Motoki Long-Nozawa / A Japanese teacher at VJLS-JH

I am currently conducting research in the Department of Language & Literacy Education (LLED) and serving as a research fellow in the Institute of Asian Research at the University of British Columbia (UBC). My scholarship focusing on Japanese language education and queer identities received the Dean of Education Scholarship from UBC. In the last two years, I was privileged to have the opportunities to share my ideas with many people at several conferences. In March of 2022, I presented my paper titled “A case study of a queer learner’s Japanese language learning and gender identity construction” at the Third Asian Conference on Language (ACL 2022) with the financial support from VJLS. 

Since the 1990s, a significant number of scholars and educators in the field of second/foreign languages education have shifted their focus on language teaching-learning, from the cognitive to the social. The so-called social turn, along with the multilingual and critical turns, directed scholars’ and educators’ attention to social identities in relation to language teaching-learning. In particular, many language & literacy education programs in Canadian universities including the University of Toronto, McGill, and UBC have fruitfully produced knowledge about language teaching-learning and identity. This reflects the needs and responds to the diversity within Canadian society.   

At ACL 2022, my presentation explored the discursiveness of language learning and gender identity construction of a Canadian university student learning Japanese who identifies as a cis and feminine/androgenous male. Two questions that guided my exploration were 1) what pedagogical practices opened up opportunities for gender identity construction and advance Japanese language learning and 2) how the space where those practices emerged can be conceptualized pedagogically. My analysis demonstrated how a “playful space” created by the student and his interlocutors helped him construct his gender identity and advance his language competencies. In particular, I pointed out that possibilities of playing around gender roles afforded by the teacher’s linguistic and pedagogical practices were key to creating and cultivating the playful space. I concluded with the pedagogical implications by arguing a critical need for creating a learning space where language users have opportunities to explore gender/sexual identity repertoires. 

I am grateful for the support for my research project from VJLS. Also, I appreciate the initiatives for equity, inclusion, and diversity Darius has undertaken. As a member of VJLS and an academic researcher, I hope to use my knowledge to further promote equity, inclusion, and diversity in Japanese language classrooms at VJLS. I was selected to present my work at the Canadian Association of Japanese Language Education (CAJLE) 2022 Annual Conference in August of 2022. Hope to see many of you there! 

VJLS-JH 日本語教師 / ロング野澤基 

私は現在、ブリッティッシュ・コロンビア大学(UBC)・言語リテラシー教育学科で研究を行っており、また、アジア研究所の研究員を務めています。日本語教育とクィア・アイデンティティに焦点を当てた私の研究は、UBCの教育学部長奨学金を受け取りました。この2年間、いくつかの学会で多くの人々と私の考えを共有する機会を持つことができ、大変光栄でした。2022年3月、VJLSの資金援助を受けて、第3回アジア言語学会(ACL 2022)で、「クィア学習者の日本語学習とジェンダー・アイデンティティ構築の事例研究」というタイトルの論文を発表しました。 


ACL 2022での私の研究発表は、シス・ジェンダー及びフェミニンな男性としてのアイデンティティを持つカナダ人大学生のジェンダー・アイデンティティの構築について研究したものです。私の研究の指針となった問いは、1)どのような教育実践がジェンダー・アイデンティティ構築の機会をもたらし、日本語学習を促進させたのか、2)そのような実践が生まれた空間を、教育学的にどのように概念化することができるか、という二点です。私の分析を通して、学生と対話者が作り出す「プレイフルな空間」が、どのようにジェンダー・アイデンティティを構築し、言語能力を向上させることができたのかを証明しました。特に、ジェンダー的役割の可能性を開く、教師の言語的及び教育的実践がその空間を創造し、育てる鍵であることに注目しました。最後に、言語使用者がジェンダー/セクシュアル・アイデンティティのレパートリーを探求する機会を持つような学習空間を作り出す必要性の教育的意義を主張しました。