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Constructing the heritage language learner : knowledge, power, and new subjectivities /
"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 construc...
| Clasificación: | Libro Electrónico |
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| Autores principales: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Boston :
De Gruyter Mouton,
[2013]
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| Colección: | Contributions to the sociology of language ;
103. |
| Temas: | |
| Acceso en línea: | Texto completo |
| Sumario: | "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. |
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| Descripción Física: | 1 online resource (xiii, 188 pages) : illustrations |
| Bibliografía: | Includes bibliographical references (pages [175]-185) and index. |
| ISBN: | 9781934078112 1934078115 9781614512837 1614512833 |
| ISSN: | 1861-0676 ; |