr. Hale and his students for sharing their work with Akita JALT.

Bio: This presentation showcases ten classroom activities developed by graduate students in the English Language Teaching Practices (ELT) program at Akita International University (AIU). As a final project for their sociolinguistics course, students designed lesson plans incorporating course concepts. Presenters will share practical activities for teachers interested in integrating sociolinguistics into their classrooms. The session will include four rounds of concurrent 15-minute presentation blocks, allowing participants to attend multiple presentations.

Session I: 11:00 to 11:15

Read My Paper vs. Would You Mind Taking Some Time to Look Over What I Have Written? Developing Pragmatic Competence in Politeness

Queena XU Room D203

Abstract: Is there such thing as keigo in English? While English lacks a direct grammatical equivalent to keigo, it employs degrees of politeness depending on the formality of context. Learners may be misunderstood on a pragmatic level if they do not understand the context of politeness. This lesson explores politeness strategies, guiding students to compare Japanese and English linguistically and in context. Students will develop pragmatic competence and gain a deeper understanding of how politeness is constructed in English.

Learning English as a Lingua Franca in the Classroom in Japanese High School

Saya TAKAHASHI Room D204

Abstract: Many English learners in high school in Japan do not have many opportunities to listen to a variety of Englishes, which are spoken all over the world. One of the reasons is that many textbooks in Japan are written in American English. In this activity, students try to listen to English not only as a native language but also as an additional language to become familiar with English as a lingua franca.

Do you want to be characteristically silent? Or uncharacteristically silent? – Turn-taking practice for intercultural conversation

Akito MURATA Room D205

Abstract: Japanese schools have English classes designed for improving learners’ English conversation skills; however, even though students work hard to learn English words or phrases, some of them are very quiet in English conversation with fluent speakers of English. One reason could be that they do not know how to start speaking while the other speakers are talking. This lesson offers Japanese learners with turn-taking practices so that they will be able to deliver their messages more freely and more confidently.

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Session II: 11:20 to 11:35

It Must Be My English: Why Doesn’t Anyone Let Me Speak? – Understanding Discourse Styles in Intercultural Communication

Wing YiuLING Room D203

Abstract: Many Japanese learners of English believe their lack of English proficiency is the reason why they are excluded in conversations with native speakers. This lesson guides Japanese university students to explore how discourse styles, contextual presuppositions, and contextualization cues of different cultures shape communication. Through self-reflection and analysis of real conversations, students will understand why miscommunication happens beyond language ability, and gain confidence in intercultural communication.

From “Hi Bro” to “Dear Professor”: Exploring Formality and Politeness in English Writing

Chia-An TSAI Room D204

Abstract: English can be used in a variety of contexts, but different situations require different levels of formality and politeness. This lesson is designed for university students in Japan to recognize the differences between informal and formal English writing by comparing informal text messages to friends with email writing to professors. Through analysis and practice, students will learn how to communicate appropriately in different social contexts, reducing the risk of misunderstanding or miscommunication.

It’s a Bit Cold in Here… – Raising Students’ Awareness of Indirect Requests and Polite Refusals in English as a Lingua Franca Settings

Daniel PODBOROCHYNSKI Room D205

Abstract: In this lesson, students will learn how and in what context indirect requests and polite refusals are used. Students will practice creating indirect requests and will study how different cultures use polite refusals in pragmatic situations. The goal is for the students to gain an understanding of how context and language shape one another and the important role that culture plays when English is used as a Lingua Franca.

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Session III: 11:40 to 11:55

Performing Identity Through Media : Exploring Code-Switching and Identity in Japanese Secondary and University Students

June Ha KIM Room D203

Abstract: This lesson introduces Japanese students to code-switching within a sociolinguistic context between English and Japanese. With the popularity of social media and TV personalities, Japanese students can encounter code-switching in these mediums to signal group membership or fit specific situations (e.g., comedy). Japanese senior high school to university students, will use media clips, guided discussion, and role-play to explore how language use expresses identity through code-switching. The goal is to help students critically reflect on the casual media they consume and recognize how language choices influence how they negotiate their own identity.

Situational English Use: How Japanese High School Students Adapt Language to Context

Sakura HANAOKA Room D204

Abstract: This lesson explores how Japanese high school students adjust their English based on situational factors, using sociolinguistic concepts such as shifts in speaker roles (footing) and the construction of social identity through language. Through listening to conversations in formal and casual English and reflecting on them, students will analyze how context shapes language choice and speaker stance, fostering greater awareness of pragmatic and intercultural communication.

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Session IIII: 12:00 to 12:15

Embracing AAVE: Enhancing Intercultural Communication Skills

Lu Haozhe Room D203

Abstract: With the increasing prevalence of AAVE in pop culture and everyday communication, understanding its linguistic features will help students better grasp the meaning of conversation in authentic contexts. This lesson aims to guide students in recognizing the status and social significance of AAVE within the English language system and further developing their ability to employ code-switching strategies, thereby enhancing their intercultural communication skills.

Identity Construction in Online Exchanges: Japanese EFL Learners in Intercultural Communication

Yayoi OSUGA Room D204

Abstract: This study examines identity construction in a Japanese high school EFL classroom during online exchange with Hong Kong students.  Using classroom observations, the research explores how students negotiate personal, cultural, and global identities in intercultural communication.  The objective of this lesson is for students to place themselves in an intercultural context and to develop their dynamic identity through exchange with Hong Kong peers in English.