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Japanese Sojourners Learning English: Language Ideologies And Japanese Sojourners Learning English: Language Ideologies and Identity among Middle School Students DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Hiroshi Shima Graduate Program in Education The Ohio State University 2011 Dissertation Committee: Marcia Farr, Advisor Keiko Samimy Mari Haneda Copyrighted by Hiroshi Shima 2011 Abstract Employing Bronfenbrenner‘s (1979) ecological model of development, this ethnographic study investigated six Japanese middle school expatriate students in the United States (4 boys and 2 girls) from Autumn 2009 to Spring 2010 to better understand their linguistic environment, their beliefs and values in English, and how those beliefs and values were nurtured. All the students stayed in the host country for more than three years and they were all toward the end of their sojourn in America. In order to qualitatively reveal how the students learned and used English, and what views they had toward English, weekly interviews with the students inquired about their social networks and access to linguistic resources such as textbooks and television. At the same time, I visited one of the students‘ schools to investigate how he was socialized to use English during casual conversations with his peers at the lunch table. The first half of this study is based on the interviews to describe the Japanese students‘ linguistic environment. The environment where the students used English was broadly divided into four domains: home, school, peer, and media. Despite overlap across domains, the students‘ typical use of English and their values in language showed distinct features in each domain. Following the argument about the domains, this study further discusses a model where the contradictory values related to cussing, pronunciation, and ii proficiency test in each domain affected the students‘ multiple and contradictory identities. The second half of this study is based on audio-recorded observations of a Japanese boy and his peers at a middle school. During observation of casual peer conversation at his lunch table, there were few explicit remarks in the Japanese student‘s English as he had learned the language in America for three years. Due to the lack of overt teaching from his peers, this study focused on the Japanese student‘s self-repair practices to understand how he interpreted his utterances in interaction with his peers and how he modified them following his peers‘ open class initiators, particularly ―huh?‖ and ―what?‖ These modifications indicated subtle traces of the Japanese student‘s second language socialization; his modification was made based on his ―imagined community of English speakers,‖ which had been constructed through his past experiences. Based on the analyses of the Japanese students‘ English learning and language environment, this study argues that a variety of personal, linguistic, and material resources interdependently construct amorphous linguistic ecology for second language learners in society. However, by examining how language ideologies are transmitted and absorbed in a variety of contexts, including taking a Japanese language proficiency tests of English in America, this study also considers the notions of language ideology and imagined community as forces that give order to the complex relationships in second language learning. iii Acknowledgments First of all, I wish to acknowledge the children and their parents who participated in this study during their busy schedules, and who shared their precious life experiences for this study. It is regrettable that I cannot name then due to confidentiality, but I truly appreciate their cooperation during the half year of their involvement in the study. In this regard, I am also thankful to Miles Middle School (pseudonym) for allowing an outside researcher to stay and observe their students during lunch periods. I am thankful to my committee members, Professors Marcia Farr, Keiko Samimy and Mari Haneda for being supportive, and for being on my doctoral dissertation committee. Without their support, this dissertation would not have been possible. In particular, I am much obliged to my advisor, Professor Marcia Farr, for her patience and encouragements during this long journey. Her advice was always grounded on her deep knowledge and professional experiences of as an ethnographer. I am grateful to her for her support in every stage of this dissertation. I could not have come close to completing it without her. I am grateful to Professor Samimy, who was my advisor at the beginning of my iv doctorate program. I appreciated her support especially when I was close to losing my direction during this study. She was my caring and compassionate advisor who was always sensitive to the needs of international students. I am indebted to Professor Haneda for allowing me to work as her research assistant in the early part of my doctorate program. The early hands-on research experience of visiting a US middle school gave me great insight into the life of Japanese expatriate students. Working under this distinguishd educational researcher was a very precious experience in my academic career. I am also indebted to my supervisor, Professor Maureen Donovan, for giving me a chance to work in the library in one of the largest universities in the United States. Her broad knowledge opened my eyes to the latest academic resources systems. Knowledge about these systems helped me during my dissertation research, and the position she offered me also stabilized my international student status and helped me continue my study in this country. I would also like to thank the Dr. Suguru Furuichi Memorial Scholarship for providing me with a scholarship at the time when I needed funding for my dissertation writing. The scholarship greatly reduced my worries over my finances toward the end of my study and helped me focus on my dissertation. Finally, I would like to thank my parents who have been my greatest supporters during my years studying abroad. Being an international student for such a long time was not possible without their encouragement and emotional support, in addition to their assistance in dealing with various bureaucratic procedures. v Vita March 1991……………………........ Toyama High School, Tokyo, Japan March 1994……………………….... B.A. in International Relations, Yokohama City University, Kanagawa, Japan April 1994 to August 2003………… Full-time Teacher (English) Fujisawa Shoryo High School Kanagawa, Japan June 2005…………………………....M.A. in Second and Foreign Language Education (including TESOL) The Ohio State University, Columbus, Ohio September 2006 to December 2006...Graduate Teaching Associate Department of East Asian Languages and Literature The Ohio State University, Columbus, Ohio vi January 2006 to June 2007…..…....... Graduate Research Associate School of Teaching & Learning College of Education and Human Ecology The Ohio State University, Columbus, Ohio October 2007 to Present.………........ Graduate Administrative Associate University Libraries, East Asian-Japanese The Ohio State University, Columbus, Ohio Fields of Study Major Field: Education Minor Fields: Research Methodology, Ethnography of Communication vii Table of Contents Abstract ............................................................................................................................... ii Acknowledgments.............................................................................................................. iv Vita ..................................................................................................................................... vi Fields of Study .................................................................................................................. vii Table of Contents ............................................................................................................. viii List of Tables ................................................................................................................... xiv List of Figures ................................................................................................................... xv Chapter 1: Introduction ....................................................................................................... 1 Chapter 2: Literature review ............................................................................................. 12 2.1. Second language learning in society ...................................................................... 12 2.1.1. Language socialization.................................................................................... 13 2.1.2 Second language socialization ......................................................................... 15 2.1.3. Expanded framework of second language socialization ................................. 17 2.2. Sojourners and second language socialization ....................................................... 19 2.3. Japanese sojourners abroad .................................................................................... 21 2.4. Objectives of the study........................................................................................... 27 2.5. Research questions ................................................................................................. 29 2.6. Theoretical framework ........................................................................................... 29 viii 2.6.1. Language
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