Adoptees relearning their heritage languages: A postcolonial reading of language and dialogue in transnational adoption

IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH
Hari Prasad Adhikari Sacré, Atamhi Cawayu, Chandra Kala Clemente-Martínez
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引用次数: 0

Abstract

This theoretical article reflects on a recent development in adult literacy studies: transnational adoptees relearning their heritage languages. Literacy and adoption scholars have studied the replacement of the heritage language with a second language and reported it as a permanent loss. Returning to the country of origin, return adoptees challenge such notion by relearning the heritage language as part of their homecoming. We explore how this heritage language relearning could be seen as a renegotiation of the language hierarchies between the adoptive community and the community of origin of languages in the relationship between the adoptive region and the region of origin. Building on Gayatri Chakrabarty Spivak’s “Enabling Violation” concept, we deploy a postcolonial perspective on understanding heritage language relearning in transnational adoptees. We discuss how language relearning can challenge and reproduce the asymmetrical relation between adoptees’ position in the Global North and their first families in the Global South. We argue that heritage language relearning can open the door for adoptees to engage with transnational literacy, carving out global learning trajectories and reconnecting their adoptive and first world. The last section of this article discusses adoption organisations’ dialectic response to this shift by partaking in the organisation of heritage language classes for adoptees. We argue that adult education centres and literacy educators can play a pivotal role in further institutionalising these heritage language classes for transnational adoptees.

被收养者重新学习他们的传统语言:跨国收养中语言和对话的后殖民解读
这篇理论文章反映了成人识字研究的最新进展:跨国被收养者重新学习他们的传统语言。识字和领养学者研究了用第二语言取代传统语言的问题,并报告称这是一种永久性的损失。返回原籍国后,被遣返的被收养者通过重新学习传统语言来挑战这种观念,这是他们回家的一部分。我们探讨了这种遗产语言的重新学习如何被视为在收养地区和起源地区之间的关系中重新谈判语言的收养社区和起源社区之间的语言等级制度。在Gayatri Chakrabarty Spivak的“允许违规”概念的基础上,我们从后殖民的角度来理解跨国被收养者的遗产语言再学习。我们讨论了语言再学习如何挑战和再现被收养者在全球北方的地位和他们在全球南方的第一个家庭之间的不对称关系。我们认为,传统语言的重新学习可以为被收养者开启跨国扫盲的大门,开辟全球学习轨迹,并重新连接他们的收养世界和第一世界。本文的最后一节讨论了收养组织对这一转变的辩证反应,通过参与为被收养者组织遗产语言课程。我们认为,成人教育中心和扫盲教育工作者可以在为跨国收养者进一步制度化这些传统语言课程方面发挥关键作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Adolescent & Adult Literacy
Journal of Adolescent & Adult Literacy EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
11.10%
发文量
54
期刊介绍: The Journal of Adolescent & Adult Literacy is the only literacy journal published exclusively for teachers of older learners. Each issue offers practical, classroom-tested ideas grounded in research and theory. Whether you work with new, struggling, or skilled readers, you’ll find something of interest in JAAL. Every issue includes •Practical ideas for instruction •Reviews of student and teacher resources, including young adult literature •Tips on how to integrate technology, media, and popular culture in your classroom •Reflections on current literacy trends, issues, and research
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