• Login
    View Item 
    •   Maryland Shared Open Access Repository Home
    • SOAR@SU
    • SU Dissertations
    • View Item
    •   Maryland Shared Open Access Repository Home
    • SOAR@SU
    • SU Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Exploring the Experiences and Japanese Foreign Language and Literacy Development of University Students in the U.S.

    Thumbnail
    Files
    Dissertation (1.191Mb)
    Permanent Link
    http://hdl.handle.net/11603/26644
    Collections
    • SU Dissertations
    Metadata
    Show full item record
    Author/Creator
    Cooper, Sean
    Date
    2022-11
    Type of Work
    206 pages
    Text
    dissertations
    Department
    Doctoral Studies in Literacy
    Program
    Doctor of Education (Ed.D.) Contemporary Curriculum Theory and Instruction: Literacy
    Subjects
    Japanese language and literacy
    Foreign language teaching
    Postsecondary education
    Sociocultural theory
    Multimodality
    Japanese--Study and teaching--Foreign speakers
    Abstract
    This qualitative study of a U.S. postsecondary institution’s Japanese language program sought to comprehend in detail the ways by which university students develop and experience Japanese language and literacy. Utilizing the lens of Sociocultural Theory, three contexts within the single case study were examined in the form of three differently-leveled Japanese classes in the Japanese program. The participation of twelve focus students allowed for exploration of the research question and sub-question: how do university students studying Japanese as a foreign language in the United States learn and experience Japanese language and literacy, and how do these students’ perceptions and interpretations of their Japanese language learning experience contribute to the shaping of their identities? The findings of this study revealed that students underwent a variety of processes while taking a Japanese course: Students relied on experiences with in-class learning through interactions with the instructor and their peers. They used sociocultural resources available to them both inside and outside of class to create opportunities to engage in Japanese learning through multimodal means. Students also brought their own experiences and perceptions in to their learning, with language backgrounds, relationships, and emotion playing a role in their Japanese language and literacy development. This study also illuminated that some students made attempts to integrate aspects of Japanese into their own identity as Japanese language learners. Findings inform instructors of Japanese and other Less Commonly Taught Languages of ways to improve sociocultural language and literacy development.


    Salisbury University
    Guerrieri Academic Commons
    1101 Camden Ave.
    Salisbury, MD 21801

    www.salisbury.edu

    Contact Information:
    Email: SOAR@salisbury.edu
    Phone: 410.543.6206


    If you wish to submit a copyright complaint or withdrawal request, please email mdsoar-help@umd.edu.

     

     

    My Account

    LoginRegister

    Browse

    This CollectionBy Issue DateTitlesAuthorsSubjectsType

    Statistics

    View Usage Statistics


    Salisbury University
    Guerrieri Academic Commons
    1101 Camden Ave.
    Salisbury, MD 21801

    www.salisbury.edu

    Contact Information:
    Email: SOAR@salisbury.edu
    Phone: 410.543.6206


    If you wish to submit a copyright complaint or withdrawal request, please email mdsoar-help@umd.edu.