Speaker
Description
Microaggressions—subtle, often unintended comments or actions rooted in unconscious bias—can have long-term emotional and psychological effects on learners (Sue, 2007; Nadal, 2011). This presentation reports on a classroom project at a Japanese university where students explored their own experiences with microaggressions in educational and social contexts.
Students discussed instances involving language ability, appearance, or social identity, often realizing for the first time that their casual remarks could be hurtful. They reflected not only as recipients, but also as unintentional speakers or silent bystanders. Inspired by Goodman’s (2011) framework for reflective dialogue, classroom discussions helped students consider the difference between intent and impact, and the value of pausing to reflect before responding.
The project revealed students’ increased awareness of how words can harm or heal. Many expressed a desire to choose language more carefully and contribute to a more supportive classroom atmosphere. These findings suggest that explicit instruction on microaggressions can foster empathy, self-reflection, and respectful communication—even among learners in relatively homogeneous settings.
By sharing classroom practices and student responses from the Japanese context, this session invites EFL educators in Vietnam and beyond to consider how everyday language shapes learners’ sense of belonging and confidence.
Biography
Manami Sato is a lecturer at Kyoto University of Advanced Science. She holds an M.S.Ed. in TESOL from Temple University Graduate School, which she completed in 2018. Before obtaining her master's degree, Ms. Sato gained significant experience in English language education, working in English conversation schools for approximately 30 years. During this period, her responsibilities included curriculum development and teacher training.
Her research interests encompass several areas within applied linguistics and language education. These include translanguaging, English as a lingua franca, integrated four-skills instruction, and the role of media in language education. More recently, her focus has expanded to include debate studies, CLIL (Content and Language Integrated Learning), and the dynamics of microaggressions in language classrooms. Her work in these areas aims to contribute to the development of inclusive and learner-centered educational environments.
