Opening a Japanese Saturday School in a Small Town in the United States: Community Collaboration to Teach Japanese as a Heritage Language

2000 ◽  
Vol 24 (4) ◽  
pp. 465-474 ◽  
Author(s):  
Setsue Shibata
Author(s):  
Robert H. Abzug

Rollo May (1909‒1994), internationally known psychologist and popular philosopher, came from modest roots in the small town Protestant Midwest intending to do “religious work” but eventually became a psychotherapist and in best-selling books like Love and Will and The Courage to Create he attracted an audience of millions of readers in the United States, Europe, and Asia. During the 1950s and 1960s, these books combined existentialism and other philosophical approaches, psychoanalysis, and a spiritually-philosophy to interpret the damage bureaucratic and technocratic aspects of modernity and their inability of individuals to understand their authentic selves. Psyche and Soul in America deals not only with May’s public contributions but also to his turbulent inner life as revealed in unprecedentedly intimate sources in order to demonstrate the relationship between the personal and public in a figure who wrote about intimacy, its loss, and ways to regain an authentic sense of self and others.


2008 ◽  
Vol 39 (3) ◽  
pp. 75-92 ◽  
Author(s):  
Shannon Van Zandt ◽  
Cecilia Giusti ◽  
Dawn Jourdan ◽  
June Martin

Author(s):  
Kwangok Song

This chapter discusses how Asian immigrant communities in the United States cultivate Asian immigrant children's literacy learning in their heritage languages. Although the United States has historically been a linguistically diverse country, bilingualism has not always been valued and acknowledged. Strong social and institutional expectations for immigrants to acquire the socially dominant language have resulted in language shifts among immigrants. Concerned about their descendants' heritage language loss, Asian immigrant communities make organized efforts to establish community-based heritage language schools. Heritage language schools play an important role in immigrant children's learning of their heritage language and culturally appropriate ways of behaving and communicating. It has also been noted that heritage language schools encounter several challenges in motivating heritage language learners. Heritage language schools should be considered as complementary education for immigrant students because they take critical responsibilities to support immigrant students' language and literacy development in their heritage languages.


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