ABSTRACT

This paper explores the classroom socialisation of a mundane institutional language policy regarding the use of the target language: Japanese. Based on audiovisual recordings in a Japanese as a heritage language (JHL) classroom, it analyses episodes when teachers initiated repair on children’s novel English loanwords (i.e. English-based words pronounced in Japanese but not widely accepted and used), in ways that treated them (or sometimes the social actions performed through them) as problematic. Through a multimodal analysis of other-initiated repair turns and the sequences in which they were lodged, it examines how students responded, and whether and how teachers engaged in correction. In aiming to bridge research on classroom discourse using conversation analysis (CA) and language socialisation, the paper argues how repair and correction are practices for conveying the school language policy to ‘speak only in Japanese’. It also argues that these practices have the potential for socialising students beyond the classroom, to membership into (an imagined) Japanese society where monitoring one’s language use as a bilingual Japanese-English speaker may be important because the excessive use of English loanwords can become an object of others’ negative attitudes and evaluations.

摘要

本文探讨了关于使用目标语言：日语的普通机构语言政策的课堂社会化。以日语作为传统语言 (JHL) 课堂的视听录音为基础，分析教师对儿童小说英语借词（即日语发音但未广泛接受和使用的英语单词）进行修复的情节，以对待他们的方式（或有时通过它们执行的社会行为）是有问题的。通过对他人发起的修复转弯及其发生顺序的多模态分析，它检查了学生的反应方式，以及教师是否以及如何进行纠正。旨在通过对话分析 (CA) 和语言社会化对课堂话语的研究建立联系，这篇论文论证了修复和纠正是如何传达学校语言政策“只说日语”的做法。它还认为，这些做法有可能使学生在课堂之外社交，成为（一个想象的）日本社会的成员，在这个社会中，监控一个人作为日英双语者的语言使用可能很重要，因为过度使用英语外来词可能成为一种他人消极态度和评价的对象。