著書

地域や大学で行われている日本語の学習場面において、「外国人／日本人」というカテゴリー化はいかに形成されるのか。相互学習型活動の実践と参与観察から、非対称的な関係性の中で異質性が顕在化するメカニズムを解明。さらに、「対立」の克服に至る「協働」の現象を分析し、多言語・多文化共生を目指すための学習展開を考察する。

This study explores the language policies and language practices of migrant students with mixed heritages. Using narrative inquiry, the life stories of Japanese–Vietnamese migrant students were analysed thematically. The study found that language ideologies, particularly on the superiority of the Japanese language, led to the devaluation of the Vietnamese language and consequently their Japanese becoming. Students were seen to be policymakers for language use within their family and with the people around them; however, varying degrees of agency caused their negotiation with the parents’ linguistic practices and policies to play out differently. Given these findings, we call for more literacy support to be given to children with mixed heritages to ensure their rights to receive education in their mother tongues.