Iv SATERNUS, JULIE, Ph.D., August, 2019 ENGLISH MULTILINGUAL LITERACY PRACTICES in ONE SCHOOL COMMUNITY: READING, WRITING

SATERNUS, JULIE, Ph.D., August, 2019 ENGLISH MULTILINGUAL LITERACY PRACTICES IN ONE SCHOOL COMMUNITY: READING, WRITING, AND BEING ACROSS JAPANESE AND ENGLISH Dissertation Advisor: Derek Van Ittersum Scholars writing in translingual studies view language boundaries as fluid, consider multilinguals to have options that include shuttling back and forth between languages in order to achieve their rhetorical goals, and argue that monolingual ideologies are harmful. Translingual studies is part of a movement away from structuralist conceptions of language, and within translingualism language is viewed as “flexible, unstable, dynamic, layered, and mobile” (Blommaert, 2016, p. 244). This dissertation focuses on the translingual literacy practices of multilingual members of the Japanese/English school community at this university. I analyze writing processes, speech, and media usage of members of this community (English L1/Japanese L2 and Japanese L1/English L2) through the lens of translingualism. I find that the ways the participants move across English and Japanese is a dynamic and negotiable process. This study aims to contribute to the movement in translingual studies that changes the focus from mixed-language products to mixed-language processes. The movement to process, I argue, takes into consideration the goals of many learners of a second language, which is to gain a strong, native-like command of dominant varieties of foreign languages. iv My dissertation demonstrates specific methods that writing studies researchers may use to document translingual literacy practices. In addition, this study discusses detailed ways in which the participants use both English and Japanese in their literacy practices through multiple case studies. I conclude with a turn that focuses on pedagogical applications of the translingual framework, which I argue benefits both monolingual and multilingual students in writing classrooms. v MULTILINGUAL LITERACY PRACTICES IN ONE SCHOOL COMMUNITY: READING, WRITING, AND BEING ACROSS JAPANESE AND ENGLISH A dissertation submitted to Kent State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy by Julie Saternus August 2019 Copyright All rights reserved vi Dissertation written by Julie Saternus B.A., Kent State University, 2011 M.A., The University of Akron, 2014 Ph.D., Kent State University, 2019 Approved by ________________________________, Chair, Doctoral Dissertation Committee Derek Van Ittersum ________________________________, Members, Doctoral Dissertation Committee Pamela Takayoshi ________________________________ Keith Lloyd ________________________________ Judy Wakabayashi ________________________________ John Dunlosky Accepted by ________________________________, Chair, Department of English Robert Trogdon ________________________________, Dean, College of Arts and Sciences James L. Blank vii TABLE OF CONTENTS…………………………………………………………………………v LIST OF FIGURES…………………………………………………………………….…….…..vi LIST OF TABLES……………………………………………………………………….….……x ACKNOWLEDGEMENTS……………………………………………………………….……..xi CHAPTERS CHAPTER 1: BUILDING ON MULTI AND TRANS LITERACIES……………...……1 CHAPTER 2: METHODOLOGY……………………………………………………….31 CHAPTER 3: MULTILINGUAL READING AND WRITING PROCESSES…………60 CHAPTER 4: SPEAKING, STUDYING, AND LIVING ACROSS TWO LANGUAGES…………………………………………………………………….……105 CHAPTER 5: TRACING LITERACY ACROSS SPACE: MOBILE MULTILINGUAL PRACTICES……………………………………………………………………………152 CHAPTER 6: CONCLUSIONS AND MOVING FORWARD WITH TRANSLINGUAL STUDIES……………………………………………………………………………….222 v LIST OF FIGURES Figure 3.1. Screen shot of Rickert PDF and Evernote……………….……………………….….73 Figure 3.2. Rickert PDF with German and Evernote……………………….……………………75 Figure 3.3. Meldrum PDF with syllabus in background……….………………………………...76 Figure 3.4. Syllabus with Meldrum PDF in background…………….……………..……………77 Figure 3.5. Cover art for Japanese version of Translation Works of Murakami…………….…..79 Figure 3.6. Akari's Notes in Word.................................................................................................79 Figure 3.7. The book review Word document at the beginning of the writing process……….....80 Figure 3.8. Screen shot from notes Word document with notes about the Kuroko metaphor…...89 Figure 3.9. Screen shot of Apple Dictionary Kuroko entry……………….……………………..89 Figure 3.10. Google image results for “黒子”…………………….……………………………..90 Figure 3.11. Google image results for “黒子舞台” (kuroko butai, or kuroko stage)………....91 Figure 3.12. Google image results for “黒子歌舞伎” (kuroko kabuki)………………….…...91 Figure 3.13. Resource remediation flow chart for book review writing process………….…….97 Figure 4.1. Suzu's drawings for “paint brush,” “miss,” and “list”…………...…………………114 Figure 4.2. Suzu's drawing for “pitch”…………………………...…………………...………..115 Figure 4.3. Chart depicts both stroke order and importance of proportion when drawing kanji. From Japan Activator, “Kanji”…………………………………………………………………116 Figure 4.4 “History of Chocolate” (page 1 of 2) reading marked up by Suzu to help her with standard American English pronunciation……………………………………………………...118 Figure 4.5. “History of Chocolate” (page 2 of 2) reading marked up by Suzu to help her with standard American English pronunciation……………………………………………………...119 Figure 4.6. List of TOEFL speaking prompts…………...…………………………………...…120 vi Figure 4.7. Oni apologizing………………...…………………………………………………..129 Figure 4.8. Coach Oni running with boy…………….......……………………………………..129 Figure 4.9. Coach Oni rock climbing with boy.…………….......……………………………...129 Figure 4.10. Boy swimming……………………………………………………………………129 Figure 4.11. Boy drinking protein………………………………………………………………129 Figure 4.12. Boy becoming strong from Oni's training………………………………………...129 Figure 4.13. Boy stands his ground…………………………………………………………….129 Figure 4.14. Alien preparing for battle…………………………………………………………129 Figure 4.15. Boy being struck by alien…………………………………………………………131 Figure 4.16. Boy gives up………………………………………………………………………131 Figure 4.17. Oni yells, “Ganbatte!”…………………………………………………………….131 Figure 4.18. Alien is defeated…………………………………………………………………..131 Figure 4.19. Oni admits that the boy was not wearing the strong pants………………………..132 Figure 4.20. How writing assessments are affected. Figure from Behizadeh and Engelhard Jr. (2010), p. 205…………………………………………………………………………………...148 Figure 5.1. Michael’s notes detailing when and how to use the grammar point ない(nai, negative)………………………………………………………………………………………...192 Figure 5.2. The website Japanese.stackexchange.com on a smartphone detailing when to use the grammar point 〜ば (-ba)…………………………………………………………………........193 Figure 5.3. Michael’s notes about details of when and how to use Japanese conditionals…….194 Figure 5.4. Textbook that Michael uses outside of the classroom……………………………..195 Figure 5.5. Olivia’s graded Spanish essay……………………………………………………..197 Figure 5.6. Online Japanese to English translation test………………………………………..198 vii Figure 5.7. The notes that Olivia wrote while doing the online Japanese to English translation test………………………………………………………………………………………………199 Figure 5.8. Olivia’s workspace while taking the online Japanese to English translation test….200 Figure 5.9. Olivia’s manga, novel, and online manga………………………………………….201 Figure 5.10. Masamune scanning Famicom game boxes and pamphlets………………………203 Figure 5.11. Screenshot (1 of 2) from Masamune’s website http://playingwithsuperpower.com/.............................................................................................207 Figure 5.12. Screenshot (1 of 2) from Masamune’s website http://playingwithsuperpower.com/.............................................................................................208 Figure 5.13. Loading screen with manga panel..........................................................................210 Figure 5.14. Main menu screen…………………………………………………………………211 Figure 5.15 Gotcha function………………………………………..…………………………..212 Figure 5.16. Example of menu items that are in English……………………………………….212 Figure 5.17. Unknown menu items……………………………………………………………..212 Figure 5.18. Character menu with little Japanese………………………………………………213 Figure 5.19. CK navigates to the “colleagues” screen………………………………………….213 Figure 5.20. Colleagues screen…………………………………………………………………213 Figure 5.21. A player’s profile in Japanese…………………………………………………….214 Figure 5.22. Player’s lounge……………………………………………………………………214 Figure 5.23. The idol communication screen…………………………………………………...215 Figure 5.24. Group events screen………………………………………………………………215 Figure 5.25. Character dialogue……………………………………………………….………..216 Figure 5.26. Choices during character dialogue……………………………………….……….216 viii Figure 5.27. Rapid-fire question………………………………………………………………..217 Figure 5.28. Rapid-fire question with cheat…………………………………………………….217 ix LIST OF TABLES Table 2.1. Audio Recordings of Suzu in Various Settings…………………..…….……………44 Table 2.2 Formal Interviews with Question Script Adapted from interview questions in Brandt (2001) ............................................................................................................................................48 Table 2.3. English L1/Japanese L2 interview questions modified from Brandt (2001) ...............49 Table 2.4. Material Semiotics Observation Notes.………………………………………………53 Table 3.1. Recorded Reading and Writing Tasks of Akari….……………………….…………..67 Table 3.2. Akari’s Workflow for Writing the Book Review….…………………….…………...77 Table 3.4. Example Tool Flows Listed by Task and Number…………………….……………..82 Table 4.1. Clarification Requested or

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