TAKEI Mitsuko    Department   Hiroshima shudo University  The Faculty of Global and Community Studies    Position   Professor
Date	2024/01/03
Presentation Theme	Japanese as a lingua franca: Exploring communication dynamics and pedagogical insights for L1 speakers
Conference	9th IAFOR International Conference on Education – Hawaii (IICE2024)
Promoters	International Academic Forum (IAFOR)
Conference Type	International
Presentation Type	Speech (General)
Contribution Type	Individual
Venue	Honolulu, Hawaii, USA & online
Publisher and common publisher	Mitsuko Takei
Details	Lingua franca (LF) communication research is critical to addressing the challenges and opportunities posed by our increasingly interconnected and linguistically diverse global society. English is at the forefront of LF scenarios as it has both global prevalence and international significance. By contrast, Japanese as a lingua franca (JLF) has a different dynamic, unfolding primarily within specific communities and contexts. For example, internationalization efforts in Japan’s higher education institutions have given rise to intercultural collaborative learning courses and virtual exchanges. These endeavors foster JLF communication between local students and Japanese language learners from overseas partner universities, aiming to enrich students’ communication skills and intercultural competence. LF communication, in theory, involves both first language (L1) and non-L1 speakers, bridging linguistic divides through a common medium of choice. However, research focusing on L1 speakers within the LF paradigm remains relatively limited. This study examines the dynamics that Japanese L1 speakers experience as they adapt, communicate, and perceive their roles and behaviors while using their L1 Japanese in an LF context. Drawing upon online JLF interactions and subsequent interviews, empirical data are presented to highlight the distinctive behaviors and perceptions of Japanese L1 speakers in these situations, compared to L1-speaker contexts. The findings provide valuable insights into their strategies and attitudes for effective communication. Furthermore, this study explores the pedagogical implications of these findings, providing educators with practical insights for preparing L1 students for meaningful engagement in JLF scenarios, thereby promoting intercultural understanding and effective meaning negotiation.