Transformation of discourse: multilingual resources and practices among Filipino mothers in Japan

Takeuchi, Miwa Aoki

doi:10.1080/13670050.2014.978262

Cited by 6 publications

(1 citation statement)

References 23 publications

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“…In the households where a Filipina woman was married to a Japanese husband, participants' interviews revealed that the husband or husband's parents tended to decide the family language practices, which were often the exclusive use of Japanese (Takeuchi, 2016). This situation was often because their husbands or husbands' parents did not comprehend Filipino (Tagalog), the official language of the Philippines, or other languages in the Philippines.…”

Section: Parents' Positional Identities and Home Practicesmentioning

confidence: 97%

Power and identity in immigrant parents’ involvement in early years mathematics learning

Takeuchi

2017

Educ Stud Math

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This study examined immigrant parents' involvement in early years mathematics learning, focusing on learning of multiplication in in-and out-of-school settings. Ethnographic interviews and workshops were conducted in an urban city in Japan, to examine out-of-school practices of immigrant families. Drawing from sociocultural theory of learning and the concept of appropriation (Wertsch, 1998), the role of power and identity was examined in relation to children's appropriation of an informal multiplication method that was taught by their parents. An intergenerational analysis, between immigrant parents and their children, revealed heterogeneous perspectives towards appropriation. Immigrant parents in this study framed their involvement in their children's early years mathematics learning in relation to their positional identities and the pressures to conform to the mainstream practices of their host country. During their early years of schooling, students in this study were already aware of academic tracking in the school and were aware of what was believed to be legitimate in school mathematics learning. The significance of diversifying mathematics curriculum and pedagogy was discussed to affirm the knowledge and identities of immigrant students and families.

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Section: Parents' Positional Identities and Home Practicesmentioning

confidence: 97%