Constructing the Heritage Language Learner: Knowledge, Power and New Subjectivities

Neriko Doerr; Kiri Lee

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Constructing the Heritage Language Learner

Knowledge, Power and New Subjectivities

Neriko Doerr and Kiri Lee

Language: English

Published/Copyright: 2013

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This book is in the series

Volume 103 | Contributions to the Sociology of Language [CSL]

About this book

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.

Author / Editor information

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

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Contents

Topics

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Frontmatter
i

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Acknowledgments
vii

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Table of contents
ix

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1. Introduction: The heritage language learner?
1

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2. An emerging field of investigation: Construction of the heritage language learner as a new object of study
19

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3. Ethnographic fieldwork at Jackson Japanese Language School
45

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4. Betwixt and between Japanese and the heritage language learner of Japanese
63

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5. Designing the heritage language learner: Modes of governmentality in the classroom
81

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6. Defining the heritage language learner
98

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7. Shifting frames of reference: JJLS, AP, heading college, and construction of the Japanese-as-aheritage- language learner
120

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8. Adjusting the Jackson Course
139

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9. Implications and departure
146

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Appendix 1: First Questionnaires for Parents
157

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Appendix 2: Second Questionnaires for Parents
160

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Appendix 3: First Questionnaires for Students
163

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Appendix 4: Second Questionnaires for Students
165

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Appendix 5: Questionnaires for Teachers
167

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Appendix 6: Questionnaires for Parents of Students Who Were Leaving or Had Left JJLS
169

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Appendix 7: Questionnaires for Students Who Were Leaving or Had Left JJLS
170

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Appendix 8: Summary of Student Interviews and Profiles
171

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Appendix 9: Glossary of Japanese Terms
174

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References
175

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Index
187

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Publishing information

Pages and Images/Illustrations in book

eBook published on:

May 28, 2013

eBook ISBN:

9781614512837

Hardcover published on:

May 21, 2013

Hardcover ISBN:

9781614513995

Pages and Images/Illustrations in book

Front matter:

14

Main content:

188

https://doi.org/10.1515/9781614512837

eBook ISBN: 9781614512837

Hardcover ISBN: 9781614513995

Keywords for this book

Sociolinguistics; Subjectivity; Heritage Language School; Language Education; Japanese

Audience(s) for this book

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

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Manufacturer information:
Walter de Gruyter GmbH
Genthiner Straße 13
10785 Berlin
productsafety@degruyterbrill.com

Constructing the Heritage Language Learner

Overview

About this book

Author / Editor information

Supplementary Materials

Topics

Table of 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

Bibliographic data