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Publications

The following is a list of my publications
(not including items under review).

Language Ideologies and L2 Speaker Legitimacy:
Native Speaker Bias in Japan

Citation:
Takeuchi, Jae DiBello. (2023). Language Ideologies and L2 Speaker Legitimacy: Native Speaker Bias in Japan. Multilingual Matters.

Code-switching as Linguistic Microaggression:
L2-Japanese and Speaker Legitimacy

Citation:
Takeuchi, Jae DiBello. (2022). Code-switching as linguistic microaggression: L2-Japanese and speaker legitimacy. Multilingua.
(published online ahead of print)

Language Ideologies among Japanese Foreign Language Teachers: Keigo and L2 Speakers

Citation:
Takeuchi, Jae DiBello. (2021). Language ideologies among Japanese foreign language teachers: Keigo and L2 Speakers. Foreign Language Annals,  54(3), 589-606.

Diversity, Inclusivity, and the Importance of L2 Speaker Legitimacy

Citation:

Takeuchi, Jae DiBello. (2020). Diversity, Inclusivity, and the Importance of L2 Speaker Legitimacy. Japanese Language and Literature, 54 (2), 317-325.

 

Our Language
Linguistic Ideologies and Japanese Dialect Use in L1/L2 Interaction

Citation:

Takeuchi, Jae DiBello. (2020). Our Language - Linguistic Ideologies and Japanese Dialect Use in L1/L2 Interaction. Japanese Language and Literature, 54 (2), 167-197

スピーチスタイルとネイティブスピーカー
バイアス： 在日L2 話者から学べること

Citation:

Takeuchi, Jae DiBello. (2020). スピーチスタイルとネイティブスピーカーバイアス： 在日L2 話者から学べること [Speech Styles and Native Speaker Bias: What We Can Learn from L2 Speakers in Japan]. in Satoko Suzuki, Sachiko Dorsey, & Daphne Iskos (eds.). CATJ-28 Proceedings. p. 57-66.
https://www.macalester.edu/asian/catj-28-proceedings/CATJ-28 Proceedings.

Learners’ Participation in Japanese-Related Online Communities and the Relationship between Online Activities and Classroom Learning: A Comparative Case Study of Two JFL Learners

Citation:

Takeuchi, Jae DiBello. (2019). Learners’ Participation in Japanese-Related Online Communities and the Relationship between Online Activities and Classroom Learning: A Comparative Case Study of Two JFL Learners. in Erica Zimmerman & Abigail McMeekin (eds.). Technology-supported learning in and out of the Japanese language classroom: Advances in pedagogy, teaching and research. Multilingual Matters.

Campus diversity and Global Education:
A Case Study of a Japanese Program

Citation:

Mori, Junko & Takeuchi, Jae DiBello. (2016). Campus diversity and global education: A case study of a Japanese program. Foreign Language Annals, 49(1), 146-161.

 

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