Counternarrating Racialized Expectations at School: The Diverse Enactments of "Non-Dominant" Identities among 1.5-Generation Japanese Immigrant Youth

Autor/in	Endo, R.
Titel	Counternarrating Racialized Expectations at School: The Diverse Enactments of "Non-Dominant" Identities among 1.5-Generation Japanese Immigrant Youth
Quelle	In: Journal of Language, Identity, and Education, 15 (2016) 4, S.201-215 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2016.1193440
Schlagwörter	Immigrants; Japanese; Self Concept; Race; Japanese Americans; Urban Schools; High School Students; Institutional Mission; English (Second Language); Second Language Learning; Language Variation; Bilingualism; Linguistic Borrowing; Student Attitudes; Educational Policy; Language Usage; Ethnography; Teacher Attitudes; Classroom Communication; Teacher Student Relationship; Personal Narratives + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Japaner; Japanisch; Selbstkonzept; Rasse; Abstammung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachenvielfalt; Bilingualismus; Lehnwort; Schülerverhalten; Politics of education; Bildungspolitik; Sprachgebrauch; Ethnografie; Lehrerverhalten; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung; Erlebniserzählung
Abstract	This study adds to the research on the education of Asian immigrant adolescents by situating how generation, language, nationality, and race complexly impacted how a group of 1.5-generation Japanese youth have made sense of their multiple "non-dominant" identities as immigrant Americans and transnational students within an urban high school setting that publicly promoted a mission of inclusivity but, in practice, devalued "non-dominant" cultural and linguistic expressions. The findings highlight how the youth have contested the English-only ideologies and racialized expectations at their school through alternative literacies and other diverse enactments of their identities, such as by speaking Japanese or Japanglish (a mix of Japanese and English) and expressing their "Made in Japan" pride through the public display of nationalistic symbols and various bilingual or Japanese-language textual representations. New directions are offered for theorizing 1.5-generation Asian immigrant youth linguistic expressions with implications for practice and theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01