This book contributes to building the research knowledge that language teaching professionals need in developing curriculum for the large population of East Asian heritage students (including Chinese, Japanese, and Korean) in countries like the United States, Canada, and Australia, where speakers of East Asian languages are among the fastest growing populations.
This book contributes to building the research knowledge that language teaching professionals need in developing curriculum for the large population of East Asian heritage students (including Chinese, Japanese, and Korean) in countries like the United States, Canada, and Australia, where speakers of East Asian languages are among the fastest growing populations.
Contents: Preface. Part I:Overview. K. Kondo-Brown J.D. Brown Introduction. K. Kondo-Brown Issues and Future Agendas for Teaching Chinese Japanese and Korean Heritage Students. Part II: Language Needs Analysis. H.C. Kataoka Y. Koshiyama S. Shibata Japanese and English Language Ability of Students at Supplementary Japanese Schools in the U.S. T. Hasegawa Measuring the Japanese Proficiency of Heritage Language Children. H-S.H. Kim Heritage and Non-Heritage Learners of Korean: Sentence Processing Differences and Their Pedagogical Implications. K. Kondo-Brown C. Fukuda A Separate-Track for Advanced Heritage Language Students?: Japanese Inter-Sentential Referencing. Part III:Attitude Motivation Identity and Instructional Preference.J.S. Lee H-Y. Kim Heritage Language Learners' Attitudes Motivations and Instructional Needs: The Case of Post-Secondary Korean Language Learners. W.H. Yu Developing 'A Compromise Curriculum' for Korean Heritage and Non-Heritage Learners. H.D. Weger-Guntharp The Affective Needs of Limited Proficiency Heritage Language Learners: Perspectives From a Chinese Foreign Language Classroom. Part IV:Curriculum Design Materials Development and Assessment Procedures.M.O. Douglas Curriculum Design for Young Learners of Japanese as a Heritage Language. S-m. Wu Robust Learning for Chinese Heritage Learners: Motivation Linguistics and Technology. D. Zhang N. Davis Online Chat for Heritage Learners of Chinese.
Contents: Preface. Part I:Overview. K. Kondo-Brown J.D. Brown Introduction. K. Kondo-Brown Issues and Future Agendas for Teaching Chinese Japanese and Korean Heritage Students. Part II: Language Needs Analysis. H.C. Kataoka Y. Koshiyama S. Shibata Japanese and English Language Ability of Students at Supplementary Japanese Schools in the U.S. T. Hasegawa Measuring the Japanese Proficiency of Heritage Language Children. H-S.H. Kim Heritage and Non-Heritage Learners of Korean: Sentence Processing Differences and Their Pedagogical Implications. K. Kondo-Brown C. Fukuda A Separate-Track for Advanced Heritage Language Students?: Japanese Inter-Sentential Referencing. Part III:Attitude Motivation Identity and Instructional Preference.J.S. Lee H-Y. Kim Heritage Language Learners' Attitudes Motivations and Instructional Needs: The Case of Post-Secondary Korean Language Learners. W.H. Yu Developing 'A Compromise Curriculum' for Korean Heritage and Non-Heritage Learners. H.D. Weger-Guntharp The Affective Needs of Limited Proficiency Heritage Language Learners: Perspectives From a Chinese Foreign Language Classroom. Part IV:Curriculum Design Materials Development and Assessment Procedures.M.O. Douglas Curriculum Design for Young Learners of Japanese as a Heritage Language. S-m. Wu Robust Learning for Chinese Heritage Learners: Motivation Linguistics and Technology. D. Zhang N. Davis Online Chat for Heritage Learners of Chinese.
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