Could your language affect your ability to save money? Keith Chen UCLA [1] Chen Chen [1, 2] Morgen regnet es. It rains tomorrow. It will/is go

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1 Tel Fax teaching Highlights of Four Decades in Japan Ulysses 8 Reading and Writing, Reading as Writing 8 9 HAVE + -en Introduction to Deterritorializing Practices in Literary Studies: Contours of Transdisciplinarity

2 Could your language affect your ability to save money? Keith Chen UCLA [1] Chen Chen [1, 2] Morgen regnet es. It rains tomorrow. It will/is going to rain tomorrow. will is going to strong futuretime reference, strong-ftr weak future-time reference, weak-ftr Chenstrong-FTR weak-ftr Chen [2] strong- FTR weak-ftr Chen weak- FTR Chen Chen Chen Language Log [3] Whorfian Economics Pinker [4] Chen TED Talks TED Talks Chen [1] Chen, M. Keith. (2012) Could your language affect your ability to save money? filmed at TEDGlobal 2012, URL: https://www.ted.com/. [2] Chen, M. Keith. (2013) The Effect of Language on Economic Behavior: Evidence from Savings Rates, Health Behaviors, and Retirement Assets. American Economic Review, 103(2), pp [3] Language Log (started in 2003) URL: [4] Pinker, Steven. (2007) The Stuff of Thought: Language as a Window into Human Nature. New York: Viking. 2

3 104 teaching Stanford University Stanford, California scholarship 4 10 M.A M.S University College, London Diploma 1960 Ph.D teaching TA Dr. Leo Goodman-Malamuth Speech Clinic cases teaching Speech for Foreign Students Voice and Articulation 2 TA Speech for Foreign Students Voice and Articulation American Phonetics 3 Speech for Foreign Students Voice and Articulation Lower Division Speech- Communication English American Phonetics Upper Division Speech-Communication English major 1971 summer sessiondepartment of Speech Communication Dr. J. Jeffery Auer Indiana Bloomington Indiana University Intercultural Communication Intercultural Communication Illinois University Park Governors State University 1 2 undergraduate 3 4 Intercultural Communication Comparative Phonetics senior university teaching * * * * * 2006 UCLA 1 Alumni Award 2010 Almuni Award Almni Awards summer session Summer session, 2008 Upper Division Linguistic Science Articulatory Phonetics English major major Summer post session, 2009 Upper Division Course: Advance Linguistic AnalysisClass English major class class Summer session, 2012 Upper Division class Voice, Diction, and Phonetics Summer session, 2013 Upper Division Class: Rhetorical Criticism Summer session, 2014 Upper Division Class: Rhetorical Criticism Summer post session, 2015 Graduate Seminar in Rhetorical Criticism Graduate Seminar class Lower Division Upper Division Graduate Seminar classes class faculty 1 1 3

4 teaching , ,671 BLS

5 bewilderment Highlights of Four Decades in Japan The year 1976 marked three important points in my life. The first was the start of my marriage and family life. The second was the end of my graduate student life. And the last was the beginning of my teaching career in Japan. I got married in April, 1976, graduated from the University of Kansas Linguistics Department in May with a Master s Degree in General Linguistics and left for Japan in December 1976 for a short visit to meet my in-laws. As I had completed an MA and taken courses in the teaching of English as a second/foreign language and had several years of experience teaching ESL at the university level, I thought it might be worth my while to enroll in a doctoral program in Linguistics. Unfortunately, at that time there were no programs available in English. Sophia University agreed to let me enroll in their doctoral program if I could learn Japanese, so I enrolled in the Nihon Kenkyu Center in Kamakura at that time a language school for missionaries who allowed non-clerics to attend. However, when the required two-year course was finished, the director of the Center suggested that I start working. As luck would have it, I was in the right place at the right time I had been working as a part time lecturer at the Junior College at the Mishima Campus of Nihon University. Around 1978 the University was forming a new college named the College of International Relations. Since I had the right qualifications (Linguistics Degree with Applied Linguistics emphasis, university teaching experience and Japanese language ability), I met the Ministry of Education s qualifications to be included on the faculty roster of teachers for the new College. 5

6 These were exciting times for Nihon University because many of the great teachers of the College of Humanities and Sciences lent their expertise to the College of International Relations. This is where I met Professor Shinkura of CHS, Professor Abe of the College of Economics, and Professor Asai of the Psychology Department of CHS. These scholars helped me adjust to Japanese society and culture. I miss them all. Fast forward to the mid-eighties when I was lucky enough to be transferred to the College of Humanities and Sciences in Tokyo. The faculty was very friendly helpful, and I was happy to be working in Tokyo. Once in a while I run across old friends from Mishima and when I do, we always talk about the early days of the College of International Relations. Tokyo offered opportunities for service work outside the school gates. Being of Scottish descent, I became interested in attending the annual Japan Scottish Highland Games, which were held in Saitama Prefecture. This inspired me to start training for the heavy events and by the next year I was the athletic director for the games a volunteer position I held until Scottish culture also introduced me to Scottish Gaelic a member of the Goidelic Branch the Celtic family of Indo-European languages. In 2008 I was lucky enough to chase down Celtic materials in Scotland on a research trip. This is one of the highlights of my time at the College of Humanities and Sciences. Even now the students in my seminar are learning about the structure and idiosyncrasies of a language outside the Germanic branch of IE. My career at Nihon University has lasted for thirty-six years if you include part time employment and I have seen a great change. The students are better, the teachers are great and the staff is super. But times change and when one chapter of a life closes another chapter begins. Relocation will be to Lawrence, Kansas in the United States after the 2015 academic year I have decided not to be morose about leaving Japan. I have lived here for 40 years and yet am looking forward to living in the US again. Life will be slower paced than it is in Tokyo, but somehow I will make the transition. I plan to become a student again by studying more Scottish Gaelic; by attending lectures at the University of Kansas s Osher College (special classes for us old timers); by going to plays and concerts at the University s Performing Arts Center; and by getting involved in community service groups. Lawrence is also a great city to go cycling and whenever the weather permits you ll find me on my 21-speed mountain or road bike. Allow me to thank the Department of English Literature of Nihon University, its faculty and staff for helping me through these last four decades of my life. It hasn t always been rosy or easy. Sometimes it s hard to live in a country where the customs and traditions are different, but in forty years I ve learned a lot about my second home. I have always been a man of few words and have tried to remain modest in my dealings with those around me. I learned at an early age that to win the respect of others and to get along with them harmoniously is a great accomplishment in life. As I recede from a forty-year existence in Japan and go back to the US for what I hope is a well-deserved period of rest and reflection, I carry with me the belief that I didn t make too many enemies in this country. In the time I have left in my waning days, I will always look back on the kindness of the faculty and staff of CHS and especially those members of the Dept. of Eng. Lit. faculty, staff and student body that I have had the pleasure of knowing over for the last twenty or so years

7 University of Alabama at Birmingham UAB 8 8 UAB A 7

8 Ulysses James Joyce Ulysses Joyce Sigmund Freud Joyce Ulysses Freud Reading and Writing, Reading as Writing The study of English literature, particularly in English departments and English literature classes in Japan, tends to focus on reading. There is good reason for this: literary texts generally demand a high level of exegesis, and as a result competing interpretations and misreadings become the currency of the discipline. But there is another component to the reading and interpretive processes, and that is writing. Paul Ricoeur argues that because hermeneutics is text-oriented... [n]o interpretation theory is possible that does not come to grips with the problem of writing (25). Robert Scholes argues that 8

9 104 reading is, in a sense, an act of writing. Jacques Derrida famously argued that writing can precede speaking. Mark Bousquet goes so far as to argue that as English departments around the world have shifted their attention to writing, the discipline should follow this seemingly inexorable evolutionary path to become a discipline of writing as much as it is a discipline of reading. I will discuss why I think reading and writing should be considered together in every class we teach, working together in a circular relationship, with reading producing writing producing reading producing writing to the point where teaching one means teaching the other. Reading is too often seen as a passive consumption of text, with writing seen as an active, though supplementary, attempt to regain meaning. Instead, reading should be seen as a meaning-making speech act that is formalized and (almost) completed through writing. Jackendoff 1983, 1990, aMotion Event 1bLocation 1c Extension 1dOrientation State 2 (1) a. John ran into the house. (Motion) b. Max is in Africa. (Location) c. The sidewalk goes around the tree. (Extension) d. The sign points to Philadelphia. (Orientation) (2) a. [ Event GO ([ Thing x], [ Path y])] (Motion) b. [ State BE ([ Thing x], [ Place y])] (Location) c. [ State GO Ext ([ Thing x], [ Path y])] (Extension) d. [ State ORIENT ([ Thing x], [ Path y])] (Orientation) Extension Orientation HAVE + -en Declerck 2006: 211 1a 1b timeless present 1 a. *Einstein has taught me physics. (Chomsky (1971: 212)) b. You ve defined it when you ve found the necessary criteria. (Ota (1963: 42)) a. Chris has been in Pontefract before. (Klein (1992: 525)) b. I have often cried when I was feeling lonely. (Declerck (1991: 30)) 3 a. It is three years since I have seen Bill. b. It is two years since he left the country. (Thomson and Martinet (1986: 188)) HAVE + -en 2 2c Extension 2d Orientation State 2a MotionPath Jackendoff Path Event State Extension Orientation State Location Event Motion Extension Motion 9

10 : :35 14: :55 15: :30 16: :40 17:10 A 17:40 19:40 5,000 2,000 15:10 16: Toni Morrison Tar Baby Brahma Be going to 1. be going to 2. be going to 3. An Excursion into Language Development in Children: the Case of English Future Expressions 10

11 Introduction to Deterritorializing Practices in Literary Studies: Contours of Transdisciplinarity The eight essays editors Guzmán and Zamora have collected in this volume seek to push literary studies beyond its institutional and disciplinary boundaries. Drawing on Gilles Deleuze and Felix Guattari s notion of territory as complex and contingent, each essay draws on concepts and ideas from comparative literature, world literature, cultural studies, and translation studies to critique and explore the ways in which institutionalized literary study can rethink its traditions and scholarly practices. Disciplinary territories cannot be totally traversed, but, as Deleuze and Guattari have argued, they can be liberated through contestation, transformation, and becoming; in other words, imagining ways in which territories can be deterritorialized means thinking of fluid and emergent possibilities that allow new epistemic designs and compositions (Guzmán and Zamora 19). Jernej Habjan s essay World Systems Analysis and Form: Distant Readings as Structural Poetics of World Literature relates world systems theory to Franco Moretti s call for a practice of distant reading. As opposed to traditional close reading, distant reading follows world systems theory in seeing world literature as a historically differentiated system of forms (Habjan 21) dialectically related to material conditions such as geography, thus opening up new ways of reading and criticism. Filippo Gilardi and James Reid, in their paper Transmedia Storytelling: Paradigm Shift in Literary Studies, Narrative, Adaptation, Teaching and Learning, contend that because transmedia storytelling is creating theoretical changes in literary studies, the discipline must think through how new ideas of narrative can broaden perspectives, cultural competencies and cross cultural negotiations. My own contribution to this volume, Putting Anglophone Literature to Work, and Why This Might Be a Good Thing: Reconfiguring English Studies in a Globalized World, argues that instead of passively lamenting the increasing instrumentalization of English studies throughout the world, English can reconceive itself as a discipline that through interrogating its own history and constitution, interrogates the hegemonic dynamics that give rise to globalization and Anglo-American neocolonialism. The remainder of the essays, contributed by scholars from around the world, constitutes a genuinely global recalibration of what literary studies can and should be in an increasingly globalized and polyglot world. 11

12 Deterritorializing Practices in Literary Studies: Contours of Transdisciplinarity, edited by María Constanza Guzmán and Alejandro Zamora, published by Contornos Publishing, Glendon College, York University (Toronto, Canada) and Universidad Autónoma del Estado de Morelos (Morelos, Mexico), , / HP ,000 1, Tel. : Fax : / 12

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