Chapter 1: Negotiations of Selves in a Bilingual Japanese-English Elementary School Program: A Duoethnographic-Narrative Study by Jennifer Yphantides
Abstract
This duoethnographic-narrative study reports on child, parent, teacher, and administrator experiences and visions in a bilingual Japanese-English elementary school program. Drawing on liminality and imagined communities as theoretical frameworks, the researcher collected data from a variety of participants and shaped it into a narrative. Findings indicate that while Japan does have a growing number of multilinguals from varied backgrounds, child-parent experiences and visions of the future are not always congruent, nor are parent-teacher or parent-administrator experiences and visions aligned. Rather than making recommendations for practice, the paper concludes with a review of the literature, connecting the researcher’s findings with the extant body of scholarship.
About the Contributor
Jennifer Yphantides is a lecturer at Soka University in Tokyo, Japan. She has been teaching English as a second or foreign language since 1993 and has worked in North America, Europe, and the Middle East, in addition to her 15 years in Japan. She holds a doctorate in education from Northeastern University and is the former editor of The Japan Association of Language Teacher’s journal, The Language Teacher.
Citation
Yphantides, J. (2020). Negotiation of selves in a bilingual Japanese-English elementary school program: A duoethnographic-narrative study. In M. L. Cook & L. G. Kittaka (Eds.), Intercultural families and schooling in Japan: Experiences, issues, and challenges (pp. 2-20). Candlin & Mynard. https://doi.org/10.47908/12/1
This duoethnographic-narrative study reports on child, parent, teacher, and administrator experiences and visions in a bilingual Japanese-English elementary school program. Drawing on liminality and imagined communities as theoretical frameworks, the researcher collected data from a variety of participants and shaped it into a narrative. Findings indicate that while Japan does have a growing number of multilinguals from varied backgrounds, child-parent experiences and visions of the future are not always congruent, nor are parent-teacher or parent-administrator experiences and visions aligned. Rather than making recommendations for practice, the paper concludes with a review of the literature, connecting the researcher’s findings with the extant body of scholarship.
About the Contributor
Jennifer Yphantides is a lecturer at Soka University in Tokyo, Japan. She has been teaching English as a second or foreign language since 1993 and has worked in North America, Europe, and the Middle East, in addition to her 15 years in Japan. She holds a doctorate in education from Northeastern University and is the former editor of The Japan Association of Language Teacher’s journal, The Language Teacher.
Citation
Yphantides, J. (2020). Negotiation of selves in a bilingual Japanese-English elementary school program: A duoethnographic-narrative study. In M. L. Cook & L. G. Kittaka (Eds.), Intercultural families and schooling in Japan: Experiences, issues, and challenges (pp. 2-20). Candlin & Mynard. https://doi.org/10.47908/12/1
Information About the Book
Title: Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges
Editors: Melodie Lorie Cook and Louise George Kittaka
Publication date: 24 September 2020
Read more...
Title: Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges
Editors: Melodie Lorie Cook and Louise George Kittaka
Publication date: 24 September 2020
Read more...