Sensei's Pages - Winter 2006

In Japanese language education in Australia, cultural understanding has long been a major aim of language learning. Previously Japanese culture was often taught as another skill along with Reading, Writing, Speaking and Listening. Intercultural language learning (ILL) theory made us question whether the culture we teach is static and stereotyped. Since ILL was introduced, it has became increasingly obvious to us that every language and its culture are inseparable, as culture shapes the way language is structured and the ways in which language is used. Moreover, culture is a dynamic, constantly changing phenomenon. Exploring language & culture through active engagement will lead students to compare, draw connections, and gain deeper perspectives on Japanese society and their own. The aim of language learning is to be able to communicate in another language. The ultimate goal of ILL is not to assimilate learners into the target culture, but for learners to develop for themselves an intercultural position that moves beyond their own culture, but is not always like the target culture. This position is often called the "third place". The third place is a position between the two cultures from which one can interact comfortably with people from the other culture while maintaining one's own identity. (see article on ILL in Omusubi No. 2, Autumn 2005)

In the ILL approach, key processes in which learners are involved are:

doing

thinking

noticing

comparing

reflecting

In this issue we would like to look at the theme of おべんとう, and show how we can apply ILL to our teaching.

Students will:	become familiar with the concept of Japanese おべんとう.
	be able to talk about and compare food/lunch in Japan with Australian
	deepen their understanding of food culture in Japan and Australia

Show students a photo of an おべんとう box and check the names of food items.
これは、にんじんです。にんじんがすきですか。

Students discuss the differences and similarities in lunches in Australia.

Q: What do you eat for lunch? What is the difference between your lunch and おべんとう?
ひるごはんに何(なに)をたべますか。あなたのひるごはんとおべんとうはどうちがいますか。

Chant the song, and introduce the accompanying gestures, such as showing two fingers while singing にんじん.
You can view the song on the video clip below.

*Windows media stream for Broad Band only.

There are also two plays on the topic of おべんとう.

	http://jpplays.jpf-sydney.org/skits/5.htm
	http://jpplays.jpf-sydney.org/skits/6.htm

Students find out when Japanese students bring おべんとう to school

Students find different kinds of おべんとうon the web and discuss the contents, eg.

http://www.ffa.ajinomoto.com/recipe/obentou/index.html??rcptop=ffaRecipe

http://www.yoppi.ne.jp/obento/

Students plan their own おべんとう by substituting items that they would like to pack in the box.

Students look at various home cooked おべんとう and discuss if they would like to try any of them and why (or why not.)

Making an おべんとう
Students experience making an おべんとう and think about how their lunches are made.
(See Omusubi no.1 for instructions for making おにぎり)

Class discussion
After making and eating the おべんとう students discuss their reactions.

Useful expressions:

おいしいです。まずいです。
すきですか。すきです。あんまり、すきじゃないです。
どうして?

Further discussion questions:

Look at the lunch you usually bring to school. Who makes it ?
How do you make it?
How would you feel if a Japanese exchange student brought an おべんとう to school and ate it in front of you?

Role play the exchange student situation above in class.
The exchange student takes an おべんとう out of her bag, takes off the お弁当(べんとう)包(つつ)み (cloth lunch mat) it is wrapped in, spreads it out, takes out her おはし from the おはしばこ (chopsticks box) and starts to eat. Classmates react in various ways.

This section written by Himiko Negishi-Wood