Shinsuke Tsuchiya

This is a tour of the Japanese House that I oversee as a faculty coordinator. An awesome video made by the students currently living in the house. How do you make Japanese (or any other languages you are learning) a part of your daily life?

FLSR Apartment Tour ~Japanese house~ Hi there! We are looking for new roommates for the Spring and Summer semester. If you like Japan, its language, its food, or its culture, this apartment is p...

One of the purposes of my research is to open up a conversation about the unique challenges that language teachers face. These challenges may be related to the following.

L1 background
race
gender
age
teaching approach
educational background
sexual orientation
etc.

Have you had any language students or teachers who questioned your validity as language teachers?

How do you cope with such challenges?

But we're speaking Japanese!　日本語喋ってるんだけど To screen this video for your group or organization please contact KenTanakaLA @ gmail. com for licensing information. Http://www.kenTanakaLovesyou.comBuy m...

Can you guess how BYU students started using the word "tsumaru" to mean interesting’ or ‘laughable’ in the Japanese House? (hint: "tsumaranai" = 'boring')

Here's an article about language play and the role of humor in language learning that my colleague Steve Moody and I published in Applied Linguistics.

Do you have any memorable words that you created with your family and friends?

Participation in Multiparty Language Play: Navigating Sociability and Learning in Dinnertime Conversations Abstract. This study examines participation in language play (LP) during spontaneous multiparty talk in a Foreign Language Housing (FLH) program. FLH programs r

KanjiAliveというページをリンクした漢字の勉強のリソースページです。よかったらぜひシェアしてみてください。

土屋

Kanji List – NihonGO NOW!

Reading a journal article as a reviewer.

Here is one of the ideas I listed in my recently published commentary for Japanese Language and Literature about how to balance diversity and standard in my teacher training.

“I encourage my TAs to take advantage of the prevalence of Standard Japanese and use it as a model to improve their language ability. However, I do not require non-Tokyo dialect speakers and non-native-speaking TAs to strictly model their pronunciation and pitch accent pattern in Standard Japanese. This is to prevent them from becoming too cautious about their language use and spending undue time preparing for class in an attempt to eliminate any perceived imperfections (Horwitz, 1996). It is also to prevent some of the L1 Japanese TAs from becoming too critical of others.”

How do you balance diversity and standard as a language teacher?

I'd be interested to hear your opinions!

jll.pitt.edu