Speaker
Abstract section 3: Content/method
The participants in this study were three university students. After being introduced to the concept of microaggressions in class, they viewed two videos featuring unwanted linguistic behaviors. Building on these resources, the participants were given a task to produce a video illustrating their understanding of microaggressions as they personalize this concept to their experiences and reflect upon their experiences.
Abstract section 1: Relevance
As Japan becomes increasingly multilingual, everyday language practices are undergoing significant shifts. Consequently, one of the goals of instructional pragmatics research is to foster critical engagement with pragmatics for a convivial society (Ishihara, 2025). Specifically, integrating linguistic microaggressions into instructional pragmatics enhances students’ awareness of language use in today’s Japanese society. Building on the recent research (Glasgow & Kim, 2025; Ishihara, 2019; 2025; Nakahara, 2025; Takeuchi, 2023), this study implemented a video-creating task designed to enhance learners’ pragmatic awareness within a university English curriculum.
Abstract section 2: Contribution/research questions
Despite the growing importance of the issue in today’s society in Japan, pedagogical interventions targeting students’ awareness raising towards microaggressions are still under-explored in language education (Ishihara, 2025). This research addresses the gap by exploring the following question: How does a video-creation task facilitate learners’ critical metapragmatic awareness of microaggressions? By highlighting the transformative potential of this approach, this study contributes to language education in diverse multilingual contexts.
Abstract section 4: Outcomes/results
In the video-creation task, the participants produced an eight-minute video addressing everyday linguistic microaggressions relevant to university life, such as those related to gender, appearance, and stereotypes. Analysis of the video highlights how the participants employ various linguistic and semiotic resources to convey their emotions with their scripted skits. In addition, data from follow-up questions suggest that this approach offers valuable pedagogical implications for fostering their critical perspective.
Abstract section 5: References
Glasgow, G. P., & Kim, M. (2025). Microaggressions in Japan: Foreign-Origin University Students’ Lived Experiences and Metapragmatic Reflections. Journal of Intercultural Studies, 1–18. https://doi.org/10.1080/07256868.2025.2598759
Ishihara, N. (2019). Identity and agency in L2 pragmatics. In N. Taguchi (Ed.), Routledge handbook of second language acquisition and pragmatics (pp.161-175). Routledge.
Ishihara, N. (2025). Criticality and creativity in L2 pragmatics: Supporting linguistic justice through pragmatics instruction. JALT Journal 47(2), 181-195.
Nakahara, M. (2025). Eigo kyoiku ni okeru anchireishisuto kyoiku jissen o kangaeru: Nichijo no reishizumu ni taisuru gakushusha no katari no bunseki o toshite [Considering antiracist pedagogy in English language education: An analysis of learners’ narratives on everyday racism]. Gengo Bunka Kyouiku Kenkyu [Studies of Language and Cultural Education]. 23, 329-348.
Takeuchi, J. D. (2023). Code-switching as linguistic microaggression: L2-Japanese and speaker legitimacy. Multilingua, 42(2), 249-283. https://doi.org/10.1515/multi-2021-0069
| Title | Fostering Metapragmatic Awareness via a Video-Making Task |
|---|---|
| Teaching Context | College and university education |