Sugihara, Yumi

写真a

Affiliation

Faculty of Policy Management (Shonan Fujisawa)

Position

Associate Professor

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Books 【 Display / hide 】

  • Becoming Japanese (Only) in Transnational Spaces and Systems: A Narrative Inquiry of Familial Language Ideology of Japanese–Vietnamese Mixed-Heritage Students

    Inomoto S., Sugihara Y., Li G., Promoting Inclusive Systems for Migrants in Education, 2024.01

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    This study explores the language policies and language practices of migrant students with mixed heritages. Using narrative inquiry, the life stories of Japanese–Vietnamese migrant students were analysed thematically. The study found that language ideologies, particularly on the superiority of the Japanese language, led to the devaluation of the Vietnamese language and consequently their Japanese becoming. Students were seen to be policymakers for language use within their family and with the people around them; however, varying degrees of agency caused their negotiation with the parents’ linguistic practices and policies to play out differently. Given these findings, we call for more literacy support to be given to children with mixed heritages to ensure their rights to receive education in their mother tongues.

  • 言語文化とコミュニケーション（シリーズ 総合政策学をひらく）

    宮代 康丈, 山本 薫（編）, 慶應義塾大学総合政策学部／慶應義塾大学出版会, 2023.02,  Page： 276

    Scope: 第6章　日本語コミュニティの再想像　 多言語多文化共生に向けて,  Contact page： 105-121

  • Keio SFC Journal（特集：多言語多文化共生社会に向けた挑戦） Vol.19, No.2

    藤田護，杉原由美（編）, 慶應義塾大学湘南藤沢学会, 2020.03,  Page： 367

  • 日本語学習のエスノメソドロジー　－言語的共生化の過程分析

    SUGIHARA YUMI, 勁草書房, 2010.05

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    地域や大学で行われている日本語の学習場面において、「外国人／日本人」というカテゴリー化はいかに形成されるのか。相互学習型活動の実践と参与観察から、非対称的な関係性の中で異質性が顕在化するメカニズムを解明。さらに、「対立」の克服に至る「協働」の現象を分析し、多言語・多文化共生を目指すための学習展開を考察する。

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Papers 【 Display / hide 】

  • Learner self-reflexivity in a Japanese critical intercultural communication classroom

    Ohri R., Sugihara Y.

    Intercultural Education (Taylor & Francis Online )   2025.09

    Research paper (scientific journal), Joint Work, Accepted,  ISSN  14675986

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    This study explores how self-reflexivity manifests among students in a bilingual intercultural communication classroom in Japan, where dominant discourses of cultural homogeneity often go unexamined. Grounded in Critical Intercultural Communication Pedagogy (CICP), the course was designed to challenge essentialist views of culture and encourage students to critically reflect on their cultural assumptions and positionalities in relation to dominant norms. Drawing on reflective writing from 26 students, the analysis shows that while many learners began to understand culture as fluid and socially constructed, others encountered discomfort and resistance–particularly when their internalised notions of ‘Japanese-ness’ were unsettled. Moments of cultural mismatch served as powerful triggers for reflexive learning. By centring student voices and localising CICP to Japan’s sociocultural context, this study offers empirical insight into how critical engagement with culture can be fostered in the classroom and highlights the pedagogical value of reflexivity in promoting inclusion, equity, and intercultural understanding.

  • Liquid Crystals: A Phenomenological Approach to Complexity of University Students' Identity Formation Through Translanguaging Perspective

    Hori Y., Sugihara Y., Wei L.

    Applied Linguistics (Oxford Academic)  46 ( 1 ) 1 - 15 2025.02

    Research paper (scientific journal), Joint Work, Accepted,  ISSN  01426001

    　View Summary

    In a world with existential issues, inequalities/injustice are (re)emerging in varying degrees around the globe, and yet, each of us strives to sustain our life with our own disappointments/ griefs and desires/hopes. Then, identity formation research should elucidate how a human being makes sense of multifaceted voices/dimensions (‘selves’ and ‘(social) identities’) and what propels each to sustain/envision one’s desires/hopes in the future. Thus, based upon the legacy of identity-related research in applied linguistics, we present longitudinal research by a phenomenological approach focusing on ‘international students’ in Japan. In developing the approach, we utilized translanguaging as a holistic conceptualization of human communication and Interpretative Phenomenological Analysis as methodology (interview analysis contextualized with observation and on/off line correspondence data). As a result, the first author interpreted that each student’s life theme/moral aspiration served as a pivot around which various categories/features revolved (solidified/loosened). In such dynamic relationalities, perceptions/ideologies towards named language(s)/identity categories transformed. We argue it is important to interpret why and how each uses/creates categories/labels/binaries as reference points in expressing oneself—not as objective/scientific but as (inter)subjective evidence.

  • Investigating an Invisible Returnee/kikokusei From Translanguaging Perspective -The Complexity of Identity Formation

    Yaeko Hori, Yumi Sugihara

    Japan Association of Applied Linguistics in Japan Association of College English Teachers（JAAL in JACET）Proceedings ( the Japan Association of College English Teachers (JACET))  4   8 - 15 2022.03

    Research paper (international conference proceedings), Accepted,  ISSN  2434-8821

  • How a Japanese Language Teacher Fostering Learner Autonomy Develops Awareness in Class : In the case of Teacher A managing a course fostering learner autonomy for the first time

    Satoko Suzuki, Hiromi Hakuto, Yumi Sugihara

    Japan Bulletin of Educators for Human Development (Japan Association for Educators for Human Development )  23 ( 1 ) 11 - 20 2020.09

    Research paper (scientific journal), Joint Work, Accepted

  • New Critical Multilingualism and Its Implications on Multilingual Education -Reflecting on the Initiatives and Experiences at SFC/Keio

    Yumi Sugihara, Mamoru Fujita

    KEIO SFC JOURNAL Vol.19 No.2 Aspiring to Construct Multilingual and Multicultural Societies (Keio SFC Academic Society)  19 ( 2 ) 6 - 19 2020.03

    Research paper (scientific journal), Joint Work

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Papers, etc., Registered in KOARA 【 Display / hide 】

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Reviews, Commentaries, etc. 【 Display / hide 】

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Presentations 【 Display / hide 】

  • Japanese Academic Writing in the Age of Generative AI: A Pedagogical Practice to Foster “My Language” among Plurilingual Learners

    Yumi Sugihara，Takao Tomono

    2025 CAJLE Annual Conference (Vancouver) , 

    2025.08
    , 

    Poster presentation, The Canadian Association for Japanese Language Education (CAJLE)

    　View Summary

    本発表では、大学における上級日本語クラスで実施した、日本語によるアカデミックライティングスキルの伸長をめざす授業実践を報告する。近年、生成AIの使用が教員・学生のあいだに急速に浸透し、「すべての講義課題にChatGPTを使っている」という学生たちの声も聞かれる 。理由として、短時間でより整った、読みやすい文章が生成されることを挙げており、いわゆる“タイパ重視”の傾向と合致する側面がある。一方で、そのような利用を続けた先に「自分のことば」はどのように育つのかという問いが浮かび上がる。このような現状を踏まえ、本授業（90分×15回）では、論理的なレポート作成プロセスを学ぶと同時に、生成AIとどのように付き合うか、また自分らしいオリジナリティのある表現にどのような意義があるのかを学生とともに探究した。

  • 異文化間のコミュニケーションと教育におけるクリティカルアプローチの展開 ―インターカルチュラリティ・クリティカリティ・リフレクシビティを中心に

    杉原 由美，オーリ リチャ

    Intercultural Education Society of Japan The 46th Annual Conference (東京) , 

    2025.06
    , 

    Oral presentation (general), Intercultural Education Society of Japan

  • 在日コリアンの葛藤と日本社会の課題を探究する協同学習：日米大学間の遠隔教育の実践

    石田みどり、杉原由美

    International Conference on Japanese Language Education (Madison, WI, ) , 

    2024.08
    , 

    Oral presentation (general), American Association of Teachers of Japanese・ Canadian Association for Japanese Language Education

  • Creating a Translanguaging Space in a Graduate Seminar with Diverse Participants in a Japanese University

    Fujita, M., Baba, W., Sugihara, Y.

    American Association for Applied Linguistics 2024 Conference (Houston, Texas) , 

    2024.03
    , 

    Oral presentation (general), American Association for Applied Linguistics

  • 言語文化教育におけるクリティカルペダゴジーの示唆

    オーリリチャ，杉原由美

    言語文化教育研究学会 第９回年次大会 コン ヴィヴィアリティと言語文化教育 (関西大学) , 

    2023.03
    , 

    Other, 言語文化教育研究学会

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Research Projects of Competitive Funds, etc. 【 Display / hide 】

  • Role of Active Knowledge in Developing Critical Literacy in Multicultural Classrooms

    2019.04
    -
    2024.03

    MEXT,JSPS, Grant-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (C), Principal investigator

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Courses Taught 【 Display / hide 】

  • SEMINAR B

    2025

  • MULTICULTURAL COMMUNICATION

    2025

  • MASTER SEMINAR

    2025

  • LANGUAGE EDUCATION DESIGN

    2025

  • JAPANESE SKILL

    2025

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Committee Experiences 【 Display / hide 】

  • 2025.06
    -
    2027.06

    研究委員会委員, 異文化間教育学会

  • 2017.01
    -
    Present

    審査・運営協力員,  公益社団法人日本語教育学会

  • 2015.06
    -
    2017.03

    教師研修委員, 日本語教育学会

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