Fukunaga 2006 FL literacy development using Anime ... - Oncourse

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.
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“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