Internationalising Japan: Nihonjinron and the Intercultural in Japanese Language-in-education Policy

Liddicoat, Anthony J.

doi:10.2167/md043.0

Cited by 75 publications

(33 citation statements)

References 16 publications

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“…In policy discourses kokusaikakyouiku emphasises the development of western styles of communication, specifically communication in English (Kubota 2002;Liddicoat 2007aLiddicoat 2007bLiddicoat 2013. Although, the choice of foreign language in middle school is theoretically open to a number of possible languages, policy documents (Monbusho 2002) explicitly state that foreign language should be normally understood as English.…”

Section: Japanmentioning

confidence: 99%

Language education policy and practice in East and Southeast Asia

Kirkpatrick

Liddicoat

2017

Lang. Teach.

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East and Southeast Asia represents a linguistically and culturally diverse region. For example, more than 700 languages are spoken in Indonesia alone. It is against this backdrop of diversity that the ten countries that comprise Association of South East Asian Nations (ASEAN) have recently signed the ASEAN Charter which, while calling for respect for the region's languages, cultures and religions also officially nominates English as ASEAN's working language. In this article, we examine the language education policies of the region and consider whether the implications of these policies for the maintenance of linguistic and cultural diversity on the one hand and the promotion of English and the respective national languages on the other. As ASEAN is closely connected to the three major countries of China, Japan and South Korea, as indicated by the 'ASEAN +3' forum, we also include these countries here. We stress that, as space forbids an in-depth treatment of the language education policies of each of the 13 countries, we have chosen to describe and discuss in some depth the policies of 5 countries (China, Indonesia, Japan, The Philippines and Vietnam), as these provide a cross-section of language policy contexts and approaches in the region. We add brief notes on the policies of the remaining countries.

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Section: Japanmentioning

confidence: 99%

Language education policy and practice in East and Southeast Asia

Kirkpatrick

Liddicoat

2017

Lang. Teach.

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“…In contrast to the perceptions held by many citizens living in smaller countries proximate to a powerful nation (e.g., Canada vis-a-vis the United States, Austria apropos Germany, or indeed, Korea versus both Japan and China), the fear of being culturally overwhelmed is less potent among Japanese consumers (Cleveland and Laroche 2012), especially given Japan's island geography and lengthy history. On the other hand, it has been said that few countries are as concerned as Japan is with (instilling) a sense of unique nationhood and cultural being, i.e., Nihonjiron (Liddicoat 2007). In-group bias theory (Brewer 1979) refers to patterns depicting the favoring of in-over out-group members.…”

Section: Japanese Research Contextmentioning

confidence: 99%

The Intersection of Global Consumer Culture and National Identity and the Effect on Japanese Consumer Behavior

Cleveland¹,

Laroche²,

Takahashi³

2015

Journal of International Consumer Marketing

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Acculturation research has mostly focused on the experiences of ethnic minorities, but nowadays global forces are shaping mainstream societies. How does exposure to global consumer culture (GCC) combine with a social identity drawing from nationality to impact consumer behavior? Using multidimensional measures for national ethnic identity and acculturation to GCC (AGCC), we investigate cultural relationships with an array of consumer attitudes and behaviors, focusing on Japan: an economically advanced country but with a non-Western and ethnically homogeneous people. AGCC positively (negatively) associated with materialism (consumer ethnocentrism); whereas Japanese ethnic identity positively associated with materialism. The behavioral impact of the cultural constructs was complex, varying substantially across 71 behaviors grouped into several product categories, whereby four broad acculturation patterns are discernible. Based on relative degrees of Japanese ethnic identity and AGCC, four consumer segments were revealed.

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“…Translation and interpretation are beginning to receive ethnographic attention as sites of production (Sturge 2007 ), although this tends to be limited to those activities which mainly involve humans, without much attention to what goes on in the area of speech technology. The fi nal area we can draw on is the language teaching industry -an increasingly competitive arena (Block and Cameron 2002 ;Yarymowich 2005 ;Liddicoat 2007 ).…”

Section: The Management Of Linguistic Resourcesmentioning

confidence: 99%