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- Author: Ellen Preston Motohashi
- Publisher: Multilingual Matters Limited
- ISBN-10: 1800415435
- ISBN-13: 9781800415430
- Format: 15.6 x 23.4 x 1.6 cm, kieti viršeliai
- Language: English
- SAVE -10% with code: EXTRA
Constructing, Reconstructing and Reclaiming Learner Identities (e-book) (used book) | bookbook.eu
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Description
This book focuses on the experiences of 1.5 generation Filipinos in Japan, charting their life histories and educational experiences in both the Philippines and Japan. Against a background of migrations to and from both countries, and varying levels of Japanese as a Second Language and educational support for immigrant/non-Japanese speaking children in Japanese schools, the author uses a narrative approach to consider how the participants use their educational histories and learner identities as an intangible resource upon which they drew to overcome the structural and cultural differences in the teaching-learning environments they encountered in Japanese schools. The book ends by recounting the participants' regained sense of confidence as learners upon entering university, where they reclaim their learner identities as active participants in the classroom, with several receiving awards for excellence.
EXTRA 10 % discount with code: EXTRA
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- Author: Ellen Preston Motohashi
- Publisher: Multilingual Matters Limited
- ISBN-10: 1800415435
- ISBN-13: 9781800415430
- Format: 15.6 x 23.4 x 1.6 cm, kieti viršeliai
- Language: English English
This book focuses on the experiences of 1.5 generation Filipinos in Japan, charting their life histories and educational experiences in both the Philippines and Japan. Against a background of migrations to and from both countries, and varying levels of Japanese as a Second Language and educational support for immigrant/non-Japanese speaking children in Japanese schools, the author uses a narrative approach to consider how the participants use their educational histories and learner identities as an intangible resource upon which they drew to overcome the structural and cultural differences in the teaching-learning environments they encountered in Japanese schools. The book ends by recounting the participants' regained sense of confidence as learners upon entering university, where they reclaim their learner identities as active participants in the classroom, with several receiving awards for excellence.
Reviews