Whose Karate? Language and Cultural Learning in a Multilingual Karate Club in London

Autor/inn/en	Zhu, Hua; Li, Wei; Jankowicz-Pytel, Daria
Titel	Whose Karate? Language and Cultural Learning in a Multilingual Karate Club in London
Quelle	In: Applied Linguistics, 41 (2020) 1, S.52-83 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amz014
Schlagwörter	Multilingualism; Clubs; Physical Activities; Foreign Countries; Code Switching (Language); Second Language Learning; Japanese; Second Language Instruction; Verbal Communication; Semiotics; Interpersonal Relationship; Values; Ethnography; Cultural Traits; Phrase Structure; Language Usage; Cultural Awareness; Teaching Methods; United Kingdom (London) + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Club; Klub; Ausland; Zweitsprachenerwerb; Japaner; Japanisch; Fremdsprachenunterricht; Semiotik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Wertbegriff; Ethnografie; Phrasenstruktur; Sprachgebrauch; Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article explores language learning as a process of translanguaging and of cultural translation. We draw examples from a sociolinguistic ethnography of translanguaging practices in a karate club in east London, UK. Formulaic Japanese is taught as part of karate techniques, practised as the language of performance and rituals and valued as the key indicator of karate expertise over other languages. Key karate verbal routines such as osu and kiai, while linguistically difficult to translate, bespeak core karate values such as respect and confidence, and equally important, the embodiment of these verbal routines is well integrated into karate moves, breaking down the dichotomy of verbal and physical dimensions of the interaction. The predominant use of formulaic Japanese in rituals, along with other semiotic resources, creates an imagined karate world characterized by hierarchy and guarded through the value of respect. In examining whose karate and how cultural traditions, values and practices are translated and why, we broaden the concept of language and regard it as a multifaceted sense- and meaning-making resource and explore the theoretical implications of taking language teaching and learning as a process of cultural translation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01