Metapragmatically engaging with gender norms in Japanese language textbooks

Tutkimustuotos: Artikkeli kirjassa/raportissa/konferenssijulkaisussaKonferenssiartikkeliTieteellinenvertaisarvioitu

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This paper examines gender biases in a number of textbooks for Japanese as a foreign language, and differs from other forays into the subject by focusing on the presentation of language and on metapragmatic engagement. After an extensive literature review to situate the reader in scholarly linguistic discourses on gender in Japanese, the paper attempts to tentatively answer the question: How are linguistic gender norms managed and presented in textbooks for Japanese as a foreign language? It does this by contrasting Japanese as described in scholarly work with textbook representations of the same, as well as through comparing the textbooks themselves. In this early-stage analysis, I find that the different textbooks have different strategies for presenting gendered forms, characterised by a mix of gender blindness and prioritising male audiences of learners over female ones. This may have consequences for teachers’ and students’ opportunities for metapragmatic engagement with textbook materials in classroom contexts, as well as for students’ lives once they leave the classrooms.
Alkuperäiskielienglanti
OtsikkoPARLAY 2015 proceedings
ToimittajatJames Tompkinson
Sivumäärä18
JulkaisupaikkaYork
KustantajaYork Papers in Linguistics
Julkaisupäivä29 heinäkuuta 2016
Sivut96-113
TilaJulkaistu - 29 heinäkuuta 2016
OKM-julkaisutyyppiA4 Artikkeli konferenssijulkaisuussa
TapahtumaPostgraduate and Academic Researchers in Linguistics at York - York, Britannia
Kesto: 11 syyskuuta 201511 syyskuuta 2015
Konferenssinumero: 3

Julkaisusarja

NimiYork Papers in Linguistics: PARLAY Proceedings
Vuosikerta3
ISSN (painettu)1758-0315

Tieteenalat

  • 6121 Kielitieteet

Lainaa tätä

Andersson, P. (2016). Metapragmatically engaging with gender norms in Japanese language textbooks. teoksessa J. Tompkinson (Toimittaja), PARLAY 2015 proceedings (Sivut 96-113). (York Papers in Linguistics: PARLAY Proceedings; Vuosikerta 3). York: York Papers in Linguistics.
Andersson, Pontus. / Metapragmatically engaging with gender norms in Japanese language textbooks. PARLAY 2015 proceedings. Toimittaja / James Tompkinson. York : York Papers in Linguistics, 2016. Sivut 96-113 (York Papers in Linguistics: PARLAY Proceedings).
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title = "Metapragmatically engaging with gender norms in Japanese language textbooks",
abstract = "This paper examines gender biases in a number of textbooks for Japanese as a foreign language, and differs from other forays into the subject by focusing on the presentation of language and on metapragmatic engagement. After an extensive literature review to situate the reader in scholarly linguistic discourses on gender in Japanese, the paper attempts to tentatively answer the question: How are linguistic gender norms managed and presented in textbooks for Japanese as a foreign language? It does this by contrasting Japanese as described in scholarly work with textbook representations of the same, as well as through comparing the textbooks themselves. In this early-stage analysis, I find that the different textbooks have different strategies for presenting gendered forms, characterised by a mix of gender blindness and prioritising male audiences of learners over female ones. This may have consequences for teachers’ and students’ opportunities for metapragmatic engagement with textbook materials in classroom contexts, as well as for students’ lives once they leave the classrooms.",
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Andersson, P 2016, Metapragmatically engaging with gender norms in Japanese language textbooks. julkaisussa J Tompkinson (Toimittaja), PARLAY 2015 proceedings. York Papers in Linguistics: PARLAY Proceedings, Vuosikerta 3, York Papers in Linguistics, York, Sivut 96-113, Postgraduate and Academic Researchers in Linguistics at York, York, Britannia, 11/09/2015.

Metapragmatically engaging with gender norms in Japanese language textbooks. / Andersson, Pontus.

PARLAY 2015 proceedings. toim. / James Tompkinson. York : York Papers in Linguistics, 2016. s. 96-113 (York Papers in Linguistics: PARLAY Proceedings; Vuosikerta 3).

Tutkimustuotos: Artikkeli kirjassa/raportissa/konferenssijulkaisussaKonferenssiartikkeliTieteellinenvertaisarvioitu

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N2 - This paper examines gender biases in a number of textbooks for Japanese as a foreign language, and differs from other forays into the subject by focusing on the presentation of language and on metapragmatic engagement. After an extensive literature review to situate the reader in scholarly linguistic discourses on gender in Japanese, the paper attempts to tentatively answer the question: How are linguistic gender norms managed and presented in textbooks for Japanese as a foreign language? It does this by contrasting Japanese as described in scholarly work with textbook representations of the same, as well as through comparing the textbooks themselves. In this early-stage analysis, I find that the different textbooks have different strategies for presenting gendered forms, characterised by a mix of gender blindness and prioritising male audiences of learners over female ones. This may have consequences for teachers’ and students’ opportunities for metapragmatic engagement with textbook materials in classroom contexts, as well as for students’ lives once they leave the classrooms.

AB - This paper examines gender biases in a number of textbooks for Japanese as a foreign language, and differs from other forays into the subject by focusing on the presentation of language and on metapragmatic engagement. After an extensive literature review to situate the reader in scholarly linguistic discourses on gender in Japanese, the paper attempts to tentatively answer the question: How are linguistic gender norms managed and presented in textbooks for Japanese as a foreign language? It does this by contrasting Japanese as described in scholarly work with textbook representations of the same, as well as through comparing the textbooks themselves. In this early-stage analysis, I find that the different textbooks have different strategies for presenting gendered forms, characterised by a mix of gender blindness and prioritising male audiences of learners over female ones. This may have consequences for teachers’ and students’ opportunities for metapragmatic engagement with textbook materials in classroom contexts, as well as for students’ lives once they leave the classrooms.

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KW - normativity

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Andersson P. Metapragmatically engaging with gender norms in Japanese language textbooks. julkaisussa Tompkinson J, toimittaja, PARLAY 2015 proceedings. York: York Papers in Linguistics. 2016. s. 96-113. (York Papers in Linguistics: PARLAY Proceedings).