Literaturnachweis - Detailanzeige
Autor/in | Nakamura, Janice |
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Titel | Language Regrets: Mixed-Ethnic Children's Lost Opportunity for Minority Language Acquisition in Japan |
Quelle | In: Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 39 (2020) 2, S.213-237 (25 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Nakamura, Janice) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0167-8507 |
DOI | 10.1515/multi-2019-0040 |
Schlagwörter | Language Minorities; Ethnic Groups; Parent Child Relationship; Language Acquisition; Second Language Learning; Learning Experience; Grounded Theory; Foreign Countries; Developmental Stages; Family Relationship; Language Usage; Language Attitudes; English (Second Language); Self Concept; Well Being; Language Maintenance; Japanese; Young Adults Sprachminderheit; Ethnie; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Sprachaneignung; Spracherwerb; Zweitsprachenerwerb; Lernerfahrung; Ausland; Sprachgebrauch; Sprachverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Selbstkonzept; Well-being; Wellness; Wohlbefinden; Sprachpflege; Japaner; Japanisch; Young adult; Junger Erwachsener |
Abstract | Mixed-ethnic children in Japan do not usually acquire the language of their non-Japanese parent. This study looks at their lost opportunity to acquire their minority parent's language through a retrospective investigation of their language experiences from childhood to young adulthood. Transcripts of interviews with ten mixed-ethnic children (ages 18 to 23) were analyzed based on the constructive grounded theory approach (Charmaz 2014 "Constructing grounded theory," 2nd edn. London: Sage). Analysis of codes which emerged from the interviews revealed that family relations, parents' reluctance to speak the minority language and the prioritization of English were some of the factors perceived by the mixed-ethnic children to have contributed to the non-transmission of the minority language. Many of the children described their lost opportunity to acquire the minority language as regretful. Questions posed by Japanese people about their identity and language reminded some participants of their mixed-ethnicity and inability to speak the minority language. These findings suggest that the non-transmission of the minority language has long-term implications on the social and emotional well-being of mixed-ethnic children in Japan. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2022/1/01 |