Part of
Heritage Language Development: Focus on East Asian ImmigrantsEdited by Kimi Kondo-Brown
[Studies in Bilingualism 32] 2006
► pp. 33–56
Edited by Kimi Kondo-Brown
[Studies in Bilingualism 32] 2006
► pp. 33–56
Balancing L1 maintenance and L2 learning
Experiential narratives of Japanese immigrant families in Canada
This chapter examines reasons for first language (L1) maintenance among Japanese immigrant families residing in Toronto, Canada, by conducting life history research (Cole & Knowles, 2001). The data are then analyzed using activity theory (Engeström, 1999). The findings indicate that L1 is viewed as a vehicle for establishing and retaining strong family cohesion while second language (L2) is seen as indispensable socio-economic capital (Bourdieu, 1991). As L1 is predominantly used orally at home, oral L1 development is nurtured while the written forms and honorific discourses are not actively used and enforced by some parents. This chapter explains how bilinguality among immigrant families often disappears after two generations as the language of intimacy is quickly replaced by L2. The chapter calls for a more collaborative and inclusive approach to assure ethnolinguistic vitality and continuity.
Cited by (11)
Cited by 11 other publications
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2019. Family Language Policy towards Heritage Language Literacy Acquisition and Maintenance: Iranians in New Zealand. In The Sociolinguistics of Iran’s Languages at Home and Abroad, ► pp. 109 ff.
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Oriyama, Kaya
2016. Community of Practice and Family Language Policy: Maintaining Heritage Japanese in Sydney—Ten Years Later. International Multilingual Research Journal 10:4 ► pp. 289 ff.
Sakamoto, Mitsuyo & Leiko Matsubara Morales
2016. Ethnolinguistic vitality among Japanese-Brazilians: challenges and possibilities. International Journal of Bilingual Education and Bilingualism 19:1 ► pp. 51 ff.
Takeuchi, Miwa
2016. Transformation of discourse: multilingual resources and practices among Filipino mothers in Japan. International Journal of Bilingual Education and Bilingualism 19:3 ► pp. 235 ff.
Mori, Yoshiko & Toshiko M. Calder
2015. The Role of Motivation and Learner Variables in L1 and L2 Vocabulary Development in Japanese Heritage Language Speakers in the United States. Foreign Language Annals 48:4 ► pp. 730 ff.
Mori, Yoshiko & Toshiko M. Calder
2017. The Role of Parental Support and Family Variables in L1 and L2 Vocabulary Development of Japanese Heritage Language Students in the United States. Foreign Language Annals 50:4 ► pp. 754 ff.
Yu, Betty
2013. Issues in Bilingualism and Heritage Language Maintenance: Perspectives of Minority-Language Mothers of Children With Autism Spectrum Disorders. American Journal of Speech-Language Pathology 22:1 ► pp. 10 ff.
Yu, Betty
2018. Bilingualism and Autism: A Summary of Current Research and Implications for Augmentative and Alternative Communication Practitioners. Perspectives of the ASHA Special Interest Groups 3:12 ► pp. 146 ff.
Mori, Yoshiko & Junko Mori
2011. Review of recent research (2000–2010) on learning and instruction with specific reference to L2 Japanese. Language Teaching 44:4 ► pp. 447 ff.
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