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"Mori, Junko"
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Negotiating Sequential Boundaries and Learning Opportunities: A Case from a Japanese Language Classroom
Using the methodological framework of conversation analysis (CA) as a central tool for analysis, the study examines a peer interactive task that occurred in a Japanese as a foreign language classroom. During the short segment of interaction, the students shifted back and forth between the development of an assigned task and the management of problems associated with their lack of lexical knowledge. The close observation of the participants' vocal and nonvocal conduct during these different types of sequences and sequential boundaries demonstrates how the students transform in a moment-by-moment fashion their converging or diverging orientations towards varying types of learning and learning opportunities. Through the presentation of a single case analysis, this study discusses one way of applying CA techniques to the study of classroom interaction in order to promote an overall sensitivity to the intricacies of classroom talk and to generate critical reflection on classroom policies and instructional designs. (Verlag, adapt.).
Journal Article
Human Herpesvirus-6 U14 Induces Cell-Cycle Arrest in G2/M Phase by Associating with a Cellular Protein, EDD
The human herpesvirus-6 (HHV-6) infection induces cell-cycle arrest. In this study, we found that the HHV-6-encoded U14 protein induced cell-cycle arrest at G2/M phase via an association with the cellular protein EDD, a mediator of DNA-damage signal transduction. In the early phase of HHV-6 infection, U14 colocalized with EDD dots in the nucleus, and similar colocalization was also observed in cells transfected with a U14 expression vector. When the carboxyl-terminal region of U14 was deleted, no association of U14 and EDD was observed, and the percentage of cells in G2/M decreased relative to that in cells expressing wild-type U14, indicating that the C-terminal region of U14 and the U14-EDD association are critical for the cell-cycle arrest induced by U14. These results indicate that U14 is a G2/M checkpoint regulator encoded by HHV-6.
Journal Article
Diversity, Inclusion, and Professionalism in Japanese Language Education
Diversity and inclusion have become a major concern in academic and professional institutions in recent years. As educators, we are responsible for creating environments where a diverse population of students can communicate beyond differences and learn from each other. While this educational mission is widely recognized, we have not sufficiently examined the extent to which a culture of diversity and inclusion has been fostered and actually practiced within our professional community. The current special section aims to facilitate dialogs on this topic among Japanese-language educators by sharing the results of an online survey conducted in 2018 and featuring commentaries prepared by twelve individuals who have contributed to Japanese language education in North America in different capacities. This introductory articleprovides a brief overview of the backgrounds and motivations for this special section and outlines its organization.
Journal Article
On Goals of Language Education and Teacher Diversity
This article reports the results of the online survey on Japanese-language educators’ beliefs and experiences concerning their profession that we conducted in the fall of 2018. A total of 355 teachers in North America responded to the survey. The responses were analyzed quantitatively and qualitatively. Quantitative data suggest that the survey respondents almost unanimously agreed on the importance of global and translingual/transcultural competence as a crucial goal for JFL education. However, the items concerning the legitimacy of language varieties (e.g., standard vs. regional dialects), the importance of accuracy (e.g., grammar, pronunciation), and the views on Japanese culture (e.g., emphasis on uniqueness) received rather conflicting responses from the participants. Moreover, qualitative comments brought up the issues of native-speakerism, nihonjinron, and heteronormativity ideologies as prevailing in JFL education. In short, the results illuminate both converging and diverging perspectives of the survey participants and contradictions or dilemmas between aspirational ideals and mundane practices.
Journal Article
Reconciliation of top-down and bottom-up CO2 fluxes in Siberian larch forest
Carbon dioxide (CO2) fluxes by different methods vary largely at global, regional and local scales. The net CO2 fluxes by three bottom-up methods (tower observation (TWR), biogeochemical models (GTM), and a data-driven model (SVR)), and an ensemble of atmospheric inversions (top-down method, INV) are compared in Yakutsk, Siberia for 2004-2013. The region is characterized by highly homogeneous larch forest on a flat terrain. The ecosystem around Yakutsk shows a net sink of CO2 by all the methods (means during 2004-2007 were 10.9 g C m−2 month−1 by TWR, 4.28 g C m−2 month−1 by GTM, 5.62 g C m−2 month−1 and 0.863 g C m−2 month−1 by SVR at two different scales, and 4.89 g C m−2 month−1 by INV). Absorption in summer (June-August) was smaller by three bottom-up methods (ranged from 88.1 to 191.8 g C m−2 month−1) than the top-down method (223.6 g C m−2 month−1). Thus the peak-to-trough amplitude of the seasonal cycle is greater for the inverse models than bottom-up methods. The monthly-mean seasonal cycles agree among the four methods within the range of inter-model variations. The interannual variability estimated by an ensemble of inverse models and a site-scale data-driven model (the max-min range was 35.8 g C m−2 month−1and 34.2 g C m−2 month−1) is more similar to that of the tower observation (42.4 g C m−2 month−1) than those by the biogeochemical models and the large-scale data-driven model (9.5 g C m−2 month−1 and 1.45 g C m−2 month−1). The inverse models and tower observations captured a reduction in CO2 uptake after 2008 due to unusual waterlogging.
Journal Article
Tale of Two Tales: Locally Produced Accounts and Memberships During Research Interviews With a Multilingual Speaker
A growing number of studies have examined qualitative research interviews in terms of how researchers' own identities and agendas are implicated in the construction of interviewees' responses. Adopting the constructionist conception of research interviews, the current study introduces a comparative analysis of 2 interviews with a multilingual speaker of Korean, English, and Japanese conducted by 2 researchers who come from distinctive cultural, linguistic, and professional backgrounds. Informed by ethnomethodology, conversation analysis, and membership categorization analysis, the current analysis reveals how the interviewee came to co-construct a different set of accounts with each interviewer in comparable segments where the same topics were discussed. The focal segments examined in this study can be seen as an illustration of how this Korean student interacting in her everyday life with others may co-construct her ever-shifting identities vis-à-vis membership categories such as American, Korean, or Korean-American.
Journal Article