Language Education in a National School Abroad in a Bilingual Society: A Case of Japanese School in Catalonia

Autor/in	Fukuda, Makiko
Titel	Language Education in a National School Abroad in a Bilingual Society: A Case of Japanese School in Catalonia
Quelle	In: Language and Intercultural Communication, 18 (2018) 6, S.648-662 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fukuda, Makiko)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2018.1463233
Schlagwörter	Second Language Learning; Second Language Instruction; Japanese; Administrator Attitudes; Principals; Assistant Principals; International Schools; Educational Philosophy; Parent Attitudes; Educational Policy; Language Attitudes; Romance Languages; Spanish; Language of Instruction; Institutional Characteristics; Foreign Countries; Self Concept; Native Language; Asians; Spain (Barcelona) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Japaner; Japanisch; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; International school; Internationale Schule; Bildungsphilosophie; Erziehungsphilosophie; Elternverhalten; Politics of education; Bildungspolitik; Sprachverhalten; Romanische Sprache; Spanisch; Teaching language; Unterrichtssprache; Ausland; Selbstkonzept; Asian; Asiat; Asiatin; Asiaten; Asiate
Abstract	This paper explores language education in a Japanese school in Catalonia from the viewpoints of language policy with special attention to ideology. Our main goal is to identify the major factors which influence over the school's language education. As a national school abroad, this school should include national, local and global viewpoints in its education. Language education is one of the methods to respond to this expectation. The results of data analysis, collected through semi-structured interviews with the vice-principal and principal of the school as well as parents, suggest that home country ideologies have an important influence over the school's and sojourner families' views on language and language education. Our study has demonstrated that an ideology-loaded, top-down LEP is not appropriate for the current situation. Therefore, it proposes a need to update and revise the language education of Japanese schools abroad. This may ultimately lead to suggesting an involvement of the agents (principals, teachers and parents) and participants (students) who are absent from the design of the LEP. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01