Professor Patrick Heinrich (Venezia Ca' Foscari University)

パトリック・ハインリッヒ ヴェネツィア大学アジア・北アフリカ学部の准教授。現在の研究焦点は社会言語学、危機に瀕する言語と言語教育。言語に関する研究によりしっかりと社会学の理論と方法論を組み込もうとしている。地域の焦点は日本、特に琉球諸島。編集を担当した出版物には以下のものがある。The Sociolinguistics of Urban Language Life ( Dick Smakman と共編、 Routledge 2017 )、 Handbook of the Ryukyuan Languages (宮良信詳、下地理則と共編、 Mouton de Gruyter 2015 )、等々。最新の著書は The Making of Monolingual Japan(Multilingual Matters 2012)

Patrick Heinrich is Associate Professor at the Department of Asian and Mediterranean African Studies at Ca’ Foscari University in Venice. His present research interests focus on sociolinguistics, language endangerment and language education. In his research Heinrich endeavors to incorporate sociological theory and methodology more firmly into the study of language. His regional focus is Japan, in particular the Ryukyu Islands. Edited books include The Sociolinguistics of Urban Language Life (with Dick Smakman, Routledge 2017), Handbook of the Ryukyuan Languages (with Shinsho Miyara and Michinori Shimoji, Mouton de Gruyter 2015). His latest monograph is The Making of Monolingual Japan (Multilingual Matters 2012).

Keynote Speech

"Managing Language Problems in a Welfare Linguistics Framework"
Prof. Patrick Heinrich (Venezia Ca' Foscari University) Saturday, May 13th, 2017



このシンポジウムでは、重要な問いかけがあります:「 世界の平和、思いやり、リスペクトとことばの教育:日本語教育には何ができるのか? 」。このテーマは大きな問題であるに違いありません。けれども、繰り返して言えば、言語問題は言語そのものよりも大きな問題です。結局、権力を持つ個人またグループが、それほど力を持てない個人やグループ(例えば「L1話者対L2話者」)に対して、どのように相互作用するかという問題です。無論、異なるグループの出会いは、権力とは違う根拠に基づいている必要があります。「ウェルフェア言語学」は、上記した現象を再考するための有益な枠組みです。本発表では、日本語学習者を巡るデータを使用して、言語問題の管理が日本語教育の根本的な要素とスキルとなるべきであることを論じます。


Managing language problems in a welfare linguistics framework

So-called “language problems” are “good problems” because they hint at problems larger than “language itself”. That is to say, solving a language problem involves solving a bigger problem. On a general level, language problems emerge due to contact of individuals or groups with differing access to power and resources. Accordingly, speakers experiencing “language problems” are at the shorter end of the power divide. They are dominated speakers, evaluated speakers, silenced speakers, interrupted speakers, ignored speakers etc., because (1) their specific ways of speaking is distinct from “legitimate speech” and (2) because non-legitimate speech is indexed with a number of negative social characteristics (unintelligent, uncultured, unfamiliar, un-everything). Speakers of non-legitimate language have to learn to live with their language and their status in society. Outside the classroom (and sometimes also inside), it’s often not fun to be a speaker of non-legitimate speech. Hence, speaking with an accent, or speaking an incompletely acquired language, frequently results in “silence”. This symposium asks the crucial question: “What can Japanese language education contribute to world peace, thoughtfulness, respect and language education?” These are big issues but the issues at stake are big indeed. To repeat, language problems hint at problems larger than language. It is about how powerful individuals or groups deal with less powerful individuals and groups, and this includes how L1 speakers and L2 speakers relate to one another. Their encounters, relations and ways of communication should very obviously be based on something else than power differences. In this talk, I propose that “welfare linguistics” provides for a frame to rethink these relations, and argue by using data and examples from Japanese learner settings that managing “language problems” must become an important element and skill of Japanese language education.