Language and Education in Japan Unequal

Language and Education in Japanoffers the first critical ethnography of bilingual education in Japan. Based on two-year fieldwork at five different schools, the book examines the role of schools in the unequal distribution of bilingualism as cultural capital. It argues that bilingual children of different socioeconomic classes are socialized into different futures and are given unequal access to bilingualism through schooling. While bilingualism is considered desirable for children of privilege, it is deemed a luxury that immigrant and refugee children cannot afford.

YASUKO KANNO is Assistant Professor of TESOL/Applied Linguistics in the Department of English of the University of Washington, Seattle, USA. Her research interests include bilingual education, multilingual and multicultural identities, and sociocultural experiences of language minority students. She is author of Negotiating Bilingual and Bicultural Identities: Japanese Returnees Betwixt Two Worlds. She serves on the editorial boards of the Japan Journal of Multilingualism and Multiculturalism and the International Journal of Bilingual Education and Bilingualism.

List of Tables and Figures	p. ix
Acknowledgements	p. x
Series Editor's Preface	p. xii
Introduction	p. 1
Significance of the study	p. 4
Structure of the book	p. 5
Framing the Study	p. 9
Japan's diversity	p. 9
Bilingual education in Japan	p. 13
Theoretical framework	p. 21
Critical ethnography	p. 28
The process	p. 30
Nichiei Immersion School	p. 38
'Children must be international!'	p. 41
Hands-on instruction	p. 43
Listening to English, speaking Japanese	p. 45
Japanese classes for developing higher-order thinking skills	p. 49
The teacher's job	p. 51
'This is a private school'	p. 54
Junior high school	p. 56
Zhonghua Chinese Ethnic School	p. 59
Fostering Chinese identity	p. 60
The teaching of Chinese culture	p. 61
Traditional instruction	p. 63
JSL and EFL	p. 67
Active student participation	p. 69
Education is politics - literally	p. 72
Four generations in one school	p. 73
A non-accredited school	p. 78
Emphasis on Japanese in junior high school	p. 80
Hal International School	p. 83
'We are not a language school; we are a school'	p. 85
F, S, and JNN	p. 88
Parents as stakeholders	p. 96
Japanese teachers as special subject teachers	p. 98
'Fruit are the students'	p. 101
Sugino Public Elementary School	p. 104
JSL instruction	p. 106
Student-centered learning	p. 111
'A place to put a dresser': Subtractive bilingualism	p. 114
School-wide academic underachievement	p. 118
Social integration, linguistic assimilation	p. 121
Midori Public Elementary School	p. 124
JSL instruction	p. 126
Bilingual instruction in the JSL class	p. 129
Instruction in the homeroom class	p. 133
The use of instructional materials	p. 134
Language minority students in the homeroom class	p. 136
Laissez-faire attitude	p. 139
Parents	p. 143
Imagined Communities, School Education, and Unequal Access to Bilingualism	p. 145
Elite bilingualism	p. 145
Subtractive bilingualism	p. 153
Imagining an alternative future	p. 163
Student bilingualism and identities	p. 168
Older students' agency	p. 174
Conclusion	p. 177
Notes	p. 183
References	p. 189
Author Index	p. 198
Subject Index	p. 200
Table of Contents provided by Ingram. All Rights Reserved.

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Language and Education in Japan Unequal Access to Bilingualism

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