O Japonês Como Língua Estrangeira

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O Japonês Como Língua Estrangeira UNIVERSIDADE DE SÃO PAULO FACULDADE DE FILOSOFIA, LETRAS E CIÊNCIAS HUMANAS DEPARTAMENTO DE LINGÜÍSTICA Leiko Matsubara Morales Cem anos de imigração japonesa no Brasil: o japonês como língua estrangeira Tese apresentada ao Curso de Pós-Graduação em Lingüística, Área de Concentração em Semiótica e Lingüística Geral, do Departamento de Lingüística da Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo, para obtenção de grau de Doutor em Lingüística Orientadora: Profa. Dra. Maria Cristina Fernandes Salles Altman São Paulo 2008 BANCA EXAMINADORA _____________________________________________________ Profa. Dra. Maria Cristina Fernandes Salles Altman (orientadora) _____________________________________________________ Profa. Dra. Elza Taeko Doi _____________________________________________________ Profa. Dra. Olga Ferreira Coelho _____________________________________________________ Profa. Dra. Junko Ota ______________________________________________________ Profa. Dra. Ana Flávia Lopes Magela Gerhardt Agradecimentos À professora Maria Cristina Salles Fernandes Altman, pela confiança de ter permitido que eu trabalhasse autonomamente e pelo respeito às minhas limitações. À professora Elza Taeko Doi, pela orientação na organização e na análise dos dados e pela inspiração e exemplo de pesquisador. Às professoras Michiko Sasaki e Satoko Nochida, pelo envio de livros e dados importantes sobre o ensino de língua japonesa na perspectiva de língua de herança. À professora Mitsuyo Sakamoto, pelo envio de artigos preciosos de bibliotecas japonesas. À professora Edna Mayumi Iko Yoshikawa, pela colaboração nos dados e na inspiração pela pesquisa. Ao professor Yuki Mukai, pela ajuda na coleta de dados e constante incentivo na pesquisa. Aos professores Keishi Izuno, Tomiko Takahashi, Reishi Moriwaki, Masayo Ueno, Sumiko Fuchida, Akiko Miyake, Tizu Muranaka, Mitsuko Nakasumi, Masaru Yanagimori e Masaho Tazuke pelos empréstimos de livros, fotos e dados preciosos. Às professoras Jaqueline Nabeta, Rumiko Matsumoto e Yoshiko Sasaki, por terem compartilhado diversos dados estatísticos. Às professoras Toshie Endo, Misako Shimizu e Eliko Yoshioka por terem aberto contato com diversos professores. Ao senhor Yoshikazu Niwa por ter permitido acesso a arquivos estatísticos do Centro Brasileiro de Língua Japonesa. Aos senhores Sumumi Miyao, Katsunori Wakisaka e Masatake Suzuki, pelas informações sobre o ensino de língua japonesa. Aos senhores Fumio Oura, Jorge Hasegawa, Chimio Karasawa e Shin’ichi Numata pelas fotos antigas de imigração e das escolas comunitárias. Às bibliotecárias da Biblioteca Teiichi Suzuki, Hiroko Nishizawa e Patricia Tamiko Izumi, pela pesquisa de artigos sobre o ensino de língua japonesa. Às bibliotecárias da Fundação Japão, Grace e Ana Márcia, pela amável ajuda e pela tolerância em relação aos prazos. Aos alunos de iniciação científica Lúcia Kiyomi Nemoto, Ayako Akamine e Pedro Marques Perrenoud, que muito ajudaram na tabulação de dados, na transcrição das falas e na verificação da bibliografia em diferentes etapas do trabalho. À aluna Sônia Harumi Tomita, pelo envio de preciosos artigos das bibliotecas japonesas. A todos os informantes que forneceram dados para esta pesquisa. Às minhas irmãs Toshie e Ritsuko, pelo carinho e pela ajuda na elaboração das tabelas estatísticas. Ao Jacuí e seus irmãozinhos, pela companhia (quase sempre) silenciosa e pela graça felina durante a fase final da redação. Ao Cesar pela paciência, carinho, incentivo e compreensão de sempre. LISTA DE SÍMBOLOS, ABREVIATURAS E ABREVIAÇÕES Símbolos , = pausa simples ... = pausa longa :: = prolongamento de vogal ( ) = incompreensível (( )) = comentário do pesquisador [ ] = destaque de oração subordinada e ou variedade de preenchedores de espaço itálico = marcação de erros não analisados negrito = destaque de erros analisados ee = preenchedor de espaço Abreviaturas e abreviações P = pesquisador para a análise lingüística A= alunos E = entrevistado L1 = língua materna do informante L2 = língua de estudo, seja LH ou LE LH = língua de herança para os aprendizes descendentes LE= língua estrangeira, independente de ascendência D = descendente ND = não-descendente N = nativo NN = não-nativo Leitura dos sons transcritos em sistema romanizado, baseado no Hepburn: cha ,chu , cho = som palatalizado, como em: “ tch au” e “ca tch up” chi = som palatalizado, lê-se “ti”, como em “ ti a” sh = lê-se “x”, como em “ xarope” ja, ju , jo = som palatalizado, lê-se “ dja ”, “ dju ” e “ djo ” ji = som palatalizado, lê-se “di”, como em “ di a” ge e gi = lê-se gue e gui, como em “ gue rra” ou “ gui lhotina” h = som aspirado, como nas palavras inglesas: “ house” ou “ hungry” r = consoante vibrante alveolar, como em: “ca ro” ou “au ra” n= sílaba nasalisada kya , kyu , kyo = sons contraídos ([ kja ], [ kju ] e [ kjo ]) repetição de consoante (ex.: tt, pp) = sílaba glotalizada ^ = sinal diacrítico em vogais para indicar alongamento da vogal Lista de Anexos Anexo 2-1-1: Escolas Japonesas do pré-guerra Anexo 2-1-2: Plano de Aula de língua japonesa Anexo 2-2-1-: Fluxo de imigrantes japoneses Anexo 2-2-2: Seminário Nacional de Professores de Língua Japonesa Anexo 2-2-3: Eventos escolares Anexo 2-2-4: Livros diáticos Anexo 2-2-5: Área de especialização Anexo 2-2-6: Professores visitantes da USP Anexo 2-2-7: Progressão dos alunos de japonês – Centro de Línguas – FFLCH-USP Anexo 2-2-8: Exame ABC Test Anexo 2-2-9: Exame de Proficiência em Língua Japonesa Anexo 2-2-10: Exame Kodomo Test Anexo 2-2-11: Quadro geral de exames de Lìngua Japonesa Anexo 2-2-12: Merumaga, mailing list da Fundação Japão Anexo 2-2-13: Seminário Nacional de Professores de Língua Japonesa (1) Anexo 2-2-14: Seminário Nacional de Professores de Língua Japonesa (2) Anexo 2-2-15 (A a F): Quadro comparativo de produção: anais x artigos Anexo 2-2-16: Lista de ocorrências Cem anos de imigração japonesa no Brasil: o japonês como língua estrangeira O propósito deste trabalho foi compreender como o ensino de língua japonesa evoluiu ao longo de cem anos de permanência dos japoneses no Brasil. Para melhor apreensão do objeto de nosso estudo, trabalhamos com duas vertentes de pesquisa, a histórica e a lingüística, privilegiando especialmente a visão dos professores, com os seus relatos orais e fontes documentais. Dos elementos da história, situamos o ensino de língua japonesa, nos seus primórdios, como uma língua de imigração – a língua materna dos descendentes (1908-1941). No pós-guerra, o japonês é transmitido como língua de herança aos descendentes bilíngües, até chegar aos dias atuais, já ensinado como língua estrangeira. Para a análise lingüística entrevistamos os professores em exercício, que nos possibilitaram fazer um mapeamento de dados lingüísticos. Para essa análise, tomamos por base as teorias de aquisição e aprendizagem, os fundamentos do bilingüismo, os estudos de contato de línguas e trabalhos precedentes sobre a língua japonesa falada na comunidade nikkei . Verificou-se que, do ponto de vista lingüístico, houve um espectro de ocorrências que variaram desde questões de acuidade gramatical até de competência sociolingüística dos professores, no que diz respeito ao emprego da variedade lingüística, tanto de nativos quanto de não-nativos. Com os resultados obtidos, chegamos à conclusão de que, historicamente, o japonês não foi ensinado ou estudado como LE na esfera comunitária, nem pesquisas na área de ensino avançaram no meio acadêmico. À medida que o ensino de língua japonesa se propaga, inclusive entre não-descendentes, são necessárias pesquisas sobre a língua falada dos professores nativos e não-nativos, visando melhorar a competência lingüística, seja por meio de cursos de aperfeiçoamento, livros didáticos especializados para os alunos brasileiros, ou ainda pela elaboração de gramáticas bilíngües, tudo isso levando a novas concepções de ensino e aprendizagem, voltadas para a necessidade do alunado brasileiro. One Hundred Years of Japanese Immigration in Brazil: Japanese as a foreign language Abstract: The purpose of this paper is to understand how the teaching of the Japanese language has developed during the one hundred years that the Japanese people have been in Brazil. To better apprehend our object of study, we based our research on two elements: historical and linguistic grounds, favoring the teachers’ viewpoints, by means of their oral reports and evidentiary sources. From a historical point of view, the teaching of Japanese, within the Brazilian context, started out as an immigration language at its beginning (1908-1941), which was the mother tongue of the descendants; during the period after World War II, it was taught as the inheritance language of bilingual descendants; and nowadays it is being taught as a foreign language. For the linguistic analysis, we interviewed working teachers which enabled us to map the linguistic occurrences in order to prepare a linguistic databank. In order to carry out our linguistic analysis, we based ourselves on theories of second- language acquisition and learning, bilingualism foundations, the study of languages in contact, and on earlier papers on the Japanese language spoken within the Nikkei community. We verified that in terms of linguistic view, there is a spectrum of occurrences that ranges from grammatical accuracy to social-linguistic competence in terms of language varieties, both native and non-native ones. Our results have led us to conclude that in historical terms, the Japanese language has not been taught or learned as a foreign language
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