| Acknowledgments |
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1 Introduction: The heritage language learner? |
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1 | (18) |
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1.1 The heritage language learner? |
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1 | (2) |
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1.2 Research on heritage language learners |
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3 | (2) |
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1.3 Weekend Japanese language schools in the United States |
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5 | (1) |
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1.4 Kokugo vs. keishogo education and the "heritage language effect" |
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6 | (3) |
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1.5 Analyzing performative construction of the heritage language learner |
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9 | (2) |
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1.6 Construction of the heritage language learner |
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11 | (4) |
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1.6.1 Constructing the heritage language learner as an object of investigation |
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11 | (1) |
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1.6.2 Constructing heritage language learners through schooling: Two imaginings, two modes of governmentality |
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12 | (2) |
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1.6.3 Constructing heritage language learners by giving them meanings |
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14 | (1) |
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15 | (2) |
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1.8 The structure of the book |
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17 | (2) |
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2 An emerging field of investigation: Construction of the heritage language learner as a new object of study |
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19 | (26) |
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2.1 A new term on the block |
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19 | (1) |
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2.2 Shifts in language policies in the United States |
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20 | (2) |
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2.3 Emergence of the term "heritage language" in the United States |
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22 | (6) |
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2.3.1 Self-esteem-based definition of the heritage language learner |
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23 | (2) |
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2.3.2 Linguistic-proficiency-based definition of the heritage language learner |
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25 | (1) |
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2.3.3 Interconnection, disjuncture, and critique |
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26 | (2) |
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2.4 Contested fields of research: Defining the heritage language learner |
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28 | (1) |
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28 | (1) |
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2.6 Reification of language, linguistic community, and language speakers: The heritage language effect |
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29 | (14) |
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2.6.1 Reifying language and linguistic community |
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29 | (1) |
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2.6.1.1 Language and nation-states |
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30 | (3) |
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33 | (3) |
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36 | (2) |
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2.6.2 Reifying the language speaker |
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38 | (1) |
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2.6.2.1 The native speaker concept |
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39 | (2) |
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2.6.2.2 Alternative notions: English as a lingua franca |
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41 | (1) |
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2.6.2.3 Alternative labels |
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42 | (1) |
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43 | (1) |
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2.7 Construction of the heritage language through research |
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43 | (2) |
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3 Ethnographic fieldwork at Jackson Japanese Language School |
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45 | (18) |
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3.1 Jackson Japanese Language School |
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45 | (3) |
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48 | (4) |
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3.3 JJLS, heritage language research, and keishogo vs. heritage language |
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52 | (5) |
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3.4 Ethnographic fieldwork at JJLS and subjectivities of the authors |
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57 | (2) |
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59 | (4) |
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4 Betwixt and between Japanese and the heritage language learner of Japanese |
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63 | (18) |
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4.1 Transplanted virtual "Japan", or Japanese school for the local community? |
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63 | (2) |
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4.2 Japanese government policies on hoshukd |
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65 | (3) |
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4.3 Adapting to a changing student body at the local level |
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68 | (2) |
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70 | (8) |
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4.4.1 Mr. and Mrs. Ikeda: Founding members and local administrators |
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70 | (4) |
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4.4.2 Lee: Principal of the second unit, 2004-2012 |
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74 | (2) |
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4.4.3 MEXT-sent principals |
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76 | (2) |
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4.5 Construction of "Japanese" students and "heritage language learners of Japanese" |
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78 | (3) |
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5 Designing the heritage language learner: Modes of governmentality in the classroom |
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81 | (17) |
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5.1 Intended modes of governmentality in hoshuko-bu and the Jackson Course |
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81 | (1) |
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5.2 Visibility and technique |
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81 | (9) |
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5.2.1 Learning about Takamura Kotaro in hoshuko-bu: The subject-centered approach |
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86 | (2) |
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5.2.2 Learning about John Manjiro and beyond in the Jackson Course: The holistic approach |
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88 | (2) |
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90 | (1) |
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91 | (5) |
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5.4.1 On supporting Japan's future |
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91 | (1) |
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5.4.2 A hoshuko-bu teacher's view |
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92 | (1) |
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93 | (1) |
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5.4.4 On abortion in Korea and other countries |
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94 | (1) |
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5.4.5 A Jackson Course teacher's view |
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95 | (1) |
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5.5 Molding heritage language learners |
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96 | (2) |
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6 Defining the heritage language learner |
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98 | (22) |
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6.1 Practices and perceptions |
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98 | (1) |
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6.2 Carving out legitimacy: The Jackson Course administrators and MEXT officials |
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99 | (1) |
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6.3 Deciding (not) to join the Jackson Course: Cases of five students |
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100 | (13) |
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101 | (1) |
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6.3.1.1 Sasha: A Jackson Course old-timer |
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101 | (2) |
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6.3.2 "Potential traversers" |
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103 | (1) |
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6.3.2.1 Anne: Staying in hoshuko-bu |
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104 | (1) |
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6.3.2.2 Mayumi: Moved from hoshuko-bu to the Jackson Course after 6th grade |
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105 | (1) |
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6.3.2.3 Junko: Regime of difference of top- vs. lower-track class |
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106 | (4) |
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110 | (1) |
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6.3.3.1 Martin: Starting JJLS in the Jackson Course |
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110 | (3) |
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6.4 One classroom, two perceptions, two modes of governmentality |
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113 | (4) |
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6.4.1 Mayumi: Staying in the Jackson Course |
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113 | (1) |
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6.4.2 Junko: Moving back to hoshuko-bu from the Jackson Course |
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114 | (1) |
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6.4.3 Perceptions and experienced governmentality |
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115 | (2) |
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6.5 Legitimacy, meanings, and modes of governmentality |
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117 | (3) |
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6.5.1 Competing mentalities of governmentality and invested meanings |
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117 | (1) |
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6.5.2 Creation of legitimacy and schooling |
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118 | (2) |
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7 Shifting frames of reference: JJLS, AP, heading college, and construction of the Japanese-as-a-heritage-language learner |
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120 | (19) |
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7.1 What makes one continue learning a heritage language |
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120 | (2) |
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7.2 Minority language education and the mainstream educational system |
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122 | (1) |
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7.3 Japanese language in US mainstream education |
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123 | (1) |
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7.4 Students' and parents' experiences |
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123 | (11) |
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7.4.1 Mayumi: After taking AP examination, left JJLS right before graduation |
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124 | (3) |
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7.4.2 Jake: Left JJLS after 8th grade |
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127 | |
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7.4.3 Anne: Left JJLS after middle school but took AP Japanese examination |
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31 | (103) |
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7.5 Changing motivations and the mainstream education system |
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134 | (2) |
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7.6 Construction of subjects and two frames of reference |
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136 | (1) |
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7.7 The AP Japanese examination as interface |
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137 | (1) |
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138 | (1) |
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8 Adjusting the Jackson Course |
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139 | (7) |
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8.1 Imagining and accommodating heritage language learners |
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139 | (1) |
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8.2 Responding to parents' perceptions |
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139 | (4) |
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8.3 Responding to students' lives in the United States |
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143 | (1) |
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8.4 Responding to the MEXT's positions |
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143 | (1) |
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144 | (2) |
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9 Implications and departure |
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146 | (11) |
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9.1 Construction of the heritage language learner |
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146 | (1) |
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9.2 Theoretical implications |
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146 | (2) |
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9.3 Practical implications of administrator involvement in research |
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148 | (2) |
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9.4 Suggestions following from this study's findings |
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150 | (5) |
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9.5 Heritage as a new imagining |
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155 | (2) |
| Appendix 1 First Questionnaires for Parents |
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157 | (3) |
| Appendix 2 Second Questionnaires for Parents |
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160 | (3) |
| Appendix 3 First Questionnaires for Students |
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163 | (2) |
| Appendix 4 Second Questionnaires for Students |
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165 | (2) |
| Appendix 5 Questionnaires for Teachers |
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167 | (2) |
| Appendix 6 Questionnaires for Parents of Students Who Were Leaving or Had Left JJLS |
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169 | (1) |
| Appendix 7 Questionnaires for Students Who Were Leaving or Had Left JJLS |
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170 | (1) |
| Appendix 8 Summary of Student Interviews and Profiles |
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171 | (3) |
| Appendix 9 Glossary of Japanese Terms |
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174 | (1) |
| References |
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175 | (12) |
| Index |
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187 | |
Biežāk uzdotie jautājumi par e-grāmatām