{"title":"The Role of English and Its Myths in the Emergence of First Language Dissociation among Some Japanese‐English Late Plurilinguals","authors":"Ashley R. Moore","doi":"10.1002/tesq.3348","DOIUrl":null,"url":null,"abstract":"Linguistic distancing behaviours indicative of linguistic dissociation (Moore, 2023) have been documented in social scientific and literary accounts focusing on the lives of Japanese‐English late plurilinguals (LPs; e.g. Harrison, 2011; Kelsky, 2001; McMahill, 2001; Mori, 1997; Takahashi, 2013). Across these cases, diverse Japanese‐English LPs report distancing themselves from their first language (L1), Japanese, often linking it to negative affective states. However, the causes of these distancing behaviours remain underexplained. I share the results of a critical realist grounded theory method study into the causes of L1 dissociation among 17 Japanese‐English LPs. Data sources included interviews, narrative elicitation “comfort graphs,” and language use journals. My theory posits a complex set of psychological and social causal factors, including the onset of additional language acquisition, the experience of significant intersubjective conflict encoded in their L1 Japanese and the distorting effects of linguaculture ideologies rooted in racist Orientalist logics (Befu, 2001). These findings both further our understanding of linguistic dissociation and, because the data indicate that language education is a primary site for the propagation of these misleading linguaculture ideologies, underscores the importance of better and more critical education for language teachers and, by extension, their students.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.0000,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Tesol Quarterly","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1002/tesq.3348","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Linguistic distancing behaviours indicative of linguistic dissociation (Moore, 2023) have been documented in social scientific and literary accounts focusing on the lives of Japanese‐English late plurilinguals (LPs; e.g. Harrison, 2011; Kelsky, 2001; McMahill, 2001; Mori, 1997; Takahashi, 2013). Across these cases, diverse Japanese‐English LPs report distancing themselves from their first language (L1), Japanese, often linking it to negative affective states. However, the causes of these distancing behaviours remain underexplained. I share the results of a critical realist grounded theory method study into the causes of L1 dissociation among 17 Japanese‐English LPs. Data sources included interviews, narrative elicitation “comfort graphs,” and language use journals. My theory posits a complex set of psychological and social causal factors, including the onset of additional language acquisition, the experience of significant intersubjective conflict encoded in their L1 Japanese and the distorting effects of linguaculture ideologies rooted in racist Orientalist logics (Befu, 2001). These findings both further our understanding of linguistic dissociation and, because the data indicate that language education is a primary site for the propagation of these misleading linguaculture ideologies, underscores the importance of better and more critical education for language teachers and, by extension, their students.
期刊介绍:
TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of significance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -first and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.