By Sandra G. Kouritzin
This booklet contributes to the certainty of first-language loss in either immigrant and indigenous groups in (at least) 3 ways. First, it offers perception into the method of language loss and the standards contributing to it. moment, it makes an attempt to outline, from an insider point of view, what it capability to "lose" a language. 3rd, it analyzes the perceived outcomes of first language loss by way of social, educational, emotional, and monetary factors--an method formerly missing in learn on language loss. so much reports of first language loss are impersonal, even if they inform emotional tales. This polyphonic booklet approximately language loss and imperfect studying of historical past languages tells the interior tale. effortless to learn and but educational, it provides voice to 5 varied storytellers who relate the histories in their first language loss and analyzes issues from 21 life-history case experiences of adults who had misplaced their first languages whereas studying English. The tales during this e-book make a compelling argument that historical past languages can be preserved, that ESL will be approximately constructing bilinguals no longer English monolinguals. very important interpreting for researchers, practitioners, and graduate scholars in ESL and bilingual schooling, multicultural schooling, cultural stories, and sociology, this publication also will curiosity qualitative researchers as an instance of a different type of either doing and writing study.
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Extra info for Faces of first language loss
The vignette, Discordance, represents the current attitudes toward immigrants and English as a Second Language students in Canada, and is meant as a kind of call to arms. The concluding chapter, purposely entitled "Not a Finale: a Decrescendo" summarizes and raises questions about this and future research, and explains the roles researching, re/searching, and writing have played in my own life. It is hoped that the understandings arising from this book will not only enable readers individually to validate or change their views of the role of minority languages in public education, but also to critically examine social systems, policy, and educational practice, with a view to: Page xi 1.
Second language acquisition no longer sounded antiseptic or objective to me, but filled with political posturing and hidden motivations. Lily Wong Fillmore's article, and the discovery of a like-minded body of researchers including Jim Cummins, Bonny Norton [Pierce], Tove Skutnabb-Kangas, and Robert Phillipson, led me to feminist research, critical theory, poststructuralist paradigms, alternative ways of knowing, holistic research methodology-and eventually resulted in the research presented here.
Over time, Emiko and I shared life stories. She had been born of Japanese immigrant parents in southern California where she grew up speaking English because her parents wanted her to be completely American, and, according to their traditional belief, "go ni iraba, go ni shitagae" (when you go to the country, you have to surrender to local customs). In 1942, when Emiko was 16 years old, both of her parents died within months of each other, and, to comply with their wishes, she sailed to Japan to leave their remains at the family gravesite.