| Description |
1 online resource (xiii, 188 pages) : illustrations |
| Series |
Contributions to the sociology of language, 1861-0676 ; 103 |
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Contributions to the sociology of language ; 103.
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| Contents |
Frontmatter -- Acknowledgments -- Table of contents -- 1. Introduction: The heritage language learner? -- 2. An emerging field of investigation: Construction of the heritage language learner as a new object of study -- 3. Ethnographic fieldwork at Jackson Japanese Language School -- 4. Betwixt and between Japanese and the heritage language learner of Japanese -- 5. Designing the heritage language learner: Modes of governmentality in the classroom -- 6. Defining the heritage language learner -- 7. Shifting frames of reference: JJLS, AP, heading college, and construction of the Japanese-as-aheritage- language learner -- 8. Adjusting the Jackson Course -- 9. Implications and departure -- Appendix 1: First Questionnaires for Parents -- Appendix 2: Second Questionnaires for Parents -- Appendix 3: First Questionnaires for Students -- Appendix 4: Second Questionnaires for Students -- Appendix 5: Questionnaires for Teachers -- Appendix 6: Questionnaires for Parents of Students Who Were Leaving or Had Left JJLS -- Appendix 7: Questionnaires for Students Who Were Leaving or Had Left JJLS -- Appendix 8: Summary of Student Interviews and Profiles -- Appendix 9: Glossary of Japanese Terms -- References -- Index |
| Summary |
"Though often treated as an objective category, heritage language learner is a social construct contested by researchers, government officials, school administrators, and students themselves. Based on ethnographic fieldwork at a Japanese language school in the US, the book examines the construction of the heritage language learner, viewing the notion as a site of negotiation regarding the legitimate knowledge of language and ways of belonging"--Provided by publisher |
|
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 |
| Bibliography |
Includes bibliographical references (pages [175]-185) and index |
| Notes |
Description based on print version record |
| Subject |
Language and languages -- Study and teaching -- United States
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Second language acquisition.
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Language teachers -- Training of -- United States
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Japanese language -- Study and teaching -- Foreign speakers
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FOREIGN LANGUAGE STUDY -- Japanese.
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Japanese language -- Study and teaching -- Foreign speakers
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Language and languages -- Study and teaching
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Language teachers -- Training of
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Second language acquisition
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United States
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| Form |
Electronic book
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| Author |
Lee, Kiri, author.
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| LC no. |
2013013729 |
| ISBN |
9781934078112 |
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1934078115 |
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9781614512837 |
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1614512833 |
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