University of Technology Sydney

97208 Japanese Language and Identity

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2024 is available in the Archives.

UTS: International Studies: International Studies and Languages
Credit points: 8 cp
Result type: Grade and marks

Requisite(s): 97206 Japanese Language and Culture 6 OR 97207 Japanese Films and Popular Culture OR 97209 Japanese Media and Current Issues OR 97210 Transcultural Communication in Japanese

Description

This subject is taught in Japanese, and is designed for students, who have completed Japanese 6 at UTS or its equivalent and have intermediate to advanced level reading, listening, speaking and writing skills.

Students are called upon to explore identity issues as they relate to Japanese language, culture and people. They develop a sound understanding of how identities are negotiated and constructed within a global and transnational context through a focus on ‘life history’. This helps students to be sensitive to intercultural difference, cultivate a respect for other cultures and people, as well as develop a commitment to international citizenship.

Subject learning objectives (SLOs)

a. Comprehend and respond to intermediate–advanced level texts in oral and written language.
b. Produce intermediate-advanced level texts in oral and written language.
c. Demonstrate intercultural awareness across two or more cultural contexts.

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences (INT = International Studies CILOs):

  • Understand and employ effective strategies to operate within professional and everyday settings across diverse cultures in Australia and/or internationally. (INT.1.1)
  • Evaluate critically theoretical and specialised knowledge of contemporary societies, cultures and workplaces. (INT.2.1)
  • Analyse, generate and communicate creative solutions to work-related problems within professional and everyday settings across diverse cultures in Australia and internationally. (INT.2.2)
  • Understand and engage with cultural diversities in Australia and/or internationally. (INT.3.1)
  • Communicate effectively and appropriately in an additional language for everyday and professional purposes. (INT.3.2)
  • Engage critically with current issues to act in socially responsible ways in Australian and international settings. (INT.5.1)
  • Communicate clearly and effectively in written and spoken language using diverse digital technologies. (INT.6.1)

Teaching and learning strategies

This subject proposes a blended, practice-based and research-inspired learning experience. Japanese pop culture and films are analysed through a communicative and reflective approach to stimulate progressive and continuous learning of the target language. A series of authentic materials (books, articles and videos) are used to promote the use of real-life scenarios and situations such as interviews and discussion.

Students are encouraged to customise their learning experience as per the Global Japanese approach to promote their engagement with Japanese peoples and societies. This entails keeping in mind their goals for the use of Japanese (for instance studying abroad or travel in a particular country or region) and tailoring their practice and learning to maximize exposure to local variants of the language, relevant cultural norms and authentic materials from the area.

In addition to the in-class work, students are expected to complete a series of online activities, which strengthen their independent learning skills and facilitate a customised learning experience. The approximate time commitment expected from students is 12 hours per week, including class time.

Content (topics)

Students will be called upon to explore identity issues as they relate to Japanese language, culture and people. They will develop a sound understanding of how identities are negotiated and constructed within a global and transnational context through a focus on ‘life history’. This will help students to be sensitive to intercultural difference, cultivate a respect for other cultures and people, as well as develop a commitment to international citizenship.

Assessment

Assessment task 1: Learning Portfolio

Objective(s):

a, b and c

Weight: 40%
Length:

Portfolio 1 - Minimum of 10 entries

Portfolio 2 – The length of the text should be minimum of 1700 ji and maximum of 2300 ji. Approximately 2000 ji should be appropriate in order to develop a comprehensive argument.
Criteria:
  • Construction
  • Relevancy
  • Clear description of the topic and the contentions
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Ability to independently expand knowledge on various Japanese language skills as an advanced learner (task 1) 25 a, b INT.1.1
Regular participation, engagement and contributions to online discussion (task 1) 25 a, b, c INT.5.1
Ability to critically and logically express own reflection regarding cultural and linguistic issues and identities 20 a, b, c INT.3.1
Demonstration of clear summary and interpretation of the topic and the contentions 15 a, b, c INT.3.1
Ability to write effectively in an academic situation as an advanced learner 15 a, b, c INT.3.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Research Project - Oral presentation

Objective(s):

a, b and c

Weight: 30%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Demonstration of a comprehensive analysis and understanding of the chosen topic (i.e. background and cultural context) 25 c INT.2.1
Demonstration of a logical, consistent, cohesive and balanced argument 20 a, b, c INT.2.2
Demonstration of critical and creative thinking, and personal reflection in relation to key issues 20 a, b, c INT.3.1
Demonstration of use of studied language (i.e. complexity, accuracy, fluency, comprehensibility) 20 a, b INT.3.2
Demonstration of appropriate presentation style (i.e. oral and visual delivery, use of research material, correct referencing) 15 c INT.1.1, INT.6.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Research Project - Essay

Objective(s):

a, b and c

Weight: 30%
Length:

The length of the text should be minimum of 2500 ji and maximum of 3500 ji. Approximately 3000 ji should be appropriate in order to develop a comprehensive argument.

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Demonstration of a comprehensive analysis and understanding of the chosen topic (i.e. background and cultural context) 20 c INT.2.1
Demonstration of a logical, consistent, cohesive and balanced argument 20 a, b, c INT.2.2
Demonstration of critical and creative thinking, and personal reflection in relation to key issues 20 a, b, c INT.3.1
Demonstration of use of studied language (i.e. complexity, accuracy, fluency, comprehensibility, clarity) 30 a, b INT.3.2
Demonstration of appropriate presentation style (i.e., visual delivery, layout, formatting and, correct referencing) 10 c INT.1.1, INT.6.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Attendance at tutorials is essential in this subject. Classes are based on a collaborative approach that involves essential work-shopping and interchange of ideas with other students and the tutor. A roll will be taken at each class. If you are late to class and not present when the roll is taken, it is your responsibility to tell your tutor at the end of that class so that your attendance can be recorded. Please note that if you are more than 30 minutes late, you will be noted as absent. Students must attend at least 85% of their classes. Students who fail to do so will be refused the opportunity to take or submit their final assessment (see Rule 3.8). In order to pass this subject, students must earn an overall total of 50 marks or more.

Required texts

Learning materials will be distributed in class.

Recommended texts

  • ?????????????? (2011) ??????????????? ???????
  • ??? (??) ????? (2016) ??????????????????
  • ???? (2011) ???????????????? ?????
  • ?????????????????????? (2009) ?????????? ????? ??? Multicultural Children in Japan, ????
  • ???? (??) (2010) ????????????????????????????????????????, ??????
  • ?? ??, ????? ????, ??? ??????, (2009) ???????, ???
  • ???? (2009) Voices From Japan ??????????????, ??????
  • ???? (2008) ??????????????????????????, ????
  • ?? ???? (2009, 2010, 2012)???????????????? Media Factory
  • ????? (2002, 2004) ????????? 1& 2? My darling is ambidextrous, ??????????
  • Japanese on the Move: Live Stories of Transmigration

References

Recommended

  • Oka, M., Tsutsui, M., et al. (2010) TOBIRA Gateway to Advanced Japanese Learning through Content and Multimedia, Kuroshio Publishers, Tokyo.
  • Oka, M., Ishikawa, S., et al. (2010) Power Up Your Kanji - 800 Basic Kanji as a Gateway to Advanced Japanese, Kuroshio Publishers, Tokyo.
  • 3A Corporation (2010) Minna no Nihongo Chûkyû I, 3A Corporation, Tokyo
  • Nippon Steel Human Development & Japan College of Foreign Languages (1994) Aspect of Japanese Society (Nihon o hanasoo), The Japan Times, Tokyo.
  • Bunka Institute of Language (1994) Bunka Chuukyuu Nihongo I, Bonjinsha, Tokyo.
  • AJALT (1990) Japanese for Busy People II, rev. edn. Kodansha International, Tokyo.
  • AJALT (1990) Japanese for Busy People III, rev. edn. Kodansha International, Tokyo.
  • Bunka Institute of Language (1989) Bunka Shokyuu Nihongo II, Bonjinsha, Tokyo.
  • Nagara, S. (1990) Japanese for Everyone, Gakken.
  • Mizutani, O. & N. Mizutani (1977) An Introduction to Modern Japanese, The Japan Times, Tokyo
  • Hori, U., T. Mitsui & E. Morimatsu (1987) Nyuusu de Manabu Nihongo, Bonjinsha, Tokyo
  • Tatematsu, K., Y.Tateoka, T.Matsumoto, & T.Sato (1992) Writing Letters in Japanese, The Japan Times, Tokyo.
  • Seton, A., N. Matsumoto & N. Hayashi (1984) Japanese Vocabulary for Speakers & Readers, The Hokuseido Press.
  • Webb, J.H.M. (1990) A Guide to Modern Japanese Loanwords, The Japan Times, Tokyo
  • Kano, C., Y.Shimizu, H. Takenaka, E. Ishii & S.Akutsu (1993) Intermediate Kanji Book Vol. 1, Bonjinsha, Tokyo.
  • Oka, M., Ishikawa, S., Kondo, J., Tsutsui, M., Emori, S., and Y. Hanai. (2010) Power up your Kanji: 800 Basic Kanji as a gateway to advanced Japanese. Kuroshio Publisher, Tokyo.
  • Makino, S. & M. Tsutsui (1986 and 1989), A Dictionary of Basic Japanese Grammar, The Japan Times, Tokyo.

Other resources

Grammar and its Usage

  • Makino, S. & M. Tsutsui (1986 and 1989) A Dictionary of Basic Japanese Grammar, The Japan Times, Tokyo
  • Makino, S. & M. Tsutsui (1995) A Dictionary of Intermediate Japanese Grammar, The Japan Times, Tokyo.
  • Chino, N. (1991) Power Japanese: All About Particles, Kodansha International.
  • Brown, D.M. (1987) An Introduction to Advanced Spoken Japanese, Inter-University Center for Japanese Language Studies, Yokohama.
  • Mizutani, O. & N. Mizutani (1977-1990) Nihongo Notes 1-5, The Japan Times.
  • Mizutani, O. & N. Mizutani (1977-1990), Nihongo Notes 6-10 (or Situational Japanese 1-5), The Japan Times.
  • McClain, Y.M. (1981) Handbook of Modern Japanese Grammar, Hokuseido Press.

Culture and Society

  • Moeran, B. (1991) Japanese Language and People, About Japan, BBC Books, London (video also available)
  • NHK International Inc (1994) The Way of Life In Japan, Bonjinsha, Tokyo.
  • Kodansha International (1993) Japan: An Illustrated Encyclopedia, Kodansha International, Tokyo.
  • Neustupny J. V. (1987) Communicating with the Japanese, The Japan Times, Tokyo.
  • De Mente, B. L. (1993 & 1987) How to do business with the Japanese, NTC Publishing Group.
  • Nakayama, K. (1993) Pictorial Encyclopedia of Japanese Culture, Gakushuu Kenkyuusha.
  • Gakushuu Kenkyuusha (1993), Pictorial Encyclopedia of Modern Japanese, Gakushuu Kenkyuusha.
  • Tokyo University of Foreign Studies (1990), Japanese History: An Introductory Text, Yamakawa Shuppansha.

JAPAN FOUNDATION

Students are strongly encouraged to visit the Japan Foundation library. The library holds a wide range of resources and boasts a largest collection of Japanese language learning materials. The Japan Foundation is in the Central Park just across from Tower Building.

Level 4, Central Park, 28 Broadway, Chippendale, NSW 2008
Please take a lift to access to level 4, No escalators available to level 4.
Tel: (02) 8239-0011

FURTHER STUDY & RESEARCH ADVICE
A considerable amount of lecture time is devoted to practising using the language in a variety of real or simulated situations using authentic materials whenever possible. In order to maintain and consolidate those skills, students need to practise the language regularly with Japanese speaking friends or colleagues. Students will regularly be offered opportunities to meet Japanese background speakers. TV and radio news and media articles such as Nichigo Press (monthly local Japanese paper) are recommended to students to further develop their language skills and general knowledge about Japan.

  • SBS -TV NHK News Mon-Sat 11:00-11:35
  • SBS Radio01 (Digital) /1107kHz (AM radio) Tue, Thurs, Sat10:00PM-11:00PM
  • SBS Radio
  • SBS on Demand