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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 12 of 12 1 Making it your own by adapting it to what’s important to you”: Plurilingual Critical Literacies to promote L2 Japanese users’ sense of ownership of Japanese Iwasaki, Noriko; Kumagai, Yuri. - : Springer, 2020 BASE Show details 2 Content-based Instruction (CBI) for the Social Future: A Recommendation for Critical Content-Based Language Instruction (CCBI) Sato, Shinji; Hasegawa, Atsushi; Kumagai, Yuri... In: Sato, Shinji; Hasegawa, Atsushi; Kumagai, Yuri; & Kamiyoshi, Uichi. (2017). Content-based Instruction (CBI) for the Social Future: A Recommendation for Critical Content-Based Language Instruction (CCBI). L2 Journal, 9(3). doi:10.5070/L29334164. Retrieved from: http://www.escholarship.org/uc/item/1x95k9m1 (2017) BASE Show details 3 Power of language ideologies: Challenging the notion of foreign loanwords in Japanese-as-a-foreign-language classroom Doerr, Neriko Musha; Kumagai, Yuri In: Writing systems research. - London : Psychology Press, Taylor and Francis Group 6 (2014) 2, 148-166 OLC Linguistik Show details 4 WHAT IT MEANS TO READ CRITICALLY IN A JAPANESE LANGUAGE CLASSROOM: STUDENTS' PERSPECTIVES Kumagai, Yuri; Iwasaki, Noriko In: Critical inquiry in language studies. - Mahwah, NJ : Erlbaum 8 (2011) 2, 125-152 OLC Linguistik Show details 5 What it means to read "critically" in a Japanese language classroom: Students' perspectives Kumagai, Yuri; Iwasaki, Noriko. - 2011 BASE Show details 6 Towards a critical orientation in second language education Doerr, Neriko Musha; Kumagai, Yuri In: The native speaker concept (Berlin, 2009), p. 299-318 MPI für Psycholinguistik Show details 7 The native speaker concept : ethnographic investigations of native speaker effects Sato, Shinji; Takato, Michiyo; Frekko, Susan E.. - Berlin [u.a.] : de Gruyter, 2009 BLLDB UB Frankfurt Linguistik Show details 8 Tension In A Japanese Language Classroom: An Opportunity For Critical Literacy? Kumagai, Yuri In: Critical inquiry in language studies. - Mahwah, NJ : Erlbaum 4 (2007) 2-3, 85 OLC Linguistik Show details 9 (De)mystifying literacy practices in a foreign language classroom : a critical discourse analysis. Kumagai, Yuri In: Doctoral Dissertations 1896 - February 2014 (2004) BASE Show details 10 (De)mystifying literacy practices in a foreign language classroom: A critical discourse analysis Kumagai, Yuri In: Doctoral Dissertations Available from Proquest (2004) Abstract: This study problematizes the literacy practices of a second-year, Japanese language classroom at a small women's college. Drawing on critical perspectives on language, literacy and d/Discourse (Gee, 1990)—in particular, on sociocultural and poststructural theories—this study discusses the joint actions of a classroom teacher and her students. Using Fairclough's (1992b) model of critical discourse analysis as an analytical tool combined with the methodology of critical ethnography, this study closely examines classroom interactions through moment-by-moment analysis of numerous literacy events. Through year-long ethnographic fieldwork and two subsequent years of dialogue with the teacher, I chose to focus my study on “moments of tension.” I selected five “critical moments” when diversions from the teacher's lesson agenda were observed during the classroom literacy events. The dynamic interplay among the texts, the students' identities and the teacher's discourses inspired those critical moments. They were moments when both the teacher and the students struggled to defend what they believed as true and attempted to inhabit ideal subject positions against textual representations. My use of critical discourse analysis revealed that, in general, the students drew from the dominant discourses that the teacher had provided so that they could successfully participate and make sense of the literacy events. However, when the texts represented a reality or truth that challenged the students' beliefs about their identity and/or ontology, the students resisted such representations and “disrupted” the dominant classroom discourse by drawing on counter-discourses. Similarly, when the students' counter-discourses challenged the teacher's ontology and/or identity, she resisted taking up those discourses and tried to normalize the moments by deflecting the issues at hand and by withdrawing from the “intersection of the discourses” rather than opting to facilitate a dialogue about competing discourses. This study argues that these moments of tension displayed how students contributed significantly to the production of knowledge in the classroom. They point out how students exercise their agency and take up positions as “knowers” that align with their sense of self. My analysis also allows me to draw implications for the possibility of critical literacy practices in a FL classroom. Keyword: Language arts|Rhetoric|Composition URL: https://scholarworks.umass.edu/dissertations/AAI3152720 BASE Hide details 11 READING CORNER FOR EDUCATORS - Celebrating Local Languages and Literacies Nieto, Sonia; Kumagai, Yuri; Wallitt, Roberto In: Language arts. - Urbana, Ill. : Council 80 (2003) 3, 232-233 OLC Linguistik Show details 12 The Effects of Culture on Language Learning and Ways of Communication: The Japanese Case Kumagai, Yuri In: Master's Capstone Projects (1994) BASE Show details

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