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Welcome to Kimi Kondo-Brown’s Homepage！
近藤ブラウン妃美のホームページにようこそ! |
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Professor Specialization: Curriculum
development, Pedagogy, assessment, and heritage language education Department of East Asian Languages and Literatures Associate Dean College of Languages, Linguistics, and Literature University of Hawai`i at Mānoa |
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SELECTED
PUBLICATIONS New!
Books,
Monographs, & Edited volumes · Kondo-Brown, K. (2012). 日本語教師のための評価入門
[Introduction to assessment for Japanese language teachers]. Tokyo: くろしお出版(Kuroshio Publisher).
272 pp. · Kondo-Brown, K., Saito-Abbot, Y., Satsutani, S., Tsutsui, M.,
& Wehmeyer, A. K. (Eds.). (Forthcoming). New perspectives on Japanese language
learning, linguistics, and culture. Honolulu, HI: National Foreign Languages Resource Center. · Kondo-Brown,
K., Brown, J.D., Tominaga, W. (Eds.) (Forthcoming).
Practical assessment tools for college
Japanese. Honolulu, HI: National Foreign Language Resource Center. [A
peer-reviewed online NFLRC monograph] · Kondo-Brown, K., & Brown, J.D. (Eds.). (2008).
Teaching Chinese, Japanese and Korean heritage
language students: Curriculum needs, materials, and assessment (ESL &
Applied Linguistics Professional series.) New York: Lawrence Erlbaum
Associates/Taylor
& Francis. 346 pp. · Kondo-Brown, K. (2007). Ohana. Tokyo: Sanichi
Publisher. 217 pp · Kondo-Brown, K. (Ed.). (2006). Heritage
language development: Focus on East Asian immigrants (Studies in Bilingualism Series 32). Amsterdam, Netherlands: John Benjamins. 282
pp. · Brown, J.D., & Kondo-Brown, K. (Eds.) (2006). Perspectives on teaching connected speech:
To second language speakers. Honolulu, HL: National Foreign Language
Resource Center. 291 pp. My new book (日本語教師のための評価入門 [click here for
the book information]) examines a variety of theoretical issues and practical
ideas in conducting assessments for formative and summative purposes at the
course and program levels. The book first discusses both classical testing
theories and new item response theories with many concrete examples of
criterion-referenced and norm-referenced assessment tools (e.g., tests,
rubrics, check-lists, portfolios, etc.). Second, the book discusses previous
and current empirical studies related to tests, assessment, and evaluation in
second languages in general and Japanese language in particular. I see assessment as an integral part of instruction. I cannot think of
excellence in teaching without engaging in systematic, adequate, and
effective assessment practices. To me, assessment is all about helping
students learn better. Teachers can help students learn better through
effective assessment because it helps the students (a) understand what they
are expected to achieve at the end of a course/program as well as how much
they have achieved at various stages of their learning and (b) figure out what
is the next best way for them to learn better. I have published three peer-reviewed edited volumes. Two edited
volumes, published by major Western presses, deal with issues concerning
language instruction for heritage language speakers of Chinese, Japanese, and
Korean who comprise a substantial proportion of learners of these languages
in North America. The third volume, published by the National Foreign Language Resource Center,
focuses on the teaching of reduced forms in English and Japanese. In the
field of teaching Japanese as a foreign language, interest is growing in
developing learners’ oral communication skills via use of naturalistic
Japanese grows. This volume deals with work that examines which reduced forms
should be taught and how. Selected
Book Chapters and Entries · Kondo-Brown,
K. (Work in progress). Japanese in the United States. In T. Wiley et al.
(Ed.), Handbook of heritage and community languages in the United States:
Research, educational practice, and policy. UK: Routledge. · Brown,
J.D., & Kondo-Brown, K. (2012). Rubric-Based Scoring of Japanese Essays:
The Effects on Dependability of Numbers of Raters and Categories. Brown, J.
D. (Ed.) Developing, using, and
analyzing rubrics in language assessment with case studies in Asian and
Pacific Languages (pp. 169-182). Honolulu, HI: National Foreign Languages
Resource Center. Honolulu, HI: National
Foreign Languages Resource Center Publications. · Davis,
L., & Kondo-Brown, K. (2012). Assessing student performance: Types and
uses of rubrics. Brown, J. D. (Ed.) Developing,
using, and analyzing rubrics in language assessment with case studies in
Asian and Pacific Languages (pp. 33-56). Honolulu, HI: National Foreign Languages Resource Center Publications. · Kondo-Brown,
K. (In press). Teaching less commonly taught languages. In C.A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics.
·
Kondo-Brown, K., &
J. D. Brown. (2008). Introduction. In K.
Kondo-Brown & J.D. Brown (Eds.), Teaching Chinese,
Japanese and Korean heritage language students: Curriculum needs, materials,
and assessment (PP. 3-16). New York: Lawrence Erlbaum Associates/Taylor
& Francis.
· Kondo-Brown,
K. (2008). Issues and future agendas 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. 17-43).
New York: Lawrence Erlbaum Associates/Taylor & Francis. · Kondo-Brown,
K., & Fukuda, C. (2008). A separate-track for advanced heritage language
students?: Japanese inter-sentential 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). Mahwah, NJ: Lawrence
Erlbaum Associates/ Taylor & Francis. · Brown,
J. D., & Kondo-Brown, K. (2006). Introducing connected speech. In J.D.
Brown & K. Kondo-Brown (Eds.), Perspectives
on teaching connected speech: To second language speakers (pp. 1-16).
Honolulu, HL: Second Language Teaching & Curriculum Center, University of
Hawaii Press. · Brown,
J.D. & Kondo-Brown, K. (2006). Testing reduced forms. In J.D. Brown &
K. Kondo-Brown (Eds.), Perspectives on
teaching connected speech: To second language speakers (pp. 247-264).
Honolulu, HL: Second Language Teaching & Curriculum Center, University of
Hawaii Press. · Kondo-Brown,
K. (2006). Introduction. In K. Kondo-Brown (Ed.), Heritage language
development: Focus on East Asian immigrants (pp. 1-12). Amsterdam, Netherlands: John
Benjamins. · Kondo-Brown,
K. (2006). East Asian heritage language proficiency development. In K.
Kondo-Brown (Ed.), Heritage language development: Focus on East Asian
immigrants (pp. 242-258).
Amsterdam, Netherlands: John Benjamins. · Kondo-Brown,
K. (2002). Family and school factors influencing academic performance of
bilingual Shin Nisei students in Hawaii.
In E. Tamura, V. Chattergy, R. Endo (Eds.), Asian and Pacific Islander American
Education: Social, cultural, and historical contexts (pp.
149-174). South EL Monte, CA: Pacific Asia Press. · Kondo-Brown,
K. (2002). Heritage language development. In Guzzetti,
B.J. (Ed.), Literacy in America: An
encyclopedia of history, theory, and practice, volume 1(pp. 219-223).
Santa Barbara: ABC-CLIO. · Kondo-Brown,
K. (2001). Bilingual heritage students language
contact and motivation. Z. Dornyei & R. Schmidt
(Eds.), Motivation and second language acquisition (pp. 425-451).
Honolulu: Second Language Teaching & Curriculum Center, University of
Hawaii. Selected
Refereed Journal Articles · Kondo-Brown,
K. (forthcoming). Changes in affective profiles of postsecondary students in lower-level
foreign language classes. Foreign
Language Annals. · Kondo-Brown,
K. (2010). Advancing East Asian Language competence: A heritage language
perspective. ADFL Bulletin, 41(2),
60-68. · Kondo-Brown,
K. (2010). Curriculum development for advancing heritage language competence:
Recent research, innovations, and a future agenda. The
Annual Review of Applied Linguistics, 30, 24-41.
· Kondo-Brown,
K. (2009). Heritage background, motivation, and reading
ability of upper-level postsecondary students of Chinese, Japanese, and
Korean. Reading in a Foreign Language 21(2), 179-197.
· Kondo-Brown,
K. (2006). How do English L1 learners of advanced Japanese infer unknown
kanji words in authentic texts?" Language
Learning, 56, 109-153.
· Kondo-Brown,
K. (2006). Affective factors and Japanese L2 reading ability. Reading
in a Foreign Language, 18, 55-70. · Kondo-Brown,
K. (2005). Differences in language skills: Heritage language learner
subgroups and foreign language learners. The
Modern Language Journal, 89, 563-581. · Kondo-Brown,
K. (2004). Investigating interviewer-candidate interactions during oral
interviews for child L2 learners. Foreign
Language Annals, 37, 602-615. · Kondo-Brown,
K. (2004). Do background variables predict students' scores on a Japanese
placement test?: Implications for placing heritage
language learners. Journal of the National
Council of Less Commonly Taught Languages, 1, 1-19. · Kondo-Brown,
K. (2003). Heritage language instruction for post-secondary students from
immigrant backgrounds. Heritage
Language Journal, 1,1-25. · Kondo-Brown,
K (2003). A longitudinal evaluation study on child JFL learners’ oral
performances. Japanese Language and Literature, 36, 171-199. · Kondo-Brown,
K. (2002). An analysis of rater bias with FACETS in measuring Japanese L2
writing performance. Language
Testing, 19, 1-29.
· Kondo-Brown,
K (2001). Heritage language students of Japanese in traditional foreign
language classes: A preliminary empirical study. Japanese
Language and Literature, 35(2), 157-180. · Kondo-Brown,
K. (2001). Effects of three types of practice in teaching Japanese verbs of
giving and receiving. Acquisition
of Japanese as a Second Language, 4, 82-115. · Kondo-Brown,
K. (2000). Acculturation and identity of bilingual heritage students of
Japanese in Hawaii. The
Japan Journal of Multilingualism and Multiculturalism, 6,
1-19. · Kondo,
K. (1999). Motivating bilingual university students of Japanese: An analysis
of language learning persistence and intensity among students from immigrant
backgrounds. Foreign
Language Annals, 32, 77-88. · Kondo,
K. (1998). The paradox of US language policy and Japanese language education
in Hawaii. International
Journal of Bilingual Education and Bilingualism, 1, 47-64. · Kondo,
K. (I998). Social-psychological factors affecting language maintenance:
Interviews with Shin Nisei university students. Linguistics
and Education, 9, 369-408. |
TEACHING I have contributed to all
levels of my department’s Japanese BA, MA, and PhD programs at UHM. I
have taught a variety of undergraduate courses from beginning-level to
advanced-level project-work and reading courses (JPN100, JPN 101, JPN 212,
JPN 301, JPN 401, JPN407B, JPN 407C, JPN 493). I have also taught various
graduate courses from 600-level pedagogy, research methods (both qualitative
and quantitative/statistical), teaching methods, and teacher-training courses
(JPN604, JPN605, JPN 620, JPN 650p, EALL601) to graduate seminars on how to
interpret and perform qualitative and quantitative research in teaching
Japanese as a foreign/heritage language (JPN730P). ·
JPN 407
(Alpha) Readings in Original Texts
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JPN 493
Project Work in Japanese ·
JPN 604
Introduction to Japanese Language Pedagogy ·
JPN 605
Research Methodology in Japanese Linguistics and Language Teaching ·
JPN 620
Practicum: Teaching Japanese Language
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JPN 650
Topics in Japanese Linguistics (3) (P) pedagogy Advising is another central part of my teaching activities. As a
graduate faculty member for the graduate programs in the Japanese MA and PhD
programs as well as in the Second Language Studies PhD program, I have actively
guided students in MA theses and PhD dissertations and assisted them in their
research by offering numerous directed research courses. Since 2001, I have
served on 43 dissertation/thesis committees at UHM and elsewhere. I was also invited to teach
Japanese pedagogy graduate classes by Temple University (Tokyo/Japan campus)
as visiting faculty in the university’s teacher training program during
each of the consecutive summers in 2002-2007. |
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Administrative
and Professional Service I am currently serving as the
Associate Dean of the College of Languages, Linguistics, and Literature
monitoring the academic procedures and policies of the college, participating
in curricular matters including the development of new programs of study, and
providing support to the academic units for accreditation processes and
reports. I also serve on two national editorial advisory boards: one for Journal
of Language, Identity, and Education, and the other for Research
in Second Language learning, a refereed monograph series on
second language learning and pedagogy. I have also served as a guest reviewer
for a variety of international and national refereed journals and
conferences. |
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Creative
Writing I’m also a published
author outside of academia as well. I have published a personal narrative
("Ohana") with an established trade
publisher in Japan. I have used part of this book in my writing intensive
classes. Click
here to download sample material for teaching how to write personal
narratives (or life stories ライフ･ストーリー) in Japanese.
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Talks and
Workshops I have delivered numerous invited refereed
presentations at local, national, and international conference conferences. I
have also delivered a number of invited talks and workshops (e.g., Cornell
University Language Learning Center, U.S. Department of Education’s
International Education Programs Service Conference, National Heritage
Language Summer Research Institute, the Association of Departments of Foreign
Languages, etc.). Forthcoming Two workshops (one on assessment and the other on
heritage language education) at the Canadian Association for Japanese Language
Education Conference. August 22-24, 2013. 2012
workshops/talks -Language use, acculturation, and identity:
Heritage language speakers in Hawaii. Plenary talk on heritage language
education at the Fifth Centre for Language Studies
International Conference (CLaSIC). The
National University of Singapore (NUS), December. 6-8. -外国語・継承語としての日本語学習者のための評価[Assessment for students of Japanese as a foreign/heritage language]. Japanese Language Teachers’ Association in Singapore. December, 9, 2012. -日本語教育現場におけるコミュニケーション能力の評価 [Assessment of communication ability for Japanese language
instruction]. Language Education Center at Okayama University. Okayama, Japan. July, 21. -何をどう教えるかから学習者が何を学んだのかへ [From what and how you teach to what students learned.] Global Education Center at Ochanomizu University. Tokyo, Japan. July, 23, 2012. -Assessments for Japanese Language
Instruction Workshop. National Foreign Language Resource Center
[NFLRC] Summer Institute. Honolulu, HI, July 9-13, 2012. Federally-funded
research In the past eight years, I have been the principal
investigator of the two federally-funded NRCEA (National Resource Center
East Asia) projects: heritage language project (2002-2006) and
Japanese testing/assessment project (2006-2011). |
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