Moving Beyond Self Introductions to Sharing Self Exploration and Expression

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Ellen P. Motohashi, Dokkyo University


Language teachers can easily get caught up in the mechanics and outcome-based instruction of language teaching.  Too often, the pedagogic relationship between the language teacher and learner are defined according to the narrowly defined discourse and task-based nature of the learning task designed for language acquisition. Pushing back the boundaries on this relationship and opening up opportunities for self-expression and self exploration through an introductory task termed Self Maps helps teachers and students to move beyond formulaic introductory exchanges and express themselves more deeply in their unique and singular individuality.