2023 Fiscal Year Final Research Report
Investigating multiethnic students' learning of their heritage languages at Japanese universities
| Project/Area Number |
19K00797
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Review Section |
Basic Section 02100:Foreign language education-related
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| Research Institution | Kanda University of International Studies |
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Principal Investigator |
Park Siwon 神田外語大学, グローバル・リベラルアーツ学部, 教授 (00458639)
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| Co-Investigator(Kenkyū-buntansha) |
杉田 めぐみ 神田外語大学, 外国語学部, 准教授 (70366938)
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| Project Period (FY) |
2019-04-01 – 2024-03-31
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| Keywords | heritage language / identity / diversity / inclusivity |
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| Outline of Final Research Achievements |
Our research on Heritage Language (HL) learners has revealed significant trends in language use post-graduation, where English predominates in professional environments. This shift not only influences career trajectories but also impacts the identity formation of HL speakers, highlighting the socio-cultural complexities they navigate. Furthermore, our findings underscore the role of living arrangements in HL proficiency, with separation from parents often leading to reduced HL practice.
Moreover, our research identifies deliberate language choices among HL speakers, such as favoring Japanese over heritage languages to facilitate integration into a broader community. Insights from a symposium on heritage language education further emphasize the challenges faced by ethnic minorities in preserving their linguistic and cultural identities. This highlights the critical need for societal support to sustain linguistic diversity among HL learners.
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| Free Research Field |
Foreign Language Education
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| Academic Significance and Societal Importance of the Research Achievements |
Our research on HL learners reveals how post-graduation settings affect their careers and identities. It reveals the intricate relationship between language learning and social integration and informs the importance of supporting HL learners to preserve linguistic diversity and foster inclusivity.
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