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DR Seiko Harumi's Outputs (32)

Multi-contextual perspectives on silence: a narrative case study (2024)
Journal Article
Seiko, H. (2024). Multi-contextual perspectives on silence: a narrative case study. https://doi.org/10.14746/n.2024.63.2.3

This narrative case study explores ways a Japanese learner of English utilised multiple silences as an interactional resource, enhancing collaborative second language (L2) interaction beyond the classroom while studying abroad in the United Kingdom.... Read More about Multi-contextual perspectives on silence: a narrative case study.

Silent Dialogues: The shifting flow of silence and solitude in Tokyo Story and implications for L2 pedagogy (2024)
Journal Article
Harumi, S. (2024). Silent Dialogues: The shifting flow of silence and solitude in Tokyo Story and implications for L2 pedagogy. Journal of Silence Studies in Education, 3(2), 103-124. https://doi.org/10.31763/jsse.v3i2.97

This study aims to illustrate portrayals of silence and solitude in the film Tokyo Story (1953) and to depict the ways human relationships and bonds evolve through characters’ silent dialogues. It also explores ways a study of silence such as this ca... Read More about Silent Dialogues: The shifting flow of silence and solitude in Tokyo Story and implications for L2 pedagogy.

Nexus of L2 classroom interaction and language socialisation: Loneliness to Togetherness (2024)
Presentation / Conference Contribution
Harumi, S. (2024, April). Nexus of L2 classroom interaction and language socialisation: Loneliness to Togetherness. Paper presented at The 4th Alone Together Conference, Lincoln, UK

This study explores ways in which two Japanese EFL learners enriched their L2 interactional repertoires through language socialisation beyond the L2 classroom during a year-long overseas study programme in the UK. Drawing on the concept of individual... Read More about Nexus of L2 classroom interaction and language socialisation: Loneliness to Togetherness.

Exploring Japanese L2 learner silence in cross-cultural communication (2024)
Presentation / Conference Contribution
Harumi, S. (2024, April). Exploring Japanese L2 learner silence in cross-cultural communication. Presented at Open Lecture, Department of English Studies, University of Warsaw

The use of silence by Japanese second language (L2) learners of English has been explored within a diverse landscape, psychological, interactional, and socio-cultural perspectives, since 1990s. Previous studies have revealed multi-faceted perspective... Read More about Exploring Japanese L2 learner silence in cross-cultural communication.

The role of learner-initiated questions as a pedagogical resource for co-learning: Development of teacher identity for leaderful classroom (2023)
Book Chapter
Harumi, S. (2023). The role of learner-initiated questions as a pedagogical resource for co-learning: Development of teacher identity for leaderful classroom. In S. Egitim, & Y. Umemiya (Eds.), Leaderful classroom pedagogy through a multidisciplinary lens: Merging theory with practice (103-117). Springer Singapore. https://doi.org/10.1007/978-981-99-6655-4_7

This study explores ways in which learner-initiated questions in the second language (L2) Japanese classroom can function as a pedagogical resource for co-learning involving learners and teachers, one which also forges teacher identity within a leade... Read More about The role of learner-initiated questions as a pedagogical resource for co-learning: Development of teacher identity for leaderful classroom.

The mediative role of learning materials: Raising L2 learners’ awareness of silence and conversational repair during L2 interaction (2023)
Journal Article
Harumi, S. (2023). The mediative role of learning materials: Raising L2 learners’ awareness of silence and conversational repair during L2 interaction. Journal of Silence Studies in Education, 2(2), 145-162. https://doi.org/10.31763/jsse.v2i2.79

This conceptual article explores the role of pedagogical mediation in raising Japanese English as a foreign language (EFL) learners’ awareness of cross-culturally diverse roles of silence and conversational repair strategies during turn-taking in sec... Read More about The mediative role of learning materials: Raising L2 learners’ awareness of silence and conversational repair during L2 interaction.

Learner-initiated translanguaging: How do Japanese EFL learners initiate interaction? (2023)
Book Chapter
Harumi, S. (2023). Learner-initiated translanguaging: How do Japanese EFL learners initiate interaction?. In J. Mackay, & T. Wogan (Eds.), ELT research in action 2022: Working together towards shared goals (81-84). IATEFL

This study reported on the research findings in a Japanese EFL context focusing on learner-initiated translanguaging
practices by intermediate Japanese EFL learners at the tertiary level. The persistent issue of East Asian learners’ silence in the L... Read More about Learner-initiated translanguaging: How do Japanese EFL learners initiate interaction?.

Classroom silence and learner‐initiated repair: Using conversation analysis–informed material design to develop interactional repertoires (2023)
Journal Article
Harumi, S. (2023). Classroom silence and learner‐initiated repair: Using conversation analysis–informed material design to develop interactional repertoires. TESOL journal, 14(1), Article e704. https://doi.org/10.1002/tesj.704

This article explores the use of conversation analysis (CA)–informed speaking task design to develop second language (L2) learners' interactional repertoires in L2 classrooms. The study draws on the voices of teachers and Japanese learners of English... Read More about Classroom silence and learner‐initiated repair: Using conversation analysis–informed material design to develop interactional repertoires.

The facilitative use of learner-initiated translanguaging in Japanese EFL contexts (2023)
Journal Article
Harumi, S. (2023). The facilitative use of learner-initiated translanguaging in Japanese EFL contexts. Applied Pragmatics, 5(1), 86-119. https://doi.org/10.1075/ap.20014.har

This study explores the facilitative use of learner-initiated translanguaging and teacher responsiveness to its use in 68 dyads of conversational interaction between a teacher and individual students in tertiary Japanese EFL contexts. Adopting conver... Read More about The facilitative use of learner-initiated translanguaging in Japanese EFL contexts.

Approaches to interacting with classroom silence: the role of teacher talk (2021)
Presentation / Conference Contribution
Harumi, S. (2021, September). Approaches to interacting with classroom silence: the role of teacher talk. Paper presented at British Association of Applied Linguistics (BAAL) Annual Conference: Challenges and opportunities in Applied Linguistics, Northumbria University (online)

This study explores the interaction between Japanese EFL learners’ use of classroom silence and teacher talk in Japanese EFL contexts. It specifically examines the extent to which the use of classroom silence by learners at tertiary level can be util... Read More about Approaches to interacting with classroom silence: the role of teacher talk.

East Asian Perspectives on Silence in English Language Education (2020)
Book
King, J., & Harumi, S. (Eds.). (2020). East Asian Perspectives on Silence in English Language Education. Multilingual Matters

Silence is a key pedagogical issue in language education. Seen by some as a space for thinking and reflection during the learning process, for others silence represents a threat, inhibiting target language interaction which is so vital during second... Read More about East Asian Perspectives on Silence in English Language Education.