Doerr / Lee Constructing the Heritage Language Learner

Knowledge, Power and New Subjectivities
1. Auflage 2013
ISBN: 978-1-61451-283-7
Verlag: De Gruyter
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 202 Seiten

Reihe: ISSN

Heritage language education is a relatively new field developed as "heritage" has become an important trope of belonging, legitimacy and commodification. Many recent studies treat the "heritage language learner" as an objective category. However, it is a social construct, whose meaning is contested by researchers, school administrators and the students themselves. Based on ethnographic fieldwork in 2007-2011 at a weekend Japanese language school in the United States, this monograph investigates the construction of the heritage language learner at the intersections of the knowledge-power complex, ideologies of language and national belonging, and politics of schooling. It examines the ways individuals become, resist and negotiate their new subjectivity as heritage language learners through becoming objects of study, being caught in nationalist aspirations and school politics regarding what to teach to whom, and negotiating with peers with various linguistic proficiency and family backgrounds. The volume proposes a new approach to view the notion of heritage language learner as a site of negotiation regarding the legitimate knowledge of language and ways of belonging, while offering practical suggestions for schools.

Zielgruppe

Scholars of and Practitioners in Language Instruction, Foreign Language, Heritage Language, Bilingual Education

Autoren/Hrsg.

Doerr, Neriko

Lee, Kiri

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Spracherwerb, Sprachentwicklung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)

Inhaltsverzeichnis

1;Acknowledgments;7
2;1 Introduction: The heritage language learner?;15
2.1;1.1 The heritage language learner?;15
2.2;1.2 Research on heritage language learners;17
2.3;1.3 Weekend Japanese language schools in the United States;19
2.4;1.4 Kokugo vs. keisho
go education and the “heritage language effect”;20
2.5;1.5 Analyzing performative construction of the heritage language learner;23
2.6;1.6 Construction of the heritage language learner;25
2.6.1;1.6.1 Constructing the heritage language learner as an object of investigation;25
2.6.2;1.6.2 Constructing heritage language learners through schooling: Two imaginings, two modes of governmentality;26
2.6.3;1.6.3 Constructing heritage language learners by giving them meanings;28
2.7;1.7 On collaboration;29
2.8;1.8 The structure of the book;31
3;2 An emerging field of investigation: Construction of the heritage language learner as a new object of study;33
3.1;2.1 A new term on the block;33
3.2;2.2 Shifts in language policies in the United States;34
3.3;2.3 Emergence of the term “heritage language” in the United States;36
3.3.1;2.3.1 Self-esteem-based definition of the heritage language learner;37
3.3.2;2.3.2 Linguistic-proficiency-based definition of the heritage language learner;39
3.3.3;2.3.3 Interconnection, disjuncture, and critique;40
3.4;2.4 Contested fields of research: Defining the heritage language learner;42
3.5;2.5 Knowledge and power;42
3.6;2.6 Reification of language, linguistic community, and language speakers: The heritage language effect;43
3.6.1;2.6.1 Reifying language and linguistic community;43
3.6.1.1;2.6.1.1 Language and nation-states;44
3.6.1.2;2.6.1.2 Standardization;47
3.6.1.3;2.6.1.3 Linguistics;50
3.6.2;2.6.2 Reifying the language speaker;52
3.6.2.1;2.6.2.1 The native speaker concept;53
3.6.2.2;2.6.2.2 Alternative notions: English as a lingua franca;55
3.6.2.3;2.6.2.3 Alternative labels;56
3.6.2.4;2.6.2.4 Contestations;57
3.7;2.7 Construction of the heritage language through research;57
4;3 Ethnographic fieldwork at Jackson Japanese Language School;59
4.1;3.1 Jackson Japanese Language School;59
4.2;3.2 The Jackson Course;62
4.3;3.3 JJLS, heritage language research, and keishogo vs. heritage language
;66
4.4;3.4 Ethnographic fieldwork at JJLS and subjectivities of the authors;71
4.5;3.5 Collecting data;73
5;4 Betwixt and between Japanese and the heritage language learner of Japanese;77
5.1;4.1 Transplanted virtual “Japan”, or Japanese school for the local community?;77
5.2;4.2 Japanese government policies on hoshuko
;79
5.3;4.3 Adapting to a changing student body at the local level;82
5.4;4.4 The road JJLS took;84
5.4.1;4.4.1 Mr. and Mrs. Ikeda: Founding members and local administrators;84
5.4.2;4.4.2 Lee: Principal of the second unit, 2004-2012;88
5.4.3;4.4.3 MEXT-sent principals;90
5.5;4.5 Construction of “Japanese” students and “heritage language learners of Japanese”;92
6;5 Designing the heritage language learner: Modes of governmentality in the classroom;95
6.1;5.1 Intended modes of governmentality in hoshuko-bu and the Jackson Course
;95
6.2;5.2 Visibility and technique;95
6.2.1;5.2.1 Learning about Takamura Kotaro in hoshuko-bu: The subject-centered approach ;100
6.2.2;5.2.2 Learning about John Manjiro and beyond in the Jackson Course: The holistic approach;102
6.3;5.3 Knowledge;104
6.4;5.4 Subjectivities;105
6.4.1;5.4.1 On supporting Japan’s future;105
6.4.2;5.4.2 A hoshuko-bu teacher’s view;106
6.4.3;5.4.3 On the voting age;107
6.4.4;5.4.4 On abortion in Korea and other countries;108
6.4.5;5.4.5 A Jackson Course teacher’s view;109
6.5;5.5 Molding heritage language learners;110
7;6 Defining the heritage language learner;112
7.1;6.1 Practices and perceptions;112
7.2;6.2 Carving out legitimacy: The Jackson Course administrators and MEXT officials;113
7.3;6.3 Deciding (not) to join the Jackson Course: Cases of five students;114
7.3.1;6.3.1 “Rescued students”;115
7.3.1.1;6.3.1.1 Sasha: A Jackson Course old-timer;115
7.3.2;6.3.2 “Potential traversers”;117
7.3.2.1;6.3.2.1 Anne: Staying in hoshuko-bu;118
7.3.2.2;6.3.2.2 Mayumi: Moved from hoshuko-bu to the Jackson Course after 6th grade;119
7.3.2.3;6.3.2.3 Junko: Regime of difference of top- vs. lower-track class;120
7.3.3;6.3.3 “System outsiders”;124
7.3.3.1;6.3.3.1 Martin: Starting JJLS in the Jackson Course;124
7.4;6.4 One classroom, two perceptions, two modes of governmentality;127
7.4.1;6.4.1 Mayumi: Staying in the Jackson Course;127
7.4.2;6.4.2 Junko: Moving back to hoshuko-bu from the Jackson Course;128
7.4.3;6.4.3 Perceptions and experienced governmentality;129
7.5;6.5 Legitimacy, meanings, and modes of governmentality;131
7.5.1;6.5.1 Competing mentalities of governmentality and invested meanings;131
7.5.2;6.5.2 Creation of legitimacy and schooling;132
8;7 Shifting frames of reference: JJLS, AP, heading college, and construction of the Japanese-as-a-heritage-language learner;134
8.1;7.1 What makes one continue learning a heritage language;134
8.2;7.2 Minority language education and the mainstream educational system;136
8.3;7.3 Japanese language in US mainstream education;137
8.4;7.4 Students’ and parents’ experiences;137
8.4.1;7.4.1 Mayumi: After taking AP examination, left JJLS right before graduation;138
8.4.2;7.4.2 Jake: Left JJLS after 8th grade;141
8.4.3;7.4.3 Anne: Left JJLS after middle school but took AP Japanese examination;145
8.5;7.5 Changing motivations and the mainstream education system;148
8.6;7.6 Construction of subjects and two frames of reference;150
8.7;7.7 The AP Japanese examination as interface;151
8.8;7.8 Conclusion;152
9;8 Adjusting the Jackson Course;153
9.1;8.1 Imagining and accommodating heritage language learners;153
9.2;8.2 Responding to parents’ perceptions;153
9.3;8.3 Responding to students’ lives in the United States;157
9.4;8.4 Responding to the MEXT’s positions;157
9.5;8.5 Implications;158
10;9 Implications and departure;160
10.1;9.1 Construction of the heritage language learner;160
10.2;9.2 Theoretical implications;160
10.3;9.3 Practical implications of administrator involvement in research;162
10.4;9.4 Suggestions following from this study’s findings;164
10.5;9.5 Heritage as a new imagining;169
11;Appendix 1: First Questionnaires for Parents;171
12;Appendix 2: Second Questionnaires for Parents;174
13;Appendix 3: First Questionnaires for Students;177
14;Appendix 4: Second Questionnaires for Students;179
15;Appendix 5: Questionnaires for Teachers;181
16;Appendix 6: Questionnaires for Parents of Students Who Were Leaving or Had Left JJLS;183
17;Appendix 7: Questionnaires for Students Who Were Leaving or Had Left JJLS;184
18;Appendix 8: Summary of Student Interviews and Profiles;185
19;Appendix 9: Glossary of Japanese Terms;188
20;References;189
21;Index;201

Über Autor(innen)

Neriko Musha Doerr, Ramapo College, USA; Kiri Lee, Lehigh University, USA.