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E-grāmata: Language and Education in Japan: Unequal Access to Bilingualism

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Language and Education in Japan: Unequal Access to BilingualismPalielināt
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This is the first critical ethnography of bilingual education in Japan. Language and Education in Japan offers the first critical ethnography of bilingual education in Japan. Based on two-year fieldwork at five different schools, the book examines the role of schools in the unequal distribution of bilingualism as cultural capital. It argues that bilingual children of different socioeconomic classes are socialized into different futures and are given unequal access to bilingualism through schooling. While bilingualism is considered desirable for children of privilege, it is deemed a luxury that immigrant and refugee children cannot afford.

Recenzijas

'Language and Education in Japan makes a welcome contribution both to



critical studies of language education, and specifically to understanding



bilingualism in Japan. I recommend it to scholars interested in applied



linguistics, language education, and contemporary Japan.'



- Chad Nilep, Department of Linguistics, University of Colorado, USA (via Linguist List)

List of Tables and Figures
ix
Acknowledgements x
Series Editor's Preface xii
Introduction
1(8)
Significance of the study
4(1)
Structure of the book
5(4)
Framing the Study
9(29)
Japan's diversity
9(4)
Bilingual education in Japan
13(8)
Theoretical framework
21(7)
Critical ethnography
28(2)
The process
30(8)
Nichiei Immersion School
38(21)
`Children must be international!'
41(2)
Hands-on instruction
43(2)
Listening to English, speaking Japanese
45(4)
Japanese classes for developing higher-order thinking skills
49(2)
The teacher's job
51(3)
This is a private school'
54(2)
Junior high school
56(3)
Zhonghua Chinese Ethnic School
59(24)
Fostering Chinese identity
60(1)
The teaching of Chinese culture
61(2)
Traditional instruction
63(4)
JSL and EFL
67(2)
Active student participation
69(3)
Education is politics - literally
72(1)
Four generations in one school
73(5)
A non-accredited school
78(2)
Emphasis on Japanese in junior high school
80(3)
Hal International School
83(21)
`We are not a language school; we are a school'
85(3)
F, S, and JNN
88(8)
Parents as stakeholders
96(2)
Japanese teachers as special subject teachers
98(3)
`Fruit are the students'
101(3)
Sugino Public Elementary School
104(20)
JSL instruction
106(5)
Student-centered learning
111(3)
`A place to put a dresser': Subtractive bilingualism
114(4)
School-wide academic underachievement
118(3)
Social integration, linguistic assimilation
121(3)
Midori Public Elementary School
124(21)
JSL instruction
126(3)
Bilingual instruction in the JSL class
129(4)
Instruction in the homeroom class
133(1)
The use of instructional materials
134(2)
Language minority students in the homeroom class
136(3)
Laissez-faire attitude
139(4)
Parents
143(2)
Imagined Communities, School Education, and Unequal Access to Bilingualism
145(32)
Elite bilingualism
145(8)
Subtractive bilingualism
153(10)
Imagining an alternative future
163(5)
Student bilingualism and identities
168(6)
Older students' agency
174(3)
Conclusion
177(6)
Notes 183(6)
References 189(9)
Author Index 198(2)
Subject Index 200


YASUKO KANNO is Associate Professor of TESOL in the College of Education at Temple University, Philadelphia, USA. Her research interests include bilingual education, multilingual and multicultural identities, and sociocultural experiences of language minority students. She is author of Negotiating Bilingual and Bicultural Identities: Japanese Returnees Betwixt Two Worlds. She serves on the editorial boards of the Journal of Language, Identity, and Education and the International Journal of Bilingual Education and Bilingualism.
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