Critical incidents in the experiences of Japanese returnees

Ford, Keith

doi:10.1080/14708470902807701

Cited by 6 publications

(5 citation statements)

References 8 publications

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“…These comments also partially reflect Japanese primary and secondary school culture, where pupils who are perceived as too different from their peers tend to be bullied or teased for showing off (e.g. Abe, 2002, p. 21;Azuma, 1994, p. 10; see also Ford, 2009 for the most recent study). However, here it is worth quoting one of the interviewees' comments, which says:…”

Section: Concern About 'Seken' á the Maintaining Of A Public Imagementioning

confidence: 91%

“…Often the perspective of studies on cultural comparison in applied linguistics and language teaching is teacher-and researcher-orientated, and it is sometimes criticized for relying too much on essentialized views of culture (see critiques by Holliday, 2005;Kubota, 1999, for example) although it is true that there have been certain new approaches influenced by the introduction of ethnographic research in the field, particularly, from the mid-1990s (see Norton, 2000;Pavlenko & Lantolf, 2000, for example, and also Ellwood & Nakane, 2009;Ford, 2009 as most recent such examples, focusing on Japanese informants).…”

Section: Introductionmentioning

confidence: 97%

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Voices from the unvoiced: a comparative study of hidden values and attitudes in opinion-giving

Murata¹

2011

Language and Intercultural Communication

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This paper explores difficulties students may experience in giving opinions in class, drawing on data gleaned from the administration of questionnaires and interviews to Japanese and British students. The results show that the students from both groups regard highly of giving and exchanging opinions in class; however, there is a marked difference in their confidence in doing so, more Japanese students stating that they have difficulties even in their mother tongue situations than the British. The paper examines the background to these difficulties, drawing from detailed studies of the students' own accounts, comparing and contrasting them. I don't ask questions or give opinions during class, because I might inconvenience other students by delaying the lesson in doing so. (Japanese Student A)In the lecture-setting, asking questions can disrupt the flow. (British Student O7)

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Section: Concern About 'Seken' á the Maintaining Of A Public Imagementioning

confidence: 91%

Section: Introductionmentioning

confidence: 97%

Voices from the unvoiced: a comparative study of hidden values and attitudes in opinion-giving

Murata¹

2011

Language and Intercultural Communication

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“…The literature on conflicts arising from sociocultural diversity tends to situate CIs in primary or secondary educational contexts (Angelides, 2001;Castagno & Brayboy, 2008;Haas, 2006). Furthermore, they focus on relationships between local cultures and immigrant cultures (Maya-Jariego, 2010), cultures from different countries which coincide in transitory events such as study visits (Addleman, Nava, Ceballos, Brazo, & Dixon, 2014) or on the repatriation of immigrants who reinsert themselves in their own culture after spending some time abroad (Arthur, 2000;Ford, 2009).…”

Section: The Critical Incident Methodsmentioning

confidence: 99%

University Teachers: Coping with Sociocultural Diversity. A Study about Critical Incidents between Hegemonic and Subaltern Cultures

Weise¹,

Font²

2018

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This article aims to identify and characterise the critical incidents (CI) that occur most frequently at university level in highly diverse sociocultural contexts. Intercultural relations will be analysed within the framework of hegemony and resistance between Western culture, which is inherent to university settings, and the non-Western mixed traits present in the student body. The relationship between different CIs will be examined, as will be the various issues associated with them according to teachers' perceptions. For this qualitative study, 23 teachers from two Bolivian universities were interviewed. The teachers reported 9 types of CIs linked to sociocultural diversity. The results indicate that CIs are usually the outcome of cultural clashes between the institutional and teachers' culture and the students' culture, with the three most frequent CIs related to the use of the vehicular language, expression and communication; different thinking processes and the relationship between students. As a result, we propose a typology and a scheme for classification and interpretation of CIs linked to cultural diversity with the objective of advancing university teacher training.

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“…This has featured before, though in no way exhaustively, in these pages. For example, Ford (2009) explored the ambiguous positions of Japanese university students who have come back having spent a significant part of their lives living abroad ('kikokushijo'). It is well known that the border between Mexico and the USA is a particularly porous zone for economic migration.…”

mentioning

confidence: 99%

Editorial

MacDonald

2016

Language and Intercultural Communication

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EditorialOne of the aims of this journal is to be 'stimulated by contemporary, critical perspectives in understanding cultural practices and intercultural relationships' (Language and Intercultural Communication [LAIC], n.d.). In this respect, this journaland the association which spawned it (International Association of Language and Intercultural Communication [IALIC], n.d.)does not shy away from analyses of language and culture which explore the ways in which relations of power are constructed, maintained and transmitted, either within intercultural contexts of single-language use, or within multilingual and multicultural contexts. Intercultural communication is often linked to the concept of globalisationindeed, how often have we listened to presentations or read papers which start: 'in the current era of globalisation … ', or some suchas if globalisation is something new, or a relatively recent phenomenon. In our view, and in the views of not a few others more learned than ourselves (e.g. Hindess, 2008;Hirst, Thompson, & Bromley, 2009), globalisation has been around for hundreds of years.However, we would concede that we are living in a distinctive era of globalisation, quite possibly intensified by David Harvey's famous 'space-time compression ' (1990). This certainly has implications for the use of language and the conceptualisations of 'culture' and cultures worldwide, which are sadly marked as much by collision as by harmonious synthesis. However, we would suggest that this 'era of globalisation' is quite possibly also marked by a distinctly neoliberal taint which has had some considerable impact upon our field. The great French theorist, Michel Foucault, engaged towards the end of his final, posthumous series of lectures (2008) with a review of what he called 'American neo-liberalism', which he regarded as being responsible for reconfiguring human capital as a matter of economic importance. He regarded the economic rationalisation of mobility as being one of the features of the enhancement of human capital brought about by this modality of capitalist thought. On this argument, migration is a form of investment on the part of an economic subject. It can be analysed as a balance between costs and benefits: on the one hand, it involves both a psychological and material cost 'due to the fact that the period of adaptation will certainly prevent the individual from receiving his [or her] previous remunerations, or those he [or she] will have when he [or she] is settled' (p. 230). It is not often that Michel Foucault speaks directly to the concerns of our association, but it strikes me forcibly that this analysis has powerfully informed the warfare, skirmishes and hand-to-hand combat that International Association of Language and Intercultural Communication (IALIC) has been engaged in since its inception, and has indeed been fought out in our field for very much longer. For this passage reminds me just how squarely much of the voluminous literature in our field that engages with intercultural adaptation and int...

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Critical incidents in the experiences of Japanese returnees

Cited by 6 publications

References 8 publications

Voices from the unvoiced: a comparative study of hidden values and attitudes in opinion-giving

Voices from the unvoiced: a comparative study of hidden values and attitudes in opinion-giving

University Teachers: Coping with Sociocultural Diversity. A Study about Critical Incidents between Hegemonic and Subaltern Cultures

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