Welcome to Kimi Kondo-Brown’s Homepage！
Specialization: Curriculum development, Pedagogy, assessment, and heritage language education
Books, Monographs, & Edited volumes
· 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.
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
· 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
· 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.
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.
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.
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.).
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.
-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.
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).