Second Language Creative Writing: Learner Development in the Shinhaiku Pedagogy

This article will address the place of second language creative writing (L2CW) in EFL curricula by first providing an updated understanding of L2CW and the Japanese form shinhaiku—a nontraditional haiku. Shinhaiku differs from traditional haiku in that it does not utilize the 5-7-5 syllable form. Secondly, the article will consider misconceptions as well as pedagogical implications of L2CW and thirdly, offer a classroom approach to L2CW (poetry writing) utilizing Hanauer’s (2012) meaningful literacy framework. The approach was developed from action research and teaching practices, underpinned by Spiro’s (2014) reading-to-writing cycle where learners 1) choose L2CW poems that they admire from an EFL literary journal; 2) articulate reasons for appreciation of said poems; 3) apply these ideas to their L2CW; and 4) reflect on the process. The article will also provide examples from student work as well as present a case for why shinhaiku is an accessible form in the Japanese context. この論文は、EFLの履修に於ける第二言語のクリエイティブライティング(L2CW)の位置付けについて述べたものである。第一に、L2CWの最新の解釈と日本語の形式として新俳句（従来型ではない俳句）を提示する。新俳句は形式として五七五の音節を使わないという点で、従来の伝統的な俳句とは異なる。次に、L2CWの誤認と教育法への影響について考察する。続いて、Hanauer (2012)による「意味を持つ読み書き能力の教育法」を通してL2CWの授業での取り組み（詩の創作）について述べる。この考え方はSpiro (2014) のreading-to-writing cycle (2014)に実証された行動研究と教育方法を発展したものである。その方法では、学習者は、1) EFL literary journal から彼らが良いと感じるL2CWの詩を選ぶ 2)前述の詩を良いと思う理由を明確化させる 3) その考えを自分のL2CWに応用させる 4)その過程を振り返り考察する。そして、学生の作品を例示し、新俳句が日本において利用し易い形式である理由を論証する。

Second Language Expressive Writing in Times of Global Crisis

Meaningful literacy has tremendous yet untapped potential to engage language learners in significant ways. This study explored the EFL students' poetry writing in terms of gender, poetic features use, degree of emotionality, language learning, and therapeutic effects. During the times of global crisis, the researchers recruited two EFL students who had a meaningful literacy project as a course requirement. After analyzing the two poetic pieces considering linguistic measures, the two participants were interviewed to investigate students' reported experiences with writing poetry. The analysis revealed that the participants expressed positive attitudes toward poetry writing as it helped them share their inner thoughts and feelings despite sociocultural constraints. It was also found that poetry writing helped the participants improve their target language, feel emotionally relieved, serving as psychological therapy. The study proposed several pedagogical implications related to L2 expressive pedagogy that can be incorporated into second writing education curriculums.

Am I a Qualified Literacy Researcher and Educator? A Counter-Story of a Professional Journey of One Asian Male Literacy Scholar in the United States

Although there has been a significant increase in the number of minority faculty members in higher education, little is known about potential barriers and challenges we face during their early career development. In this counter-story article, I share my own professional experiences regarding the choices I made and obstacles I faced in developing my own career including both teaching and research. Compared with mainstream early career scholars, I realized that there are certain areas or methods that I was expected to teach or research. I hope that my counter-story presented in this article can contribute to understanding the conflicts and labels that international faculty may face and reframing them as potential assets that we can develop and bring into meaningful literacy practice.

A Relação entre Letramento e Gêneros Textuais

Este artigo trata da alfabetização, da caracterização do sujeito leitor e do letramento, como parte do universo das salas de aulas, nas quais há vários escritores e poucos leitores. O objetivo principal foi abordar a relação entre o Letramento e os gêneros textuais, para mostrar que é possível fazer essa interação nas aulas práticas desde o Ensino Fundamental I até o Ensino Médio. Isso porque gêneros são conteúdos da Literatura Brasileira e as narrativas textuais continuam encantando crianças e adolescentes em todas as partes do mundo e nas diferentes épocas. Todo leitor conhece o processo da escrita, mas nem sempre faz uso correto da informação dada por ele. Muitas vezes, a leitura não é vista como resultado da aprendizagem, mas como meio para se atingir a esse objetivo. No entanto, na contemporaneidade a aproximação entre letramento e alfabetização não raro tem levado à concepção equivocada de que os dois fenômenos se complementam ou até se fundem. Esses, contudo, são processos diferentes, que se desenvolvem por meio de práticas sociais de leitura e de escrita, e é nesse contexto que emergem os gêneros textuais sugeridos e apresentados nos livros de literatura infantojuvenil. Entender a relação entre o letramento e os gêneros textuais, de modo a provocar impactos na formação docente e na apropriação de práticas letradas significativas é papel primordial da língua materna dentro das políticas públicas atuais. Por isso, saber utilizar os gêneros textuais na propagação dessas leituras permite melhor compreensão da necessidade de se dominar o código escrito.Palavras-chave: Alfabetização. Letramento. Gêneros Textuais. AbstractThis article deals with language skills, readers’ characterization and literacy as a part of the universe of classrooms, in which there are several writers and few readers. The main objective was to address the relationship between Literacy and textual genres, to show that it is possible to make this interaction in the practical classes from Elementary School I to High School. This is because genres are Brazilian Literature contents and textual narratives continue to enchant children and adolescents in all parts of the world and at different times. Every reader knows the writing process, but they do not always make correct use of the information given by it Often reading is not seen because of learning, but as a means to achieve that goal. However, in contemporaneity the approach between literacy and language skillshas often led to the misconception that the two phenomena complement or even merge each other. These, however, are different processes and are developed through social practices of reading and writing, and it is in this context that the textual genres suggested and presented in juvenile literature books emerge. Understanding the relationship between literacy and textual genres in order to have an impact on Teacher’s education and the appropriation of meaningful literacy practices is a primary role of the mother language within current public policies. So, knowing how to use the textual genres in the propagation of these readings allows a better understanding of the need to master the written code. Keywords: Language Skills. Literacy. Literature. Genres.