rubrecht & ishikawa cue 2011 conference
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Identity and LanguageLearning Motivation:
Examining a Bilingual Double’s Short-Term Return to the U.S.
Brian G. RubrechtKayoko Ishikawa
Meiji University, Tokyo, Japan
CUE 2011 Conference July 2-3, 2011 Toyo Gakuen University Tokyo, Japan112011年7月6日水曜日
Introduction• Linguistic environments, language development
• Societal immersion good (Caldas, 2006)
• Ishikawa (2011): Japanese mothers’ views and values
• Costs prohibitive (Okita, 2002)
Talking about Children...
• 2 children
• Older child
• Opportunity: identity and motivation
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Background• Returnee and double children (Japan case)• Both: different from “normal” children
• Something atypical
• Kanno (2000): bicultural individuals “gaze at each culture from the viewpoint of an outsider, refusing to come down to the same eye level as everyone else” (p. 378)
• Our daughter?
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• Identity: complex topic• Individual features? (Greer, Kamada, Ascough, & Jie,
2005)
• Group membership? (Ward, 2006)
• Norton (2000): relationships; related to resultant future possibilities
• Language and identity• Intertwined with other aspects (class, nationality,
culture, ethnicity) (Fishman, 1985)
• Language is vehicle (Peirce, 1995)
• Motivation• As a Japanese double regarding English . . . .
• If yes, suspected motivation intertwined with identity
• Identity and motivation: what we explored
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The Research• Impetus• 9-day trip to Hawaii (English environment)
• American (non-Japanese-speaking) relatives visiting
• Identity and motivation at forefront
• The Participant• 0 to 1;2 = Japan -- 1;2 to 5;6 = U.S. -- 5;6 to 12;6 = Japan
• Double, simultaneous bilingual acquisition (Montrul, 2008)
• Return to Japan reduced English opportunities
• Definite English attrition
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Procedure
• Qualitative approach• Multiple semi-structured interviews
• Specific context/specific purpose (Bartholomew, Henderson, & Marcia, 2000)
• Perspectives and understanding (Patton, 1980)
• Questionnaire = inappropriate
• Parents’ roles
• Reiterate research focus
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Results
• Brief background• Good memories/impressions of U.S.
• Desire to return
• Not thrilled with English classes at school
• Lucky to be a double, or at least bilingual
• English is “cool”, natural for her
• Interest to improve at English
• Why?
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10.639: Mother: “If you didn’t study English, would it be a problem?”
10.640: Lisa: “It would. It would. It [English] is for my future. For Dreamworks. If I just know Japanese and if I only know English at the elementary school level, they [the Dreamworks staff] would say, ‘We can’t hire this person.’”
• Her real voice
• Related to identity
• Talks to herself . . . . . in English
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5.234: L: “When I talk to myself in English, I like that voice better. But when I speak [English] normally [to others], it’s strange.”5.235: M: “Why is it better when you talk to yourself?”5.236: L: “It’s what I am thinking. When speaking normally [to others], there are many words I don’t know. I mix words when I speak, so that is difficult. It’s strange.”
10.081: M: “Why did you start talking to yourself? It just came out naturally?”10.082: L: “The lines in the movies. They say [the lines in English]. So from that, it turned into me talking to myself.”
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6.173: M: “Now, in Hawaii, do you think you are closer to being American? No? What happened?”
6.174: L: “Because the voice I use to speak with and the one for talking to myself are different. So, I don’t like it [voice used to speak with others] more now.”
6.175: M: “You like it less?”
6.176: L: “Yes. Talking to myself is ok. But when I speak [English to others], well, I can’t speak as well as I thought I could.”
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• The environment• Prior, during, after trip: 70% American / 30% Japanese
• During trip: felt more Japanese
• Why? Linguistic environment influenced identity
6.181: M: “So has coming to Hawaii made you realize the Japaneseness you have?”6.182: L: “It’s a shock.”6.183: M: “A shock? Because even though you are American you thought that you could speak English better but you can’t?”6.184: L: “That’s right.”
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• Explainable by “tension”• American tension = high
• Japanese tension = low
• L = low tension person, but higher than typical Japanese people (b/c 70% American)
• Met family in Hawaii (aunt) = high tension
• L: “being all energetic like Americans is impossible for me”
• Made her Japaneseness apparent
• Motivation?• In her case . . .
9.203: M: “So going this time to Hawaii, do you have more motivation [to acquire more English ability]?”9.204: L: “Yes. An incredible amount.”
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Conclusions• Identity and motivation from re-exposure
• Less proficient• Identity came into perspective• Tension realization
• Increased motivation• Moriyoshi (1990)• “arrive at a new conception of self” p. 90• This is what happened
• Ishikawa’s (2011) suggestion . . . .
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• Limited study
• Identity• Recall: Norton (2000): identity = relationships;
related to resultant future possibilities
• Motivation• Wants to be American (wants to speak English)
• Wants to work in U.S. for Dreamworks
• Integrative motivation? Instrumental motivation?
• Dörnyei’s L2 Motivational Self System• Applicable?
• Explanatory power
• Direction to take15
Future Directions
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Thank You for Listening
• Questions?
• Comments?
• Feedback?
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Brian G. [email protected]
Kayoko [email protected]
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