Translingual Practice in L2 Japanese: Workplace Narratives

Autor/inn/en	Menard-Warwick, Julia; Leung, Genevieve
Titel	Translingual Practice in L2 Japanese: Workplace Narratives
Quelle	In: Language and Intercultural Communication, 17 (2017) 3, S.270-287 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2016.1277532
Schlagwörter	Bilingualism; Second Language Learning; Interviews; Multilingualism; Language Proficiency; Electronic Publishing; Code Switching (Language); Japanese; Pragmatics; Work Environment; Employees; Foreign Countries; Personal Narratives; Teacher Attitudes; Supervisor Supervisee Relationship; Language Usage; Cultural Differences; English; Native Language; Second Language Instruction; California + Suchen Sie Ihr Suchwort? Bilingualismus; Zweitsprachenerwerb; Interviewing; Interviewtechnik; Mehrsprachigkeit; Multilingualismus; Language skill; Language skills; Sprachkompetenz; Elektronisches Publizieren; Japaner; Japanisch; Pragmalinguistik; Arbeitsmilieu; Employee; Arbeitnehmer; Beschäftigter; Ausland; Erlebniserzählung; Lehrerverhalten; Sprachgebrauch; Kultureller Unterschied; English language; Englisch; Fremdsprachenunterricht; Kalifornien
Abstract	Translingual practice is an emergent theoretical perspective which emphasizes the capacity and disposition for meaning-making across linguistic boundaries. Following on studies of globalized workplaces that have focused on lingua franca English, this article explores translingual practice as represented in interview and blog narratives recounted by multilingual, multiethnic young adults hired by Japanese schools and companies for their English proficiency. In these metapragmatic narratives of interactions with supervisors and coworkers, participants portray themselves surmounting communicative challenges through investment in L2 Japanese, and especially through pragmatic accommodation to local norms. In this way, they avoid maintaining widespread ideologies that delegitimize Japanese L2 speakers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01