Fukunaga 2006 FL literacy development using Anime ... - Oncourse
Fukunaga 2006 FL literacy development using Anime ... - Oncourse Fukunaga 2006 FL literacy development using Anime ... - Oncourse
“Those anime students”: Foreign language literacy development through Japanese popular culture He does not limit himself to being a “Japanese video game fan” or “anime fan.” Instead, he actively searches for new interests. Popular culture and multiple literacies Figure 5 Emily’s Sailor Moon toy collection In discussing this study, I offer a new perspective about how anime students engage with a new language by connecting my findings to the pedagogy of multiliteracies (Lankshear & Knobel, 2003; New London Group, 1996), focusing on contextualized literacy practice, identity, cultural diversity, and critical dimensions of literacy. The most significant advantage that anime offers to JFL students is in the contextual and multiple meanings of text. Foreign language learning in the United States often lacks a cultural context. Therefore, some learners only gain surface knowledge of language and culture and keep “a certain detached attitude” toward the target language and culture (Manes, 2005, p. 1). Anime students compensate for this situation by becoming members of the anime community. The findings of this study include multiple advantages that anime offers to linguistic and cultural aspects of JFL literacy development. Because they are accustomed to listening to Japanese speech, some anime students in my classes have excellent pronunciation, and they have also been exposed to multiple Japanese social contexts. As a part of the final oral exam, my JFL students performed minidramas in small groups. I can sometimes spot “secret” anime students in my classroom by listening to their Japanese speech in these minidramas. One challenge for JFL teachers is how to incorporate colloquial speech with class work. Most JFL textbooks introduce polite speech in beginning Japanese classes. In Japan, students are supposed to use polite speech with teachers. JOURNAL OF ADOLESCENT & ADULT LITERACY 50:3 NOVEMBER 2006 217
Naturally, JFL teachers use polite speech in classroom settings. However, JFL students point out that none of their Japanese friends talk like that among themselves. Anime students are used to hearing different speech styles in Japanese according to different situations. In classroombased minidrama performances, it is clear that some anime students are comfortable with different speech styles. These anime students also seem to have less anxiety about studying Japanese. Japanese is rated among the most difficult languages to learn for English native speakers. To have less anxiety helps students enjoy learning Japanese. Anime students are very aware of the national origins of anime. Kubota (2002) questioned the way culture should be taught in foreign language classrooms, criticizing the “static” knowledge of culture taught in language classrooms and calling for recognition of “the diversity and dynamic nature of language and culture” (p. 26). Taking this into account, I consider anime students to be active learners who gather information about Japan from multiple sources through media. What foreign language teachers should do is help all students to be active learners. These anime students actively expand their knowledge, inspired by anime. For example, one female anime student refers to herself as boku,a term commonly used by boys and men, in my Japanese class. She explains, “I know that some anime female characters call themselves boku instead of watashi. I think it suits me [because] I am a tomboy.” I was impressed by what this particular student brought to my JFL classroom. Another example of anime students’ multiple viewpoints is gendered language usage. While many JFL texts represent fixed use of gendered languages—for example, males use da while female use wa for speech endings (Siegal & Okamoto, 1996)—anime students are aware of the shifting nature of these gendered languages depending on social situations. This type of student becomes a constant reminder to get away from teaching “static” knowledge of language and culture. 218 “Those anime students”: Foreign language literacy development through Japanese popular culture My findings reiterate the importance of the learner’s identity and community of practice (Chandler-Olcott & Mahar, 2003a, 2003b). A problem in many educational settings is that teachers do not have insider knowledge of anime. A study of anime fans shows that they recognize the lack of social legitimacy for anime (Napier, 2001). For example, some anime fans express their dilemma of enjoying anime and animerelated activity but being viewed as “weird” by others, including family members, friends, and teachers. In Napier’s words, “[b]ecause the object of their interest is not an American pop culture icon, they may therefore feel more marginalized than fans of American cultural products” (p. 244). The three JFL students showed concerns about how they were perceived by nonfans, but the anime community’s support enabled Emily to be empowered by the word weird. This act reminded me of the use of the word queer in Queer Theory: The word is used pejoratively by those outside the affinity group, but those inside the group embrace it as a way of identifying with one another and empowering themselves (Butler, 1993). Emily seems to have been empowering herself through building relationships with anime fans. This critical nature is not limited to anime—indeed, many popular culture texts address it. Themes that are taboo in certain cultures can be discussed in popular culture as a creative medium. Anime creates space for new discussion topics among non-Japanese consumers. This openness within popular culture is important to understanding U.S. college students’ interaction with this medium. In a postmodern society, we are exposed to a huge amount of information. As the “American” version of Sailor Moon suggests, what we see is not necessarily true. An essential skill to develop is that of questioning what we see. This needs to be applied to every media, including anime. While anime offers advantages in terms of cultural and linguistic knowledge about Japan, it is fictional. It is dangerous to take knowledge of something only from one source. JOURNAL OF ADOLESCENT & ADULT LITERACY 50:3 NOVEMBER 2006
- Page 1 and 2: 206 © 2006 INTERNATIONAL READING A
- Page 3 and 4: practices through out-of-class acti
- Page 5 and 6: (Allen et al., p. 314). However, th
- Page 7 and 8: Anime conventions provide a means t
- Page 9 and 10: several episodes, they naturally ge
- Page 11: aware of how Japanese expressions a
- Page 15 and 16: Hikaru no go formed a Go club and m
- Page 17: REFERENCES Allen, J., & Labbo, L. (
“Those anime students”: Foreign language <strong>literacy</strong> <strong>development</strong> through Japanese popular culture<br />
He does not limit himself to being a “Japanese<br />
video game fan” or “anime fan.” Instead, he actively<br />
searches for new interests.<br />
Popular culture and multiple<br />
literacies<br />
Figure 5<br />
Emily’s Sailor Moon toy collection<br />
In discussing this study, I offer a new perspective<br />
about how anime students engage with a new<br />
language by connecting my findings to the pedagogy<br />
of multiliteracies (Lankshear & Knobel,<br />
2003; New London Group, 1996), foc<strong>using</strong> on<br />
contextualized <strong>literacy</strong> practice, identity, cultural<br />
diversity, and critical dimensions of <strong>literacy</strong>. The<br />
most significant advantage that anime offers to<br />
J<strong>FL</strong> students is in the contextual and multiple<br />
meanings of text. Foreign language learning in<br />
the United States often lacks a cultural context.<br />
Therefore, some learners only gain surface knowledge<br />
of language and culture and keep “a certain<br />
detached attitude” toward the target language and<br />
culture (Manes, 2005, p. 1). <strong>Anime</strong> students compensate<br />
for this situation by becoming members<br />
of the anime community. The findings of this<br />
study include multiple advantages that anime offers<br />
to linguistic and cultural aspects of J<strong>FL</strong> <strong>literacy</strong><br />
<strong>development</strong>. Because they are accustomed to<br />
listening to Japanese speech, some anime students<br />
in my classes have excellent pronunciation, and<br />
they have also been exposed to multiple Japanese<br />
social contexts. As a part of the final oral exam,<br />
my J<strong>FL</strong> students performed minidramas in small<br />
groups. I can sometimes spot “secret” anime students<br />
in my classroom by listening to their<br />
Japanese speech in these minidramas.<br />
One challenge for J<strong>FL</strong> teachers is how to<br />
incorporate colloquial speech with class work.<br />
Most J<strong>FL</strong> textbooks introduce polite speech in<br />
beginning Japanese classes. In Japan, students are<br />
supposed to use polite speech with teachers.<br />
JOURNAL OF ADOLESCENT & ADULT LITERACY 50:3 NOVEMBER <strong>2006</strong> 217
Change language