The Role of English and Its Myths in the Emergence of First Language Dissociation among Some Japanese‐English Late Plurilinguals

IF 3 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Tesol Quarterly Pub Date : 2024-08-23 DOI:10.1002/tesq.3348
Ashley R. Moore
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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.
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英语及其神话在一些日英晚期多语者第一语言分离中的作用
语言疏远行为表明了语言分离(Moore, 2023),已被记录在社会科学和文学作品中,这些作品聚焦于日语-英语晚期多语者(LPs)的生活,例如 Harrison, 2011; Kelsky, 2001; McMahill, 2001; Mori, 1997; Takahashi, 2013)。在这些案例中,不同的日英双语者都表示自己与第一语言(L1)日语之间存在距离,并经常将其与消极情绪状态联系起来。然而,这些疏远行为的原因仍未得到充分解释。我将与大家分享一项批判现实主义基础理论方法研究的结果,该方法研究了 17 名日语-英语 LP 的母语分离原因。数据来源包括访谈、叙事诱导 "安慰图 "和语言使用日志。我的理论假设了一系列复杂的心理和社会因果因素,包括额外语言习得的开始、在他们的母语日语中编码的重大主体间冲突的经历,以及植根于东方种族主义逻辑的语言文化意识形态的扭曲影响(Befu,2001 年)。这些发现不仅进一步加深了我们对语言分离的理解,而且由于数据表明语言教育是传播这些误导性语言文化意识形态的主要场所,因此强调了对语言教师以及他们的学生进行更好、更具批判性的教育的重要性。
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来源期刊
Tesol Quarterly
Tesol Quarterly Multiple-
CiteScore
6.40
自引率
6.20%
发文量
84
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.
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