Bushnell Cade Conlan

Affiliation

Faculty of Humanities and Social Sciences

Official title

Associate Professor

Email

-@@N[_N[\Y\bN\k,?N[_N[\Y\bN\k49?0=>.W?>@6@-,W,.W5; 

Phone

029-853-6197

Research fields

Cultural anthropology

Sociology

Japanese linguistics

Research keywords

Linguistic anthoropology (discursive practices)

Second language socialization

Conversation analysis

Membership categorization analysis

Ethnomethodology

Situated learning

Sociocultural approaches to learning

Degree

2011-12

Ph.D. in Japanese Linguistics

Department of East Asian Languages and Literatures, University of Hawaii at Manoa

Articles

• 会話分析研究に基づく日本語初級教科書開発の試案
  ブッシュネル ケード; 関崎 博紀; 永井絢子; 伊藤 秀明; ヴァ...
  第10回 日本語実用言語学国際会議 予稿集/pp.150-153, 2017-07
• そこ、笑うとこ ― 留学生向けの落語会における観客による笑いの会話分析
  BUSHNELL CADE CONLAN
  Japanese Journal of Laughter and Humor Research/24/pp.17-32, 2017
  CiNii
• Talking the talk: The interactional construction of community and identity at conversation analytic data sessions in Japan
  Bushnell Cade
  Human Studies/(35)/p.583-605, 2012
  Tsukuba Repository
• 学習者が満足できる漢字教育とは何か：漢字・非漢字系学習者が混在している教室の場合
  ブッシュネル・ケード
  筑波大学地域研究研究科平成15年度日本語教育実習報告論文集/(１５)/p.65-80, 2004-01
• Getting let in: The role of learner agency in gaining access to affordances in an intermediate JFL classroom
  Bushnell Cade
  日本語用論学会第10回大会発表論文集/(3)/p.185-192, 2008-01
• On NS/NNS identities and ‘warrantability’: The interactional co-authorship of an occasioned medium by a first and second language speaker of Japanese
  Bushnell Cade
  Second Language Studies/1(28)/p.1-31, 2009-01
• Lego my keego!’: An analysis of language play in a beginning Japanese as a foreign language classroom
  Bushnell Cade
  Applied Linguistics/1(30)/p.49-69, 2009-01
• Interactionally constructing practice, community, shared resources, and identity: An ethnomethodological analysis of interactions at conversation analytic data sessions in Japan
  Bushnell Cade
  Doctoral dissertation/p.416, 2011-01
• Identifying identity: Identity as an interactional construct, and some relations to second language learning
  Bushnell Cade
  筑波大学地域研究/(32)/p.157-182, 2011-01

Books

• Rakugo CALL Program for Japanese Language Learning: Its Development and Possibilities for Implementation
  Yamada Toru; Sakai Takako; Bushnell Cade Conlan
  Technology-Supported Learning In and Out of the Japanese Language Classroom, Multilingual Matters, pp.149-170, 2019-01
• Melting the ice: 初対面会話における共鳴現象としての笑いの機能
  井出 里咲子; ケード ブッシュネル
  『聞き手行動のコミュニケーション学』, ひつじ書房, pp.241-261, 2018-12
• She who laughs first: Audience laughter and interactional competence at a rakugo performance for foreign students
  Bushnell Cade Conlan
  Interactional Competence in Japanese as an Additional Language, National Foreign Language Resource Center, pp.81-114, 2017
• Interactionally constructing practice, community, shared resources, and identity: An ethnomethodological analysis of interactions at conversation analytic data sessions in Japan
  BUSHNELL CADE CONLAN
  2011-12

Conference, etc.

• Letting It Pass with a Smile: A Conversation Analytic Examination of Recipient Smiles and Laughter in Multiparty L2 Interaction
  Bushnell Cade Conlan
  第10回 日本語実用言語学国際会議/2017-07-08
• Access denied: Justifying exclusion though invoking the institution
  Bushnell Cade Conlan
  The Japan Association for Language Teaching (JALT)/2016-11-27
• A report on the use of skit-based activities in an elementary Japanese class
  BUSHNELL CADE CONLAN
  Japanese Language Education Methods (JLEM)/2014-09
• Gaikokujin ja jarimasen (I’m not a foreigner): An analysis of the interactive construction and contestation of (not) being a foreigner
  Bushnell Cade Conlan
  17th Annual Conference of the Pragmatics Society of Japan/2014-11
• 笑っている場合?
：留学生に対する落語会における笑いの位 置とその組織化について」
  ブッシュネル・ケード
  ____/2012-8
• Research concerning the influence of mnemonics and the characteristics of kanji on the acquisition of kanji meanings: The case of alphabet-habituated beginning learners of Japanese
  Bushnell Cade
  ____/2004-09
• Getting let in: The role of learner agency in gaining access to affordances in an intermediate JFL classroom
  Bushnell Cade
  ____/2007-12
• Playing around: Some functions of language play in a beginning Japanese as a foreign language classroom
  Bushnell Cade
  ____/2008-07
• The interactional co-authorship of a medium by Japanese L1 and L2 speakers
  Bushnell Cade
  ____/2008-10
• Okkanai toko na n desu ka’ (Is it a frightening place)?: A microethnography of the sequential and categorial aspects of co-accomplishing learning as participation in L2 Japanese
  Bushnell Cade
  ____/2008-12
• Categories in action: Towards a systematic analytical methodology for examining categorial formulations in talk-in-interaction
  Bushnell Cade
  ____/2009-07
• Nanka yoogo toka aru n desu ka?’ (Is there some term for that?): Second language learning as publicly accomplished at ‘data sessions’ in Japan
  Bushnell Cade
  ____/2010-07
• Identity in practice: The use of terminological resources and identity formation at conversation analytic data sessions in Japan
  Bushnell Cade
  ____/2011-12

Teaching

2018-10 -- 2018-12	Seminar in Research on Society and Language 2B	University of Tsukuba.
2018-10 -- 2018-12	Japanese 2-1B (beginner)	University of Tsukuba.
2018-10 -- 2018-12	Japanese 2-2B (beginner)	University of Tsukuba.
2018-10 -- 2018-12	Kanji (Intermediate) 5-1B	University of Tsukuba.
2018-10 -- 2018-12	Kanji (Intermediate) 5-2B	University of Tsukuba.
2018-10 -- 2019-02	Japan-Korea joint exchange program T000B	University of Tsukuba.
2018-07 -- 2018-08	Conversation Analysis for Japanese Language Pedagogy	University of Tsukuba.
2018-04 -- 2018-07	Seminar in Research on Society and Language 2A	University of Tsukuba.
2018-04 -- 2018-07	Japanese 2-1A (beginner)	University of Tsukuba.
2018-04 -- 2018-07	Japanese 2-2A (beginner)	University of Tsukuba.

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Message

I am doing research using ethnomethodological conversation analysis and membership conversation analysis. I am particularly interested in 1) how people accomplish participation in social groups, 2) how identity is constructed within social groups, and 3) how learning is accomplished in (as) participation.

(Last updated: 2019-06-19)