JAPN301syllabusF14_EFL
Skype Teletandem Project
Fall 2014
Instructor: Kazuya Saito (kazuya.saito@waseda.jp)
Coordinator: Yuka Akiyama (ya125@georgetown.edu)
Project Description:
This is a language exchange project between Waseda and Georgetown University. By
utilizing Skype, this project aims to foster reciprocal teaching and learning of languages and
cultures beyond classroom walls. Students will practice English with students who are
studying Japanese at Georgetown University. Students will also help the American
counterparts practice Japanese.
By participating in this project, students are expected to (1) develop working
knowledge and proficiency of the English language, (2) promote intercultural awareness, and
(3) reflect on their own language(s) and culture(s). In addition, this course will (4) help
students build social networks in the U.S. for those who are planning to study abroad and (5)
provide pre-service language teachers the opportunity to teach a foreign language.
After students are assigned their language exchange partner, students will have
weekly Skype sessions, spending half the time in Japanese and the other half in English.
The topics that will be covered in this project include but not limited to:

Universities (e.g., entrance exams, scholarships, tuitions, admissions)

Pop culture (e.g., anime/manga, music, celebrities)

Foreign language education (e.g., hardships, learning strategies)

Life in Japan and the U.S. (e.g., transportation, customer service, work
environment, social life, technology integration, annual events)

Stereotypes (e.g., by nationality, race, region, religion)

Diversity (e.g., language, race, regional differences)

Role model (e.g., favorite historical figure, your idol)
All of these topics aim to familiarize students with the English language and American
culture and reflect on their own.
Meetings:

Skype meetings will take place online at a mutually convenient time for both a
student and his/her partner.

There will be occasional training/reflection sessions in the seminar.
Assignments and Assessment:
1. Skype Meeting Participation: Students are expected to engage in nine Skype sessions.
After each Skype session, students are required to submit (1) corrective feedback sheet
(CF), (2) reflection journal (RJ), and (3) reflection questions (RQ). Failure to submit
the data will result in the lower grade. Detailed instruction on how to submit the data will
be provided in the first meeting.
2. Speaking Test: Students will take a speaking test at the beginning and the end of the
project.
3. Group Meeting Participation: Students are expected to attend a few meetings in class and
contribute to the class discussion about the project.
4. Surveys: Students are asked to take three surveys regarding their course experiences.
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JAPN301syllabusF14_EFL
Tandem Learning
2. What are the principles behind tandem learning?
 The principle of reciprocity: You need to contribute equally and benefit mutually from this
collaboration. “I help you learn, and you help me learn.”
 The principle of autonomy: Each partner is responsible for his/her own learning process. “I
am responsible for my own learning.”
3. What Internet tools do I need?
You need to have: (1) Skype (for interaction), (2) an email account (for setting up a time to talk),
and (3) at least a couple audio recording devices such as Audacity, cell phones, etc.
4. Which language should I use?
You need to spend half the time in Japanese and the other half in English. It is important that
you keep the two languages separate. This is because a more proficient learner of a target
language (e.g., a learner of English) often switches to his/her target language (e.g., English) to
help a less proficient learner (e.g., a learner of Japanese). Of course, it is important to help the
less proficient learner, but this project aims at providing learners with authentic language
practice, namely virtual immersion experience. It is better to stick to one language at a time.
5. How can I assist my partner’s target language use?
 Provide corrective feedback: Provide corrections on items that you think would hinder
communication/comprehension. Follow the guidelines provided in the training.
 Understand your partner’s target language level: Observe and analyze your partner’s
competence. “What can your partner do? What is difficult for him/her in terms of vocabulary,
grammar, and pronunciation?”
 Scaffold your partner’s target language use: Based on your partner’s proficiency, provide
appropriate assistance. For example, when he or she can only use simple phrases, provide more
vocabulary and simple sentence structures and encourage your partner to make similar
sentences.
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JAPN301syllabusF14_EFL
THEMES, TASKS, & LANGUAGE SHIFT
Week
Date
Activities
Things to Do
o … Before Skype
●… After Skype
o Online Survey ①
0
Before
08/31
0
09/25
(Thu)
Pre-test
1
09/2910/05
Skype ①: Self-introduction
2
10/02
(Thu)
Corrective Feedback Training
10/0610/12
Skype ②
【A: University】
【B: Pop Culture】
【C: Life Styles】
Skype ③*
o Prepare a visual(s) that
represent(s) you
 Submit CF, RJ, & RQ
o Prepare two visuals for the
session
 Submit CF, RJ, & RQ
o Prepare two visuals for the
session
 Submit CF, RJ, & RQ
o Prepare two visuals for the
session
 Submit CF, RJ, & RQ
3
10/1310/19
4
10/2010/26
Skype ④*
5
10/2711/02
o Prepare two visuals for the
session
 Submit CF, RJ, & RQ
6
11/6
(Thu)
Skype ⑤
【A: Pop Culture】
【B: Life Styles】
【C: University】
Mid-semester Reflection
Skype ⑧
【A: Life styles】
【B: University】
【C: Pop Culture】
o Prepare two visuals for the
session
 Submit CF, RJ, & RQ
11/0311/09
7
11/1011/16
8
11/1711/23
11/2411/30
9
o Prepare for a 3-minute speech
about your teletandem experience
o Online Survey ②
o Prepare two visuals for the
Skype ⑥*
session
 Submit CF, RJ, & RQ
o Prepare two visuals for the
Skype ⑦*
session
 Submit CF, RJ, & RQ
Thanksgiving Break: Voluntary Skype Session
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JAPN301syllabusF14_EFL
10
12/0112/07
Skype ⑨*
11
12/11
Post-test
o Prepare two visuals for the
session
 Submit CF, RJ, & RQ
o Online Survey ③
Designated Topics for Skype ②⑤⑧:
1. University Life (e.g., education system, academic calendar, entrance exams, after
graduation)
2. Pop Culture (e.g., mass/social media, music/singers, TV shows, sports, celebrities)
3. Life Styles (e.g., food, homes, living arrangements, shopping, transportation)
*Skype ③④⑥⑦⑨  Choose a topic from the following:

Diversity (e.g., religion, race, language, fashion)

Stereotypes

Proverbs & Superstitions

Work environments (e.g., gender roles in society, average income)

K-12 Education (e.g., school subjects, foreign language education)

Rules in society (e.g., taboos, weird rules)

Dating (e.g., pick-up lines, how to ask somebody out, order of courtship )

Technology, Marketing, & Industry (e.g., cell phones, TV commercials, game
industry)
TIPS ON HOW TO APPROACH A TOPIC FROM CRITICAL PERSPECTIVES
A designated topic can be examined from many perspectives. Let’s take an example of a “sport.” It
can be approached from such perspectives as:

Gender – Are there sports that are, in the familiar context or in the unfamiliar context,
predominantly played by men or by women? Are things changing?

Age – Are there sports for younger people and older people?

Region – Are there local sports? Do people, including the learners, identify with local
teams? Do some teams have a particular cultural tradition?

Religion – Are there religious objections to playing sport, or days when some people
choose not to do sport because of religious observance?

Racism – is this found in spectator sports? Are the players of foreign teams, or foreign
players in local teams always treated with respect? Are there incidents of racist chants or
insults?
In short, what we want is to provide you with the skills to argue... not learn by heart
(Chichirdan et al., 1998, p. 10)
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JAPN301syllabusF14_EFL
SKYPE SCHEDULE & TASKS
Skype
①
Themes & Language Shift
Self-introduction
《You can mix English and
Japanese》
②
Designated Topic
《English  Japanese》
Tasks
1. Self-introduction (20 minutes)
 Name, major, school year, etc.
 The reason why you are learning English/Japanese
 What you want to achieve by learning the language
2. Visual-based conversation (20 minutes)
 Family, friends, pets
 Places you currently live/place you lived as a child
1. Language Learning (20 minutes)
 What are particular issues you are having/had regarding
studying Japanese/English both as a first/second
language?
 What do you think is the key to successful language
learning?
 Do you have any learning strategies?
1. Free conversation (5 minutes)
2. Visual-based conversation (25 minutes)
③
YOUR CHOICE
《English  Japanese》
1. Free conversation (5 minutes)
2. Visual-based conversation (25 minutes)
④
YOUR CHOICE
《English  Japanese》
1. Free conversation (5 minutes)
2. Visual-based conversation (25 minutes)
⑤
Designated Topic
《English  Japanese》
1. Free conversation (5 minutes)
2. Visual-based conversation (25 minutes)
⑥
YOUR CHOICE
《English  Japanese》
1. Free conversation (5 minutes)
2. Visual-based conversation (25 minutes)
⑦
YOUR CHOICE
《English  Japanese》
1. Free conversation (5 minutes)
2. Visual-based conversation (25 minutes)
⑧
Designated Topic
《English  Japanese》
1. Free conversation (5 minutes)
2. Visual-based conversation (25 minutes)
⑨
YOUR CHOICE
《English  Japanese》
1. Free conversation (5 minutes)
2. Visual-based conversation (25 minutes)
Before you switch languages, take five minutes to complete CF and RJ.
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JAPN301syllabusF14_EFL
Skype Session Sequence
Free Conversation (5 minutes) & Visual-based Conversation (25
minutes)【Language A】
Complete EC or RJ (5 minutes)
Free Conversation (5 minutes) & Visual-based Conversation (25
minutes) 【Language B】
Complete EC or RJ (5 minutes)
Submit EC, RJ, and RQ
Visual-based Conversation Sequence
Choose TWO visuals that represent:
(1) American culture & (2) Japanese Culture
Come up with two discussion questions for each
visual
Prepare for the Skype session until you feel
ready to talk about the two visuals in your
target language
Skype session!
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JAPN301syllabusF14_EFL
VISUAL-BASED TELETANDEM
You are responsible for finding TWO visual aids (e.g., Google images and maps,
photos, YouTube clips, online news, graphs, charts, and cartoons) that you think best
represent the theme of the week. For instance, if the theme of the week is “Pop Culture,” you
will find two visual aids that represent the theme in (1) Japan and (2) the U.S.
Use your imagination and creativity to find informative and interesting visual aids that
are (a) stimulating, (b) have some intercultural components, (c) have deeper meanings
behind the visual aids, and (d) at the level of your proficiency level.
Let’s imagine that you are a Japanese student studying English. What do you think
represents Japanese pop culture the best? What cultural implications can you draw from the
cultural phenomenon in Japan? What do you think represents American pop culture the best?
Can you find something different or similar between the two countries?
Let’s say you downloaded an image of “AKB48” because you wanted to talk about
the recent idol phenomenon in Japan. Here, you are expected not only to talk about the group
but also to introduce a couple interesting stories (e.g., AKB election, the shaving scandal) and
discuss the meanings behind them. If you chose an image of Japanese salary men reading
comic books in the train, you can compare “Who reads what at when and where and why”
and find similarities/differences between Japan and the U.S.
If you are unfamiliar with a designated topic, you need to do some research and find a
visual that you think represents the two countries. For instance, you can choose a YouTube
clip of “#SELFIE” and discuss how social media has changed the way people live today.
Once you select two visual aids, your task is to prepare for the Skype session. You
should be able to (1) explain the two visual aids in your target language and (2) come up
with two questions for each visual that can facilitate a thought-provoking discussion.
Your partner will also share two visual aids in his/her target language. Thus, you will talk
about FOUR visual aids in one Skype session, two in English and two in Japanese. ***To
avoid a situation where you and your partner bring the exact same visual aids, it is advisable
that you two communicate your choice in advance via email***
Sample Visuals & Questions
 My friend introduced me to this
song. Why do you think this song
became popular? Do you take
many selfies yourself?
 What do you think about
Facebook? What is the role of the
social media in your life as a
college student?
 Do you know any Japanese
singer? If so, who and what do
you think about him/her?
 This is a picture of AKB48. They
are the best-selling group in
Japan. Do you think they would be
popular in the U.S.? If so, why? If
not, why not?
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JAPN301syllabusF14_EFL
Corrective Feedback Sheet (CF)
Corrected
COMPLETE THIS SECTION AFTER JAPANESE INTERACTION (5 minutes)
(1) How often and what types of errors did you correct?
(2) If you remember some example errors, write them down as well.
TYPES
COUNT
TOTAL
EXAMPLES
Grammar
12

テストがいいでした→テ
ストの点数がよかった
5

短い→背が低い
2


おじいさん vs. おじさん
あねさん vs. おねえさん
Corrected
Vocabulary
(Word choice)
Corrected
Pronunciation
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JAPN301syllabusF14_EFL
Reflection Journal (RJ)
COMPLETE THIS SECTION AFTER JAPANESE INTERACTION (5 minutes)
What did you notice about…?
Pronunciation
(e.g.) I got corrected: アニミ  アニ
メ
1.
2.
3.
4.
5.
Grammar
(e.g.) 行かなきゃ? 行かなけれ
ば? 行かなくては? Confusing…
1.
2.
3.
4.
5.
Vocabulary
(e.g.) When to use の vs. こと
1.
2.
3.
4.
5.
Content
Who said it? (Check as many as
you want)
My
Me
In the
partner
visuals
Was this new to you?
Yes, new
No, heard
of it
✔
No, knew
it
✔
My
partner
✔
Me
In the
visuals
Yes, new
No, heard
of it
✔
No, knew
it
My
partner
✔
Me
In the
visuals
Yes, new
No, heard
of it
No, knew
it
✔
My
partner
Me
In the
visuals
✔
Yes, new
No, heard
of it
No, knew
it
✔
✔
(e.g.) What is “pop culture”?
1.
2.
3.
4.
5.
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JAPN301syllabusF14_EFL
Reflection Questions
COMPLETE THIS SECTION AFTER INTERACTION:
Please rate the following statements on a scale of 1 (strongly disagree) to 5 (strongly agree).
1. I enjoyed today’s Skype session.
1
2
3
4
5
2. I am satisfied with my general performance today as a learner.
1
2
3
4
5
3. I am satisfied with my general performance today as a tutor.
1
2
3
4
5
4. I corrected my partner’s errors most of the time.
1
2
3
4
5
5. My partner corrected most of my errors.
1
2
3
4
5
6. I was familiar with today’s theme (Japanese culture).
1
2
3
4
5
7. I was familiar with today’s theme (American culture).
1
2
3
4
5
Other Comments:
______________________________________________________________
CONTACT HOURS:
1. Approximately how long did you study English in class this week?
__________ hours
2.
Approximately how long did you study English outside the class this week (e.g.,
homework)?
__________ hours
3.
Approximately how long did you use English with non-native speakers of English
outside the class?
__________ hours
4.
Approximately how long did you use English with native speakers of English outside
the class?
__________ hours
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JAPN301syllabusF14_EFL
Project Reminder
Skype Preparation
Skype
Skype
Time
(Japan)
Skype
Time
(DC)
Topic
Visual
Link
(Japan)
Self
introduction
1
2
3
4
5
6
7
8
9
Visual
Link
(America)
Questions
about
Visual
(Japan)
1.
2.
1.
2.
1.
2.
1.
2.
1.
2.
1.
2.
1.
2.
1.
2.
1.
2.
Questions
about
Visual
(America)
1.
2.
1.
2.
1.
2.
1.
2.
1.
2.
1.
2.
1.
2.
1.
2.
1.
2.
Things to Submit
Skype
Corrective
Feedback Sheet
(CF)
Reflection Journal
(RJ)
1
Reflection
Questions (RQ)
Survey
Survey ①
2
3
4
5
6
Survey ②
7
8
9
Survey ③
11