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首页> 外文期刊>Writing Systems Research >Power of language ideologies: Challenging the notion of foreign loanwords in Japanese-as-a-foreign-language classroom
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Power of language ideologies: Challenging the notion of foreign loanwords in Japanese-as-a-foreign-language classroom

机译：语言意识形态的力量：在日语作为外语课堂中挑战外来借词的概念

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摘要

In foreign language (FL) classrooms, students are rarely alerted to the politics behind a particular use of words. The recent introduction of critical literacy in some FL classrooms has pushed students to understand the ways texts influence how we perceive and act in society. Nonetheless, some of the basic linguistic notions have yet to be challenged in FL classrooms, preventing critical literacy from achieving its full potential. We examined Kumagai's critical literacy project in an intermediate Japanese-as-a-foreign-language classroom at a college in the north-eastern US. The project encouraged students to question the textbook's prescriptive explanation regarding the use of katakana (a Japanese syllabary system that the textbook explains to be for foreign loanwords). Analysis of classroom interactions and students' reflection papers revealed that the notion of foreign loanword stifled the students' critical thinking. We argue that it is because the notion supports an absolute and static foreign/Japanese distinction, the idea of language as a homogeneous and bounded unit, and marking of only certain 'foreignness'. We call for FL education to include critiques of taken-for-granted linguistic notions in order to make students become aware of the role that language plays in maintaining or transforming social orders.
机译：在外语（FL）教室中，很少有人会特别注意单词背后的政治内容。最近在一些FL教室中引入了批判性读写能力，这促使学生们理解文本如何影响我们对社会的看法和行为。尽管如此，一些基本的语言学概念尚未在外语课堂上受到挑战，阻止了批判性扫盲发挥其全部潜力。我们在美国东北部一所大学的一门日语作为外语的中等课堂中检查了熊谷县的关键素养项目。该项目鼓励学生对片假名的使用提出质疑，这是对教科书的说明性解释（片假名是日本的音节系统，教科书解释为外国借词）。对课堂互动和学生反思论文的分析表明，外来借词的概念扼杀了学生的批判性思维。我们认为这是因为该概念支持外国和日语之间的绝对和静态区别，将语言作为同质且有界的单元的思想以及仅标记某些“外国”的标记。我们呼吁外语教育包括对必要的语言概念的批判，以使学生意识到语言在维持或改变社会秩序中所起的作用。

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