Constructing the heritage language learner : knowledge, power, and new subjectivities / [edited by] Neriko Musha Doerr and Kiri Lee.

Format:

Book

Author/Creator:

Doerr, Neriko, author.

Contributor:

Doerr, Neriko Musha, 1967-

Lee, Kiri.

Series:

Contributions to the sociology of language ; 103.

Contributions to the sociology of language, 1861-0676 ; v. 103

Language:

English

Subjects (All):

Language and languages--Study and teaching--United States.

Language and languages.

Second language acquisition.

Language teachers--Training of--United States.

Language teachers.

Japanese language--Study and teaching--Foreign speakers.

Japanese language.

Physical Description:

1 online resource (202 p.)

Edition:

1st ed.

Place of Publication:

Boston : De Gruyter Mouton, 2013.

Language Note:

English

Summary:

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.

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

Notes:

Description based upon print version of record.

Includes bibliographical references and index.

ISBN:

9781614512837

1614512833

OCLC:

851970505