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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.
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.
This volume is a collection of selected refereed papers presented
at the Association of Teachers of Japanese Annual Spring Conference
held at the University of Hawai'i at M noa in March of 2011. It not
only covers several important topics on teaching and learning
spoken and written Japanese and culture in and beyond classroom
settings but also includes research investigating certain
linguistics items from new perspectives.
This book contains a collection of fourteen articles on connected
speech of interest to teachers, researchers, and materials
developers in both ESL/EFL (ten chapters focus on connected speech
in English) and Japanese (four chapters focus on Japanese connected
speech). The fourteen chapters are divided up into five sections:
>What do we know so far about teaching connected speech?
>Does connected speech instruction work? >How should
connected speech be taught in English? >How should connected
speech be taught in Japanese? >How should connected speech be
tested?
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