Metapragmatically engaging with gender norms in Japanese language textbooks

Forskningsoutput: Kapitel i bok/rapport/konferenshandlingKonferensbidragVetenskapligPeer review

Sammanfattning

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.
Originalspråkengelska
Titel på gästpublikationPARLAY 2015 proceedings
RedaktörerJames Tompkinson
Antal sidor18
UtgivningsortYork
FörlagYork Papers in Linguistics
Utgivningsdatum29 jul 2016
Sidor96-113
StatusPublicerad - 29 jul 2016
MoE-publikationstypA4 Artikel i en konferenspublikation
EvenemangPostgraduate and Academic Researchers in Linguistics at York - York, Storbritannien
Varaktighet: 11 sep 201511 sep 2015
Konferensnummer: 3

Publikationsserier

NamnYork Papers in Linguistics: PARLAY Proceedings
Volym3
ISSN (tryckt)1758-0315

Vetenskapsgrenar

  • 6121 Språkvetenskaper

Citera det här

Andersson, P. (2016). Metapragmatically engaging with gender norms in Japanese language textbooks. I J. Tompkinson (Red.), PARLAY 2015 proceedings (s. 96-113). (York Papers in Linguistics: PARLAY Proceedings; Vol. 3). York: York Papers in Linguistics.
Andersson, Pontus. / Metapragmatically engaging with gender norms in Japanese language textbooks. PARLAY 2015 proceedings. redaktör / James Tompkinson. York : York Papers in Linguistics, 2016. s. 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. i J Tompkinson (red.), PARLAY 2015 proceedings. York Papers in Linguistics: PARLAY Proceedings, vol. 3, York Papers in Linguistics, York, s. 96-113, Postgraduate and Academic Researchers in Linguistics at York, York, Storbritannien, 11/09/2015.

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

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

Forskningsoutput: Kapitel i bok/rapport/konferenshandlingKonferensbidragVetenskapligPeer review

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