{"title":"This is the worst of times; this is the best of times","authors":"Y. Lee-Johnson, Hsiao-Chin Kuo","doi":"10.1075/japc.00060.int","DOIUrl":"https://doi.org/10.1075/japc.00060.int","url":null,"abstract":"","PeriodicalId":43807,"journal":{"name":"Journal of Asian Pacific Communication","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2020-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42753130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Maintaining heritage languages is of vital significance for multicultural families. We present a study of Mandarin transmission among ten Dutch Chinese families in Groningen (Netherlands) associated to a local Saturday school. Data from semi-structured interviews and a questionnaire reveal that personal, integrative, and instrumental values, all play a role in language choices. Remarkably, with general positive attitudes towards multilingualism in Dutch society, families too feel encouraged to maintain Mandarin. Nevertheless, they report lack of school and institutional support, and criticisms about their ability to belong in Dutch society. Parents wish that teachers attached more importance to their heritage languages, rather than solely focusing on children’s learning of Dutch (and English), and that their own multiculturality (not only that of their children) be embraced. Likewise, parents are critical of the Chinese school, and wish teachers better accommodated to the sensitivities and practices their children are used to from their Dutch school experience.
{"title":"Language transmission among multilingual Chinese immigrant families in the Northern Netherlands","authors":"E. J. Daussà, Yeshan Qian","doi":"10.1075/JAPC.00063.DAU","DOIUrl":"https://doi.org/10.1075/JAPC.00063.DAU","url":null,"abstract":"\u0000 Maintaining heritage languages is of vital significance for multicultural families. We present a study of Mandarin\u0000 transmission among ten Dutch Chinese families in Groningen (Netherlands) associated to a local Saturday school. Data from semi-structured\u0000 interviews and a questionnaire reveal that personal, integrative, and instrumental values, all play a role in language choices. Remarkably,\u0000 with general positive attitudes towards multilingualism in Dutch society, families too feel encouraged to maintain Mandarin. Nevertheless,\u0000 they report lack of school and institutional support, and criticisms about their ability to belong in Dutch society. Parents wish that\u0000 teachers attached more importance to their heritage languages, rather than solely focusing on children’s learning of Dutch (and English),\u0000 and that their own multiculturality (not only that of their children) be embraced. Likewise, parents are critical of the Chinese school, and\u0000 wish teachers better accommodated to the sensitivities and practices their children are used to from their Dutch school experience.","PeriodicalId":43807,"journal":{"name":"Journal of Asian Pacific Communication","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2020-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46711197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This paper investigates how ideological orientations shape the programmes and curriculum of Japanese as a heritage language (JHL) schools in England as well as teachers’ practices and attitudes in response to social diversity in such settings. This paper is a result of a linguistic ethnography which explores subjective perspectives constructed locally by people in JHL schools. Japanese communities overseas tend to be regarded as homogenous. However, in the contemporary world of mobility, connectivity and diversity they exhibit heterogeneity. This paper argues that JHL schools emerged as a response to educational needs arising from heterogeneity amongst Japanese migrants and that further diversification is occurring within JHL schools. Consequently, these schools and their teachers need ways to manage diversity in the classroom. Translanguaging is examined as a strategy for inclusion and also as a positive ideological orientation towards differences.
{"title":"Translanguaging as ideology: Responding to social and linguistic diversity in the classroom of Japanese as a heritage language schools in England","authors":"N. Mulvey","doi":"10.1075/japc.00066.mul","DOIUrl":"https://doi.org/10.1075/japc.00066.mul","url":null,"abstract":"Abstract This paper investigates how ideological orientations shape the programmes and curriculum of Japanese as a heritage language (JHL) schools in England as well as teachers’ practices and attitudes in response to social diversity in such settings. This paper is a result of a linguistic ethnography which explores subjective perspectives constructed locally by people in JHL schools. Japanese communities overseas tend to be regarded as homogenous. However, in the contemporary world of mobility, connectivity and diversity they exhibit heterogeneity. This paper argues that JHL schools emerged as a response to educational needs arising from heterogeneity amongst Japanese migrants and that further diversification is occurring within JHL schools. Consequently, these schools and their teachers need ways to manage diversity in the classroom. Translanguaging is examined as a strategy for inclusion and also as a positive ideological orientation towards differences.","PeriodicalId":43807,"journal":{"name":"Journal of Asian Pacific Communication","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2020-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43622182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"East Asian Migrants in Western Europe","authors":"F. Coulmas, Zi Wang","doi":"10.1075/japc.00061.int","DOIUrl":"https://doi.org/10.1075/japc.00061.int","url":null,"abstract":"","PeriodicalId":43807,"journal":{"name":"Journal of Asian Pacific Communication","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2020-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46641876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This study explores the transmission of Japanese in Japanese-Catalan/Spanish speaking families in Catalonia from the perspective of Family Language Policy. Based on the data obtained through in-depth interviews with nine Japanese-speaking parents whose spouses are Catalan native speakers, we describe these families’ language policies in terms of how they shed light on how parents cope with transmitting Japanese in such contexts. One of the most striking findings of this study is that socially weaker languages – namely Japanese and Catalan – have an important presence in most of the participants’ families despite the use of Spanish between the parents in their home. The result of our analysis also suggests that parental beliefs and attitudes have a significant influence on their language practice and the maintenance of the heritage language (HL) at home.
{"title":"Transmission of Japanese as a heritage language in the bilingual polity of Catalonia","authors":"M. Fukuda","doi":"10.1075/japc.00064.fuk","DOIUrl":"https://doi.org/10.1075/japc.00064.fuk","url":null,"abstract":"Abstract This study explores the transmission of Japanese in Japanese-Catalan/Spanish speaking families in Catalonia from the perspective of Family Language Policy. Based on the data obtained through in-depth interviews with nine Japanese-speaking parents whose spouses are Catalan native speakers, we describe these families’ language policies in terms of how they shed light on how parents cope with transmitting Japanese in such contexts. One of the most striking findings of this study is that socially weaker languages – namely Japanese and Catalan – have an important presence in most of the participants’ families despite the use of Spanish between the parents in their home. The result of our analysis also suggests that parental beliefs and attitudes have a significant influence on their language practice and the maintenance of the heritage language (HL) at home.","PeriodicalId":43807,"journal":{"name":"Journal of Asian Pacific Communication","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2020-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45564779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Following a critical sociolinguistics approach to language maintenance in the diaspora, this paper investigates interplaying linguistic identities and ideologies towards home and host languages among four case-study Pakistanis living in Catalonia, a Catalan/Spanish-speaking European society. By drawing on fieldnotes, interviews, naturally-occurring conversations and visual materials gathered in a Barcelona call shop, it shows how informants invest in Spanish as the ‘integration’ language, despite being categorised as ‘deficient’ users of it. They present themselves as ‘native’ speakers of Urdu, which indexes modern ‘Muslimness’ and ‘Pakistaniness’, while Punjabi users, associated with the ‘yokels’, are silenced. English is ambivalently taken-up as an intra-group sign of educational status and political power and as an anti-Muslim ‘coloniser’ language. Overall, these stratifying sociolinguistic behaviours reveal how Pakistanis’ home/host multilingual resources get re-ideologised through linguistic hierarchisations which foster the maintenance of majority languages only, dismissing minority language speakers, in unchartered transnational contexts where these are already ‘delanguaged’.
{"title":"Hidden language ‘battles’ in the diaspora","authors":"Maria Sabaté‐Dalmau","doi":"10.1075/japc.00065.dal","DOIUrl":"https://doi.org/10.1075/japc.00065.dal","url":null,"abstract":"Abstract Following a critical sociolinguistics approach to language maintenance in the diaspora, this paper investigates interplaying linguistic identities and ideologies towards home and host languages among four case-study Pakistanis living in Catalonia, a Catalan/Spanish-speaking European society. By drawing on fieldnotes, interviews, naturally-occurring conversations and visual materials gathered in a Barcelona call shop, it shows how informants invest in Spanish as the ‘integration’ language, despite being categorised as ‘deficient’ users of it. They present themselves as ‘native’ speakers of Urdu, which indexes modern ‘Muslimness’ and ‘Pakistaniness’, while Punjabi users, associated with the ‘yokels’, are silenced. English is ambivalently taken-up as an intra-group sign of educational status and political power and as an anti-Muslim ‘coloniser’ language. Overall, these stratifying sociolinguistic behaviours reveal how Pakistanis’ home/host multilingual resources get re-ideologised through linguistic hierarchisations which foster the maintenance of majority languages only, dismissing minority language speakers, in unchartered transnational contexts where these are already ‘delanguaged’.","PeriodicalId":43807,"journal":{"name":"Journal of Asian Pacific Communication","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2020-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45633595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The Chinese are one of the earliest established immigrant communities in the Netherlands and they are part of the new ‘superdiversity’ of metropolitan societies around the world, where the relative clarity of previous migration patterns is overlaid by vastly more complex, multilayered and less stable trajectories of movement. Understanding globalization as superdiversity (i.e. as a diversification of diversity instead of a homogenization of global culture in local language and culture practices), this paper aims to disentangle the complexities of being and knowing Chinese in the Netherlands, with respect to internal diversities within Chineseness and its relation to changing Chinese language ideologies. The empirical starting point for this contribution is an ethnographic project among young people of Chinese heritage living in the Netherlands in and around the setting of a complementary Chinese language school in the city of Eindhoven. The paper focuses on the polycentricity of Chinese, the transformations that occur in the linguistic culinary landscape and the discursive identity construction of Chinese-Dutch youth. Using a multi-site ethnographic methodology data are collected through structured observations, interviews with Chinese community members, linguistic landscaping and online ethnography. Overall, the paper argues that an ongoing shift along with demographic, economic and political changes in China has altered migration patterns, language ideologies and linguistic landscapes in the Chinese diaspora in the Netherlands. Young people of Chinese heritage articulate a whole repertoire of inhabited and ascribed identities, and they do so by means of a complex display and deployment of the ensemble of linguistic and communicative resources at their disposal.
{"title":"Chineseness as a moving target","authors":"Jinling Li, S. Kroon","doi":"10.1075/japc.00062.kro","DOIUrl":"https://doi.org/10.1075/japc.00062.kro","url":null,"abstract":"Abstract The Chinese are one of the earliest established immigrant communities in the Netherlands and they are part of the new ‘superdiversity’ of metropolitan societies around the world, where the relative clarity of previous migration patterns is overlaid by vastly more complex, multilayered and less stable trajectories of movement. Understanding globalization as superdiversity (i.e. as a diversification of diversity instead of a homogenization of global culture in local language and culture practices), this paper aims to disentangle the complexities of being and knowing Chinese in the Netherlands, with respect to internal diversities within Chineseness and its relation to changing Chinese language ideologies. The empirical starting point for this contribution is an ethnographic project among young people of Chinese heritage living in the Netherlands in and around the setting of a complementary Chinese language school in the city of Eindhoven. The paper focuses on the polycentricity of Chinese, the transformations that occur in the linguistic culinary landscape and the discursive identity construction of Chinese-Dutch youth. Using a multi-site ethnographic methodology data are collected through structured observations, interviews with Chinese community members, linguistic landscaping and online ethnography. Overall, the paper argues that an ongoing shift along with demographic, economic and political changes in China has altered migration patterns, language ideologies and linguistic landscapes in the Chinese diaspora in the Netherlands. Young people of Chinese heritage articulate a whole repertoire of inhabited and ascribed identities, and they do so by means of a complex display and deployment of the ensemble of linguistic and communicative resources at their disposal.","PeriodicalId":43807,"journal":{"name":"Journal of Asian Pacific Communication","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2020-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48012591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This longitudinal ethnographic case study examines, from a sociocultural perspective, how a White female English as a second language teacher of immigrant adolescents enacted agency toward culturally sustaining pedagogy in her classroom, school, and community. The teacher demonstrated her agency in her personal and professional spaces by (a) re-contextualizing curriculum and instruction with students, (b) engaging in daily conversations with students, (c) recruiting community members to participate in class, (d) constructing an ELL teacher community, (e) visiting students’ homes and involving herself in refugee communities, and (f) performing community services with students. This study provides significant implications about how teachers, who will be working in classrooms and schools and encountering deficit discourses about immigrant students and standardization forces, can create agentive pedagogical spaces where the linguistic, cultural, and community resources of immigrant students are identified, understood, centered, and can connect those resources with classroom and community practices.
{"title":"Agency and pedagogy in literacy education","authors":"Heeok Jeong","doi":"10.1075/japc.00058.jeo","DOIUrl":"https://doi.org/10.1075/japc.00058.jeo","url":null,"abstract":"Abstract This longitudinal ethnographic case study examines, from a sociocultural perspective, how a White female English as a second language teacher of immigrant adolescents enacted agency toward culturally sustaining pedagogy in her classroom, school, and community. The teacher demonstrated her agency in her personal and professional spaces by (a) re-contextualizing curriculum and instruction with students, (b) engaging in daily conversations with students, (c) recruiting community members to participate in class, (d) constructing an ELL teacher community, (e) visiting students’ homes and involving herself in refugee communities, and (f) performing community services with students. This study provides significant implications about how teachers, who will be working in classrooms and schools and encountering deficit discourses about immigrant students and standardization forces, can create agentive pedagogical spaces where the linguistic, cultural, and community resources of immigrant students are identified, understood, centered, and can connect those resources with classroom and community practices.","PeriodicalId":43807,"journal":{"name":"Journal of Asian Pacific Communication","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2020-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41494196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This paper examines the collaborative practices of an English as an additional language (EAL) teacher and a content area teacher in meeting the needs of refugee students in a secondary science classroom. The study is based in Victoria, Australia. Drawing on a sociocultural perspective on mediated teacher work, the study gathered qualitative data primarily through two group interviews with the teachers in the middle and at the end of the school term. A secondary source of data includes relevant documents namely teaching materials, students’ work, and teachers’ notes. Content analysis of data shows two broad collaborative practices, including joint lesson planning and resources development and joint teaching. These collaborative practices were found to create structured mediational spaces that enabled them to effectively work together to meet the needs of refugee EAL students in their class. The study generates implications for content and EAL teachers in collaboratively addressing the needs of refugees in mainstream classrooms and for school leadership in supporting EAL and content teachers in this process.
{"title":"Teachers’ collaboration-mediated practices in meeting the needs of refugee EAL students in the Victorian secondary science\u0000 classroom","authors":"M. H. Nguyen","doi":"10.1075/japc.00056.ngu","DOIUrl":"https://doi.org/10.1075/japc.00056.ngu","url":null,"abstract":"Abstract This paper examines the collaborative practices of an English as an additional language (EAL) teacher and a content area teacher in meeting the needs of refugee students in a secondary science classroom. The study is based in Victoria, Australia. Drawing on a sociocultural perspective on mediated teacher work, the study gathered qualitative data primarily through two group interviews with the teachers in the middle and at the end of the school term. A secondary source of data includes relevant documents namely teaching materials, students’ work, and teachers’ notes. Content analysis of data shows two broad collaborative practices, including joint lesson planning and resources development and joint teaching. These collaborative practices were found to create structured mediational spaces that enabled them to effectively work together to meet the needs of refugee EAL students in their class. The study generates implications for content and EAL teachers in collaboratively addressing the needs of refugees in mainstream classrooms and for school leadership in supporting EAL and content teachers in this process.","PeriodicalId":43807,"journal":{"name":"Journal of Asian Pacific Communication","volume":"1 1","pages":"1-20"},"PeriodicalIF":0.7,"publicationDate":"2020-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45075115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Despite the growing number of cross-cultural adolescents from immigrants and families formed through international/interracial marriages in South Korea, empirical studies investigating newcomer adolescents’ identity positioning in secondary education have been scarce. Drawing upon Ruiz’s (1984) framework for language policy and planning and Cummins’ ( 1986 , 2001 ) empowerment framework for minority education, this article investigates how diversity is conceptualised in South Korea through a case study of multicultural education. Specifically, the article examines how newcomer adolescents’ linguistic and cultural identities are perceived by teachers and peers in two high schools. The findings revealed that diversity is dominantly viewed as an impediment to academic success for newcomer youth and is only appreciated once students are fully assimilated into Korean society. The concept of diversity as a resource and right and the notion of multicultural and multilingual identities in the Korean educational context are absent, or hidden, at best. Although there are examples where newcomer learners see diversity as empowerment and resources for their identity construction and positionality, this orientation has not been acknowledged in educational practices. The study calls for conceptualizing diversity as empowerment and resources as ethical lenses to move away from ethnocentric and deficit orientations.
{"title":"Deconstructing discourses of diversity","authors":"Heejin Song","doi":"10.1075/japc.00057.son","DOIUrl":"https://doi.org/10.1075/japc.00057.son","url":null,"abstract":"Abstract Despite the growing number of cross-cultural adolescents from immigrants and families formed through international/interracial marriages in South Korea, empirical studies investigating newcomer adolescents’ identity positioning in secondary education have been scarce. Drawing upon Ruiz’s (1984) framework for language policy and planning and Cummins’ ( 1986 , 2001 ) empowerment framework for minority education, this article investigates how diversity is conceptualised in South Korea through a case study of multicultural education. Specifically, the article examines how newcomer adolescents’ linguistic and cultural identities are perceived by teachers and peers in two high schools. The findings revealed that diversity is dominantly viewed as an impediment to academic success for newcomer youth and is only appreciated once students are fully assimilated into Korean society. The concept of diversity as a resource and right and the notion of multicultural and multilingual identities in the Korean educational context are absent, or hidden, at best. Although there are examples where newcomer learners see diversity as empowerment and resources for their identity construction and positionality, this orientation has not been acknowledged in educational practices. The study calls for conceptualizing diversity as empowerment and resources as ethical lenses to move away from ethnocentric and deficit orientations.","PeriodicalId":43807,"journal":{"name":"Journal of Asian Pacific Communication","volume":"1 1","pages":"1-21"},"PeriodicalIF":0.7,"publicationDate":"2020-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41629460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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