Kiri Lee

Lehigh University Modern Languages and Literature - Kiri Lee
Professor
Chairperson
Director of Asian Studies
422 Williams Hall
610-758-4490

 

PhD, Harvard University
Interests: 
Japanese/Korean pragmatics; Heritage language education

Background:

Prof. Kiri Lee received her PhD in linguistics from Harvard University in 1993. Her research areas are Japanese pragmatics and heritage language education. In pragmatics, she has been working on comparative analyses of Japanese and Korean grammar collaborating with Korean linguists. Also, in her work on heritage language education, she pays special attentions to how the notion of “heritage language learner” is constructed, and how her findings can help young heritage speakers navigate in this globalizing world. 

Courses taught:
Elementary Japanese
Intermediate Japanese
Advanced Japanese
Introduction to Linguistics
Asian-American Studies

Recent publications:

“Heritage in the Making: Policies of Old Homeland, Discourse in New Homeland, and Heritage language Education for “Japanese” in the United States,”  Foreign Language Education in Japan: Exploring Qualitative Approaches. Edited by Horiguchi, S., Imoto, Y., Poole, G. Sense Publishers, Rotterdam, Netherland. 2015 (Co-authored with N. Doerr)

“Why Bother Continue Learning Heritage Language?: Towards Policies of Valuing Heritage Language in the Mainstream,” Education in a World of Migration: Implications for Policy and Practice. Edited by Jill P. Koyama and M. Subramanian. 185-203. Rutledge. 2014 (Co-authored with N. Doerr)

Constructing the Heritage Language Learner: Knowledge, Power, and New Subjectivities. MOUTON DE GRUYTER, 2013. (Co-authored with N. Doerr)

“Beyond ‘Power and Solidarity’”: Indexing Intimacy in Korean and Japanese terms of address. Korean Linguistics Vol 15 No 1, 73-100, 2013. (Co-authored with Y-M Yu Cho)

“‘Drop-Outs’ or ‘Heritage Learners’?: Competing Mentalities of Governmentality and Invested meanings at a Weekend Japanese Language School in the United States,” Discourse: Studies in the Cultural Politics of Education 34(1), 1-13, 2012. (Co-authored with N.Doerr)

“Inheriting “Japanese-ness” Diversely: Heritage Practice at a Weekend Japanese Language School in the United States,” Critical Asian Studies, 42:2, 191–216, 2010. (Co-authored with N. Doerr)

 “Contesting Heritage: Language, Legitimacy, and Schooling at a Weekend Japanese Language School in the United States.” Language and Education Vol.23, No. 5:425-441, 2009. (Co-authored with N. Doerr)