Second Language Inner Voice and Identity

Product Description

This book is based on Brandon Kenji Shigematsu’s doctoral research at the University of Nevada, Las Vegas. Shigematsu’s study investigates the phenomena of second language (L2) inner voice for three Japanese-American bilinguals who had long-term exposure to English, their L2, in naturalistic contexts, by living and working or studying in the U.S. The study also includes two American English-speaking learners of Japanese, as their L2; one of them had naturalistic exposure to his L2 when living and working in Japan, the other is married to a Japanese national and has traveled to Japan. Based on online responses to a questionnaire and emails, and follow-up interviews, this study reveals how and when L2 inner voice is utilized, develops, leads to shifts in identity toward the L2 language and culture—the languaculture—and how and when this takes place. This study distinguishes the functions of L2 inner voice from those of L2 inner speech, and, although at times these two co-exist and function interchangeably, Shigematsu explains how the L2 inner voice is dependent on the prior development of L2 inner speech, and how it functions as a bridge across language and cultural gaps between the L1 and L2 languaculture. Shigematsu’s research in this book offers valuable insights and resources for second language teachers or anyone learning a second language, and for anyone who is interested in the relations and interactions between language and culture.

About the Author

Brandon K. Shigematsu is an instructor, researcher, and administrator with experience in teaching ESL (English as a Second Language) courses and the program development. He holds a M. Ed. and Ph.D. in Curriculum and Instruction with an emphasis of TESOL (Teaching English to Speakers of Other Languages) from the University of Nevada, Las Vegas. Cognitive aspects of second language learning and processing within the framework of sociocultural theory are his research interest areas. Also, he has been serving as an ESL program director at post-secondary institutions for the last six years. He has great passion about training non-English speaking students with an innovative yet the current research-based approach.