Marshall, S. & Mossman, T. (2010). Changing identities in Japanese-English bicultural names: from parents to children In D. Nunan & J. Choi (Eds.), Language and culture: Reflective narratives and the emergence of identity (pp. 147-154). New York: Routledge. (original) (raw)
Related papers
This chapter deals with individual resistance towards the negation of a plural identity through the adoption of a hybrid name which does not conform to a country’s ideology of pure homogeneity. It focusses on the unconventional composition of two Japanese citizens’ names: one informant is biracial and the second is of Chinese descent. The study highlights the struggle for the retention of an authentic selfhood through unorthodox appellation tied to ancestral heritage. In a sociocultural system which aims to purge and exclude ethnic otherness, names proclaiming plural identities are regarded as subversive acts which challenge the mono-ethnic and mono-cultural esprit de corps. This socio-onomastic research applies identity status theory proposed by the developmental psychologist James Marcia to explain why it can be personally beneficial for tenacious minority members to opt for societal visibility instead of applying ostensibly less stressful “camouflage” through a purely Japanese name.My purpose here is not to polemically celebrate multiculturalism nor to debunk the Japanese myth of “racial” homogeneity cf. Befu (2001), but to demonstrate how the espousal of hybrid authenticity, symbolized in a name, effectuates self-affirming emancipation resulting in Marcia’s (1973) position of identity achievement. Just as every teenager asks themselves questions how they can validate their identities, these two negotiators of Japanese Otherness have been engaged in a struggle for acceptance since their early school life. In their final teen years they have come to the personal conclusion that open self-declaration and outright visibility is the most serviceable strategy for dealing with who they are. Fortunately, during their efforts to circumnavigate the dominant discourse of mono-ethnicity, they have been able to draw on the support of their parents, siblings and a handful of sympathetic high school teachers. The valorization of their appellation constitutes an unequivocal appeal for recognition as a hybrid Japanese, even though such positioning is stereotypically derided as oxymoronic.
2014
While Japan is often said to be homogenous in population, recent years have seen an increase in foreign residents, making it interesting to consider if the same patterns of adaptation of names found in other countries could be observed. A survey amongst foreign residents of Japan showed that while adaptation of names in their pronunciation was common, it was generally uncommon to use Japanese personal names. However, people of Asian heritage used them more commonly. It is suggested that the binary positioning of Japanese identities may make it difficult for some foreigners to take Japanese names, with additional factors such as racial expectations for foreigners possibly influencing some groups’ ability to take Japanese names. Keywords: Japan, immigrants, personal names, identity, adaptation, foreigners, race
Following dramatic changes in the names being given to children in Japan, two critical new terms— kirakira nēmu [glittery names] and DQN nēmu [stupid/ill-educated names]—have been popularised. Although kirakira nēmu in particular appears to have gained traction as a way of describing unique and difficult to read names, closer examination shows that its usage is in fact inconsistent and is often used to describe a wide variety of names. By analysing how these two terms have developed, it becomes clear that their main consistency is instead how they negatively frame new names. In particular, they are critical of the givers of new names for their lack of consideration for others and for trying to have their children stand out too much. Such criticisms, however, are usually not made from the point of view of the children themselves, and lack a long term vision and understanding of social change. Given certain similarities in how they are constructed, it may be more constructive instead to view the discourse on new names as a part of the larger discourse on youth problems and social change in Japan.
Going by an English Name: The Adoption and Use of English Names by Young Taiwanese Adults
Social Sciences
It is easy to understand why Taiwanese students play the part of the name assigned to them in English class, but why do so many of them continue to use this name long after their school years? A survey of young Taiwanese adults, with follow-up interviews, investigated how and why they acquire and use an English name. The results mirror previously reported tendencies and suggest some new insights into the motivation and functionality of this practice. The data show that self-identification with their Western name offers pragmatic social and cultural advantages, including international identity, escape from rigid cultural formalities impeding social advances, establishing friendliness without getting too close, as well as self-expression. As concerns the often discussed nature of English names, the results indicate that the selection of an English name is influenced by Chinese name selection practice, the tendency to make the name unique or somehow related to the Chinese name, and esp...
In recent years in both Japan and the United States, there has been an increased turn-over in the top-ranking names from year to year, and the names being given themselves appear to be coming from an increasingly diverse pool. Certain similarities in the changes being experienced in these two countries may speak to greater shared characteristics and values of contemporary society. However, while they may appear to be superficially similar, there are in fact many differences behind the changes in naming practices in Japan and the US. Although the rise of unique names in both countries appears to be related to the spread of individualistic values (see Ogihara et al., 2015 on Japan, and Twenge, Abebe, & Campbell, 2010 on the US), many of the changes in naming practices in the United States appear to be related to trends within certain ethnic groups, particularly African Americans. In comparison, while changes in naming practices seem to be more common across the board in Japan, popular discourse suggests that they are being interpreted as a marker of education, and by connection, social class. By comparing how naming practices in Japan and the US have changed over the last 100-plus year period, I seek to show how the analysis of naming practices may be useful for exploring social change.
Culture in foreign language learning: Framing and reframing the issue., 2012
In an increasingly globalised world, greater numbers of Japanese citizens live beyond the national borders of Japan. The children of these families typically grow up multilingually, as users of their heritage language (Japanese) and the language of the majority community. The children’s development in the heritage language not only fulfils linguistic goals but also contributes to the construction of their identity. The heritage language learner’s competencies, identification, choices and ideologies change and evolve over the course of a learner’s life, reflecting changing motivations, social networks, opportunities and other variables. This paper reports findings of a case-study examination of children of Japanese families living permanently in Australia, focusing specifically on how their Japanese identities develop. A sociocultural analysis of data collected through interviews with post-secondary students shows the impact of their language learning experiences on their multi-faceted development of identities. It uncovers how the students need, and use, their Japanese in two key ways: to establish and maintain social relationships and to participate and interact with aspects of Japanese pop-culture. This study extends knowledge of heritage learner development, and brings deeper understanding of needs, to relevant secondary and tertiary language learning provision.
The Fifth CLS International Conference (CLaSIC 2012) Culture in Foreign Language Learning: Framing and Reframing the Issue, 2012
In an increasingly globalised world, greater numbers of Japanese citizens live beyond the national borders of Japan. The children of these families typically grow up multilingually, as users of their heritage language (Japanese) and the language of the majority community. The children’s development in the heritage language not only fulfils linguistic goals but also contributes to the construction of their identity. The heritage language learner’s competencies, identification, choices and ideologies change and evolve over the course of a learner’s life, reflecting changing motivations, social networks, opportunities and other variables. This paper reports findings of a case-study examination of children of Japanese families living permanently in Australia, focusing specifically on how their Japanese identities develop. A sociocultural analysis of data collected through interviews with post-secondary students shows the impact of their language learning experiences on their multi-faceted development of identities. It uncovers how the students need, and use, their Japanese in two key ways: to establish and maintain social relationships and to participate and interact with aspects of Japanese pop-culture. This study extends knowledge of heritage learner development, and brings deeper understanding of needs, to relevant secondary and tertiary language learning provision.
The notion that names, identity, and the self are closely related is not a new concept (Dion, 1983). However, little research has approached this subject from a (socio)linguistic perspective (Lieberson, 1984), as early research on names and identity centered on psychological aspects (Busse & Seraydarian, 1979; Ellis & Beechley, 1954; Houston & Sumner, 1948; Zweigenhaft, 1977), despite the fact that names are elements of language fraught with complicated social implications (Bright, 2001; Kirwin, 2001; Lieberson, 1984). Through interviews with three Korean American women of various levels of bilingualism, drawing on poststructuralist (Weedon, 1987), investment (Heller, 1987; Peirce, 1995), and imagination (Wenger, 1998) theories of language and identity, this study raises questions about the impact of personal names on immigrants as they negotiate bilingual, bicultural, and binominal identities.