Mariko Himeta | Daito Bunka University (original) (raw)
Papers by Mariko Himeta
Français dans le monde. Recherches et applications, 2020
Cet article questionne la représentation des mobilités chez de jeunes étudiantes ayant opté pour ... more Cet article questionne la représentation des mobilités chez de jeunes étudiantes ayant opté pour le français comme langue d'étude dans une université de langue anglophone à l'ouest du Canada. À un moment clef qui constitue pour elles l'anticipation d'un échange universitaire long, intégré à leur parcours d'étude, vers une région et pays de langue française, nous nous intéressons à leurs conceptualisations de leur plurilinguisme et de leurs expériences pour comprendre comment elles habitent leurs langues, investissent et s'approprient la/leurs mobilité(s). Le portrait de langue, entrevu ici comme narré spatio-linguistique biographie et comme "méditation réflexive", soutient une interrogation sur les rôles du français dans les imaginaires pluri-mobilitaires de ces étudiantes et discute, au passage, l'image comme représentation, possiblement disruptive, du déplacement pour la didactique des langues.
Derivry-Plard, M., Liddicoat, T. (dir.), Intercultural mediation in teaching and learning languages and cultures, Editions des archives contemporaines, 108-125., 2023
In this case study, presenting a photo-ethnography made by a university student on a trip, we wil... more In this case study, presenting a photo-ethnography made by a university student on a trip, we will illustrate how reflexivity works in search of a path to mediation. If reflexivity is self awareness of representations acquired over an individual's own life trajectory, it could play a key role when describing what intercultural mediation is. From the early 20th century, a period of rapid modernization in Japan, until the 1960's, more than 200,000 Japanese people migrated to Brazil, looking for a better life. Later, between 1990's and 2000's, many of their descendants facing Brazil's economic recession went to work in Japan. Those who chose to settle down in the country even after 2008, the year of a global economic crisis and 2011, the year of the great earthquake, developed their community, and today the number of young people who have their roots in Nikkei (Japanese immigrants) in Brazil has increased in Japan. This ethnographer student is one of them, born in Brazil but raised in Japan, she went/returned to Brazil for the first time since her emigration. During the trip, she took photos and kept a diary following instructions given as part of our research project. We also interviewed her before and after the trip regarding her experiences. In the unusual environment, she felt the dissonance between her own dual sense of belonging and others' representations of her, and faced the internal tension she experienced from this incongruity. Differences between self-chosen intercultural positioning and others' attempts to position the individual can cause tension, for which some mediation work would be required. The student's work consisted of acts : photographing, looking at the photos taken, sorting them and organizing them according to her diary, while taking a step back from her emotions. Thus she engaged in a reflexivity to appropriate the way others tend to categorize her, to reconstruct her fluid sense of belonging. Eventually she expressed through photos a sense of loss in relation to a part of her identities that was excluded by her new self-understanding. Although this is a personal internal process, we would like to define it as a form of intercultural mediation.
Enseignement du français au Japon, 2004
Canadian Journal of Applied Lingustics: 24, 2021
In this article, we analyze the plurilingualism of instructors and their students in a program ta... more In this article, we analyze the plurilingualism of instructors and their students in a program taught through the medium of French at a multilingual, Anglophone university in Western Canada. We employ the lenses of plurilingualism and plurilingual competence in the analysis of data from a one-year qualitative study of plurilingualism across the disciplines at the university. We analyze interview data and students' writing samples, focusing on how French and other languages are used by instructors and students in classes, and on the professional dilemma that instructors face in such courses: are they disciplinary experts and/or French immersion teachers? In our discussion, we suggest that instructors' and students' classroom practices are the result of several factors, including institutional discourses around plurilingualism and the French language, personal beliefs and ideologies, experiences of mobility from France and Quebec to British Columbia (instructors), and norm...
Canadian Journal of Applied Lingustics: 24, 2021
In this article, we analyze the plurilingualism of instructors and their students in a program ta... more In this article, we analyze the plurilingualism of instructors and their students in a program taught through the medium of French at a multilingual, Anglophone university in Western Canada. We employ the lenses of plurilingualism and plurilingual competence in the analysis of data from a one-year qualitative study of plurilingualism across the disciplines at the university. We analyze interview data and students' writing samples, focusing on how French and other languages are used by instructors and students in classes, and on the professional dilemma that instructors face in such courses: are they disciplinary experts and/or French immersion teachers? In our discussion, we suggest that instructors' and students' classroom practices are the result of several factors, including institutional discourses around plurilingualism and the French language, personal beliefs and ideologies, experiences of mobility from France and Quebec to British Columbia (instructors), and normative practices previously experienced in French immersion schools (students).
Penser la didactique du plurilinguisme et ses mutations, Presses universitaires de Rennes, Collection Paideia, 2018
Les lettres française, 2018
Revue Japonaise de Didactique du Francais , 2017
Le portrait de langues est une activité où chacun dessine la relation qu'il entretient avec ses r... more Le portrait de langues est une activité où chacun dessine la relation qu'il entretient avec ses ressources linguistiques sur une silhouette humaine vide. Ayant peu d'expérience de l'utilisation des langues apprises, les étudiants japonais s'identifient par rapport à celles-ci davantage comme des apprenants que comme des usagers ou des acteurs sociaux. Cependant, le portrait tracé après la mobilité étudiante nous permet de déceler chez eux divers axes de développement en matière de compétence plurilingue et interculturelle. This is a presentation of language portraits that two Japanese students drew when they started learning French and when they returned from their stay in a francophone country. On their first portrait, their identity seemed limited to a learner of English and French, for they did not have much experience practicing the languages that they learned. However, on their second portrait, after studying abroad, they expressed new values in their languages, which could be considered as a development toward plurilingual and intercultural competence. In participating in the language portrait activity, students are invited to realize their own value of languages that reflects their experience of otherness. Also it helps their teacher to recognize development that can be difficult to evaluate by referring to the traditional objectives of language learning.
Etudes didactiques du FLE au Japon, 2016
Le Français dans le Monde, Recherches et Applications, 2011
Etudes Didactiques Du Fle Au Japon, 2010
Le Français dans le Monde, Recherches et Application, 2009
Le français, la francophonie et la francophile en Asie-Pacifique, Spécificité et interrogations, Paris : L’Harmattan, 2009
Précis du plurilinguisme et du pluriculturalisme, Paris : Editions des archives contemporaines, 2008
Grandes et petites langues, Transversales, Berne : Peter Lang, 2008
人文科学（大東文化大学人文科学研究所）, 2007
『リテラシーズーことば・文化・社会の日本語教育へ』（リテラシーズ研究会編／くろしお出版）, 2006
Enseignement du français au Japon, 2005
Cet article propose une réflexion sur la notion de représentation en didactique des langues. Il s... more Cet article propose une réflexion sur la notion de représentation en didactique des langues. Il s'agit notamment de définir la nuance qu'elle présente dans ses usages, suivant qu'on vise le plurilinguisme ou le pluriculturalisme.
Français dans le monde. Recherches et applications, 2020
Cet article questionne la représentation des mobilités chez de jeunes étudiantes ayant opté pour ... more Cet article questionne la représentation des mobilités chez de jeunes étudiantes ayant opté pour le français comme langue d'étude dans une université de langue anglophone à l'ouest du Canada. À un moment clef qui constitue pour elles l'anticipation d'un échange universitaire long, intégré à leur parcours d'étude, vers une région et pays de langue française, nous nous intéressons à leurs conceptualisations de leur plurilinguisme et de leurs expériences pour comprendre comment elles habitent leurs langues, investissent et s'approprient la/leurs mobilité(s). Le portrait de langue, entrevu ici comme narré spatio-linguistique biographie et comme "méditation réflexive", soutient une interrogation sur les rôles du français dans les imaginaires pluri-mobilitaires de ces étudiantes et discute, au passage, l'image comme représentation, possiblement disruptive, du déplacement pour la didactique des langues.
Derivry-Plard, M., Liddicoat, T. (dir.), Intercultural mediation in teaching and learning languages and cultures, Editions des archives contemporaines, 108-125., 2023
In this case study, presenting a photo-ethnography made by a university student on a trip, we wil... more In this case study, presenting a photo-ethnography made by a university student on a trip, we will illustrate how reflexivity works in search of a path to mediation. If reflexivity is self awareness of representations acquired over an individual's own life trajectory, it could play a key role when describing what intercultural mediation is. From the early 20th century, a period of rapid modernization in Japan, until the 1960's, more than 200,000 Japanese people migrated to Brazil, looking for a better life. Later, between 1990's and 2000's, many of their descendants facing Brazil's economic recession went to work in Japan. Those who chose to settle down in the country even after 2008, the year of a global economic crisis and 2011, the year of the great earthquake, developed their community, and today the number of young people who have their roots in Nikkei (Japanese immigrants) in Brazil has increased in Japan. This ethnographer student is one of them, born in Brazil but raised in Japan, she went/returned to Brazil for the first time since her emigration. During the trip, she took photos and kept a diary following instructions given as part of our research project. We also interviewed her before and after the trip regarding her experiences. In the unusual environment, she felt the dissonance between her own dual sense of belonging and others' representations of her, and faced the internal tension she experienced from this incongruity. Differences between self-chosen intercultural positioning and others' attempts to position the individual can cause tension, for which some mediation work would be required. The student's work consisted of acts : photographing, looking at the photos taken, sorting them and organizing them according to her diary, while taking a step back from her emotions. Thus she engaged in a reflexivity to appropriate the way others tend to categorize her, to reconstruct her fluid sense of belonging. Eventually she expressed through photos a sense of loss in relation to a part of her identities that was excluded by her new self-understanding. Although this is a personal internal process, we would like to define it as a form of intercultural mediation.
Enseignement du français au Japon, 2004
Canadian Journal of Applied Lingustics: 24, 2021
In this article, we analyze the plurilingualism of instructors and their students in a program ta... more In this article, we analyze the plurilingualism of instructors and their students in a program taught through the medium of French at a multilingual, Anglophone university in Western Canada. We employ the lenses of plurilingualism and plurilingual competence in the analysis of data from a one-year qualitative study of plurilingualism across the disciplines at the university. We analyze interview data and students' writing samples, focusing on how French and other languages are used by instructors and students in classes, and on the professional dilemma that instructors face in such courses: are they disciplinary experts and/or French immersion teachers? In our discussion, we suggest that instructors' and students' classroom practices are the result of several factors, including institutional discourses around plurilingualism and the French language, personal beliefs and ideologies, experiences of mobility from France and Quebec to British Columbia (instructors), and norm...
Canadian Journal of Applied Lingustics: 24, 2021
In this article, we analyze the plurilingualism of instructors and their students in a program ta... more In this article, we analyze the plurilingualism of instructors and their students in a program taught through the medium of French at a multilingual, Anglophone university in Western Canada. We employ the lenses of plurilingualism and plurilingual competence in the analysis of data from a one-year qualitative study of plurilingualism across the disciplines at the university. We analyze interview data and students' writing samples, focusing on how French and other languages are used by instructors and students in classes, and on the professional dilemma that instructors face in such courses: are they disciplinary experts and/or French immersion teachers? In our discussion, we suggest that instructors' and students' classroom practices are the result of several factors, including institutional discourses around plurilingualism and the French language, personal beliefs and ideologies, experiences of mobility from France and Quebec to British Columbia (instructors), and normative practices previously experienced in French immersion schools (students).
Penser la didactique du plurilinguisme et ses mutations, Presses universitaires de Rennes, Collection Paideia, 2018
Les lettres française, 2018
Revue Japonaise de Didactique du Francais , 2017
Le portrait de langues est une activité où chacun dessine la relation qu'il entretient avec ses r... more Le portrait de langues est une activité où chacun dessine la relation qu'il entretient avec ses ressources linguistiques sur une silhouette humaine vide. Ayant peu d'expérience de l'utilisation des langues apprises, les étudiants japonais s'identifient par rapport à celles-ci davantage comme des apprenants que comme des usagers ou des acteurs sociaux. Cependant, le portrait tracé après la mobilité étudiante nous permet de déceler chez eux divers axes de développement en matière de compétence plurilingue et interculturelle. This is a presentation of language portraits that two Japanese students drew when they started learning French and when they returned from their stay in a francophone country. On their first portrait, their identity seemed limited to a learner of English and French, for they did not have much experience practicing the languages that they learned. However, on their second portrait, after studying abroad, they expressed new values in their languages, which could be considered as a development toward plurilingual and intercultural competence. In participating in the language portrait activity, students are invited to realize their own value of languages that reflects their experience of otherness. Also it helps their teacher to recognize development that can be difficult to evaluate by referring to the traditional objectives of language learning.
Etudes didactiques du FLE au Japon, 2016
Le Français dans le Monde, Recherches et Applications, 2011
Etudes Didactiques Du Fle Au Japon, 2010
Le Français dans le Monde, Recherches et Application, 2009
Le français, la francophonie et la francophile en Asie-Pacifique, Spécificité et interrogations, Paris : L’Harmattan, 2009
Précis du plurilinguisme et du pluriculturalisme, Paris : Editions des archives contemporaines, 2008
Grandes et petites langues, Transversales, Berne : Peter Lang, 2008
人文科学（大東文化大学人文科学研究所）, 2007
『リテラシーズーことば・文化・社会の日本語教育へ』（リテラシーズ研究会編／くろしお出版）, 2006
Enseignement du français au Japon, 2005
Cet article propose une réflexion sur la notion de représentation en didactique des langues. Il s... more Cet article propose une réflexion sur la notion de représentation en didactique des langues. Il s'agit notamment de définir la nuance qu'elle présente dans ses usages, suivant qu'on vise le plurilinguisme ou le pluriculturalisme.
Alao, G. et al. (dir.), Didactique plurilingue et pluriculturelle : l'acteur en contexte mondialisé, Paris : Éditions des archives contemporaines, 2012
Among Japanese students of the French language, the level of intercultural competence is generall... more Among Japanese students of the French language, the level of intercultural competence is generally poor, if the only criteria of assessment taken into account are the sociolinguistic and sociocultural skills of the native speaker. However, if broader definitions of plurilingualism and pluriculturalism are taken into consideration, there is no doubt that more competences in this type of learner would be valorised. In fact, if the student concerned is able to describe his or her own subjectivity and takes it into account in his or her definition of the relationship between the two cultures, updating this definition continually, the author wonders if this competence itself could not be recognized as a form of intercultural awareness. The article presents the result of the students’ experiment in keeping a logbook during a one-month language course in France, the aim of which was to optimise a tool capable of favoring the development of this competence, as well as the sub-competences discovered.
『言語と教育、文学と教育』アウリオン叢書, 2019
西山教行ほか編『異文化間教育とは何か』 （くろしお出版）, 2015