In this presentation, I will share some findings of a larger study on JFL (Japanese as a Foreign Language) students. In this interpretive qualitative study built on critical discourse analysis and cultural studies, I researched the multiple ways contemporary Japanese popular culture is experienced by JFL students in the U.S. I combined two methods of data collection: interviews and participant observation of a discussion group on multiple Japanese popular culture texts such as anime, visual bands and video games. I used the work of scholars such as Bakhtin, Fairclough, Duranti, Gee, Kubota, Napier, and others to inform my work.
One example of the popular culture texts we used in the discussion group was the film "Lost in Translation." This is a recent U.S. film about two people?fs experiences in Japan. We first watched the film together and discussed what each member thought about it. Then I gave short transcriptions from two scenes in Japanese. In the original film, these particular scenes did not contain any translation. After having students translate these scenes, students?f opinions changed some. The viewers with previous knowledge of Japanese had a different understanding and impression of this particular film. JFL students discussed how the "other" culture is represented in this particular film. As a pedagogical implication, I am going to report a model unit of Japanese language lessons that was developed from the discussion on a film "Lost in Translation." I attempt to integrate critical discussion on race, gender, and cultural representation in this film through classroom activities such as conducting a debate in Japanese.