Classroom Socialisation: Repair and Correction in Japanese as a Heritage Language

Autor/in	Burdelski, Matthew
Titel	Classroom Socialisation: Repair and Correction in Japanese as a Heritage Language
Quelle	In: Classroom Discourse, 12 (2021) 3, S.255-279 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burdelski, Matthew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2020.1789483
Schlagwörter	Socialization; Classroom Communication; Error Correction; Heritage Education; Second Language Learning; Second Language Instruction; Native Language Instruction; Language Usage; Discourse Analysis; Japanese; Audiovisual Aids; Linguistic Borrowing; Teaching Methods; Teacher Student Relationship; Group Membership; Language Attitudes; English (Second Language); Bilingualism; Kindergarten; Elementary Secondary Education; Community Schools + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Klassengespräch; Korrektur; Zweitsprachenerwerb; Fremdsprachenunterricht; Native language education; Muttersprachlicher Unterricht; Sprachgebrauch; Diskursanalyse; Japaner; Japanisch; Audiovisuelles Medium; Lehnwort; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Gruppenzugehörigkeit; Sprachverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Bilingualismus; Community school; ; Gemeindeschule; Gemeinschaftsschule
Abstract	This paper explores the classroom socialisation of a mundane institutional language policy regarding the use of the target language: Japanese. Based on audiovisual recordings in a Japanese as a heritage language (JHL) classroom, it analyses episodes when teachers initiated repair on children's novel English loanwords (i.e. English-based words pronounced in Japanese but not widely accepted and used), in ways that treated them (or sometimes the social actions performed through them) as problematic. Through a multimodal analysis of other-initiated repair turns and the sequences in which they were lodged, it examines how students responded, and whether and how teachers engaged in correction. In aiming to bridge research on classroom discourse using conversation analysis (CA) and language socialisation, the paper argues how repair and correction are practices for conveying the school language policy to 'speak only in Japanese'. It also argues that these practices have the potential for socialising students beyond the classroom, to membership into (an imagined) Japanese society where monitoring one's language use as a bilingual Japanese-English speaker may be important because the excessive use of English loanwords can become an object of others' negative attitudes and evaluations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01