Ethnolinguistic Vitality among Japanese-Brazilians: Challenges and Possibilities

Autor/inn/en	Sakamoto, Mitsuyo; Matsubara Morales, Leiko
Titel	Ethnolinguistic Vitality among Japanese-Brazilians: Challenges and Possibilities
Quelle	In: International Journal of Bilingual Education and Bilingualism, 19 (2016) 1, S.51-73 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2014.964171
Schlagwörter	Japanese; Questionnaires; Bilingualism; Parent Participation; Interviews; Cultural Capital; Asians; Language Teachers; Native Speakers; Teacher Attitudes; Foreign Countries; Seminars; Language Maintenance; Heritage Education; Second Language Learning; Native Language Instruction; Second Language Instruction; Teacher Characteristics; Language Usage; Family Environment; Mixed Methods Research; Brazil + Suchen Sie Ihr Suchwort? Japaner; Japanisch; Fragebogen; Bilingualismus; Elternmitwirkung; Interviewing; Interviewtechnik; Asian; Asiat; Asiatin; Asiaten; Asiate; Language teacher; Sprachunterricht; Muttersprachler; Lehrerverhalten; Ausland; Seminar; Sprachpflege; Zweitsprachenerwerb; Native language education; Muttersprachlicher Unterricht; Fremdsprachenunterricht; Sprachgebrauch; Familienmilieu; Brasilien
Abstract	This paper explores ethnolinguistic vitality among Japanese-Brazilians ("Nikkeis"). First, an 18-item questionnaire was administered to 33 individuals who attended a seminar on bilingual studies held in São Paulo. Then, two bilingual "Nikkei" teachers who participated in the questionnaire and who grew up to be bilinguals themselves were invited for a more in-depth one-on-one follow-up interview. This study confirms the importance of parental involvement as well as various social infrastructures that give rise to quality teacher training and community establishment. Key issues identified were: (1) linguistic and cultural capital ascribed to Japanese language and cultural knowledge, (2) persistence of the native-speaker myth, (3) the complex constellation of "Nikkei," and (4) the lack of partnership between the Brazilian Government and Japanese-sponsored institutions. From our participants' narratives, we discovered that society still strongly reinforces beliefs that language teaching should be delivered by native L1 speakers, and that this ascription of native speaker superiority is impeding the training and hiring of "Nikkei" teachers. It is crucial to establish Brazilian-Japanese governmental partnerships to realize effective Japanese language education in Brazil. Finally, further collecting and disseminating of "Nikkei" teachers' voices is called for in order to challenge the hegemonic discourse prevalent in language teaching today. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01