継承日本語教育のBibliography

Tomonori Nagano
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日本語の継承語教育に関するリサーチのリスト (bibliography)です。

  1. Abdi, K. (2011). ‘She Really Only Speaks English’: Positioning, Language Ideology, and Heritage Language Learners. Canadian Modern Language Review, 67(2), 161-190.
  2. Aiko, M. (2018). The Relationships Between the Accuracy of Self-Evaluation, Kanji Proficiency and the Learning Environment for Adolescent Japanese Heritage Language Learners. Journal of Language and Education, 4(2), 6-23.
  3. Asian American Federation (2009). Profile of New York City’s Japanese Americans: 2009 Edition. Asian American Federation Census Information Center.
  4. Asian American Federation (2013). Profile of New York City’s Japanese Americans: 2013 Edition. Asian American Federation Census Information Center.
  5. Asian American Federation (2018). New York City Council Districts and Asian Communities (2018). Asian American Federation Census Information Center.
  6. Asian American Federation (2019). Profile of New York City’s Japanese Americans: 2019 Edition. Asian American Federation Census Information Center.
  7. Azuma, E. (2002). Japanese Aerican Historical Overview, 1868-2001.  In A. Kikumura-Yano (Ed.),  Encyclopedia of Japanese Descendants in the Americas: An Illustrated History of the Nikkei.  (pp. 276-292). AltaMira Press.
  8. Calder, T. (2006). 北米東部地区補習校高校生調査 (Report on the high school students in the extra curricular Japanese schools in the East coast area in the U.S.). misc
  9. Calder, T. M. (2008). 補習校における母語支援: プリンストン日本語学校の実践から. In MHB研究会夏期研究大会 バイリテラル・バイカルチュラルの育成を目指して 実践と課題, xxx, xxx, 2008 (pp. 28-37).
  10. カルダー, 淑. (2019). 新時代海外移住者 の日本語継承: 日本語教育推進法案に対する署名運動から.  In 喬. 宮島, 秀. 藤巻, 進. 石原, & 江. 鈴木 (Eds.),  開かれた移民社会へ.  (pp. 234-241). Tokyo, Japan: 藤原書店.
  11. Carpenter, K., Fujii, N., & Kataoka, H. C. (1995). An oral interview procedure for assessing second language abilities in children. Language Testing, 12, 167-181.
  12. Chinen, K. & Tucker, G. R. (2005). Heritage Language Development: Understanding the Roles of Ethnic Identity and Saturday School Participation. Heritage Language Journal, 3(1), 27-59.
  13. Chinen, K. & Douglas, M. O. (2013). Japanese Heritage Language Schools in the United States. Center for Applied Linguistics.
  14. 初等中等教育局国際教育課, 文. (2017). 平成29年版 小学校学習指導要領. 文部科学省. 
  15. Danjo, C. (2018). Making sense of family language policy: Japanese-English bilingual children’s creative and strategic translingual practices. International Journal of Bilingual Education and Bilingualism, xx(xx), xx-xx.
  16. Doerr, N. M. & Lee, K. (2009). Contesting heritage: language, legitimacy, and schooling at a weekend Japanese-language school in the United States. Language and Education, 23(5), 425-441.
  17. Doerr, N. & Lee, K. (2010). Inheriting ”Japanese-ness” diversity: Heritage Practices at a Weekend Japanese Language School in the United States. Critical Asian Studies, 42(2), 191-216.
  18. Doerr, Neriko Musha & Lee, Kiri  (2013). Constructing the Heritage Language Learner: Knowledge, Power and New Subjectivities. New York, NY: De Gruyter Mouton. .
  19. Doerr, N. M. & Kumagai, Y. (2014). Race in Conflict With Heritage: “Black” Heritage Language Speaker of Japanese. International Multilingual Research Journal, 8(2), 87-103.
  20. Douglas, M. O. (1994). Japanese cloze test: Toward their construction. Japanese language education around the globe, 4, 117-131.
  21. Douglas, M. O. (1999). Individualized learning utilizing the Internet and JWPce computer program: A case study of heritage Japanese language learners. In Proceedings of the Second International Conference on Computer Assisted System for Teaching and Learning Japanese, Toronto, 1999 (pp. 46-51).
  22. Douglas, M. O. (2002). Teaching heritage language: Individualized learning.  In K. Nakajima (Ed.),  Learning Japanese in the network.  (pp. 145-172). Alberta, Canada: University of Calgary Press.
  23. Douglas, M. O., Kataoka, H. C., & Kishimoto, T. (2003). 継承語校と日本語補習校における学習者の言語背景調査 (A study of language background of students at Japanese language schools and Japanese supplementary schools: A Survey Report). 国際教育評論 (Review of International Education), 1-13.
  24. Douglas, M. O. (2005). Pedagogical Theories and Approaches to Teach Young Learners of Japanese as a Heritage Language. Heritage Language Journal, 3(1), 60-80.
  25. Douglas, M. O. (2005). The effects of summer immersion experiences on Japanese language development: A longitudinal case study. Journal of Canadian Association of Japanese Language Education, 7, 39-59.
  26. Douglas, M. O. (2005). Issues in teaching Japanese as a heritage language. In Sensei Online 51st Study Forum, xxx, 2005 (pp. xx-xx).
  27. Douglas, M. O. (2006). Application of Project Approach to teach combined classes of young learners of Japanese as a heritage language: Design and procedures. Japanese Heritage Language Education, 1, 1-66.
  28. Douglas, M. O. (2008). A profile of Japanese heritage learners and individualized curriculum.  In D. Brinton, O. Kagan, & S. Bauckus (Eds.),  Heritage Language Education. A new field emerging.  (pp. 215-228). Mahwah, NJ: Erlbaum.
  29. Douglas, M. O. (2008). Curriculum Design for Young Learners of Japanese as a Heritage Language.  In K. Kondo-Brown & J. D. Brown (Eds.),  Teaching Chinese, Japanese and Korean heritage language students: Curriculum needs, materials, and assessment.  (pp. 237-270). New York, NY: Erlbaum.
  30. Douglas, M. O. (2009). Pedagological threories and approaches to teach young learners of Japanese as a Heritage language. Heritage Language Journal, 5, 1–26.
  31. Douglas, M. O. (2010). Analysis of Kanji Ability of Heritage Learners of Japanese. Japanese Heritage Language Education, 3, 1-24.
  32. Douglas, M. O. & Chinen, K. (2015). アメリカの継承日本語教育.  (7). In Y. Tohsaku (Ed.),  アメリカにおける日本語教育の過去・現在・未来（Japanese Language Education in the U.S.: Past, Present and Future.  (pp. xx-xx). Tokyo, Japan: 国際交流基金.
  33. Endo, R. (2013). Realities, Rewards, and Risks of Heritage-Language Education: Perspectives from Japanese Immigrant Parents in a Midwestern Community. Bilingual Research Journal, 36(3), 278-294.
  34. Fishman, J. A. (2001). 300-plus years of heritage language education in the United States.  In J. K. Peyton, D. A. Ranard, & S. McGinnis (Eds.),  Heritage Languages in America: Preserving a National Resource.  (pp. 81-98). Washington, D.C.: Center for Applied Linguistics.
  35. Fujimori, H., Ito, S., Kashiwazaki, M., & Nakamura, A. (2006). The current state of and demand for Japanese language education in Japanese schools and supplementary education schools. Journal of Japanese Language Teaching, 128, 80-89.
  36. Fukuda, S. (2017). Floating numeral quantifiers as an unaccusative diagnostic in native, heritage, and L2 Japanese speakers. Language Acquisition, 24(3), 169-208.
  37. 外務省領事局政策課 (2011). 海外在留法人数調査統計 (Annual Report of Statistics on Japanese Nationals Overseas). 外務省.
  38. 外務省 (2013). 海外における日本語の普及促進に関する有識者懇談会 最終報告書. 外務省 (Ministory of Foreign Affairs of Japan).
  39. 外務省 (2016). 平成28年版 海外在留邦人子女数統計 (長期滞在者). 外務省 (Ministory of Foreign Affairs of Japan).
  40. 外務省 (2018). 海外在留邦人数調査統計 (Annual Report of Statistics on Japanese Nationals Overseas) 平成30年要約版. 外務省 (Ministory of Foreign Affairs of Japan).
  41. Gilmore, M. (2016). Insider Perspective: Attitude and Motivational Orientation among Heritage Learners of Japanese at Colleges in the Philadelphia-area. Masters thesis, Gryn Mawr College.
  42. 海外子女教育振興財団 (2019). ただいま何人!?. 月刊 海外子女教育, xx(xx), 48-53.
  43. Hamada, H. (2014). Japanese Families’ Educational Challenges in the Us: Strategies and Attitudes for Language and Cultural Maintenance while in American and Hoshūkō Schools. Ph.D. dissertation, Indiana University.
  44. Hasegawa, T. (2008). Measuring the Japanese proficiency of heritage language children.  In K. Kondo-Brown & J. D. Brown (Eds.),  Teaching Chinese, Japanese and Korean heritage language students: Curriculum needs, materials, and assessment.  (pp. 77-98). New York, NY: Erlbaum.
  45. Hashimoto, K. & Lee, J. S. (2011). Heritage-Language Literacy Practices: A Case Study of Three Japanese American Families. Bilingual Research Journal, 34(2), 161-184.
  46. Hayashi, A. (2006). Japanese English bilingual children in three different educational enviornments.  In K. Kondo-Brown (Ed.),  Heritage language development: Focus on East Asian immigrants.  (pp. 145-171). Amsterdam/Philadelphia: John Benjamins.
  47. Horwitz, E. K. (1999). Cultural and situational influences on foreign language learners’ beliefs about language learning: a review of BALLI studies. System, 27(4), 557–576.
  48. Ichikawa, K. & Toyama, A. (2016). 海外日本語補習授業校の現状と展望 ハンブルク日本語補習授業校の歴史を概観して. 愛媛大学教育学部紀要, 63, 123-135.
  49. 海外子女教育振興財団 (2018). 補習授業校児童生徒の学習状況調査等報告書. 海外子女教育振興財団. 
  50. 海外子女教育振興財団 (2019). 補習授業校の子どもたちの特性: 日本国内の子どもたちの学習・生活状況等との比較から見えてきた姿『補習授業校児童生徒の学習状況調査等報告書』より. AG5だより, xx(xx), 1-3. 
  51. Kanno, K., Hasegawa, T., Ikeda, K., Ito, Y., & Long, M. H. (2007). Prior language-learning experience and variation in the linguistic profiles of advanced English-speaking learners of Japanese.  In D. M. Brinton & O. Kagan (Eds.),  Heritage Language Acquisition: A new field emerging.  (pp. 165-180). Mahwah, NJ: Lawrence Erlbaum.
  52. Kanno, K., Hasegawa, T., Ikeda, K., Ito, Y., & Long, M. H. (2008). Relationships between prior language-learning experience and variation in the linguistic profiles of advanced English-speaking learners of Japanese.  In D. Brinton, O. Kagan, & S. Bauckus (Eds.),  Heritage Language Education. A new field emerging.  (pp. xx-xx). New York, NY: Routledge.
  53. 片岡, 裕., 越山, 泰., & 柴田, 節. (2005). アメリカにおける補習校の児童・生徒の日本語力及び英語力の習得状況 (Japanese and English Language Ability of Students in Supplementary Japanese School in the U.S.). 国際教育評論, 2, 1-19.
  54. Kataoka, H. C., Kishiyama, Y., & Shibata, S. (2008). Japanese and English language ability of students at supplementary Japanese schools in the United States.  In K. Kondo-Brown & J. D. Brown (Eds.),  Teaching Chinese, Japanese and Korean heritage language students: Curriculum needs, materials, and assessment.  (pp. 47-76). New York, NY: Erlbaum.
  55. Kataoka, H. C. & Shibata, S. (2011). Japanese Language Proficiency and Home Language Use among Children of International Marriages: Breaking Free from Common Assumptions. Japanese Heritage Language Education, 4, 1-40.
  56. Kim, H. H.-S. (2008). Heritage and nonheritage learners of Korean: Sentence processing differences and their pedagogical implications.  In K. Kondo-Brown & J. D. Brown (Eds.),  Teaching Chinese, Japanese and Korean heritage language students: Curriculum needs, materials, and assessment.  (pp. 99-134). New York, NY: Erlbaum.
  57. Kondo-Brown, K. (2001). Heritage Language Students of Japanese in Traditional Foreign Language Classes: A Preliminary Empirical Study. Japanese Language and Literature, 35(2), 157-179.
  58. Kondo-Brown, K. (2003). Heritage Language Instruction for Post-secondary Students from Immigrant Backgrounds. Heritage Language Journal, 1(1), 1-25.
  59. Kondo-Brown, K. (2005). Differences in language skills: Heritage Language Learner Sub-groups and Foreign Language Learners. The Modern Language Journal, 89, 563-581.
  60. Kondo-Brown, K. (2006). How do English L1 learners of advanced Japanese infer unknown kanji words in authentic texts. Language Learning, 56, 109-153.
  61. Kondo-Brown, K. (2008). Issues and future agenda for teaching Chinese, Japanese, and Korean heritage students.  In K. Kondo-Brown & J. D. Brown (Eds.),  Teaching Chinese, Japanese and Korean heritage language students: Curriculum needs, materials, and assessment.  (pp. 17-44). New York, NY: Erlbaum.
  62. Kondo-Brown, K. & Brown, J. D. (2008). Introduction.  In K. Kondo-Brown & J. D. Brown (Eds.),  Teaching Chinese, Japanese and Korean heritage language students: Curriculum needs, materials, and assessment.  (pp. 1-16). New York, NY: Erlbaum.
  63. Kondo-Brown, K. & Fukuda, C. (2008). A separate track for advanced heritage language students?: Japanese intersectional referencing.  In K. Kondo-Brown & J. D. Brown (Eds.),  Teaching Chinese, Japanese and Korean heritage language students: Curriculum needs, materials, and assessment.  (pp. 135-156). New York, NY: Erlbaum.
  64. Kondo-Brown, K. (2009). Background, motivation, and reading ability of students in university upper-level Chinese, Japanese, and Korean classes. Reading in a Foreign Language, 21, 179-197.
  65. Kondo-Brown, K. (2009). Heritage background, motivation, and reading ability of upper-level postsecondary student of Chinese, Japanese, and Korean. Reading in a Foreign Language, 21(2), 179-197.
  66. Kondo-Brown, K. (2014). Japanese in the United States.  (23). In T. G. Wiley, J. K. Peyton, D. Christian, S. C. Moore, & N. Liu (Eds.),  Handbook of Heritage, Community, and Native American Languages in the United States: Research, Policy, and Educational Practice.  (pp. 244-252). New York, NY: Routledge.
  67. Kondo-Brown, Kimi, Sakamoto, Mitsuyo, & Nishikawa, Tomomi Kondo-Brown, K., Sakamoto, M., & Nishikawa, T.  (Eds.),   (2019). 親と子をつなぐ継承語教育: 日本・外国にルーツを持つ子供. Tokyo, Japan: くろしお出版. .
  68. Kondo, K. (1999). Motivating bilingual and semibilingual university students of Japanese: An analysis of language learning persistence and intensity among students from immigrant background. Foreign Language Annals, 32, 72-88.
  69. Kunieda, M. (1988). Assimilation to American Life vs. Maintenance of Mother Culture: Japanese and Korean Children in New York. Journal of Hokkaido Tokai University, 1, 131-147.
  70. Kurata, N. (2015). Motivational selves of Japanese heritage speakers in Australia. Heritage Language Journal, 12(2), 110-131.
  71. Kwon, N. & Polinsky, M. (2005). Processing evidence for control as A-movement. In Proceedings of Japanese/Korean Conference 15, xxx, 2005 (pp. 249-262).
  72. Laleko, O. & Maria, P. (2013). Marking Topic or Marking Case : A Comparative Investigation of Heritage Japanese and Heritage Korean. Heritage Language Journal, 10(2), 40-64.
  73. Laleko, O. & Maria, P. (2016). Between syntax and discourse. Linguistic Approaches to Bilingualism, 6(4), 396-439.
  74. Lee, J. S. & Oxelson, E. (2006). ”It’s Not My Job”: K-12 Teacher Attitudes Toward Students’ Heritage Language Maintenance. Bilingual Research Journal, 30(2), 453-477.
  75. Matsunaga, S. (2003). Instructional Needs of College-Level Learners of Japanese as a Heritage Language: Performance-Based Analyses. Heritage Language Journal, 1-18.
  76. 文部科学省 (2003). 補習授業校教師のためのワンポイントアドバイス集. 文部科学省 総合教育政策局国際教育課. 
  77. 文部科学省 (2021). 海外で学ぶ日本の子供たち. 文部科学省総合教育政策局国際教育課. 
  78. Montrul, Silvina  (2016). The Acquisition of Heritage Languages. Cambridge, Mass.: Cambridge University Press. .
  79. Mori, Y. & Mori, J. (2011). Review of recent research (2000-2010) on learning and instruction with specific reference to L2 Japanese. Language Teaching, 44(4), 447-484.
  80. Mori, Y. & Calder, T. M. (2013). Bilingual Vocabulary Knowledge and Arrival Age Among Japanese Heritage Language Students at Hoshuukoo. Foreign Language Annals, 46, 290-310.
  81. Mori, Y. & Calder, T. M. (2015). The Role of Motivation and Learner Variables in L1 and L2 Vocabulary Development in Japanese Heritage Language Speakers in the United States. Foreign Language Annals, 48(4), 730-754.
  82. Mori, Y. & Calder, T. M. (2017). The Role of Parental Support and Family Variables in L1 and L2 Vocabulary Development of Japanese Heritage Language Students in the United States. Foreign Language Annals, 50(4), 754-775.
  83. Morioka, A., Takakura, A. H., & Ushida, E. (2008). Developing web-based multi-level materials for Japanese content-based instruction. Japanese Language and Literature, 42, 361-388.
  84. Nagano, T. (2015). The Luce Pathways Scholar Program for Heritage Speakers of Japanese at LaGuardia Community College. AATJ Newsletter, 4(1), 5-6.
  85. Nagano, T. (2015). Demographics of Adult Heritage Language Speakers in the United States: Differences by Region and Language and their Implications. The Modern Language Journal, 99(4), 771-792.
  86. Nagano, T. & Fernandez, H. (2016). Luce Pathways Project: A pilot project for heritage language speakers of Mandarin Chinese, Spanish, and Japanese. Community College Journal of Research and Practice, 40(10), 854-870.
  87. Nagaoka, Y. (1998). A descriptive study of Japanese biliterate students in the United States : bilingualism, language-minority education, and teachers’ role. Ph.D. dissertation, University of Massachusetts at Amherst.
  88. Nagasawa, F. (1995). L1, L2, バイリンガルの日本語文法能力 (Comparative grammatical competence among L1, L2, and bilingual speakers ofJapanese). 日本語教育, 86, 173-189.
  89. 内閣府 (2017). 創造的な未来を切り拓く 子供若者の応援.  (6). In  平成29年版 子供若者白書.  (pp. 171-176). Tokyo, Japan: 内閣府 (Government of Japan Cabinet Office).
  90. Nakajima, K., Calder, Y., Sasaki, M., Kiyota, J., Ohyama, M., & Yukawa, E. (2014). 母語, 継承語, バイリンガル教育 (MBJ) 研究の軌跡と展望 (The Path and Future of the Studies in Mother Tongue,Heritage Language, and Bilingual Education (MHB)). 母語, 継承語, バイリンガル教育 研究 (Mother Tongue, Heritage Language, and Bilingual Education (MHB) Research Association), 10, 1-45.
  91. 中島, 和子  (2016). バイリンガル教育の方法: 12歳までに親と教師ができること (2nd). Tokyo, Japan: アルク. .
  92. 中島, 和. (2016). これまでの継承語教育と今後の課題. MHB年次大会基調講演スライド. 
  93. 中島, 和. (2016). 海外日系児童生徒とバイリンガル教育.  (Ch. 9). In  バイリンガル教育の方法: 12歳までに親と教師ができること.  (pp. 181-200). Tokyo, Japan: アルク.
  94. Nakamura, Masaharu, Sato, Gunei, Ueno, Miho, Mise, Chikako, Konda, Yukiko, Okamura, Ikuko, Shibuya, Maki, & Sassa, Nobuyuki  (2020). 海外で学ぶ子どもの教育: 日本人学校、補習授業校の新たな挑戦. Tokyo, Japan: 明石書店. .
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  96. Noro, H. (2009). The role of Japanese as a heritage language in constructing ethnic identity among Hapa Japanese Canadian children. Journal of Multilingual and Multicultural Development, 30(1), 1-18.
  97. Nunn, M. (2007). Socio-Cultural Differences in U.S. High School Students’ Motivation to Learn the Japanese Language. Japanese Heritage Language Education, 2, 1-24.
  98. Oguro, S. & Moloney, R. (2012). Misplaced Heritage Language Learners of Japanese in Secondary Schools. Heritage Language Journal, 9(2), xx-xx.
  99. 岡田, 光世  (1993). ニューヨーク日本人教育事情. 東京: 岩波新書. . 
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  103. Oriyama, K. (2011). The effects of the sociocultural context on heritage language literacy: Japanese-English bilingual children in Sydney. International Journal of Bilingual Education and Bilingualism, 14(6), 653-681.
  104. Oriyama, K. (2012). What role can community contact play in heritage language literacy development? Japanese-English bilingual children in Sydney. Journal of Multilingual and Multicultural Development, 33(2), 167-186.
  105. Oriyama, K. (2016). Community of practice and family language policy: Maintaining heritage Japanese in Sydney – Ten years later. International Multilingual Research Journal, 10(4), 289-307.
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  109. Siegel, Y. S. (2004). A Case Study of One Japanese Heritage Language Program in Arizona. Bilingual Research Journal, 28(1), 123-134.
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  117. Triest, M. A. (2018). Japanese-American Heritage/Community Language Learner Reflections: Key Themes for Informing Bicultural Student Educational Experience. Ph.D. dissertation, UCLA.
  118. Tsukada, K. (2011). The perception of Arabic and Japanese short and long vowels by native speakers of Arabic, Japanese, and Persian. The Journal of the Acoustical Society of America, 129(2), 989-998.
  119. Tsukada, K. (2012). Comparison of native vs. non-native perception of vowel length contrasts in Arabic and Japanese. Applied Psycholinguistics, 33(3), 501-516.
  120. Uriu, R. M. & Douglas, M. O. (2017). Crisis, Change, and Institutionalization: Adopting a New Curriculum at a Japanese Weekend School.  In O. Kagan, M. Carreira, & C. Hitchens-Chik (Eds.),  The Routledge Handbook of Heritage Language Education.  (pp. 71-84). New York, NY: Routledge.
  121. Wiley, Terrence G. Wiley, T. G., Peyton, J. K., Christian, D., Moore, S. C., & Liu, N.  (Eds.),   (2014). Handbook of Heritage, Community, and Native American Languages in the United States: Research, Policy, and Educational Practice. New York, NY: Routledge. .
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[Saturday, August 7, 2021 追加]
Bibliographyを更新しました。

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