On-line poster presentation (non-members eligible if recommended by a SIETAR member) "It's Like, Wakariyasui": Solidarity, Code Mixing and Privilege in the Japanese as a Foreign Language Classroom more

Sun, Nov 28, 12:30-14:20 Asia/Tokyo

Iwasaki (2011) explored Japanese L2 learners reflective experiences in Japan, and found that learners are active agents in their identity formation, and this work includes adhering, or not adhering, to the language norms of the L1. For advanced learners of Japanese, they have agency to make conscious linguistic moves that will project the social identities they define for themselves. In Japan, where not being Japanese is often stereotypically assumed before the speaker utters a single word (contextualization cues based on racial appearance), the advanced Japanese L2 speaker knows the identities that are being assigned to them, and will make moves to regain control of the identity they want to project for themselves. This may include language work that, while accepting their "foreign-ness" apriori, attempts to define themselves within the limited expectations (of linguistic ability) by the dominant culture. In this way, Japanese L2 speakers gain ownership of the stereotype, while at the same time exhibiting exceptional Japanese language skills. They show that even though they comprehend (and can competently maneuver within) the sociolinguistic expectations of Japanese culture, they choose not to do so. The ongoing research presented here shows how American Japanese L2 speakers studying in a Japanese university establish, maintain and display their identities as non-native Japanese speakers. While previous research has looked mainly at reflective self-reporting or interviews to collect data, this study uses conversation analysis (CA) to uncover how these identities are co-constructed in authentic classroom discourse settings.