000			03065cam a2200373M 4500
003			FlBoTFG
005			20260416145955.0
008			250313s2025 xx o 0|| 0 eng d
020			_a9781040313237
020			_a104031323X
020			_a9781003466697
020			_a1003466699
020			_a9781040313251
020			_a1040313256
020			_z1032655054
020			_z9781032655055
072		7	_aCFF _2bicssc
072		7	_aLAN009000 _2bisacsh
072		7	_aCFB _2bicssc
072		7	_aFOR014000 _2bisacsh
082	0	4	_a495.68 _223/eng/20250324
100	1		_aYoshida, Maki.
245	1	0	_aNegotiating gendered language and social identities : _bgender, race and native speaker... ideology in learning Japanese as an additional language
260			_a[S.l.] : _bROUTLEDGE, _c2025.
300			_a1 online resource
520			_aThis book explores gendered language and gender identities negotiated by seven tertiary students of Japanese as an additional language (JAL) in Australia. It demonstrates that while participants are familiar with gendered Japanese as linguistic resources, their self- positioned and ascribed 'learnersness', 'nonnative-speakerness' and 'non- Japaneseness' both inside and outside classroom contexts greatly impact the targeted negotiations. It argues that these ascribed social identities encourage participants to adopt 'correct' (gendered) Japanese; however, what exactly this 'correctness' means differs for each JAL participant, depending on their other reflective and perceived social identities-such as gender, age, class, race and English 'native- speakerness'.This book draws on the conclusions on the implications of discourses and practices concerning native- speaker status, gender and race in Japanese language education. While the initial focus is on gendered Japanese and gender identity, this book subsequently expands that the participants' negotiation of gendered Japanese and gender identity is complicatedly intertwined with negotiations of other social identities such as native- speaker status, race and age, with native-speaker status saliently affecting the way they position themselves and are positioned by their interlocutors. This book analyses the participants' language resources, spoken and/ or written Japanese interactions and one-on-one and focus- group interviews and presents easily understood findings for readers who are interested in SLA, Japanese, language and/ or identity studies.This is the first book to holistically examine Australia- based tertiary students' Japanese language learning experience and Japanese interactions with regards to (gendered) language, identities and discursive power relations in a global and multilingual world.
650		0	_aJapanese language
650		0	_xStudy and teaching _xForeign speakers.
856	4	0	_uhttps://www.taylorfrancis.com/books/9781003466697
856	4	2	_uhttp://www.oclc.org/content/dam/oclc/forms/terms/vbrl-201703.pdf
856	4	0	_3Taylor & Francis
856	4	2	_3OCLC metadata license agreement
942			_cE-BOOK _2ddc
999			_c49622 _d49622