This report provides the overview of the symposium "Education, and Translation and Interpreting: Which Medium Can be Applied to Education," held on September 15, 2018, at Bukkyo University. In this symposium, four panelists reported on their attempts to introduce translation into education, in terms of journalism, literature, English education, and interpreting theory, respectively. The symposium raised questions in various aspects of language education based on which materials were used for in classes, and the status, aims and effects of translating and interpreting in education. In response to the current trends in TILT (Translation in Language Teaching), the symposium also emphasized the diversity of definitions of translation in education.

Literature can be one of the media for delivering certain information and messages to readers. In literary texts, meanings are usually more implicit than in news and nonfiction articles, which makes the role of the readers more important as they have to engage in reading to make sense of the world. Given the nature of literature, the authors have incorporated literary texts not just to teach English but also to enhance students' thinking skills through group discussions; these have been well-received by the students. In this research, the authors analyze all of the 23 students' utterances during their 30-minute discussions. This article examines how and what the students actually discussed, and explores how assignments and tasks using literature as a medium to improve students' reading ability and thinking skills can be improved.

This paper first reviews the discussions and findings of literature on English profanities or cursing expressions such as Jay (1981), Jay and Janschewitz (2008), Beck (2009), and Fin (2017) and highlights some issues observed in such literature. Some of the issues are related to a limited range of target expressions and the lack of detailed analyses of each expletive in its typical context. Among numerous cursing expressions that have not received close attention, this paper particularly focuses on crap and cut the crap. Using Wordbanks Online, the usage and functions of these expressions are investigated, described, and compared with their synonymous expressions. The retrieved contexts from the corpus, as well as the corpus query language (CQL) used in the investigation, are presented along with the discussion.

This study analyzes the advertisements of English conversation schools to investigate the discourse of English-speaking skills promotion in Japan. Especially, it examines TV advertisements of three leading English schools: AEON, ECC, and NOVA. The analysis utilizes Multimodal Critical Discourse Analysis (MCDA) (Machin & Mayr, 2012) to critically examine linguistic and visual semiotic choices. It seeks to reveal ideologies and power relations embedded in the advertisements that seem neutral and normal on the surface. The analysis reveals that the advertisements present that if people can speak English they can gain certain experiences and certain feelings as well. Additionally, it finds that the advertisements emphasize the two categories of Japanese: those who can speak English and those who cannot. They are ranked in a hierarchy. Japanese who can speak English are represented in a better position of influence.