Gender Identity in a Second Language: The Use of First Person Pronouns by Male Learners of Japanese

Brown, Lucien; Cheek, Elizabeth

doi:10.1080/15348458.2016.1277948

Cited by 14 publications

(15 citation statements)

References 18 publications

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“… 1 Identity-first language rather than person-first language is used in this manuscript, consistent with practice among autistic self-advocates (Brown 2011). …”

mentioning

confidence: 99%

What About the Girls? Sex-Based Differences in Autistic Traits and Adaptive Skills

Ratto

Kenworthy

Yerys

et al. 2017

J Autism Dev Disord

234

141

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There is growing evidence of a camouflaging effect among females with autism spectrum disorder (ASD), particularly among those without intellectual disability, which may affect performance on gold-standard diagnostic measures. This study utilized an age- and IQ-matched sample of school-aged youth (n = 228) diagnosed with ASD to assess sex differences on the ADOS and ADI-R, parent-reported autistic traits, and adaptive skills. Although females and males were rated similarly on gold-standard diagnostic measures overall, females with higher IQs were less likely to meet criteria on the ADI-R. Females were also found to be significantly more impaired on parent reported autistic traits and adaptive skills. Overall, the findings suggest that some autistic females may be missed by current diagnostic procedures.

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“… 1 Identity-first language rather than person-first language is used in this manuscript, consistent with practice among autistic self-advocates (Brown 2011). …”

mentioning

confidence: 99%

What About the Girls? Sex-Based Differences in Autistic Traits and Adaptive Skills

Ratto

Kenworthy

Yerys

et al. 2017

J Autism Dev Disord

234

141

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“…Additionally, this study did not explicitly address the position of East Asian learners in Japanese as a foreign language, an issue that figured prominently in Annie's experiences. Many studies on L2 Japanese focus on White learners (e.g., Brown & Cheek, 2017; Siegal, 1995), and the experiences of East Asians in learning Japanese as a second language are underrepresented in the literature. While there has been some research on the experiences of East Asian L2 Japanese users (see Fukuda, 2006 on L1 Chinese; Zimmerman, 2007 on L1 Korean) and the present findings contribute to this area, more in‐depth analysis focusing on the various dimensions of “being East Asian (American)”—including their study abroad experiences in Japan—could lead to further actionable insight into how the learning processes and realities of these individuals differ qualitatively from those of Anglo (American) learners of Japanese.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

A tale of two language ideologies: Discursive co‐construction of L2 learner identity in Japanese CMC interactions

Maa

Burns

2021

Foreign Language Annals

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This study investigates the relationship between learner perception, ideology, discourse, and identity in computer‐mediated communication (CMC) interactions between an advanced L2 Japanese learner and native Japanese speakers. Study findings show that, despite an invested identity as a proficient user of Japanese, the learner struggled to enact this identity in the face of two divergent language ideologies: one that promoted Japanese native speaker discourse as the goal of L2 learning and use, and one that promoted a particular Western “foreigner” discourse for non‐native speakers of Japanese. Furthermore, a third discourse—that of the CMC platform—also affected her discursive practices, both in terms of interaction and performance of multiple identities. These results reveal the complex, sometimes problematic, nature of CMC for L2 learning and use, while offering a unique perspective into the issue of the native speaker standard in Second Language Acquisition (SLA), particularly as it pertains to advanced learners.

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“…Using insights gleaned from Phase 1, we developed an Android app 4 that enables simple, intuitive, in-the-moment labeling (see Fig. 5).…”

Section: Labelingmentioning

confidence: 99%

“…We have found preference for person-first[6] and identity-first[4] language to vary throughout the ASD community, so the terms will be used interchangeably in this work.…”

mentioning

confidence: 99%

The ECHOS Platform to Enhance Communication for Nonverbal Children with Autism

Johnson

Narain

Ferguson

et al. 2020

Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems

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Current augmentative communication technology has had limited success conveying the needs of some individuals with minimally verbal autism spectrum disorder (mvASD). Primary caregivers report being able to better understand these individuals' non-traditional utterances than those less familiar with the individual such as teachers and community members. We present an eight-month multi-phase case study for a translational platform, ECHOS, that uses primary caregivers' unique knowledge to enhance communicative and affective exchanges between mvASD individuals and the broader community. Through iterative development and participatory design, we discovered that physiological sensors were impractical for long-term use, on-body audio was content rich and easily accessible, and a custom in-the-moment labeling app was transformative in obtaining accurate labels from caregivers for machine learning advancements. This paper presents the design methodology, results, and reflections from our case study and provides insights into development with and for the special needs community.

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Gender Identity in a Second Language: The Use of First Person Pronouns by Male Learners of Japanese

Cited by 14 publications

References 18 publications

What About the Girls? Sex-Based Differences in Autistic Traits and Adaptive Skills

What About the Girls? Sex-Based Differences in Autistic Traits and Adaptive Skills

A tale of two language ideologies: Discursive co‐construction of L2 learner identity in Japanese CMC interactions

The ECHOS Platform to Enhance Communication for Nonverbal Children with Autism

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