Heritage language development
Subtitle: a reflexive ethnography of second-generation Japanese-Canadian students
By: by Miwa Tonami.
Published: 2005
Language: eng
Number of pages: 156
Subjects: Japanese -- Ontario -- Toronto -- Education.; Japanese -- Ontario -- Toronto -- Language.; Children of immigrants -- Ontario -- Toronto -- Education.; Children of immigrants -- Ontario -- Toronto -- Language.; Japanese language -- Study and teaching -- Ontario -- Toronto.
Other titles: A reflexive ethnography of second-generation Japanese-Canadian students.
Description: A qualitative approach, based on reflexive ethnography methodology was employed in this study, to allow the researcher to be reflective on the research process, and to make the relationships between the researcher and the researched visible.The salient factors found to have affected their HL skills included parental role, promotion of HL through attendance of Japanese school, involvement in Japanese language-related pastimes, visits to Japan, interaction with friends, as well as their maintaining a positive outlook. The participants' current proficiency in HL was observed to be the result of multifaceted efforts that both the students and their parents had made over many years.This research attempts to narrate the stories relating to the heritage language (HL) development of five second-generation Japanese-Canadian students in the Greater Toronto Area (GTA). The study focuses on the salient factors that contributed to enhancement of their HL ability.
Notes: Thesis (M.A.)--University of Toronto, 2005.

Includes bibliographical references (leaves 140-146)

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