| Abstract
This
paper describes the teaching of sociolinguistics
to Japanese and Chinese 2nd grade students in
a college in Japan by a teacher trained in English
as Foreign Language (EFL). It shows how the
native speaker EFL teacher employs a methodological
combination of teacher transmission and student
collaboration as an effective means to teach
this particular content-based subject to non-native
English speakers using primarily English as
the instructional language. This methodological
hybrid is argued as being influenced by the
teacher's EFL background towards student input
in the lesson, resulting in a syllabus which
integrates student beliefs and experiences about
the use of language in society and employs multilingual
collaboration among students in the lecture
itself. This version of traditional lecturing
and student interaction, termed here as "collaborative
dialogue" (Swain, 2000, p. 97), has succeeded
in, firstly, raising the general class level
of comprehension and, significantly, lowering
anxiety about interaction in class. Additionally,
it has resulted in pooling student input about
language use to create a rich, contrastive perspective
on basic sociolinguistic topics.
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