Identity Slippage: A Consequence of Learning Japanese as an Additional Language

Armour, William S.

doi:10.1080/713683785

Cited by 8 publications

(2 citation statements)

References 10 publications

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“…I have written extensively about identity and additional language learning (Armour, 2000(Armour, , 2001(Armour, , 2003(Armour, and 2008 so will not revisit the territory here. Instead, I would like to explore how the notions of legitimacy and appropriateness are linked to constructions of learner and teacher identities, especially in connection with the consumption of Japanese popular media culture such as MANGA.…”

Section: Issue Two:teacher and Learner Identities And 'Manga'mentioning

confidence: 99%

Learning Japanese by Reading ‘manga’: The Rise of ‘Soft Power Pedagogy’

Armour

2011

RELC Journal

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Multimodal examples of Japanese language input (such as ‘manga’ and anime) have now become the default choice for curriculum designers, material developers, and classroom teachers to make learning ‘fun’. More traditional written only text-based materials are now in direct competition with such materials. While there has been a comfortable relationship in additional language (L2) teaching between using text and image, for example, pictures, fuzzy felt boards, and now much more sophisticated technology (e.g. Rosetta Stone™) to explicitly teach the lexico-grammar, the proliferation of ‘manga’ in Japanese language textbooks and as stand alone course materials, for example, has largely been left unproblematized. In this paper I explore three issues to using material examples of Japanese popular culture in the Japanese language classroom and beyond. First, I focus on ‘manga’ as a case study and relate it to a course that I have been teaching for the last five years using ‘manga’ as artefact. Second, I explore how using ‘manga’ and other J-pop artefacts can impact on how the notions of legitimacy and appropriateness are linked to constructions of learner and teacher identities. Third, I will introduce the concept of what I’ll call ‘soft power pedagogy’ as a way of theorizing the use and potential abuse of ‘manga’, anime and other examples of Japanese popular culture in and out of the classroom.

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Section: Issue Two:teacher and Learner Identities And 'Manga'mentioning

confidence: 99%

Learning Japanese by Reading ‘manga’: The Rise of ‘Soft Power Pedagogy’

Armour

2011

RELC Journal

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“…It is suggested that discursive dispute between the interconnected layers that constitute identities in the interactional achievement of '(im)politeness' and 'face' in communication are the cause of at least some of the dilemmas facing second language learners. One such dilemma confronting learners is the personal conflicts they can experience when managing their identities in a sociocultural milieu with different social expectations and norms (Armour, 2000(Armour, , 2001(Armour, , 2003(Armour, , 2004Chapman and Hartley, 2000;Hashimoto, 2003;Nagata and Sullivan, 2005;Pavlenko and Lantolf, 2000;Siegal, 1995Siegal, , 1996. These personal conflicts often arise due to gaps between the personal identities learners attempt to interactively claim, and those which are enacted by others through communication.…”

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confidence: 99%

Emic conceptualisations of (im)politeness and face in Japanese: Implications for the discursive negotiation of second language learner identities

Haugh

2007

Journal of Pragmatics

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Learners of languages often face various dilemmas in relation to their identities in that language. In this paper, it is argued that if learners of Japanese are to learn how to successfully manage these various dilemmas in managing their identities, they need to acquire a more emically-grounding understanding of the various dimensions that can be influenced by their second language identities. Two phenomena that have received only mention in passing in relation to the discursive negotiation of identities thus far are '(im)politeness' and 'face'. An emic analysis reveals the pivotal role occupied by place in the interactional achievement of '(im)politeness' and 'face' in Japanese. It is thus proposed that the discursive accomplishment of identities is reflexively indexed through 'place' to the interactional achievement of '(im)politeness' and 'face'. This approach is forwarded in an attempt to offer greater clarity in explicating the manner in which discursive dispute over the respective 'places' of interactants can impact upon the negotiation of identities in intercultural conversation. In this way, learners of Japanese may become more empowered in their attempts to manage their second language identities.

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“Well, I’m a Gaijin”: Constructing identity through English and humor in the international workplace

Moody

2014

Journal of Pragmatics

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Identity Slippage: A Consequence of Learning Japanese as an Additional Language

Cited by 8 publications

References 10 publications

Learning Japanese by Reading ‘manga’: The Rise of ‘Soft Power Pedagogy’

Learning Japanese by Reading ‘manga’: The Rise of ‘Soft Power Pedagogy’

Emic conceptualisations of (im)politeness and face in Japanese: Implications for the discursive negotiation of second language learner identities

“Well, I’m a Gaijin”: Constructing identity through English and humor in the international workplace

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