Negotiating Gendered Language and Social Identities: Gender, Race and Native Speaker Ideology in Learning Japanese as an Additional Language

This book explores gendered language and gender identities negotiated by seven tertiary students of Japanese as an additional language (JAL) in Australia.It demonstrates that while participants are familiar with gendered Japanese as linguistic resources, their self- positioned and ascribed ‘learnersness’, ‘nonnative-speakerness’ and ‘non- Japaneseness’ both inside and outside classroom contexts greatly impact the targeted negotiations.It argues that these ascribed social identities encourage participants to adopt ‘correct’ (gendered) Japanese; however, what exactly this ‘correctness’ means differs for each JAL participant, depending on their other reflective and perceived social identities-such as gender, age, class, race and English ‘native- speakerness’. This book draws on the conclusions on the implications of discourses and practices concerning native- speaker status, gender and race in Japanese language education.While the initial focus is on gendered Japanese and gender identity,