State Management of Bilingualism: A Comparative Analysis of Two Educational Language Policies in Japan

Autor/in	Motobayashi, Kyoko
Titel	State Management of Bilingualism: A Comparative Analysis of Two Educational Language Policies in Japan
Quelle	In: International Journal of Bilingual Education and Bilingualism, 23 (2020) 10, S.1175-1191 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Motobayashi, Kyoko)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1436518
Schlagwörter	Japanese; Bilingualism; Language Planning; Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Access to Education; Language of Instruction; Language Attitudes; Cultural Context; Discourse Analysis; Comparative Analysis; Heuristics; Social Differences; Political Influences; Educational Planning; Bilingual Education; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Japaner; Japanisch; Bilingualismus; Sprachwechsel; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Education; Access; Bildung; Zugang; Bildungszugang; Teaching language; Unterrichtssprache; Sprachverhalten; Diskursanalyse; Heuristik; Sozialer Unterschied; Political influence; Politischer Einfluss; Bildungsplanung; Bilingual teaching; Bilingualer Unterricht
Abstract	This paper presents a comparative analysis of two language policies developed in the 2000s by the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT). The two language policies analyzed in this paper are the 'Action Plan to Cultivate Japanese with English Abilities' and 'JSL [Japanese as a Second Language] Curriculum in School Education,' developed within the same temporal and spatial frame at the turn of the millennium in Japan. Focusing on lexical labeling in language and population management, it is argued that these two policies have dealt with mutually exclusive groups of the student population, for whom different kinds of bilingualism and Japanese language are imagined. Cumulatively, these two policies represent an unequal access to bilingualism in the Japanese context, combined with the Japanese dualism that indexes national and other speaker-hood through the distinction between kokugo- and nihongo-Japanese education, which has been a key mechanism in the creation of national boundaries in modern Japan. Through this analysis, this paper identifies the particularities of the Japanese case, as well as situating it in the global trend of unequal management of bilingualism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01