Critical Analysis of Language Textbook Conversations: Practicing Welfare Linguistics in Performed Culture Approach
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Date
2024-08
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Publisher
Ohio State University. Libraries
Abstract
In the realm of communications outside of classrooms, conversations that L2 users navigate do not always follow the route modeled in language textbooks. Under the frameworks of Welfare Linguistics and the Performed Culture Approach, this paper will illustrate the importance of intercultural competence in dealing with biased reactions in the Third Space (multilingual/cultural interactions) that can pose potential barriers for L2 users of Japanese from continuing their conversations in Japanese. These obstacles encompass the challenges of (1) being perceived as non-understandable, (2) responding to unwanted code-switching, (3) deflecting unsolicited compliments, and (4) dealing with third-person responses. As pedagogical implications, this paper will explore strategies to integrate these real-world situations into classroom activities. This approach aims to empower L2 users with critical thinking skills that will prepare them to navigate biased reactions effectively.
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Keywords
Welfare Linguistics, Performed Culture Approach, Third Space, identity, pedagogy
Citation
Tsuchiya, Shinsuke. "Critical Analysis of Language Textbook Conversations: Practicing Welfare Linguistics in Performed Culture Approach." Buckeye East Asian Linguistics, vol. 8 (August 2024), p. 159-171.