Translanguaging in self-access language advising: Informing language policy Presenters: John Adamson and Naoki Fujimoto-Adamson, University of Niigata Prefecture, Japan This presentation investigates talk between language advisors and students in a university self access learning center in Japan and how it informs language policy in the center. Its initial ‘English-only’ language policy has shifted to one in which “translanguaging” (Creese & Blackledge, 2010, p. 105) between Japanese and English now predominates in advisory sessions. Qualitative data from advisory sessions, mentor interviews and student questionnaires reveal that translanguaging encourages “local, pragmatic coping tactics” (Lin, 2005, p. 46) and that the mentors’ strategic code-switching presents them as plurilingual “near peer role models” (Murphey, 1996) among students. Despite these positive findings, data also reveals that some students want mentors to enforce monolingual language rules, and others may feel “guilt” (Setati et al, 2002, p.147) when using Japanese. Conclusions imply that the translanguaging of self-access center advisory sessions is helping to create a valid alternative to the ‘English only’ policy commonly seen in classrooms.

1. Advising for language learner autonomy
November 12th, 2011
John Adamson & Naoki Fujimoto-Adamson
University of Niigata Prefecture

2. Context
New university
New SALC: mentors
Resources
Integration with EAP curricula/workshops
Language policy “English only” to…
Aims
Formulating language policy for self-access through the lens of student voices
Mentor influences
Not top-down, teacher-directed

3. Cummins (2005): Two solitudes vs. L1 use as a learning resource
Language learning policy to include student voices/L1
Benor (2010): Languages as “ethnolinguistic repertoires” to be used as “code
choices” (Levine, 2011, p.3)
Creese & Blackledge (2010): code-switching/ translanguaging in classrooms
Martin (2005, p. 89): “safe” language practice
Lin (2005), p. 46): “local, pragmatic, coping tactics”
Setati et al (2002, p. 147): “dilemma-filled” guilt in L1 use
n.b. most studies on L1/L2 policy based on classroom research, not self-access.

4. Classroom SLA: teacher-direction vs. Self-access: student-direction/
autonomy/choice
So, if left in student hands, how effectively do students keep to their
plan/own policies?
“loose piloting” (Candas, 2011, p. 201) , “organising circumstance”
(Spear & Mocker, 1984, p. 4)
“Institutional constraints and habits or routines”(i.e. teacher-direction)
still very influential in making students reflect on their choices.
(Candas, 2011, p. 201)
What kind of “learning space”: “striated” or “loose”? (Savin-Baden,
2008, p. 13)

5. Questionnaires: 240 1st graders/ various fields Dec 2010 - Jan 2011
Audio recordings: Student assistants – mentors Nov 2010
Students-Students Jan 2011
Student-mentor Sept 2011
Interviews: Mentors Nov 2010
Ethnographic archive of self-access use April 2009 - current

6.  Major faculty: ½ English, ½ Japanese use
(with more possibility of English content instruction)
 Minor faculties: slightly more English
(with less possibility of English content instruction)
English: with friends, borrowing/returning materials
Japanese: with friends, enquiries about study skills
Korean: “to popularize Korean to my friends”
“the border is meaningless”
“why don’t mentors force people to speak English?”

7. 2 students, 2 mentors
Task: preparing some decorations for Halloween in SALC
Talk: about task & social activities
Students spoke a lot of English , Mentors almost only English
Intersentential code-switching: English sentence – Japanese sentence
Kore wa yaranakute mo ii desuka?
Intrasentential code-switching: word injections
uchiage, yakiniku, chikyukankyoron, We had nanka…

8. 6 students
Task: English Speaking Society (ESS) weekly meeting
Talk: campus & daily life, international politics, learning English
Students among members spoke mainly in English
Intrasentential code-switching: word injections
soran-bushi, shogatsu, mochi, zoni, shoyu taste …
Intersentential code-switching: English sentence – Japanese sentence
A: Yoshi, tamaruze pointo ga. B: Yes, but no Japanese is allowed.

9.  1 student, 1 mentor
 Task: Checking student’s presentation manuscript for a lesson
 Talk: Asking & advising of student’s writing
Student and mentor spoke mainly Japanese, occasionally English
Intrasentential code-switching: word injections
Travel agency toka, Paris no maeni a ha iranai yone, at jyanakute in ne
Intersentential code-switching: English sentence – Japanese sentence
A: Very good. Well done. B: Arigato gozaimasu. Thank you.

10.  When to translanguage?
into Japanese for grammar & explaining essay structure
- “when the eyes go blank”, when students simply smile
into English for simple, functional interaction
 Any guilt when speaking Japanese?
No, “it’s natural they speak in Japanese because I’m Japanese”
Sometimes, some boys say “let’s speak in English” or on the phone in SALC
 Student use of English?
preparing for English presentations, speaking class tasks
if students really want to improve their speaking
 Mentors as near peer role models?
Yes, students influenced by mentors and 2nd graders who speak in English
“It’s cool” to speak in English, “trickle down effect”

11. Diverse expectations/voices on policy formulation
- “safe” language practice (Martin, 2005) , “local, pragmatic coping” (Lin,
2005)
- “why don’t mentors force people to speak English?”
Translanguaging dependent on task/speech event & difficulty
- “loose piloting” (Candas, 2011, p. 201)
- “code choice” (Levine, 2011, p. 3)
Mentor roles in policy formulation/enforcement?
- not classroom teachers
- SALC autonomy/individual pathways
Voices inform, guide flexible, individualized policies
= personal, diverse policies not one policy for all

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