DR Seiko Harumi's Outputs (6)

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.

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?.

Approaches to Interacting with Classroom Silence: The Role of Teacher Talk (2020)
Book Chapter
Harumi, S. (2020). Approaches to Interacting with Classroom Silence: The Role of Teacher Talk. In S. Harumi, & J. King (Eds.), East Asian Perspectives on Silence in English Language Education (37-59). Multilingual Matters

East Asian Perspectives on Silence in English Language Education: An Introduction (2020)
Book Chapter
Harumi, S., & King, J. (2020). East Asian Perspectives on Silence in English Language Education: An Introduction. In S. Harumi, & J. King (Eds.), East Asian Perspectives on Silence in English Language Education (1-16). Multilingual Matters

The facilitative role of reflective approaches to developing interactional competence in EFL contexts (2018)
Book Chapter
Harumi, S. (2018). The facilitative role of reflective approaches to developing interactional competence in EFL contexts. In J. MacKay, M. Birello, & D. Xerri (Eds.), ELT Research in Action: Bridging the Gap between Research and Classroom Practice (105-110). IATEFL

日本文化における沈黙の役割 (The role of silence in Japanese Culture) (2007)
Book Chapter
Harumi, S. (2007). 日本文化における沈黙の役割 (The role of silence in Japanese Culture). In 日. 北京大学, & 日. 北京大学 (Eds.), 日本語言文化研究 Vol. 7 (Research on Japanese Language and Culture Vol.7) (319-332). 学苑出版社