Otsuji, E. & Scheeres, H.B. 2006, 'Performing language and identities in a transcultural context', Cultural Literacies and Multi-lingual Literacy Workshop, UTS, June 2006.
Otsuji, E. 2005, 'Are we bastardising English and Japanese?- Translingual Casual Conversation between Japanese and Australians in a Workplace Situation', 9th International Pragmatics Conference, Riva del Garda, Italy, June 2005.
Otsuji, E. 2004, 'Performativity, translinguality and identities', 'Exile and Social Change' (Institute for International Studies Annual workshop), North wollongong Novotel, December 2004.
A number of studies look at code-switching and bilingual identity. The majority of these studies are based on the understanding that there are pre-given discrete language systems. Pennycook (2004) challenged this foundational notion of language. He proposes language as a sedimented product of performative acts and identities as dynamically constructed through linguistic performance. The paper seeks to scrutinize bilingual and code-switching studies by applying Pennycook's notions. The paper does this by unpacking a study into the co-construction processes of language and identity of Japanese and Australian in work contexts. By applying Critical Discourse Analysis, the study reveals that participants' performative acts are affected by both macro (socio-cultural and geo-political) factors and their biographical histories
Otsuji, E. 2004, 'Performativity and translingual identities', Sietar (Society for Intercultural Education, Training and Research, Osaka, Japan, June 2004.
Otsuji, E. 2003, 'Critical discourse analysis for transcultural communication: casual conversation in transcultural Australian workplaces', Institute for International Studies Annual Workshop (Art and Social Change), Rafferty's Resort, Lake Macquarie, December 2003.
One of the consequences of globalisation is that socio-cultural, economical and geopolitical borders become less apparent and that in turn, impacts on discursive and social practices (Luke, 2002). Within globalisation, contact between people from distinct cultural and social backgrounds has become more prevalent in work contexts. As a result of this globalisation, Welsch (1999) proposes that a paradigm shift from inter-cultural to transcultural exists. Transculturality is a cultural hybrid, the interconnection and hybridization of different cultures. The aim of this paper is to investigate how such globalisation affects business discourse, especially by looking at the transcultural processes involved in casual conversation between Japanese and Australians in an Australian context. Conversation in institutional settings has been studied by various researchers. However, most studies tend to oversimplify talk as if all talk in given institutional settings is uni-modal by contrasting its characteristics with ordinary casual conversation (Drew 2002). Contrary to this trend, Holmes & Fillary (2000) and Slade (1997) looked at gossip and small talk in work contexts and were concerned with the role of small talk as a social and interpersonal skill in the workplace. However, both studies were set in largely mono-cultural settings and did not look at negotiating the dimensions of social identity, social reality, ethnicity and membership from a transcultural perspective. In this paper, by exploring what is going on during casual conversation in transcultural workplaces I aim to, 1) identify the emergence of a 'third culture' in the process of co-constructing a new type of transcultural text and, 2) identify the way in which casual conversation, social reality, identity, ethnicity and power relationships of the participants, as well as the context, are reflected in the process of the construction of the casual conversation in question.
Otsuji, E. 2003, 'Business Japanese Textbooks: Multi-Perspective Analysis', The Perception and Realisation in Gender and Language Research International Conference, Michigan State University, USA, July 2003.
Otsuji, E. 2001, 'Producing the third space; practices and construction processes around a Japanese business textbook', 13th World Conference of Applied Linguistics, Singapore, December 2001.
Otsuji, E. 2001, 'Re-evaluation of Critical Discourse Analysis', Sydney discourses on discourse: The language of work and education: International Association of Applied Linguistics, UTS, Sydney, Australia, November 2001.
Otsuji, E. 2001, 'Evaluation of Business Japanese Textbooks: Issues of Gender', 12th Biennial Conference on the Japanese Studies Association of Australia, UNSW, August 2001.
Otsuji, E. 1999, 'Dialectics of control: How to re-negotiate one's position in the inter-cultural business interactions', 8th Association of International Applied Linguistics (AILA) Conference, Waseda University, Tokyo, August 1999.
Otsuji, E. 1998, 'Negotiating on the macro-micro level in intercultural business interaction', Negotiating on the macro-micro level in intercultural business interaction, UNSW, September 1998.
Otsuji, E. 1998, 'Where does the individual stand in Critical Discourse Analysis?",', 6th International Pragmatics Conference, Reims, France, July 1998.
Otsuji, E. 1997, 'Theoretical and methodological examination of Critical Discourse Analysis and its application to intercultural business interaction', 22nd Annual ALAA congress, Applied Linguistic Association of Australia, University of Southern Queensland, October 1997.
Otsuji, E. 1997, 'On the Application of Critical Discourse Analysis to Intercultural Interaction', 10th Biennial Conference on the Japanese Studies Association of Australia (JSAA), University of Melbourne, July 1997.
Otsuji, E. 1996, 'An analysis of interaction between native and non-native speakers of Japanese in work places in Sydney', 21st Annual ALAA congress, Applied Linguistic Association of Australia, UWS, Australia, October 2006.
Looking at two sets of conversations, among Greek adolescents, and between Japanese and Australian workers, this article shows how a poststructuralist understanding of the ways in which participants use and mix elements of their language repertoires implies a view of language as performative. Although the poststructuralist element of our approach on the one hand foregrounds a questioning of stable categories of language, identity, and assumed modes of mixing, our development of an understanding of performativity allows us to consider seriously the processes by which language and identity are constantly being remade. For the participants themselves, this is not simply a question of fluid language practices, but rather the interplay of fixed and unfixed language elements, cultural identifications, and social relationships. Reinvigorating Butler+s account of performativity, our analysis and comparison of these two sets of data shows how a poststructuralist consideration of performativity sheds light on the relationship between the ongoing production of subjectivity and the deployment of fixed, stable, or stereotypical categories of identity.
Otsuji, E. & Pennycook, A.D. 2011, 'Social inclusion and metrolingual practices', International Journal of Bilingual Education and Bilingualism, vol. 14, no. 4, pp. 413-426.
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In this paper, we explore the implications of metrolingual language practices for how we understand social inclusion. A vision of social inclusion that includes bi- and multilingual capacities may comprise an appreciation of a diversity of languages other than English, and the skills and capabilities of multilingual language users, yet it is all too often premised on an understanding of language use that cannot escape its origins in statist understandings of language ideologieswhere a particular language is associated with a particular cultural, ethnic or geographical configuration.
Otsuji, E. 2011, 'Metrolingualism and Japanese language education: Linguistic competence across borders', Literacies, vol. 9, pp. 21-30.
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This paper critically examines what constitutes language competency and language education within the globalised society by elucidating ways in which language, culture, ethnicities and identities are constructed in and through conversations between` Japanese+ and` Australians+. While Japanese language education is still primarily premised on the monolingual mindset failing to situate Japanese language within multilingual environments, the paper proposes that language education should take into account the newly defined notion of metrolingualism. Metrolingualism is a productive linguistic space which emerges through the interaction between normative and fixed understandings of language and fluid (hybrid) and dynamic understandings. It is suggested that metrolingualism will allow students to develop their capacity to construct their own linguistic environment by manipulating and managing their own diverse linguistic resources and proposes the need to incorporate metrolingual perspectives in understanding linguistic competency and language education theory within globalisation
Otsuji, E. & Pennycook, A.D. 2010, 'Metrolingualism: fixity, fluidity and language in flux', International Journal of Multilingualism, vol. 7, no. 3, pp. 240-254.
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By extending the notion of metroethnicity, this paper proposes the notion of metrolingualism, creative linguistic practices across borders of culture, history and politics. Metrolingualism gives us a way to move beyond current terms such as 'multilingualism' and 'multiculturalism'. It is a product of modern and often urban interaction, describing the ways in which people of different and mixed backgrounds use, play with and negotiate identities through language. The focus is not so much on language systems as on languages as emergent from contexts of interaction. Looking at data from workplaces where metrolingual language use is common, we show how the use of both fixed and fluid linguistic and cultural identities is part of the process of language use. The notion of metrolingualism gives us ways of moving beyond common frameworks of language, providing insights into contemporary, urban language practices, and accommodating both fixity and fluidity in its approach to language use.
Kinoshita Thomson, C. & Otsuji, E. 2009, 'Multidimensional examination of gender in a business Japanese textbook', Japanese-Language Education around the Globe, vol. 19, no. 3, pp. 49-67.
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In Japanese "female language" and "male language" are "language resources" (Nakamura 2007), which people use or avoid using to construct one's gender identities. This study examined a business Japanese textbook from gender perspective. In order to understand the Japanese language teaching and learning practices in terms of gender, the study engaged in the content analysis of the textbook, email interviews of the textbook writers, classroom observations, as well as interviews of the teacher and students. The discussion of data includes how gender was understood, and expressed in the textbook and how it was taught and learned using the textbook. The study found that it is difficult for even the most experienced teacher to critically consume the textbook content; and the events surrounding the textbook are quite complex. It therefore suggests the needs for textbooks to have explicit explanations and tasks that enable learners to use the "language resources" effectively. The paper also advocates the multi-perspective textbook analysis in order to capture the complexity.
Otsuji, E. & Kinoshita Thomson, C. 2009, 'Promoting 'Third Space' Identities: A Case Study of the Teaching of Business Japanese', Portal Journal of Multidisciplinary International Studies, vol. 6, no. 1, pp. 1-21.
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This paper argues that the teaching and learning of a foreign language involves students in the construction of their own identities between cultural and linguistic practices. The study looks at the interconnected practices of the content of the textbook, the classroom teaching and teacher+s ideological stance in relation to students+ gender identity construction. It examines how all the practices jointly contribute to a foreign language learning experience. In particular, the construction of (gender) identities of the learners explicated through a case study of a Japanese business classroom practice.
Maher, D., Seaton, L., McMullen, C.M., Fitzgerald, T., Otsuji, E. & Lee, A. 2008, ''Becoming and being writers': the experiences of doctoral students in writing groups', Studies in Continuing Education, vol. 30, no. 3, pp. 263-275.
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The use of writing groups to support students undertaking post-graduate research within universities has begun to receive attention from academic supervisors and doctoral researchers. Very little has been written by doctoral students themselves on the benefits of working within such writing groups. In this article, the experiences of working within a doctoral writing group at an Australian University are presented, primarily from the perspective of students. The authors identify two main benefits they have experienced through participating in a writing group using a 'multi-voiced' approach. First, they discuss the kind of learning that they achieved through working in a writing group. They do this with reference to key principles of peer learning and of peer review. Second, they focus on the ways the group worked as a community of discursive social practice. An overarching message for them in participating in the group and now writing this article is the shift in their thinking and experience of writing from seeing writing as an essentially private and implicit process to writing becoming a matter of public and shared work. These two notions are bound by the concept of identity building, drawing from the literature on communities of practice.
Kinoshita Thomson, C. & Otsuji, E. 2003, 'Evaluation of Business Japanese Textbooks: Issues of Gender', Japanese Studies, vol. 23, no. 2 September, pp. 185-203.
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