LEADER 05082nam 2200769 a 450 001 9910779737403321 005 20230803021130.0 010 $a1-61451-283-3 024 7 $a10.1515/9781614512837 035 $a(CKB)2550000001096903 035 $a(EBL)1037932 035 $a(OCoLC)851970505 035 $a(SSID)ssj0000916708 035 $a(PQKBManifestationID)11471066 035 $a(PQKBTitleCode)TC0000916708 035 $a(PQKBWorkID)10894868 035 $a(PQKB)10758194 035 $a(MiAaPQ)EBC1037932 035 $a(DE-B1597)207140 035 $a(OCoLC)853254573 035 $a(OCoLC)857081472 035 $a(DE-B1597)9781614512837 035 $a(Au-PeEL)EBL1037932 035 $a(CaPaEBR)ebr10728929 035 $a(CaONFJC)MIL503437 035 $a(EXLCZ)992550000001096903 100 $a20130426d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aConstructing the heritage language learner$b[electronic resource] $eknowledge, power, and new subjectivities /$f[edited by] Neriko Musha Doerr and Kiri Lee 210 $aBoston $cDe Gruyter Mouton$d2013 215 $a1 online resource (202 p.) 225 1 $aContributions to the sociology of language,$x1861-0676 ;$vv. 103 300 $aDescription based upon print version of record. 311 $a1-61451-399-6 311 $a1-299-72186-9 320 $aIncludes bibliographical references and index. 327 $t Frontmatter -- $tAcknowledgments -- $tTable of contents -- $t1. Introduction: The heritage language learner? -- $t2. An emerging field of investigation: Construction of the heritage language learner as a new object of study -- $t3. Ethnographic fieldwork at Jackson Japanese Language School -- $t4. Betwixt and between Japanese and the heritage language learner of Japanese -- $t5. Designing the heritage language learner: Modes of governmentality in the classroom -- $t6. Defining the heritage language learner -- $t7. Shifting frames of reference: JJLS, AP, heading college, and construction of the Japanese-as-aheritage- language learner -- $t8. Adjusting the Jackson Course -- $t9. Implications and departure -- $tAppendix 1: First Questionnaires for Parents -- $tAppendix 2: Second Questionnaires for Parents -- $tAppendix 3: First Questionnaires for Students -- $tAppendix 4: Second Questionnaires for Students -- $tAppendix 5: Questionnaires for Teachers -- $tAppendix 6: Questionnaires for Parents of Students Who Were Leaving or Had Left JJLS -- $tAppendix 7: Questionnaires for Students Who Were Leaving or Had Left JJLS -- $tAppendix 8: Summary of Student Interviews and Profiles -- $tAppendix 9: Glossary of Japanese Terms -- $tReferences -- $tIndex 330 $aHeritage language education is a relatively new field developed as "heritage" has become an important trope of belonging, legitimacy and commodification. Many recent studies treat the "heritage language learner" as an objective category. However, it is a social construct, whose meaning is contested by researchers, school administrators and the students themselves. Based on ethnographic fieldwork in 2007-2011 at a weekend Japanese language school in the United States, this monograph investigates the construction of the heritage language learner at the intersections of the knowledge-power complex, ideologies of language and national belonging, and politics of schooling. It examines the ways individuals become, resist and negotiate their new subjectivity as heritage language learners through becoming objects of study, being caught in nationalist aspirations and school politics regarding what to teach to whom, and negotiating with peers with various linguistic proficiency and family backgrounds. The volume proposes a new approach to view the notion of heritage language learner as a site of negotiation regarding the legitimate knowledge of language and ways of belonging, while offering practical suggestions for schools. 410 0$aContributions to the sociology of language ;$v103. 606 $aLanguage and languages$xStudy and teaching$zUnited States 606 $aSecond language acquisition 606 $aLanguage teachers$xTraining of$zUnited States 606 $aJapanese language$xStudy and teaching$xForeign speakers 610 $aHeritage Language School. 610 $aJapanese. 610 $aLanguage Education. 610 $aSociolinguistics. 610 $aSubjectivity. 615 0$aLanguage and languages$xStudy and teaching 615 0$aSecond language acquisition. 615 0$aLanguage teachers$xTraining of 615 0$aJapanese language$xStudy and teaching$xForeign speakers. 676 $a495.680071/073 700 $aDoerr$b Neriko, $01499441 701 $aDoerr$b Neriko Musha$f1967-$01499442 701 $aLee$b Kiri$01499443 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910779737403321 996 $aConstructing the heritage language learner$93725470 997 $aUNINA LEADER 03913nam 22006015 450 001 9910793603703321 005 20240102113121.0 010 $a1-5017-3932-8 024 7 $a10.7591/9781501739323 035 $a(CKB)4100000009040501 035 $a(MiAaPQ)EBC5851455 035 $a(OCoLC)1073896205 035 $a(MdBmJHUP)muse75880 035 $a(DE-B1597)527442 035 $a(DE-B1597)9781501739323 035 $a(EXLCZ)994100000009040501 100 $a20200406h20192019 fg 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aBishops and the Politics of Patronage in Merovingian Gaul /$fGregory I. Halfond 210 1$aIthaca, NY : $cCornell University Press, $d[2019] 210 4$dİ2019 215 $a1 online resource (220 pages) 311 08$aOnline version: Halfond, Gregory I., author. Bishops and the politics of patronage in Merovingian Gaul Ithaca [New York] : Cornell University Press, 2019 9781501739323 (DLC) 2018055361 311 08$aOnline version: Halfond, Gregory I., author. Bishops and the politics of patronage in Merovingian Gaul Ithaca [New York] : Cornell University Press, 2019 9781501739323 (DLC) 2018060253 320 $aIncludes bibliographical references and index. 327 $tFrontmatter -- $tContents -- $tAcknowledgments -- $tAbbreviations -- $tMap -- $tIntroduction -- $t1. Episcopal Service to the Court -- $t2. Royal Patronage and Its Benefits -- $t3. Unity in Disunity: The Limits of Corporate Solidarity -- $t4. Disunity in Unity: Territorial Integration and Its Effects -- $tConclusion -- $tBibliography -- $tIndex 330 $aFollowing the dissolution of the Western Roman Empire, local Christian leaders were confronted with the problem of how to conceptualize and administer their regional churches. As Gregory Halfond shows, the bishops of post-Roman Gaul oversaw a transformation in the relationship between church and state. He shows that by constituting themselves as a corporate body, the Gallic episcopate was able to wield significant political influence on local, regional, and kingdom-wide scales.Gallo-Frankish bishops were conscious of their corporate membership in an exclusive order, the rights and responsibilities of which were consistently being redefined and subsequently expressed through liturgy, dress, physical space, preaching, and association with cults of sanctity. But as Halfond demonstrates, individual bishops, motivated by the promise of royal patronage to provide various forms of service to the court, often struggled, sometimes unsuccessfully, to balance their competing loyalties. However, even the resulting conflicts between individual bishops did not, he shows, fundamentally undermine the Gallo-Frankish episcopate's corporate identity or integrity. Ultimately, Halfond provides a far more subtle and sophisticated understanding of church-state relations across the early medieval period. 606 $aFrance$xPolitics and government$yTo 987 606 $aEpiscopacy$xHistory 606 $aMerovingians 606 $aChurch and state$zGaul 606 $aBishops$xPolitical activity$zGaul 606 $aBishops$zGaul$xTemporal power 607 $aFrance$xChurch history$yTo 987 610 $achurch history, late antiquity, Franks, Francia. 615 0$aFrance$xPolitics and government 615 0$aEpiscopacy$xHistory. 615 0$aMerovingians. 615 0$aChurch and state 615 0$aBishops$xPolitical activity 615 0$aBishops$xTemporal power. 676 $a274.4/02 700 $aHalfond$b Gregory I., $4aut$4http://id.loc.gov/vocabulary/relators/aut$01099385 801 0$bDE-B1597 801 1$bDE-B1597 906 $aBOOK 912 $a9910793603703321 996 $aBishops and the Politics of Patronage in Merovingian Gaul$93803582 997 $aUNINA