Rooting Intergeneration Conflict in Racism: An Examination of Disappearing Moon Cafe and The Jade Peony

2020 ◽  
Author(s):  
Wendi Li
Keyword(s):  
English Language ◽  
Second Generation ◽  
Chinese Youth ◽  
Diaspora Literature ◽  
Root Cause ◽  
Western Influence ◽  
Western Values ◽  
Chinese Canadian ◽  
Linguistic Proficiency ◽  
Western Politics

A recurring theme in Canadian diaspora literature is the problematization of cultural identity in the children of immigrants as they navigate between Western influences and their cultural heritage. My paper examines the different portrayals of second generation Chineseness in SKY Lee’s Disappearing Moon Cafe (1990) and Wayson Choy’s The Jade Peony (1995) through close reading. Although both these texts depict diaspora-matured Chinese Canadians as incorporating Western values into Chinese tradition, the elder generation’s response to this hybridity is configured differently. Through opposing representations of second generation characters’ use of the English language, Lee depicts early Chinese-Canadian Vancouver as more accommodating to amalgamated culture, while Choy’s Chinatown is hostile to Western influence. Linguistic proficiency is central to the plot of Disappearing Moon Cafe, where “Westernized” Chinese youth are depicted as masters of the English language and Western politics. This enables them to fight against repressive laws and ultimately gains them the approval of the elders, whereas the same bilingualism and biculturalism is condemned as dangerous in The Jade Peony. My paper analyzes white xenophobia in each text as the root cause of this difference in treatment; in an era where anti-Chinese sentiment is again rising, it is valuable to be aware of the far-ranging impacts of this hostility.

scholarly journals Critiquing Economic Values in English Language Teaching: Materials Problems and Critical Solutions Facing Teachers

2014 ◽  
Vol 18 (1-2) ◽  
pp. 18-30
Author(s):  
Neil Addison
Keyword(s):  
Cultural Values ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Student Response ◽  
Response Data ◽  
Product Placements ◽  
Western Values ◽  
Market Driven ◽  
Conversation Class

This paper contends that the English language teaching industry is implicitly imbued with Western cultural values which, whilst emanating from the ideological discourse of colonialism, have now evolved into an aggressive corporate colonialism. An examination of various materials employed in ELT finds that they are saturated with market driven Western values and product placements, which, if not explicated properly, can confuse students who may come from very different schematic backgrounds (Widdowson, 1990). A more critical classroom approach is therefore advocated, where foreign English language students are encouraged to use vocabulary to critique cultural contents encountered in ELT materials, affording them the chance to engage with English more dynamically. A 2012 teaching approach is described, which sought to achieve this aim within the context of a Japanese university English conversation class. The effectiveness of this approach is then assessed and discussed through the examination of quantitative and qualitative student response data. DOI: http://dx.doi.org/10.3126/nelta.v18i1-2.10327   Journal of NELTA, Vol 18 No. 1-2, December 2013; 18-30

scholarly journals English Language Teaching in Islamic Education in Indonesia; Challenges and Opportunities

2017 ◽  
Vol 3 (2) ◽  
pp. 65
Author(s):  
Tuti Hidayati
Keyword(s):  
English Language ◽  
Vital Role ◽  
English Language Teaching ◽  
National Language ◽  
Islamic Education ◽  
National Education ◽  
Challenges And Opportunities ◽  
Western Values ◽  
Muslim Communities ◽  
Islamic Values

The dominant use of English in every field covering politic, economic, and sosial culture these days has manifested in its gaining a special position in many countries where it is not spoken. In Indonesia, it is a foreign language officially constituted as part of national education curriculum and becomes a requirement in a number of higher education and workforce entry. Yet, ELT in Indonesia faces various constraints including, but is not limited, the anxiousness to threat the purity of Bahasa Indonesia, the national language, and the worry about liberal western values embedded in English to corrupt the youngsters moral and attitudes. Interestingly, Islamic education that maintains a vital role among Indonesians has included English alongside other secular sciences and technology as part of its curriculum in its current advancement. In this regard, the paper will show how critical Islamic education role among Indonesians is, how ELT in Indonesia has developed, what challenges it experiences, and what opportunities it posseses in the context of Indonesian Islamic Education. The paper argues that Islamic education remains the choice of the Indonesian Muslim communities as long as it is able to meet the demands of living in the globalization era while keeping the Islamic values in all the learning process. It further suggests that ELT in Indonesia needs to incorporate Islamic values and show that English learning put no threats and negative influences to Indonesian culture in general and Islamic religious values in particular.

Transnationalism and Identification among Chinese Immigrant Youth

2017 ◽  
Vol 6 (2) ◽  
pp. 158-175 ◽  
Author(s):  
Dan Cui
Keyword(s):  
Identity Construction ◽  
Second Generation ◽  
Immigrant Families ◽  
Immigrant Youth ◽  
Research Area ◽  
Chinese Immigrant ◽  
Transnational Studies ◽  
Chinese Youth

AbstractThis paper examines transnationalism and identity construction among Chinese immigrant youth in Canada, an often-ignored population and inadequately addressed research area in transnational studies. I argue that the transnational practices within immigrant families have nurtured transnational orientation and identification among Chinese youth. I also interrogate simply using the frequency of homeland trips to evaluate the degree of second-generation transnationalism, by highlighting the different lens that Chinese youth engage in framing their perception of homeland.

What difference does it make?

2018 ◽  
Vol 3 (2) ◽  
pp. 191-219 ◽  
Author(s):  
Gianna Hessel ◽  
Robert Vanderplank
Keyword(s):  
Study Abroad ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Group Differences ◽  
Exchange Students ◽  
Advanced Level ◽  
Studying Abroad ◽  
Linguistic Proficiency ◽  
At Home

Abstract Direct effects of participation in study abroad on linguistic proficiency have been notoriously difficult to differentiate from mere participant, time and study effects. This study examines English proficiency gains among 136 advanced-level German university students who applied for an ERASMUS exchange and either studied at a British university or continued to study at home. Participants completed C-tests of English language proficiency and comprehensive questionnaires at baseline, after three and nine months. After the first three months, those studying abroad had made significantly higher proficiency gains than the ERASMUS applicants who continued to study at home. During the subsequent six months, linguistic progress among the study abroad participants slowed and between-group differences were no longer significant. The results further substantiate hypotheses on significant linguistic benefits of participation in study abroad for advanced L2 learners, while also highlighting the need to facilitate sustained linguistic progress among exchange students, particularly during more extended stays.

Military Intelligence

2012 ◽  
Author(s):  
John R. Ferris
Keyword(s):  
Case Studies ◽  
English Language ◽  
First Generation ◽  
Second Generation ◽  
Military History ◽  
Military Intelligence ◽  
Good Works ◽  
Psychological Warfare ◽  
Anglo American ◽  
Disproportionate Number

The study of military intelligence lies at the intersection of “military” and “intelligence” history. The first is a rich and ancient field; the second is new, and smaller. The intersection between them is problematic. Much of the best military history takes intelligence for granted, while the strongest works about intelligence often do not address military topics. Discussions of military intelligence, moreover, touch on broader issues, like strategy, command, and communications. Works on military intelligence are not uniformly mature. Hence, narrow studies often are the best account available of important issues, even though they do not cover a whole topic. Articles and anthologies are more useful than in most areas of military history. Rather than discuss weak studies about intelligence in important fields of military history, this bibliography aims to describe the best literature on military intelligence. Thus, it has special sections on areas where work on military intelligence is strong, and smaller sections on periods or topics where the study is weak, no matter how intrinsically important the latter may be. Unfortunately, many important areas of military intelligence have received little attention, while a disproportionate number of good works focus on the Anglo-American experiences in the two world wars, which distorts understanding of the phenomenon as a whole. Sometimes, a good military history which pays respectable attention to intelligence is the best work available; or, alternatively, as with psychological warfare, a few old books offer a better picture than hundreds of more recent, but more narrow, articles. Throughout the field, far more than with other areas of military history, one must take unusual care in avoiding bad books, which are legion. This bibliography aims not merely to guide readers toward good books, but also away from bad ones; to note not just strengths, but also to suggest areas where more research is desirable, and possible. Often, these works should be seen as case studies, which illustrate the experiences not just of one service or country, but many of both. Most of these works represent first-generation scholarship. There are as yet few cases of second-generation historiography, replete with revisionism and debate. Such cases will be noted. This guide also focuses on works written in the English language.

Implicit and explicit attitudes of Chinese youth toward the second-generation rich

2017 ◽  
Vol 45 (3) ◽  
pp. 427-440 ◽  
Author(s):  
Yuanyan Hu ◽  
Najam ul Hasan Abbasi ◽  
Shuang Wang ◽  
Yao Zhou ◽  
Ting Yang ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Second Generation ◽  
Implicit Attitudes ◽  
Chinese Youth ◽  
Explicit Attitudes ◽  
Implicit And Explicit ◽  
Implicit And Explicit Attitudes ◽  
Relationship Of ◽  
Feeling Thermometer ◽  
The Relationship

We investigated the implicit attitudes of Chinese youth towards the second-generation rich, and the relationship of these with their explicit attitudes. Participants were 119 undergraduate students (58 men and 61 women). Using the Semantic Differential Measure and the Feeling Thermometer Scale, we examined the participants' explicit attitudes, and we used the Implicit Association Test to assess their implicit attitudes toward the second-generation rich. Results showed that the participants did not show a negative implicit attitude towards the secondgeneration rich. However, the participants exhibited a negative explicit attitude toward the second-generation rich. These results are consistent with previous research. This suggests that the second-generation rich can take advantage of these findings and project a more positive image of themselves to other people in China.

Australia

2017 ◽  
Author(s):  
Nijmeh Hajjar
Keyword(s):  
English Language ◽  
First Generation ◽  
Second Generation ◽  
Arabic Language ◽  
Literary Field ◽  
David Malouf ◽  
First Generation Immigrants ◽  
Three Generations ◽  
Immigrant Narrative ◽  
Arabic And English

This chapter examines the development of the Arab Australian novel since its beginnings, surveying works produced in Arabic and English by three generations of Arab Australian authors. It first considers David Malouf, whose Johnno (1975) marks the beginning of the Arab Australian novel, before turning to first-generation immigrants who introduced the Arabic-language novel in the 1980s and the English-language immigrant novel in the mid-1990s. It then discusses the contribution of the second-generation Arab Australians in the literary field. It shows that the Arab Australian novel is more than just an “immigrant narrative,” or fictional “Arab voices in Diaspora,” and that all Arab Australian novelists, except for Malouf, are preoccupied with the questions of home and identity.

Eight theories of societalization: Toward a theoretically sustainable concept of society

2019 ◽  
Vol 23 (3) ◽  
pp. 411-430 ◽  
Author(s):  
Volker H Schmidt
Keyword(s):  
English Language ◽  
Root Cause ◽  
The Way

This article critically engages a recent essay Jeffrey Alexander has published on ‘societalization’, whose conceptualization it finds problematic; first, because in contrast to the impression conveyed by the essay, the term itself is anything but new (as shown in a summary of six theories of societalization which precede Alexander’s by decades, in two cases, by more than a century), and, second, because the way Alexander employs the term is highly aporetic, while also being emblematic of much deeper problems that afflict the whole discipline. Following a reconstruction of the term’s morphology and the transmutations it underwent during its gradual incorporation into the English language, the article identifies an undertheorized concept of society as the root cause behind the difficulties into which Alexander maneuvers himself. It concludes with a brief sketch of an alternative that can contribute to overcoming these difficulties.

The Dynamics of Brokering in Second Generation Transnationalism

2020 ◽  
Author(s):  
Armand Gutierrez
Keyword(s):  
Mexican Americans ◽  
Second Generation ◽  
Home Country ◽  
Filipino Americans ◽  
Interpersonal Contact ◽  
Cross Border ◽  
Transnational Ties ◽  
The Common ◽  
Linguistic Proficiency

Abstract This study uses the concept of brokerage to explain how the transnational ties of the children of migrants born in the host country, i.e., the second generation, are initiated and sustained. By examining second generation Mexican- and Filipino-Americans, two groups that differ in linguistic proficiency, geographical proximity to the home country, and interpersonal contact with nonmigrants, this study highlights the common role of a broker for both groups. These findings also reveal the ways in which second generation ties can differ. The second generation utilized middleman brokerage, in which a broker is present throughout each connection; and catalyst brokerage, in which a broker facilitates only the initial ties. Overall, these forms of brokerage were shaped by the type of cross-border connection, linguistic proficiency, interpersonal contact, and emotional attachments between nonmigrants and the second generation. While Filipino-Americans in the sample generally required a middleman broker to be present throughout each connection, Mexican-Americans had a greater capacity to eventually engage in dyadic connections. Given the triadic nature of connections, cross-border ties were shaped and limited by the capacities and emotional attachments of those in the ancestral homeland, immigrant brokers, and the second generation.

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