目次

Introduction: Language learner and teacher identity in multilingual Japan (Ryuko Kubota).- Part I: English Language Learner Identity.- Chapter 1: English language learners’ discursive constructions of national and global identities in the Japanese university context (Martin Mielick).- Chapter 2: It’s because I’m Japanese’: Examining L2 learners’ core beliefs and silent behaviour using a cognitive-behavioural theory-based approach (Kate Maher).- Chapter 3: Becoming the paths we tread: Learning through an ideological landscape of practice (Daniel Hooper).- Chapter 4: Constructing linguistic identity under native-speakerism: A case study of a migrant student studying English in Japan (Xinqi He).- Part II: Japanese Language Learner Identity.- Chapter 5: Am I a nurse? Conflicts in the professional identities of three Indonesian nurses who came to Japan through an Economic Partnership Agreement (Chiharu Shima).- Chapter 6: Language Learning as a Shelter: Restoring a Positive Self-Image by Learning a Second Language (Kazuhiro Yonemoto).- Chapter 7: No need to invest in the Japanese language?’: The changes of career choices and identities for plurilingual Chinese students in Japan (Keiko Kitade).- Chapter 8: Who speaks yasashii nihongo for whom?: Reimagining the socially constructed ‘beneficiary’ and the ‘benefactor’ identities of plain Japanese for ‘foreigners’ (Noriko Iwasaki).- Chapter 9: A discursive construction of Nikkei identity and interculturality: Official hybridity, constructed desire, and a masked heterogeneity (Kyoko Motobayashi).- Part III: Indigenous Language Revitalization and Identity.- Chapter 10: The process of constructing and reclaiming Ainu identity: the Urespa project initiative (Yumiko Ohara & Yuki Okada).- Chapter 11: In search of Indigenous identity through re-creation of Ainu self-sustaining community: praxis and learning in action (Tatsiana Tsagelnik).- Chapter 12: New Speakers of Ryukyuan languages: Negotiation, Construction and Change of Identities (Madoka Hammine).- Chapter 13: Against the odds: Second language learners of Ryukyuan (Patrick Heinrich & Giulia Valsecchi).- Part IV: English Language Teacher Identity.- Chapter 14: Ideology, emotion and identity: The impact of English-only policies on Japanese English teachers in Japan (Luke Lawrence).- Chapter 15: Discursive positioning of the Philippines and Filipino teachers in the Skype eikaiwa industry (Misako Tajima).- Chapter 16: ‘It feels like I’m stuck in a web sometimes’: The culturally emergent identity experiences of a queer assistant language teacher in small-town Japan (Ashley R. Moore).- Chapter 17: Identity and the emotions of non-Japanese university teachers of English in Japan (Sam Morris).- Chapter 18: Going beyond the binary: Translingual teacher identity negotiation through translanguaging practice (Yuzuko Nagashima).- Chapter 19: Frames, ideologies, and the construction of professional identities among non-Japanese EFL teachers in Japan (Robert J. Lowe).