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・ Avoiding influence on their accounts of events ・ Extracting well thought responses

What do I want to know? Japanese mixed heritage young adults’ perceptions on their in/ability to speak Japanese How should I find out ?. ・ Avoiding influence on their accounts of events ・ Extracting well thought responses

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・ Avoiding influence on their accounts of events ・ Extracting well thought responses

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  1. What do I want to know? Japanese mixed heritage young adults’ perceptions on their in/ability to speak Japanese How should I find out ? ・Avoiding influence on their accounts of events ・Extracting well thought responses (provide sufficient time for participants to reflect interview Qs) ・Allowing self expression ・Focusing on interpreting their learning experiences, not factors Analysis of Participants’ Autobiographies

  2. What an autobiography analysis can offer ? ・Highlight information that people do not know consciously themselves (Bell, 2002) ・Allow for a complex, theoretically and sociohistorically informed, investigation of social contexts of language learning and learning’s trajectories (Pavlenko, 2001) ・Give voice to learner’s own view of factors both predispositing and sustaining different trajectories of language learning (Coffey & Street, 2008)

  3. Three types of Autobiographic narratives 1)Autobiography (including diaries & journals) written by language learners in response to teachers or researchers’ request 2) Life history collected through interviews 3) Published linguistic autobiography (Pavelenko, 2007)

  4. Autobiography as Data in Applied Linguistics Pavlenko, A (2003) “I never knew I was a bilingual” Re imagining teacher identities in TESOL ( type 1 -- identifying unconscious thoughts) Y. Kanno (2000) Bilingualism and Identity: The Stories of Japanese Returnees (type 2 – analysis of stories of cross-cultural experiences among Japanese bilinguals) L. Tse (2000) The Effects of Ethnic identity Formation on Bilingual Maintenance and Development: An analysis of Asian American Narratives (type 3 – analysis of 39 published narratives of Americans of Asian descent )

  5. Structure of method for my study First Interview explain nature of study provide inspirations for autobiography Autobiography write their perceptions of learning experiences in their own words Second interview discuss about autobiography and its analysis with participants Third interview (if necessary)

  6. Blind spots Tendency to treat one’s accounts in autobiography as facts (but descriptions of events do not always correspond to reality) Lack of understanding in participants’ social circumstance may lead to misinterpretations of their accounts (when was written, the mode of author Different analysis approaches bring inconsistent outcomes Treatment of unspoken accounts (Sharkey, 2004)

  7. Questions to be asked ・Which analysis approach would be the best choice? “D”iscourse analysis (J.Gee) Dialogic approach to discourse (Wortham) No specified approach (Marshall) ・Is triangulation approach necessary, if so, how can it be achieved? interview parents (?) view movie or read a book/article related a mixed heritage issue and discuss about it (?) ・How can I inspire participants to write a well thought autobiographical essay

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