Teaching Chinese, Japanese, and Korean Heritage Language Students: Curriculum Needs, Materials, and Assessment »

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.

Preface     ix
List of Contributors     xv
Overview     1
Introduction   Kimi Kondo-Brown   James Dean Brown     3
Issues and Future Agendas for Teaching Chinese, Japanese, and Korean Heritage Students   Kimi Kondo-Brown     17
Language Needs Analysis     45
Japanese and English Language Ability of Students at Supplementary Japanese Schools in the United States   Hiroko C. Kataoka   Yasuko Koshiyama   Setsue Shibata     47
Measuring the Japanese Proficiency of Heritage Language Children   Tomomi Hasegawa     77
Heritage and Nonheritage Learners of Korean: Sentence Processing Differences and Their Pedagogical Implications   Hi-Sun Helen Kim     99
A Separate Track for Advanced Heritage Language Students?: Japanese Intersentential Referencing   Kimi Kondo-Brown   Chie Fukuda     135
Attitude, Motivation, Identity, and Instructional Preference     157
Heritage Language Learners' Attitudes, Motivations and Instructional Needs: The Case of Postsecondary Korean Language Learners   Jin Sook Lee   Hae-Young Kim     159
Developing a "Compromise Curriculum" for Korean Heritage and Nonheritage Learners   William H. Yu     187
The Affective Needs ofLimited Proficiency Heritage Language Learners: Perspectives from a Chinese Foreign Language Classroom   Heather Dawn Weger-Guntharp     211
Curriculum Design, Materials Development, and Assessment Procedures     235
Curriculum Design for Young Learners of Japanese as a Heritage Language   Masako O. Douglas     237
Robust Learning for Chinese Heritage Learners: Motivation, Linguistics and Technology   Sue-mei Wu     271
Online Chat for Heritage Learners of Chinese   De Zhang   Niki Davis     299
Author Index     329
Subject Index     335