Authentic voices: Insights into a Japanese education practicum

This paper examines how opportunities for Japanese second language students to engage in Japanese language events are socially constructed. The language events in this case occur within a primary school setting in Japan in which the students are engaged in a teaching practicum. Aspects of the social organization that assist or inhibit the participation of second language learners in a Japanese language community are also investigated. Particular attention is given to Norton Peirce's (1995) assertion that second language acquisition (SLA) researchers have a responsibility to challenge the artificial distinction, evident in the work of many SLA theorists, between the language learner and the language learning context. Data reveals that students are undergoing a process of negotiating legitimacy and the right to speak in a Japanese second language context that is supported by their role as in-service teacher. Candid comments reveal processes that are significant in assisting, or are detrimental to, participation in the social arena. It is hoped that this paper will act as an impetus for further discussion of social dynamics and their effects on second language learners and, in addition, contribute to our understanding of the dynamics of study abroad programs.