Japanese elementary school children's identities in a multilingual space

• Author: Kana Oishi
• Position: Meisei University, Tokio, Japan
• Pages: 151-158

Bulletin of theTransilvania University of Braşov

SeriesVII: Social Sciences • Law • Vol. 9 (58) No. 1 - 2016

JAPANESE ELEMENTARY SCHOOL

CHILDREN’S IDENTITIES IN A

MULTILINGUAL SPACE

Kana OISHI1

Abstract: Language learning is based on social interaction. In order to

understand children’s identity, the research focused on the environment in

which the child is immersed. For the purpose of this study, Gee (2014)’s

notion of discourse was adapted, specifically the latter type which is

discourse. In order to look into the identity of the children under this study,

there is a need to look into the kind of environment in which the children are

situated. Discourses also gradually have changed through social interaction.

Therefore, discourses and identities were reconstructed by social

interactions.

Key words: English, communication skills, discourse, Meisei University.

1. Introduction

The purpose of English education in Japan is to nurture basic English communication

skills (MEXT, 2008). Japanese elementary school children have English classes two or

three times a week. However, Japanese elementary school teachers are not sufficiently

trained to teach English. In addition, Japanese children have very few opportunities to

speak English with non-Japanese English speakers.

Therefore, Non-Japanese teachers (Assistant Language Teachers: ALT) who speak

fluent English, support Japanese teachers in English class. Historically and

geographically Japan is an island country. Non-Japanese people are hard to come by in

Japan unlike in Europe for example which is a more international continent.

2. Conceptual Framework

In this research, I used the following two concepts to frame my analysis. The first

concept is Discourse as proposed by Gee (1996). The second concept I used is identity

which is discussed by Norton (2013). These two concepts were used for my analysis of

children’s language use and identities in a multilingual setting. Traditionally, it was

thought that language learning is achieved individually by each person. However, Norton

(2000) focuses on the language learner’s identity in second language acquisition (SLA).

1Meisei University, Tokio, Japan, 14m6002@stu.meisei-u.ac.jp.