Table Of ContentA Transdisciplinary Approach
to Chinese and Japanese
Language Teaching
A Transdisciplinary Approach to Chinese and Japanese Language Teaching
illustrates how the transdisciplinary approach to second language acquisition
(SLA) centers around collaboration to provide a learning-conducive environment
with rich semiotic resources for second/foreign language learners.
The volume consists of 14 chapters from leading experts in SLA and Chinese
and Japanese language educators from Canada, China, Japan, the United Kingdom,
and the United States of America. As a first work of its kind, the contributions
feature both theoretical interpretations of transdisciplinary concepts that can apply
to Chinese/Japanese as a second language learning and case studies showcasing
how college-level Chinese and Japanese language educators design and implement
pedagogical projects in collaboration with partners across languages, disciplines,
communities, and borders by adopting a transdisciplinary perspective to analyze
students’ learning outcomes.
This book will benefit researchers, administrators, educators, and teacher
educators in higher education with an interest in world language education and
interdisciplinary and project-based teaching.
Nobuko Chikamatsu is Associate Professor in the Department of Modern
Languages and Co-director of the Japanese Language and Studies Program
at DePaul University, USA. She teaches Japanese language, linguistics, and
translation. Her research interests include second language acquisition, Japanese
pedagogy, translation, and Japanese-American history and literature.
Li Jin is Associate Professor in the Department of Modern Languages and Director
of the Chinese Studies Program and Global Asian Studies Program at DePaul
University, USA. Her research interests include sociocultural theory and ecology
of SLA, computer-assisted language teaching and learning, faculty perceptions of
online language teaching, and Chinese pragmatic learning.
A Transdisciplinary Approach
to Chinese and Japanese
Language Teaching
Collaborative Pedagogy Across
Languages, Disciplines, Communities,
and Borders
Edited by Nobuko Chikamatsu
and Li Jin
First published 2023
by Routledge
4 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
605 Third Avenue, New York, NY 10158
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2023 selection and editorial matter, Nobuko Chikamatsu and Li Jin;
individual chapters, the contributors
The right of Nobuko Chikamatsu and Li Jin to be identified as the authors
of the editorial material, and of the authors for their individual chapters,
has been asserted in accordance with sections 77 and 78 of the Copyright,
Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or
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without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
Names: Chikamatsu, Nobuko, editor. | Jin, Li, 1978– editor.
Title: A transdisciplinary approach to Chinese and Japanese language
teaching : collaborative pedagogy across languages, disciplines,
communities, and borders / edited by Nobuko Chikamatsu and Li Jin.
Description: New York : Routledge, 2023. | Includes bibliographical
references and index.
Identifiers: LCCN 2022045841 (print) | LCCN 2022045842 (ebook) |
ISBN 9781032211503 (hardback) | ISBN 9781032211480 (paperback) |
ISBN 9781003266976 (ebook)
Subjects: LCSH: Chinese language—Study and teaching. | Japanese
language—Study and teaching. | Interdisciplinary approach in education. |
Second language acquisition.
Classification: LCC PL1065 T73 2023 (print) | LCC PL1065 (ebook) |
DDC 495.107—dc23/eng/20221108
LC record available at https://lccn.loc.gov/2022045841
LC ebook record available at https://lccn.loc.gov/2022045842
ISBN: 978-1-032-21150-3 (hbk)
ISBN: 978-1-032-21148-0 (pbk)
ISBN: 978-1-003-26697-6 (ebk)
DOI: 10.4324/9781003266976
Typeset in Times New Roman
by Apex CoVantage, LLC
Contents
List of figures viii
List of tables ix
About the contributors x
Acknowledgements xiii
1 Introduction: collaborative Chinese and Japanese language
teaching from a transdisciplinary perspective 1
LI JIN AND NOBUKO CHIKAMATSU
SECTION 1
Theoretical foundations and empirical evidence for
a transdisciplinary approach to Chinese/Japanese
language teaching 17
2 Teaching and learning of East Asian languages
in the era of “trans-” 19
JUNKO MORI
3 Translanguaging and co-learning at the interface of language
and culture 38
LI WEI
SECTION 2
Across disciplines: language and non-language
faculty collaboration 47
4 Translanguaging with food and ethics: translating languages,
enhancing agencies, and expanding horizons 49
YUKI MIYAMOTO AND NOBUKO CHIKAMATSU
vi Contents
5 Teaching Chinese through classic literature:
a cross-disciplinary collaboration 67
JINAI SUN AND STUART PATTERSON
6 Promoting translingual and transcultural literacies in a
collaborative content-based Japanese classroom: audiovisual
translation as pedagogy 81
SAORI HOSHI AND AYAKA YOSHIMIZU
7 Wellbeing and Chinese language study: a case of
cross-disciplinary teaching 97
C HIEH LI, ANN CAI, AND DONGYING LIU
SECTION 3
Across communities: language and community partner
collaboration 111
8 Negotiating C2 expectation and Third-Space personae in
transdisciplinary L2 learning: collaboration with Chinese
professionals in advanced Chinese language curricula 113
XIN ZHANG
9 Internships at Japanese orphanages: a case study of a
first-year Japanese language student’s growth 128
NOBUKO KOYAMA
SECTION 4
Across languages: Chinese-Japanese and multi-language
collaboration 143
10 An experiment of cross-language and cross-disciplinary
collaboration: integrating Xu Bing’s text-based arts into
Chinese and Japanese classrooms 145
NORIKO SUGIMORI AND LEIHUA WENG
11 Cross-language and cross-disciplinary collaborations in a
Mandarin CLAC course 159
YAN LIU
Contents vii
SECTION 5
Across borders: international collaboration 177
12 The United States-Japan online magazine project:
international telecollaborations as translanguaging spaces 179
YURI KUMAGAI AND MOMOYO SHIMAZU
1 3 Transcending borders and limitations with digitally enhanced
pedagogy: language Learning-focused COIL (LLC) for
Japanese learners and prospective teachers 196
KEIKO IKEDA AND NOBUKO CHIKAMATSU
14 Coda 212
NOBUKO CHIKAMATSU AND LI JIN
Index 219
Figures
2.1 The multifaceted nature of language learning and teaching 21
2.2 East Asian language enrollment in U.S. institutions
of higher education 25
8.1 Collaboration timeline 119
10.1 Xu Bing’s Living Word 148
10.2 Xu Bing’s Art for the People for the Met 149
10.3 Greeting letter from CHIN102 students 152
10.4 Greeting letter from JAPN302 students 153
12.1 Project procedures (based on the U.S. college schedule) 184
12.2 Xinran’s hand gesture 185
12.3 Slack interaction 186
12.4 Cover and sample page from Corona and Education/
The Impact of COVID-19 on Higher Education 189
Tables
4.1 Course outlines of the FLAC Japanese and ethics courses 53
4.2 The original Japanese poem and English translation of
しんでくれた (Tanigawa, 2014) 56
4.3 Student A’s response poem, いのちをあげる
(“I give you my life”) 58
4.4 Student B’s final poem in Japanese 卵 ちゃん “Little Egg” 60
5.1 Schedule of two coordinated courses 72
6.1 Course outline of “Japanese media and translation”
(with assigned readings for Weeks 2–5) 85
7.1 Pre-trip weekly tasks 102
8.1 Themes and sample workplace scenarios 117
8.2 Topics covered in the Chinese resume workshop 121
8.3 Sample sections in a student resume: 1st draft and final draft 122
8.4 Sample interview questions and corresponding C2 expectations 123
9.1 Internship preparations 133
10.1 Project steps 151
11.1 Course outline of ENVIRON 201 and Mandarin CLAC courses 165
11.2 Specialist lectures: Themes and materials 167
11.3 Breakout room arrangement and students’ final project topics 168
11.4 Student-led discussions: Themes, materials, and
wrap-up activities 169
11.5 Students’ perceived gains in the target language (Chinese) 170
11.6 Students’ perceived gains in the course content 170
11.7 Students’ perceived gains in global learning skills 171
12.1 Language profile of the group members 184
12.2 Titles of magazine and corresponding SDGs 188
13.1 DePaul University and Kansai University information 199
* The tables in Appendix I and Appendix II in Chapter 7 are not included in this list
