Volume 1, Issue 1 April 2018, pp. 33–48
Examining learners' further investment in Japanese learning through study abroad experiences
This study examined further investment in Japanese language learning from the perspective of Indonesian learners of Japanese through their study abroad experience in Japan. Employing a model of investment proposed by Darvin and Norton, the study analyzed learners' oral and written narratives, focusing on three key constructs, namely identity, ideology, and capital. Data analysis revealed that study abroad to Japan has become a symbolic capital, as well as a way for learners to gain benefits related to some aspects of their linguistic capital they were not able to acquire when studying Japanese in their home country. Study abroad to Japan also offers a new possibility for Japanese learners to get closer to their imagined identity they wish to realize in their imagined communities related to Japanese language. This study revealed how different ideologies have shaped Japanese language institutional practices and educational policies and how these have impacted on language learners as they position themselves within the contexts. It posed critical view on Japanese language education policy and planning with its double-edged ideologies which has created constraint and opportunity for learners. The study indicates the importance to rethink Japanese language education planning and policy from the perspective of language learners' investment on Japanese learning, in the era of globalization where student mobility across borders and boundaries is prevalent.
© Fatmawati Djafri
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Djafri, F. (2018). Examining learners' further investment in Japanese learning through study abroad experiences. Australian Journal of Applied Linguistics, 1(1), 33–48. https://doi.org/10.29140/ajal.v1n1.8
EFL learners' peer negotiations and attitudes in mobile-assisted collaborative writing
Shiou-Wen Yeh, Cheng-Ting Chen
Language Education & Assessment Published: 30 April, 2019, Volume 2(1), 41–56.
Interculturality as collaborative identity management in language education
Intercultural Communication Education Published: 30 April, 2019, Volume 2(1), 20–38.
Washback of ACTFL's Integrated Performance Assessment in an intensive summer language program at the tertiary level
Language Education & Assessment Published: 31 August, 2019, Volume 2(2), 57–69.
Critical intercultural communication education: cultural analysis and pedagogical applications
Sofia A. Koutlaki, Zohreh R. Eslami
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 100–109.
L2 motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia
Aser Nazzal K. Altalib
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 1–16.
Advancing intercultural learning in world language education: Recent developments in pre-service teacher education in the U.S.
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 110–122.
An investigation of learners' use of CAN and COULD
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 32–46.
Integrating multimodal technologies with VARK strategies for learning and teaching EFL presentation: An investigation into learners' achievements and perceptions of the learning process
Yow-jyy Joyce Lee
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 17–31.
Teaching pragmatics: Nonnative-speaker teachers' knowledge, beliefs and reported practices
Christine Savvidou, Maria Economidou-Kogetsidis
Intercultural Communication Education Published: 30 April, 2019, Volume 2(1), 39–58.
Factors affecting immigrants' host country language proficiency: Focusing on the differences between migrant workers and marriage-migrant women in South Korea
In Young Yang, Seongseog Park, Sungjun Lee, Byeonggon Min
Migration and Language Education Published: 30 April, 2020, Volume 1(1), 14–30.