uptake of the class. 2. During student-to-student collaboration: After teacher transmission and the subsequent recapping sessions, practice on various mini tasks to reinforce, and even introduce, new themes was conducted in pairs or groups. This involved comparing kanji which integrates the character for woman, watching clips of Japanese dramas to identify gender-related language, and even creating cockney-rhyming slang sentences etc. After this, results of collaboration were shared between groups and, as was frequent in this class, written on the board so that all students could learn from each other. An example of a typical exercise requiring analytical thought and collaboration to reinforce a theme introduced by teacher transmission was in lesson 3 on ethnicity where “creoles” were the focus of study. Students firstly briefly studied the following information on Tok Pisin, the language of Papua New Guinea, and filled in the missing lexis. In the first case, this entailed guessing the linguistic construction of Tok Pisin verbs (adapted from Holmes, 1992).
Then they were required to translate Tok Pisin into English:
Gras bilong hed
Gras antop long ai
Gras bilong pisin