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The Ise-e Tradition and Ise Manga 伊势传统与伊势漫画
Pub Date : 2021-04-21 DOI: 10.5195/JLL.2021.154
J. Mostow
The Ise monogatari (The Ise Stories, aka Tales of Ise, tenth cen.) is the oldest continuously illustrated secular narrative in Japanese history. The present article explores to what extent, and how, contemporary manga artists engage with or use this rich visual tradition, examining three examples, in the seinen (young male-oriented), shōjo (young female-oriented), and gyagu (gag) genres, yet all arguably categorizable as gakushū, or educational, manga. Perhaps surprisingly, only the gag manga artist, Kurogane Hiroshi, takes advantage of the Ise’s long visual history, and the author of the article concludes by drawing parallels with the early modern artistic practice of mitate-e, or visual parody.
《伊势故事集》(The Ise Stories,又名《伊势物语》,十世纪)是日本历史上最古老的连续插图世俗叙事。本文探讨了当代漫画艺术家在多大程度上以及如何参与或使用这种丰富的视觉传统,考察了三个例子,分别是seinen(年轻男性导向)、shōjo(年轻女性导向)和gyagu(插科打诨)类型,但都可以被归类为gakushā或教育漫画。也许令人惊讶的是,只有插科打诨的漫画艺术家黑根浩(Kurogane Hiroshi)利用了Ise悠久的视觉历史,文章作者最后将其与早期现代艺术实践mitate-e(视觉模仿)相提并论。
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引用次数: 0
Reading the Literary Canon through Manga in the Twenty-First Century 从21世纪的漫画看文学经典
Pub Date : 2021-04-21 DOI: 10.5195/JLL.2021.160
Gergana Ivanova
This special section of Japanese Language and Literature, “Heian Literature in Manga,” attempts to offer tools for understanding the multiple functions that manga appropriations of literary texts written over a millennium ago perform in present-day Japan. Focusing on manga adaptations of six Heian-period (794-1185) works, the contributors examine how and why these classical writings have been rewritten for readers in the late twentieth and early twenty-first centuries. They present six international perspectives on the influence manga has had in popularizing Heian classics by exploring modern interpretations as well as which aspects of the ancient texts have been promoted for readers in Japan today.
《日本语言文学》的这一特别部分“漫画中的平安文学”试图提供工具来理解漫画对一千多年前文学文本的挪用在当今日本所起的多重作用。以改编自六部平安时期(794-1185)作品的漫画为中心,作者研究了这些经典作品在二十世纪末和二十一世纪初是如何以及为什么被改写的。他们提出了六个国际视角,即漫画通过探索现代解读对普及平安经典的影响,以及古代文本的哪些方面在当今日本为读者所宣传。
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引用次数: 2
The Tale of Genji: A Japanese Classic Illuminated 《源氏物语:照亮的日本经典》
Pub Date : 2021-04-21 DOI: 10.5195/JLL.2021.192
M. Burge
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引用次数: 0
The Story/History of Japan: Producing Knowledge by Integrating the Study of Japanese Literature and Japanese History 日本的故事/历史:整合日本文学与日本历史研究的知识生产
Pub Date : 2021-04-21 DOI: 10.5195/JLL.2021.68
P. Kvidera
This essay discusses the benefits to student learning when we integrate the study of Japanese literature and Japanese history through the curricular model of "linked courses."  The essay begins by examining the process of linking an introductory Japanese literature course and introductory Japanese history course, and continues by explaining its pedagogical advantages.  Specifically, the collaboration of literary and historical study provides students greater access to the material and, subsequently, the opportunity for deeper analysis.  Students can better understand how historical context informs the literature and how literary representation enhances historical knowledge.  But in addition, this teaching model provokes broader questions about the production of knowledge itself: the disciplinary integration creates a learning environment in which we can ask how we know what we know, or in this case, how we come to understand both the "story" and the "history" of Japan.
本文讨论了当我们通过“链接课程”的课程模式将日本文学和日本历史的研究结合起来时,对学生学习的好处。本文首先考察了日本文学入门课程和日本历史入门课程的链接过程,并解释了其教学优势。具体而言,文学和历史研究的合作为学生提供了更多的机会,从而有机会进行更深入的分析。学生可以更好地理解历史语境如何影响文学,以及文学表现如何增强历史知识。但除此之外,这种教学模式引发了关于知识生产本身的更广泛问题:学科整合创造了一个学习环境,在这个环境中,我们可以问我们如何知道我们所知道的,或者在这种情况下,我们是如何理解日本的“故事”和“历史”的。
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引用次数: 0
Shōjo Murasaki, Seinen Genji: Sexual Violence and Textual Violence in Yamato Waki’s Fleeting Dreams and Egawa Tatsuya’s Tale of Genji Manga Shōjo Murasaki, Seinen源氏:大和和木的《飞逝的梦》和江川达也的《源氏漫画》中的性暴力和文本暴力
Pub Date : 2021-04-21 DOI: 10.5195/JLL.2021.159
Otilia C Milutin
This paper examines how two manga versions of the Heian classic Tale of Genji, belonging to two different genres and targeting different readership, engage with and interpret the tale’s episodes depicting sexual encounters, which may be read as problematic in the original text. The shojo version, Yamato Waki’s Asaki yumemishi, published between 1980 and 1993, and targeting predominantly female audiences, how two distinct approaches in its treatment of certain potentially uncomfortable episodes: some episodes which verge too close to a reading of sexual violence, are outright erased from the manga versions. Others, whose presence is invaluable to the narrative, are remarkably faithful to the original text, while at the same time contextualizing and domesticating all threats of sexual violence that might have marred the original text. By contrast, Egawa Tatsuya’s seinen version of Genji monogatari, marketed towards a young male adult readership, takes the extreme approach of depicting all sexual encounters in the tale as consensual, pleasurable and highly explicit. The ambiguity of the original text is simply done away with by juxtaposing said text and its fairly accurate rendition into modern Japanese with quasi-pornographic, shunga-evoking scenes of sex.
本文研究了平安时代的经典《源氏物语》的两个漫画版本,属于两种不同的体裁,针对不同的读者,如何参与和解释故事中描述性接触的情节,这在原文中可能被视为有问题。在1980年到1993年之间出版的少女版,大和和木的《Asaki yumemishi》,主要针对的是女性观众,在处理某些可能令人不舒服的情节时,两种截然不同的方法是如何的:一些情节过于接近性暴力的解读,直接从漫画版本中删除了。其他人的存在对叙事来说是无价的,他们非常忠实于原始文本,同时将所有可能破坏原始文本的性暴力威胁置于语境中并加以驯化。相比之下,Egawa Tatsuya的seinen版本的源氏一夫一语,面向年轻的成年男性读者,采取了极端的方法,将故事中的所有性接触都描述为双方自愿的,愉快的和高度明确的。原始文本的模糊性被简单地消除了,通过将文本及其相当准确的现代日语翻译与准色情的,引起shunga的性场景并放在一起。
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引用次数: 0
Diversity, Inclusivity, and the Importance of L2 Speaker Legitimacy 多样性、包容性和二语说话者合法性的重要性
Pub Date : 2020-09-25 DOI: 10.5195/JLL.2020.127
Jae DiBello Takeuchi
This commentary builds on the work presented in Mori et al. (this volume) and considers diversity and inclusivity in the context of L2 speaker legitimacy in Japanese-language education. A discussion of linguistic ideologies, native speaker bias, language ownership, and speaker legitimacy is followed by a brief introduction of key research findings which demonstrate the persistence of native speaker bias for L2 speakers of Japanese. I argue that as Japanese-language educators, we must make a commitment to overcoming native speaker bias with regard to each other and especially with regard to our students. I conclude with some suggestions of steps we can take to become models for our students and demonstrate the legitimation of speakers regardless of linguistic background, so that we may begin to eliminate native speaker bias in our profession and in our classrooms.
本评论建立在Mori等人(本卷)的基础上,并在日语教育中二语使用者合法性的背景下考虑了多样性和包容性。在讨论语言意识形态、母语者偏见、语言所有权和说话者合法性之后,简要介绍了关键的研究结果,这些研究结果表明日语二语使用者母语者偏见的持续存在。我认为,作为日语教育工作者,我们必须致力于克服母语人士对彼此的偏见,尤其是对学生的偏见。最后,我提出了一些建议,说明我们可以采取哪些措施,成为学生的榜样,证明无论语言背景如何,讲母语的人都是合法的,这样我们就可以开始在我们的职业和课堂上消除母语偏见。
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引用次数: 3
Our Language—Linguistic Ideologies and Japanese Dialect Use in L1/L2 Interaction 我们的语言——语言意识形态与日本方言在L1/L2互动中的使用
Pub Date : 2020-09-25 DOI: 10.5195/JLL.2020.146
Jae DiBello Takeuchi
This study uses conversation data and ethnographic interviews to examine the role of meta-talk in speaker legitimacy for L2 Japanese speakers. Autoethnographic analysis of conversation data demonstrates how an L2 speaker is co-constructed (jointly positioned) as a (non)legitimate speaker of Japanese Dialect. The researcher, an L2 Japanese speaker, recorded Japanese conversations with L1 interlocutors, namely, her L1 Japanese spouse and in-laws. Two contrasting cases of L2 Japanese Dialect use are examined. In the first case, L1 interlocutors respond to the L2 speaker’s dialect with meta-talk about “our language,” co-constructing the L2 speaker as a non-legitimate dialect user. In the second case, the L2 speaker’s dialect use is affirmed when the L1 interlocutor uses similar dialect; no meta-talk occurs. The conversation data is supplemented with ethnographic interview data which underscores the prevalence of meta-talk. Meta-talk reveals speakers’ beliefs about legitimate speakerhood in which “our language” does not include L2 speakers. Conversely, the absence of meta-talk affirms the L2 speaker’s dialect use and depicts dialect as a shared form of “our language.” This study contributes to understanding linguistic ideologies, demonstrates how language ownership and speaker legitimacy manifest in Japanese interactions, and adds to research examining Japanese Dialect use by L2 speakers.
本研究使用会话数据和民族志访谈来检验元会话在二语日语使用者的说话者合法性中的作用。会话数据的民族志分析表明,二语使用者是如何被共同建构(共同定位)为日本方言的(非)合法使用者的。研究人员是一名二语日语使用者,她记录了与一语对话者的日语对话,即她的一语日语配偶和姻亲。研究了两个对比的日语二语方言使用案例。在第一种情况下,L1对话者通过关于“我们的语言”的元对话来回应L2说话者的方言,将L2说话者共同构建为非合法的方言用户。在第二种情况下,当一级对话者使用相似的方言时,二级说话者的方言使用得到了肯定;不发生元对话。谈话数据由民族志访谈数据补充,强调了元谈话的普遍性。元话语揭示了说话人对合法说话人的信仰,在这种信仰中,“我们的语言”不包括二语说话人。相反,元话语的缺失肯定了二语使用者的方言使用,并将方言描述为“我们的语言”的一种共享形式。这项研究有助于理解语言意识形态,证明语言所有权和说话者合法性如何在日语互动中表现出来,并为研究二语使用者使用日语方言提供了补充。
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引用次数: 2
Diversity, Inclusion, and Professionalism in Japanese Language Education: Introduction to the Special Section 日语教育的多元性、包容性与专业性:专题导论
Pub Date : 2020-09-25 DOI: 10.5195/JLL.2020.125
Junko Mori, A. Hasegawa
Diversity and inclusion have become a major concern in academic and professional institutions in recent years. As educators, we are responsible for creating environments where a diverse population of students can communicate beyond differences and learn from each other. While this educational mission is widely recognized, we have not sufficiently examined the extent to which a culture of diversity and inclusion has been fostered and actually practiced within our professional community. The current special section aims to facilitate dialogs on this topic among Japanese-language educators by sharing the results of an online survey conducted in 2018 and featuring commentaries prepared by twelve individuals who have contributed to Japanese language education in North America in different capacities. This introductory article provides a brief overview of the backgrounds and motivations for this special section and outlines its organization.
近年来,多样性和包容性已成为学术和专业机构关注的一个主要问题。作为教育工作者,我们有责任创造一个环境,让不同的学生群体能够超越差异进行交流并相互学习。虽然这一教育使命得到了广泛认可,但我们还没有充分研究多样性和包容性文化在我们的专业社区中得到培养和实际实践的程度。目前的特别部分旨在通过分享2018年进行的一项在线调查的结果,以及由12名以不同身份为北美日语教育做出贡献的个人编写的评论,促进日语教育工作者就这一主题进行对话。这篇介绍性文章简要概述了本特别部分的背景和动机,并概述了其组织结构。
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引用次数: 0
Finding a Balance between Diversity and Target Language: A Case of a Japanese Language Program in a Private University 寻找多样性与目的语之间的平衡:以私立大学日语课程为例
Pub Date : 2020-09-25 DOI: 10.5195/JLL.2020.130
Shinsuke Tsuchiya
One of the challenges that language professionals face in our increasingly diverse communities is establishing a balance between diversity and language standards. While Standard Japanese can be considered a common language to interact with the majority of Japanese speakers who may not be accustomed to nonnative speech (ACTFL Proficiency Guidelines, 2012), the strict requirement to follow the monolingual standard may disregard the legitimacy of multilingual speakers, including nonstandard dialect speakers. This article discusses pros and cons of setting standards in language programs and relevant findings concerning the native speaker fallacy (Author, 2019). Then the author will share his shifting perspectives on errors, interlanguage, dialectal differences, and certain “nonstandard” practices (e.g. translanguaging) in his experience of training, hiring, and supervising teaching assistants at Brigham Young University.
在我们日益多样化的社会中,语言专业人士面临的挑战之一是在多样性和语言标准之间建立平衡。虽然标准日语可以被认为是与大多数可能不习惯非母语语言的日语使用者互动的共同语言(ACTFL熟练度指南,2012),但严格要求遵循单语标准可能会忽视多语使用者的合法性,包括非标准方言使用者。本文讨论了在语言课程中设置标准的利弊以及有关母语者谬论的相关发现(作者,2019)。然后,作者将分享他在杨百翰大学(Brigham Young University)培训、招聘和监督助教的经历中,对错误、中介语、方言差异和某些“非标准”做法(如翻译)的转变观点。
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引用次数: 0
Increasing Diversity of Japanese Language Teachers: Approaches to Teaching-Related Professional Development for College Students in North America 日文教师日益多样化:北美大学生教学相关专业发展之途径
Pub Date : 2020-09-25 DOI: 10.5195/JLL.2020.139
A. Ohta
The purpose of this article is to share approaches to raise undergraduate student awareness and understanding of Japanese foreign language (JFL) teaching careers, which might increase the number and diversity of our students who become teachers. These strategies, presented with examples from the Japanese program at , are presented in order of ease of implementation, including  1) advisement to provide a space to consider JFL teaching as a possible career and to share share accurate information about JFL teaching opportunities and qualifications 2) guest lectures by local JFL teachers, 3) instructional units related to Japanese teaching and learning, 4) a new Japanese teaching-related internship program where students can get experience helping in a JFL classroom, and 5) courses on Japanese applied linguistics, including a newly-developed course on foreign language teaching methods featuring JFL in North American and EFL in Japan.
这篇文章的目的是分享提高本科生对日语教学事业的认识和理解的方法,这可能会增加我们学生成为教师的数量和多样性。这些策略,以日语项目为例,按照易于实施的顺序列出,包括:1)建议提供一个空间,将日语教学作为一种可能的职业,并分享关于日语教学机会和资格的准确信息;2)当地日语教师的客座讲座;3)与日语教学相关的教学单位;4)开设与日语教学相关的实习项目,学生可以在日语课堂上获得帮助经验;5)开设日语应用语言学课程,包括新开设的以北美日语教学和日本英语教学为特色的外语教学方法课程。
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引用次数: 6
期刊
Japanese Language and Literature
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