Teaching Chinese, Japanese, and Korean heritage language students : curriculum needs, materials, and assessment
著者
書誌事項
Teaching Chinese, Japanese, and Korean heritage language students : curriculum needs, materials, and assessment
（ESL and applied linguistics professional series）
Lawrence Erlbaum Associates, c2008
- : hardcover
- : pbk
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注記
Digital printing 2009: published by Routledge
Includes bibliographical references and indexes
収録内容
- Issues and future agendas for teaching Chinese, Japanese and Korean heritage students / Kimi Kondo-Brown
- Japanese and English language ability of students at supplementary Japanese schools in the United States / Hiroko C. Kataoka, Yasuko Koshiyama, and Setsue Shibata
- Measuring the Japanese proficiency of heritage language children / Tomomi Hasegawa
- Heritage and nonheritage learners of Korean : sentence processing differences and their pedagogical implications / Hi-Sun Helen Kim
- A separate-track for advanced heritage language students? : Japanese intersentential referencing / Kimi Kondo-Brown and Chie Fukuda
- Heritage language learners' attitudes, motivations and instructional needs : the case of postsecondary Korean language learners / Jin Sook Lee and Hae-Young Kim
- Developing a "compromise curriculum" for Korean heritage and nonheritage learners / William H. Yu
- The affective needs of limited proficiency heritage language learners : perspectives from a Chinese foreign language classroom / Heather Dawn Weger-Guntharp
- Curriculum design for young learners of Japanese as a heritage language / Masako O. Douglas
- Robust learning for Chinese heritage learners : motivation, linguistics, and technology / Sue-mei Wu
- Online chat for heritage learners of Chinese / De Zhang and Niki Davis
内容説明・目次
内容説明
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. Heritage learners are defined as those who initially acquired certain levels of linguistic and cultural competence in a non-dominant language mainly through interaction with foreign-born parents and other family members at home.
Heritage language instruction is currently a "hot topic" and is becoming a sub-discipline within the fields of foreign language education and applied linguistics. Special instruction for heritage language learners is on the rise, particularly in the U.S. and Canada. Providing theoretical and practical information about heritage-language instruction in terms of curriculum design, learner needs, materials development, and assessment procedures, the goal of this book is not only to promote research about heritage students in East Asian languages but also to improve the teaching of these students in various educational settings and all over the world, especially in English speaking countries. The volume is organized in four sections:
*Overview-addressing the timeliness, necessity, and applications of the work and issues and future agendas for teaching Chinese, Japanese, and Korean heritage students;
*Language Needs Analysis;
*Attitude, Motivation, Identity, and Instructional Preference; and
*Curriculum Design, Materials Development, and Assessment Procedures
Teaching Chinese, Japanese, and Korean Heritage Language Students is intended as a primary text or reference for researchers, educators, and students in the areas of curriculum, pedagogy, and assessment studies related to teaching bilingual and heritage students in general and East Asian heritage students in particular.
目次
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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