 My name is Nana and I'm basically affiliated with Jack, but this time I somehow organized this seminar and I'm now doing chair for this session, my name is Nana. So this is Lee Kittala, he's a professor and applied linguistics at the Graduate School of Language Education and Information Sciences at the Mekan University, Kyoto. This Mekan University is actually my aroma matter and I'm so glad to welcome Professor Thala to show us. Welcome to show us, Professor Thala. He's currently a visiting fellow at Essex University, so he'll be staying in England until September. So his research interests include bilingualism and neurocyclic linguistics and English language teaching and teaching training and teacher development. So today he's going to talk about narrative development and brain activation in Erwan and Ertu. Thank you Professor Thala. Thank you Dr. sensei. Thanks for coming too. Like she said I'm going to give you a talk on two studies. One is the first one we already did and second one is ongoing. The first one I'm going to take a bit longer time to explain because it's finished and this one we trapped a bilingual kid and particularly we focused on bilinguals less dominant language with a lot of bilingual research covers their dominant language development which is sort of in power with monolingual development. So we focused on the less dominant one, longitudinally. And the second one is ongoing one and this is as you can see here we trapped a Japanese girl when she started learning English from zero for six years and not only the linguistic development we focused on her brain development how L2 is getting high-professional what sort of brain activation would be formed. The first one. I talk about this in this order. First when we looked at the, can you hear me? Literature, first there are tons of linguistic studies that looked at linguistic elements such as morphosyntax and lexicon and those and we got interested in how about narratives because little kids start talking age about one or two but not until they get to primary school age they aren't really able to narration to the people so that we could follow what they're talking about because there are a lot of things going on in the head. So this is more sort of complex and complicated phenomenon language. So we first looked at monolingual developmental studies and I cite two of those studies by Nipport first one. They looked at throughout today's presentation the prompt I use is I call it frog because this is a picture book in it frog escapes from this little boy's room overnight and 20 page long picture book but hasn't got any letters in it. So I gave whoever did my subject is this picture book gave few minutes to go through the plot and then they have to talk about the story themselves. And I call this frog story. All those people researchers use the same book. This is a really well used prompt for bilingual studies. Nipport to analyze monolingual narrative developments using that prompt she gave out this very very useful and interesting framework when anyone's talking about a story you have to give the audience the setting first and each episode has got what's going on facts and trying to solve a problem that's attempt and then what the actual characters or protagonists think about the consequences feeling and then toward the end there should be some philosophical sort of you know impact on the readers something like that. So I found this is quite interesting and she based on this framework and found monolingual case narratives is not really power with linguistic development by that I mean vocabulary has to come in first and grammar has to set in place and then age five, six they start being able to give narratives. So this comes a bit slower than quickly setting. And Bamberg and Dambrat this is a really classical good piece of study. Rather than this story grammar they use what they call devaluation on frogs and the target group was five year olds, nine year old and twenty years old the adults and the result was quite identical to what Nipport found out is really developmental. I go into the details with later. So we turn to bilingual narrative studies and because bilingual studies are comparatively less in quantity in comparison with monolingual studies and when we try to focus on only narrative bilingual studies there wasn't many. So we looked at bilingual longitudinal studies looked at linguistic subcomponent as well. For instance Lanza looked at temporal aspect by that she meant verb tense. When people give out a story particularly little kids when they talk about what happened they always intermingle present tense, past tense, future tense mixed up. So when you hear those stories you really can't work out for what they're talking about. So that's the aspect she looked at. She looked at English, Norwegian, bilingual keys, three of them longitudinally that's their age and found they do use tense as a foregrounder or the sort of key elements to put the story forward and those as well. And amazingly bilingual keys those linguistic elements goes developmentally as well and which was very very similar to monolingual development. Speed is a bit of issue but when they looked at it developmentally very very similar. And Dohawa echoed in that argumentation and she said bilingual first language acquisition does not really lag behind monolinguals. So that was quite interesting. Those group of people said bilingual development is very very similar to monolingual. Meanwhile of course the people who say oh wait a minute no their development is quite different and those people even came up with the hybrid model. In my case Japanese narrative is there English narrative is there when I talk in English like I'm doing now what about my narrative it's not really Japanese or maybe purely English way. So we probably use hybrid that's the way they proposed. So it's really mixed at that stage at the moment. So taking this sort of indeterminate findings Li Wei said well overall majority of us who are bilingual researchers agree there should be little qualitative differences between monolingual bilingual development. Though when we really pinpoint particular aspects maybe it's slightly different or could be hybrid but shouldn't be that much different. And this is what he raised too. How about speed? Maybe they go through the same developmental path but speed is a lot slower in bilingual keys. That's what he's wondering. And also he said this is something I said initially. A lot of bilingual studies mainly focus and report on the result on dominant language development rather than the less dominant ones. So those inference has to be argued as well. And so following that a lot of researchers agreed with him and said though research has to be done from now and number one is to do with let's tackle that bilinguals whose two languages are sorry whose languages are linguistically distant not just alphabetical language combination and let's have a look at development of non-dominant ones and how about narratives. And a lot of bilingual studies they finish when the subjects turn about five or six. That's the most interesting you know bilingual keys first or second language in the process because I think when you would case you realize round about 1.5 to 2 years of age the vocabulary just grows. That's called vocabulary explosion. And that's quite interesting. It's so easy for researchers to take notes or videotape and put it into paper. But once that stage has gone it takes a long time to get the data that shows the developmental stages. But you know this is very much under research area so why don't we do it. So my research group decided to do this is a research question. Japanese English these two languages typologically quite distant to each other. Those narratives take a developmentally similar course to L1 monolinguals. And we focused on this particular girl whose mother is Australian, father is Japanese and mostly educated in Japan. So over issues highly proficient bilingual but obviously once kids start going to schooling their education medium language becomes really dominant. So we focused on her weaker language English. Participant we followed her from age 4 through age 18. This is when she was born age 0 to all the way year 1 to 18. And what we colored in as red is percentage of her exposure of use in a daily basis. So when she was up to 7 months old she was always with her Australian mother at home. So 80% of daily use of the language was English. And the dad comes home obviously they interacted in Japanese 20% of the time. So then she started going to a daycare center and just dropped because she went to a local Japanese kindergarten. Once a year those 80% showed up. They went back to Australia 6 weeks in English speaking communities. And then when there are two prolonged periods of time she stayed in Australia and attended school there to gain literacy. When she was 4 to 5 almost a year and a half and that's where she started learning literacy. Even before she started learning Japanese literacy in Japan. And then once again when she was grade 6 she attended again local Australian school 6 months. And came back and went back to Japanese ramen school. So on average only 15%. Mind you this is only oral because schooling was in Japanese. But she decided to go to Japanese English bilingual school in Japan. So the percentage went up and we presume her literacy in English has been trained in a better way too. The reason why I showed you this is to give you a soundscape of her language background. According to Pearson he said as long as bilingual kids exposed to 15 to 20% on a daily basis to weaker language they should be able to maintain weaker language as well. So that's more than 20%. This is a folk story. I just got 4 pages out of it. One night this boy was sleeping and this pet frog escaped from the jar. So the dog and the boy tried to find the frog everywhere and decided to go to the forest to find it. And in the end they find the frog and find out why the frog escaped. Because the escaping had a family and 10 kids or something. So that's good because eventually the narrator had to say why they had to escape. And we collected data from this subject 7 times like that. And we all just taped and transcribed because that took place every 2 years we presumed there weren't any learning effects at all. And just to get to the feeling of the kind of English she was using at age 4 and 18 I'd like you to have a listen. The speaker doesn't work so that comes out of this mat. This is when she was 4. No good, sorry. She said he's looking at frog and the dog's peeping in and blah blah blah blah because the initial close and ending close is very important for narrative study. So I just highlighted it and toward the end she goes there was 2 little frogs with 4, no 5, 5 baby frogs sitting next to them in line bye bye she said. To make these narratives it took her a bit more than 3 minutes and she used 254 words. That's pretty good for 4 years old. And when she was 18 she spent about the same amount of time but as you can see the smaller font I had to use she produced a lot more double. She said it was a Sunday night and a boy and a dog sitting in their room they were staring into a glass jar that contained a frog that they had apparently caught that day and went on and toward the end. Now they knew why the frog had wanted to run away because suddenly 2 children popped up from the grass to greet them. The frog gave the boy and the dog one little kid to take on and they said bye and promised to come back again to visit. Sorry about that. So we analyzed those texts in terms of fluency, X-com accuracy, complexity and narrative-wise evaluative device in the story grammar like previous research has used. And numbers, numbers, numbers still complicated. So I'll just give you the gist. Our subjects age 4 and 7 and 18 so goes that way and this graph shows a number of clothes. So how fluent she was produced the volume or the quantity of the story gradually got longer and longer and this is Lanza's bilingual case data because they used the same frog story we can directly compare and Lanza's case English, Swedish and Norwegian Norwegian bilingual case they produce about much when they are 4 so a lot more than our subject and those bilingual keys in black bars just gradually got longer, longer, longer about that and red bars that's monolingual English monolingual keys they start with age 5 here age 9 adults there so this is the average native English speakers produce when they do generation of the frog story so as you can see this English Norwegian bilingual keys really went far with monolingual people and our subjects sort of caught up in the single vein as far as volume goes. And how about fluency in terms of number of words produced per minute? When she was younger about that much but gradually went up when she was 18 she was producing about 120 words per minute and we noticed when she reached 11 there was quite a lot of jump there so that's the time she spent her second prolonged surgeon in Australia attending the school probably that could have played some role in it and this is us. These are volume and fluency and then we looked at when you are talking about some story you always sort of you know get a bit hesitant in explaining something or you just want a paraphrase that quite often happens so we looked at number of words for self-correction and then in this case the more this bar is longer that means less fluent they keep on paraphrasing it so as you can see her self-correction gets less and less and less to the native speaker level but really she didn't reach that level when she was 18 yet but once again we saw a bit of sort of drop when she was age 12 again here and lexicon this isn't very interesting but once again here bluba meaning the number of words she produced each time she gave out the narration and of course when she was growing older she produced more so we looked at type as well you may not be familiar with the wording type like isn't a descendence the frog was a frog that had escaped the other day in this sentence I said frog twice so you count two frogs two as a token but as a type we counted only one type so people tend to use especially the frog story the word frog comes out many many times but we just counted as one type so how many different kinds of words was produced that's this red bar and so as you can see the total number of words keep on growing up there but the different type of words stay across the same over the three data collection sessions but it showed up again there and stayed stable even more than the native speaker level so that could be something to do with her being bilingual so we had a closer look at what kind of words she started using when she turned 11 and we found pick, try, decide, know, surprise, think those are the kind of words she was using ever since she was a little girl but she started using those words in her narration when she was aged 11 so probably her data interaction to her counterparts in the primary school in Sweden got a bit on impact her vocab selection now turning to accuracy we used our accuracy based on mass cotton 4M model that's quite robust way of measuring English morphemes but anyway that takes a long time so what we found is when she was younger and older the number of errors obviously went down and when we worked at number of errors by 100 tokens obviously went drastically down and what is called the late system morphemes which is a very difficult morpheme even for native speakers to acquire which means 5 years old British kids even make mistakes in late system morphemes she was making a lot of mistakes in Italy but as you can see those number of words gradually came down to one when she was 15 or 18 years old and the kind of mistakes probably you noticed in the transcription I showed you she always say there was two frogs when it has to be there were but this kind of mistakes I quite often come across in British high school students writing as well in their talking as well maybe when it's pointed out they can say it's just not good but they still say it but this sort of mistake this is really definitely wrong instead of held she once said all the did instead of caught she said catched but what's interesting is when she was age 11 she said caught three times in the right way but in the same session she said catched so it's really in flux state before she sort of you know we can say she really mastered this past verb form but anyway less and less and about the one last thing to do with grammar past perfect tense that is very very difficult for me even Japanese speakers or I used to teach English to Japanese kids but for me it was a very different difficult notion because in Japanese we just have past tense to describe what had happened from this past instance everything's just past past past but in English we have to use past perfect form to describe something that had happened in the past this took place but this had taken place sort of thing and London's English, Norwegian bilinguals they started using this difficult past perfect tense when they were already at age 6 they started using it that's the same with English native speakers but our subject those white day didn't use up until she turned 11 once she got the idea she started using quite a bit so that goes to show this is something she's obviously Japanese dominant bilingual and took a while to acquire it once again that was age 11 just skip that and this is going into the narrative analysis evaluative devices according to Bamberg and Damrock prior they categorized words into 1, 2, 3, 4, 5 different schemes first one what they call frame of mind when we find the words to describe emotions or thinking that's clustered into that one and in narration people often say the boy said or the boy told the dog to shut up or something like that that character speech and hedges I think it seems like or it appears to be rather than being dragged sort of hedging out distance yourself from getting involved or too much in hedges that's a good device when you do narration negation rather than talking about facts in a simple affirmative way negation sometimes play a really effective role and causal this character did this because so causal so when we worked out what kind of words they used we really found a distinctive sort of pattern of our bilingual student this is monolingual English keys when say British kids are 5 years old they use about 4% of frame category and speech category it's only 1% negation about 3% causal slightly more than 3% when they turn around about age 10 that's doubled that goes smaller in quantity because they can use different verbs instead of tell or say they could use other words and hedges more frequent and negation slightly less and causal slightly more and when they turn adults quite strikingly more in the frame and more hedging and more causal that's a tendency English native speaker you try to use in this frog story whereas this Japanese English bilingual that's when she was age 18 so when she turned adult as you can see frames no comparison she used quite less frequently speech is about the same as for the hedging device she never used entire 7 sessions at all negations she used about the same percentage and causal she used a lot more frequently to English monolinguals so this is really distinctive features of her narration so we just wonder we didn't collect her Japanese narratives but it's possible Japanese narration had a bit of influence over this so to summarize gradual development we saw in accuracy and story grammar in terms of subplots and emotion and temporality and we observed clear lagging behind monolinguals in terms of number of clauses volume and evaluative devices of frame of mind and hedges just I mentioned to you now and out of the way different subcomponents we had a look 5 showed critical changes at age of 11 here's a list so based on that we saw some idiosyncratic features of her English less dominant language narration but that could be derived from Japanese influence or simply her own ways of narration so this is a single case study those was very very longitudinal so other bilingual other Japanese English bilingual case data had to be drawn in to come to a general conclusion but our data mostly uphold the claim most bilingual narrative development when we looked at their less dominant language is really almost parallel to monolingual one but also depending on those some aspects of narratives it varies and in some sections it's really lagged behind quite a bit that's our tentative answer for that research question you may have some questions but can I go on to the next one this is ongoing one and we just go through in this order I wonder who how many of you are doing research on bilingualism you must be aware that last five years saw a quite drastic change in paradigm in the field of bilingual studies in the world and one of the advocates is Li Wei I think now he's working in London area he's one of those the data I showed you yes we do longitudinal one and try to follow through what kind of change they were through but we always show you this was when she was four this was when she was six eleven something like that as if it's a really static and at the age it's not changing at all so that's something I never thought about as far as we follow through we're just showing you everything so that's a dynamic approach to the data so really when I'm talking to you like that but when I give you the same talk tomorrow the wording would be different so you have to analyse my discourse one session by session it always varies that's quite interesting notion so we try to integrate this one into our next research and also I've been looking at bilingual people's brain and to show you the things that you turned up today in this room I'll give you a bit of interesting story are you right handed? yes yes okay anyone left handed? good okay I'm right handed so when I'm talking like that though I'm speaking English I'm using just here you can identify exactly where language faculty is in your brain put out your left hand like that and put the tip end of the thumb to you know this sticking part on your left ear just put it there gently like that thumb tip okay and middle finger tip put the edge of your left here like that and gently put the forefinger down on the head okay this is where your language faculty is when you press it that's a bit soft can you see? when you're on the bike I see a lot of British people on the bike a lot more than Japanese people when I was past six months I was in Australia a lot of Australians do but it's lower they had to wear helmets I see some British people don't wear it that's quite dangerous but when you go on a bike without helmets and happen to be falling off watch out don't hit that you hit that you can understand the people's language you can read understand it but you are not able to produce it you are not able to produce it that way either so it's really frustrating but when about 95% of right handed people got faculty there but you know sad case happens to me and I lose it but still I'm able to sing that's very strange isn't it tone and international music are handled by that one so though mostly I said I'm talking in English this is activated but still this one is helping out sort of thing when you are left handed only 60% of the people's got on this side 15% of the people who got there remaining 50% got on both sides so it's very hard to fall on this side which side to fall on so they have to go okay and this this was quite interesting I'm doing bilingual studies with neuroscience as well but the past five years we saw identical paradigm shift we used to say like I said this is Broca's area for speech production this is Wernicke's area for speech perception right this is Moda's area sort of thing but now neural scientists said wait a minute it's not that compartmentalized okay we just use it all together like I was saying mainly here but international we just work together like that so there should be network and this could be very very strong network this wouldn't be that strong but still connected let's find out about the network so it's the same thing it's really dynamic so we integrated these two different paradigms into this research and in it we trapped Japanese monolingual girl in Japan generally we start learning English in school at age 12 as a grade 7 student so this is not naturalistic environment this is formal school setting and we trapped her once every year for 6 years and we've got a huge amount of data but I haven't gone around summarizing it all so today I'll report you the very first year when she started learning it and last year when she finished high school for 6 years and we wanted to collect data when she started English in April school starts in April in Japan but we went to her she started learning ABC so she wasn't able to produce any language at all so we had to wait 6 months so that she was able to produce a bit of English so every year that's September 6 months after she started each year procedures same prompt from where are you when she was doing this task we used brain scanning called functional NRS news is called and I think you are familiar with functional MRI MRI is a huge tunnel I've been in one of those few times but something went wrong with my brain so I had to check my brain have you it's really noisy and dark and the doctor always give me something like that and when you are scared just press this button so we'll get you out every time I think I don't think I can last 30 seconds but every time I find myself sleeping by the time the doctor kong kong kong so it's very strange it's noisy but dark but sort of very funny and I found it's impossible my subjects are starting from age 2 it's impossible to those kids into it you know, language tasks so instead we used this machine as you can see this is my lab she sit come in my chair there and this machine itself it's a bad photocopy machine plus a computer on the top and a lot of you know cables coming out of it and put on her 42 channels as you can see red one and blue one there red one emits a harmful light goes into the scar not scars skull and into the liquid and touches the surface of the brain and comes back and when it's activated a lot of blood comes there so the light doesn't come as much back in so that's the way we measure it a lot of light coming back meaning it's not activated and as you can see we are not interested in the back part so we just put all the probes or her frontal lobe and if you it's not hurting or anything but by the time you have it on it's bit heavy so when heavy stuff is on you it comes like that and your eyelid comes like that sending you to sort of sleep and not really as sharp as you are supposed to be so max is about 30 minutes I said this is frontal lobe this is here and this is crucial area broker's area and we got complicated terminology ventral lactic prefrontal cortex this is a broker's area VLPFC it's there we looked at that because this is the language processing is taking place and also those lactic prefrontal prefrontal cortex they that's where working memory is whatever you know okay and then here for the area lactic prefrontal prefrontal cortex this is where planning reasoning and integration information is taking place so this is a very crucial area when you are giving out a narration so we looked at those three parts and I'll give you both behavioral data and brain scanning data I didn't bring her transcription today with me but frankly wise to produce one English word in her very first year of learning English took her 3,000 milliseconds so to produce one word she had to spend three seconds it is very slow so it was unbearable but so easy to transcribe there are so few words and in the sixth year she produced a word every six so more or less every second she produced two words so quite a big difference accuracy to talk about the folk story she had to spend 80 words in the very first year and because she was so slow word was so limited in word selection and also structure what could you really produce after only six months of English learning that was only four times a week and 35 weeks so whatever she said was sort of right but she she didn't have any complex structure at all this is folk one mistake because ah was a missing sort of thing and sixth year she produced that amount and her accuracy was really really amazingly high and in terms of morphemes it parallels the number of words and narratives this is whether she talked each episodes or the consequences or emotion or not and entirely when you are thorough with the story you have to mention 41 facts or emotions or consequences out of 41 in the very first year she mentioned only seven we knew what the plot is like so we were able to follow she was talking about but if you who don't know the plot at all don't have that picture book there you just have no clue what she is talking about and in the final year she her English was very good but still she mentioned only half of the plot she was supposed to so still this isn't a very very good narrative at all but she improved so as a summary the first year narrative gives a limited view of the story plot using a scanty amount of words whereas six six years later story line is explicitly described with a proper lexical syntax use albeit sounding like a summary of a story rather than a descriptive narrative so as a summary that was okay but that wasn't taking a form of narration okay turning to brain scanning so to remind you this IOPFC that's covering the brain area to do with planning reasoning and integration information those lateral one is working memory and ventral lateral that's a broker's area touching on the language so we carried out three statistical analysis with the first year and six six years six years six years any differences that's the first analysis second analysis in the very first year what part of the brain she was using third analysis six years later when she's more proficient what part of the brain was more activated than the rest of the brain this is six years comparison and don't worry about this what we found is doesn't matter which part of the brain we looked at final years brain activation was a lot more significantly more than the first year first year she was in a panic producing the language she learned only six months she was having strong so hard we can see that sixth year she was relatively smooth in production but brain activation was a lot more in the sixth year I'll give you the explanation later on and did I skip one this is the first year first year is three different selections sections comparison analysis of variance and also Bonferroni we carried out and then first year there was no significant difference among any three regions so three different brain areas were activated to to an equal extent whereas in the final year there was statistical differences and this is a bit complicated so this is this is a summary of the final year she's right handed so whether she uses Japanese or English in this case English she has to use here first year this activation was the same as this one so from that we can say to her English wasn't taking the form of language yet it's like musical instrument or calligraphy or new sports in the stage of just trying it out and it's not compartmentalized at all but in the final year her English was there where Japanese was there so it's just compartmentalized in that way so this left-hand side broker's area is more activated than this side whereas working memory working memory is here and planning and integration of the information are here left-right and center is there and we compare those two right as far as those working memory and planning right hemisphere got more dominant in the final year remember first year there was no difference at all in any part so from that this is very very tentative because we don't know whether the linear you know change or final year happen to be that or gradual change or stay the same across or suddenly change we have to analyze the data in between but that was quite interesting and this is very very very tentative but considering the more professionally L2 level in the final year based on the linguistic analysis L2 narrative development seems to involve more activation not only in the left but also in the right hemisphere in the second stage of research the plan is to analyze the data in between to see whether or not participants L2 narrative skills show linear development each year which in turn reflected in the brain activation line with first and second first and final year comparison so when she's giving out the frog story that takes about on average three minutes we have the video data when she is uttering each one word or each sentence we have brain scanning at the same time so we can analyze year by year but at the same time if we find the final year data is very interesting we can just analyze that data from time zero all the way to three minutes so that's really dynamic and we can find out which page of the picture book she had to use the brain most in terms of planning working memory language wise sort of thing so that gives us dynamic aspect to the narrative study when you first put the array of sensors on the head do you allow the child to become first of all there must be tension because first time that it's exactly so how much time do you allow them to play a little while how do you make them relax it's a very good question in the very first year we do a number of subjects very first year there obviously really just coming into the lab it's there quite small so I just make sure instead of playing around because as I said it's 30 minutes max and to all the end it gets very so we just give out different tasks in Japanese first so they are familiar with Japanese Japanese tasks and English tasks code switching tasks and when they are familiar with the tasks and also they can't move like that because like you know jumps the data so we just make sure they do those preliminary tasks okay and they are not the important tasks so when they move or they are a bit worried about especially little kids do so we just take it off usually mothers they and play with the mother and come back again do so that's something we are very careful of so before we start taking the scanning we can see the monitor when you are nervous we can see it goes up and down we just make sure stabilize and then start doing it that's very very important factor I had fMRI for fun it's not fun kind of just more out of curiosity than anything so I know the use of broad story from say native language documentation where you give it to someone and they've never seen that book before and they never read a story from a future book but in giving this book to the same child every year do you think their familiarity with the five years, six or a year ten years in helps with the executive planning of the narrative? definitely definitely because I see them only once a year but they know oh when I ask them to come you know so this Martha Mayer's picture book has got six different versions so we just use three versions like that so she used same frog one only twice so to offset the learning effects so that she can't prepare for today because she doesn't know which frog book was you know she's going to do the narration so that's something we had to take into consideration too thanks I don't really know much about this I was quite interested by the because he's like nipple about the way telling stories I was wondering what sort of study that came from is that a method study is this some sort of cross-cultural way of telling a story or the ratings or things the narrative study yeah there could be cross-cultural but the literature I cited purely bilingual development as far as bilingual studies concerned but psychologists are interested in monolingual development someone so it's not just linguists but psychologists do use this narrative to see how you know little children cognitively developed so there are different sources you probably would be able to access not just linguistic you know research but also those but my my ones all come from linguists thank you very much that's a very interesting presentation I'm just curious about the participants in the second study because for me you know first in the middle school in Japan producing one word per three seconds is quite impressive in my view and also and so so I just so my first question is how you decided to recruit this particular child that's one the first question and secondly I think the fact that she's participating in the English experiment must have helped her to boost her motivation and also you know the ability to use her because she has opportunity to use her language and so how does she compare to other students in terms of her progress in her development in English so that's my second question very good question because of the time I didn't talk about school this is a very unique school this is in Osaka this is where almost all my bilingual students come from this is a very unique school and this school actually there are two schools on the same school site Osaka International School is there on the same school site is used by Japanese Ministry of Education you know stipulated school local school so obviously students are different but the school this girl goes to instruction language is Japanese they use Japanese textbooks but when it comes to English when your English is good enough like returnies from Britain they can go on the English classes to the mainstream international school class do the Shakespeare and those so environment is very very favorable for Japanese students from year 7 art music and extracurricular activities they are all done by English native speakers so day one when you have no English be a music teacher a English native speaker so it's sort of single swim sort of a situation so they quickly learn it intake is only 20 or 30 every year so only those who have no English background at all but very motivated to learn English those come so I've been doing a comparative study of those students who go through no more Japanese local school they have only three four hours which teaches probably don't speak English so I'm comparing that so that's very interesting so by the time she came up to grade 12 her English are a lot better than the rest of the grade 12 students in Japan obviously she spent a year in Canada too her because her classmate her half of her classmate are returnees they're bilinguals they spend five, ten years here states or Australia I came back there so you know she always had inferiority complex so I had to remind her every time I collected data from her your English improved so much after this year it's a lie but I have to just tell her you are progressing so much because I started off say ten students grade 7 next year two students wouldn't turn up same same attrition so the six years later I had only two left after those you know praising giving a bit of money candies so you know I've always made sure she left that room happily so I keep wondering this isn't a really average high school kid super motivated kid when the students were talking did they have a book in front of them? yes which paid from front to back progress they can go back they can do anyway but the books must be different in the Japanese version is open it this way and the English one will be open it this way so isn't there a little problem there? well nowadays most of the Japanese books are English ways too because of this so it's not the other way around and this picture book is initially issued in the states or something so since it hasn't got any letters in it we use the original that way and so I never thought about it but I don't think that troubles them that much sorry just to clarify something so when they were presented with the the story which ever version of the story it was they were presented in English in Japanese or just pictures? just pictures no words