Meaning-Making Process of Ethnicity: A Case of Japanese Mixed Heritage Youth

Autor/in	Takei, Naoko
Titel	Meaning-Making Process of Ethnicity: A Case of Japanese Mixed Heritage Youth
Quelle	In: Journal of Language, Identity, and Education, 20 (2021) 4, S.225-238 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2020.1753195
Schlagwörter	Ethnicity; Self Concept; Language Usage; Japanese; Second Language Learning; Multiracial Persons; Foreign Countries; Second Language Instruction; Student Attitudes; Cultural Background; Heritage Education; College Students; Canada + Suchen Sie Ihr Suchwort? Ethnizität; Selbstkonzept; Sprachgebrauch; Japaner; Japanisch; Zweitsprachenerwerb; Mischling; Ausland; Fremdsprachenunterricht; Schülerverhalten; Collegestudent; Kanada
Abstract	This article aims to provide a better understanding of Japanese Mixed Heritage Youth's (JMHY) relationship to heritage language and senses of ethnicity, by analyzing their daily language use as provided by 14 JMHY. All (with two exceptions) do not use Japanese at home, and some have enrolled in Japanese as a second language class at a university. The article suggests that the participants' use of the term "half Japanese" to describe their ethnicity reveals their complex relationship with their Japanese heritage. Despite the ways JMHY differentiate themselves from Japanese people, the term indicates their recognition of a connection to Japanese heritage and the acknowledgement of the coexistence of the other half of their heritage at the same time. Engaging in making meaning of their ethnicity, JMHY show a tendency to return to roots and to rely on traditions, but it is not necessarily a one-way direction. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01