Thammasat University students interested in linguistics, Japanese language, gender studies, sociology, East Asian studies, and related subjects may find it useful to participate in a free 28 February Zoom webinar on Male Speech? Female Speech? Rethinking Gendered Expressions in Japanese.
The event, on Wednesday, 28 January 2024 at 7pm Bangkok time, is presented by the Cardiff-Japanese Webinar Series, Cardiff University, Wales, the United Kingdom. The event is funded by the Japan Foundation, London.
The TU Library collection includes several books about Japanese linguistics.
Students are invited to register at this link:
https://cardiff.zoom.us/webinar/register/WN_Wo_t24DYRQqRyrkMbbNkmg#/registration
The speaker will be Associate Professor Jotaro Arimori of the Department of East Asian Studies at the University of Toronto, Canada.
The event website explains:
About the series
Students of Japanese as a Foreign Language have fewer opportunities to grasp relevant contemporary information or understand cultural contexts because they study outside Japan. Furthermore, recognising Japanese society in a broader sense and considering how their own Japanese language ability may be applied to their own futures are challenges for such learners. It is therefore essential not only to learn the target language but also to know the multifaceted aspects of the country. Moreover, teachers involved in Japanese language education outside Japan need support in obtaining and sharing up-to-date information reflecting many of the current trends and norms in contemporary Japanese society, in order to provide a more authentic learning experience.
The Cardiff-Japanese Lecture Series aims to explore and understand sociocultural aspects of language learning for those studying Japanese language and culture at Cardiff University, as well as various learners, teachers and researchers with an interest in Japan. The series is funded by the Japan Foundation in London.
Abstract
Japanese is often considered a gendered language due to the presence of what are generally believed to be “distinct” speech styles employed based on a speaker’s gender. Typically, these variations manifest in the use of personal pronouns, sentence endings, word choices, and the like. Teaching materials commonly present these distinctions in a binary manner, explaining that specific language forms are associated with either men or women. However, analyses of naturally occurring conversations have shown that gendered expressions are not strictly tied to a speaker’s gender; instead, they are used to convey and negotiate one’s gender identity within a particular context.
This talk aims to discuss linguistic ideologies and actual usages, providing insights into how gendered expressions can be addressed in Japanese language learning and teaching.
In 2020, Associate Professor Arimori published an article in Japanese Language and Literature: Journal of the American Association of Teachers of Japanese. It began:
Background
Many educational institutions in North America have declared a commitment to enhancing the diversity of their students and employees, and to providing a learning and working environment free of discrimination. Almost universally, this diversity includes sexual orientation as well as gender identity and expression, and we teachers are naturally expected to play a role in fulfilling this commitment by working effectively with students and coworkers of diverse gender and sexual identities. Mori, Hasegawa, Park, and Suzuki (this volume) present the voices of Japanese-language teachers concerned about the limited representation of gender and sexual diversity within this community of educators, as well as the reinforcement of heteronormativity and cissexism in teaching materials. Although I agree that the presence of visible LGBTQ teachers may have a positive impact on learners, as one respondent to the survey suggested, it is important to understand that many teachers are concerned that coming out in class/at work could potentially arouse negative reactions from students, colleagues, and/or administrators, putting their job at risk (Gray 2013; Jaspal 2015; Nelson 2009; Wadell, Frei, and Martin 2011). Furthermore, whether or not to come out is thoroughly up to each individual, not something that LGBTQ people should be pressured to do. Therefore, the purpose of this paper is not to promote the visibility of sexual/gender diversity within the Japanese teaching community per se, but rather to promote an inclusive learning environment in which all students feel comfortable studying Japanese—regardless of their gender and sexuality. Thus, while the theme of this special section is “teacher diversity,” this paper primarily addresses issues concerning learners of diverse genders and sexualities. […]
Based on interviews with ESL students who identify as LGBTQ, Kappra and Vandrick (2006) argue that teachers have a strong ability to influence the establishment of a classroom atmosphere in which students feel accepted, safe, supported, and empowered, but many teachers fail to do so. As a member of a sexual minority group myself, I have encountered uncomfortable moments in and outside the classroom regarding diverse gender and sexual identities. Most of these moments originated in the teaching materials themselves and in the mishandling of problematic content by teachers, including myself. In order to improve the situation, I analysed five popular Japanese textbooks for beginners used in Canada—textbooks which are also widely used in the U. S.—by applying the notion of queer pedagogy to identify potentially problematic contents for learners who are gender or sexual minorities (Arimori 2017). Queer pedagogy is an approach to educational praxis and curricula which emerged from queer theory and critical pedagogy.
The article’s conclusion:
This article discussed various challenges for LGBTQ learners of Japanese stemming from pervasive heteronormativity andcissexism—including specific norms and ideology regarding gendered expression—and made suggestions to mitigate the lack of training regarding gender/sexual diversity in Japanese language education. As I explained, teaching materials often presuppose everyone in the classroom is heterosexual and cisgender, and some exercises in textbooks create situations in which LGBTQ students are forced to either lie about their identity or come out. Further, some textbook exercises can even arouse homophobia or transphobia. Although not all teachers have the freedom to choose teaching materials, how they use these materials is often up to the teachers’ discretion. There are many things teachers can do to create an inclusive learning environment, some of which were suggested. Another issue discussed was how to teach Japanese as a gendered language without reinforcing gender norms. Given that language use is a key part of expressing one’s gender, it is vital to create space in which learners can explore their identities as Japanese speakers. To that end, I proposed introducing the concept of gengo-shigen, which detaches language from one’s gender and enables learners to use various speech styles as a resource to express their identity. It is my hope that this article will help teachers make their Japanese language classrooms safe spaces in which all students are able to learn and express themselves freely regardless of their gender and sexuality.
(All images courtesy of Wikimedia Commons)