Volume 31, Issue 2
  • ISSN 0957-6851
  • E-ISSN: 1569-9838
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This paper investigates how ideological orientations shape the programmes and curriculum of Japanese as a heritage language (JHL) schools in England as well as teachers’ practices and attitudes in response to social diversity in such settings. This paper is a result of a linguistic ethnography which explores subjective perspectives constructed locally by people in JHL schools. Japanese communities overseas tend to be regarded as homogenous. However, in the contemporary world of mobility, connectivity and diversity they exhibit heterogeneity. This paper argues that JHL schools emerged as a response to educational needs arising from heterogeneity amongst Japanese migrants and that further diversification is occurring within JHL schools. Consequently, these schools and their teachers need ways to manage diversity in the classroom. Translanguaging is examined as a strategy for inclusion and also as a positive ideological orientation towards differences.


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