My Cannibalized Self: An Autoethnography. Biliteracy Development in Japanese Heritage Language Study

My Cannibalized Self: An Autoethnography is the author's personal narrative of how he worked to become bilingual and biliterate in Japanese, his heritage language. This conception of bilingualism, biculturalism, and biliteracy development offers an appreciation for the linguistic and cultural heritage of heritage speakers, and an understanding of the obstacles faced by many heritage speakers. More

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About Michael Kay Allred

Michael Kay Allred graduated from the University of Wisconsin-Madison with a PhD in Curriculum & Instruction specializing in World Language Education. In addition, he earned an MA in French from the University of North Texas and a Master of Engineering in Technical Japanese also from the University of Wisconsin-Madison. Before completing his graduate studies, Michael was a teacher of Japanese, French, and Spanish in public high schools in Texas. In his research, he specializes in discovering new, holistic approaches to world language education and understanding the educational and psychoemotional needs of heritage language learners in mainstream education as well as in heritage and bilingual education to foster heritage language acquisition and mother tongue maintenance in immigrant communities in the United States; particularly in Spanish and Japanese language communities. From his diverse experiences as a language learner, teacher, and burgeoning academic, he constructed holistic approaches to teaching world languages to mainstream students and heritage language learners through a framework of anthropophagy in which language learners cannibalize authentic pieces of literature, music, television, art, and other forms of expression in the target language and from the target culture for the creation of a bi/multilingual and bi/multicultural self that can communicate in the target language in a way that is appropriate to how native speakers express themselves and the norms of the target culture. This bi/multilingual and bi/multicultural sense of self addresses the increasingly global nature of the ways in which language learners will use the target language in their professions and how the target language and culture will become an integral aspect of their identity as citizens of the world.

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