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Language and education in Japan = un...

Kanno, Yasuko, (1965-)

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Language and education in Japan = unequal access to bilingualism /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Language and education in Japan/ Yasuko Kanno.
其他題名:	unequal access to bilingualism /
作者:	Kanno, Yasuko,
出版者:	Basingstoke [England] ;Palgrave Macmillan, : 2008.,
面頁冊數:	xii, 206 p.
叢書名:	Palgrave studies in minority languages and communities
內容註:	Introduction -- Framing the Study -- Nichiei Immersion School -- Zhonghua Chinese Ethnic School -- Hal International School -- Sugino Elementary School -- Midori Elementary School -- Imagined Communities and School Policies and Practices -- Student Bilingualism and Identities -- Conclusions: Unequal Access to Bilingualism -- Bibliography -- Index -- --.
標題:	Bilingualism - Japan. -
電子資源:	http://link.springer.com/10.1057/9780230591585access to fulltext (Palgrave)
ISBN:	0230591582

Language and education in Japan = unequal access to bilingualism /
Kanno, Yasuko,1965-

Language and education in Japanunequal access to bilingualism /[electronic resource] :Yasuko Kanno. - Basingstoke [England] ;Palgrave Macmillan,2008. - xii, 206 p. - Palgrave studies in minority languages and communities.

Includes bibliographical references (p. 189-197) and indexes.

Introduction -- Framing the Study -- Nichiei Immersion School -- Zhonghua Chinese Ethnic School -- Hal International School -- Sugino Elementary School -- Midori Elementary School -- Imagined Communities and School Policies and Practices -- Student Bilingualism and Identities -- Conclusions: Unequal Access to Bilingualism -- Bibliography -- Index -- --.

In this first critical ethnography of bilingual education in Japan, Yasuko Kanno examines therelationship between school education and inequality of access to bilingualism. She provides detailed and vivid accounts of the lived experiences of teachers, students and parents at fiveschools in Japan: an immersion school, a Chinese ethnic school, an international school, and two state/ 'public'schools. Drawing on the concept of imagined communities, Yasuko Kanno argues that schools provide unequal access to bilingualism by envisioning different imagined communities for students of different socioeconomic classes and socializing them into these stratified imagined communities. While additive bilingualism in two socially prestigious languages is aggressively promoted for upper-middle-classstudents, immigrant and refugee children are subtly coerced into replacing their first language withsociety's dominant language.

Electronic reproduction.
Basingstoke, England :
Palgrave Macmillan,
2009.

Mode of access:World Wide Web.

ISBN: 0230591582

Standard No.: 10.1057/9780230591585doiSubjects--Topical Terms:

877264
Bilingualism
--Japan.Index Terms--Genre/Form:

542853
Electronic books.

LC Class. No.: P40.85.J3 / K34 2008eb

Dewey Class. No.: 370.117/50952

Language and education in Japan = unequal access to bilingualism /
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505 0 $a Introduction -- Framing the Study -- Nichiei Immersion School -- Zhonghua Chinese Ethnic School -- Hal International School -- Sugino Elementary School -- Midori Elementary School -- Imagined Communities and School Policies and Practices -- Student Bilingualism and Identities -- Conclusions: Unequal Access to Bilingualism -- Bibliography -- Index -- --.
520 $a In this first critical ethnography of bilingual education in Japan, Yasuko Kanno examines therelationship between school education and inequality of access to bilingualism. She provides detailed and vivid accounts of the lived experiences of teachers, students and parents at fiveschools in Japan: an immersion school, a Chinese ethnic school, an international school, and two state/ 'public'schools. Drawing on the concept of imagined communities, Yasuko Kanno argues that schools provide unequal access to bilingualism by envisioning different imagined communities for students of different socioeconomic classes and socializing them into these stratified imagined communities. While additive bilingualism in two socially prestigious languages is aggressively promoted for upper-middle-classstudents, immigrant and refugee children are subtly coerced into replacing their first language withsociety's dominant language.
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