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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 of Japanese Department of East Asian Languages and Literatures Associate Dean |
My Curriculum Vitae (click here) |
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SELECTED
PUBLICATIONS Books &
Edited volumes · Kondo-Brown, K. (To be published in March 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).
265 pp. · Kondo-Brown, K., Saito-Abbot, Y., Satsutani, S., & Tsutsui,
M. (Eds.). (Work in progress). Japanese
Language Education: Current issues and future agenda. Honolulu, HI: National Foreign Languages Resource Center. · 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 upcoming book (日本語教師のための評価入門 [click here for the book flyer]) 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,
portfolio, 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. 教育現場で学習者の学びを支援するために、何をどう評価していくかという問題は、今日の日本語教育界で最も注目されている課題の一つである。本書では、評価についての理論を取り扱うだけでなく、著者が日本語教育の現場で関わってきた評価に関する活動や研究の内容を、具体的なデータ及び関連資料を示しながら解説する。目的を持って各章が読み進められるように、各章の初めに、その章の前文と目標を示した。本書が、プロとしての日本語教師を目指す人、または、もう既に現場で教えている日本語教師が評価について本格的に学ぶための足がかりとして、今後の評価活動に立てれば幸いだ。 I see assessment as 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 recently 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. One 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 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 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. Refereed
Journal Articles · 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. Technical reports · Kondo-Brown,
K. (2004). Assessing the language component of the Manoa
general education requirements: Report on the LLL Assessment committee's
2002-2004 assessment activity. Available at the UHM General. Available: (http://www.hawaii.edu/gened/hsl.htm). · Kondo-Brown,
K. (2003). Report from LLL about the plan to assess the second language
requirement. Available: http://www.hawaii.edu/assessment/uhm/assessment
efforts general education.htm). · Kondo-Brown,
K. (2003). Report from LLL about the plan to assess the second language
requirement. Available: http://www.hawaii.edu/assessment/uhm/assessment
efforts general education.htm). · Kondo-Brown,
K. (2002). Preserving Japanese as heritage language in Hawaii. Language Magazine, 16-19. · Kondo-Brown,
K., & Brown, J. D. (2000). The Japanese placement tests at the
University of Hawaii: Applying item response theory. NFLRC NetWork #20. Honolulu: University of Hawaii, Second
Language Teaching & Curriculum Center. Available: http://www.lll.hawaii.edu/
nflrc/NetWorks). 89
pp. · Kondo-Brown,
K. (2001). Effects of three types of practice after explicit explanation. University
of Hawaii Working Papers in Second Language Studies, 19 (1),
99-127. Available: (http://www.hawaii.edu/sls/uhwpesl/on-line_cat.html). · Iwai,
T., Kondo, K., Lim, D.J., Ray, G., Shimizu, H., & Brown, J.D. (1999). Japanese
language needs analysis 1998-1999. NFLRC NetWork
#13. Honolulu: Second Language Teaching & Curriculum Center, University
of Hawaii. Available: http:// www.lll.hawaii.edu/nflrc/NetWorks). 87
pp. Invited
Talks and Conference Presentations
I have delivered a number of invited talks
(recently, at the Cornell University Language Learning Center, U.S.
Department of Education’s International Education Programs Service
Conference, National Heritage Language Summer Research Institute 2009 &
2010, Spring Colloquium on National Security Studies, the Association of
Departments of Foreign Languages, the Hawaii Association of Language
Teachers, etc.). I have also delivered numerous refereed conference
presentations (at such conferences as the American Association for Applied
Linguistics, the Second Language Research Forum, the International Society
for Language Studies, the U.S. Department of Education’s International
Education Programs Service conference,
the Hawaii Association of Language Teachers, etc.). 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). |
TEACHING I contribute 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 also teach 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 (3) (B) newspapers and magazines; (C)
social sciences; Pre: 402 or 405, or consent. ·
JPN 493
Project Work in Japanese (3) Enhances Japanese language skills through a
field-based research project on a topic of the individual student's choice.
Interviews, surveys, observations, written materials and A/V-assisted oral
presentations. Repeatable one time. Pre: 402 or 405 or equivalent, or
consent. ·
JPN 604
Introduction to Japanese Language Pedagogy (3) Training in the identification
and analysis of general problems in Japanese language learning, teaching, and
testing by examining theoretical issues and conducting classroom research.
Pre: 407 or equivalent, and 451; or consent. ·
JPN 605
Research Methodology in Japanese Linguistics and Language Teaching (3)
Japanese-specific training in the formulation of testable hypotheses, in
basic statistical and other evaluation techniques, and in the organization
and presentation of ideas and data in paper, abstracts, etc. Pre: 407 or
equivalent. ·
JPN 620
Practicum: Teaching Japanese Language (Alpha) (3) For
graduate students who are planning to teach Japanese as a foreign language.
Through lectures and discussions on language learning and teaching, and
through observation and teaching of a Japanese language class, students will
learn to make informed decisions about curriculum and instruction, and will
develop instructional skills and practices for analyzing their teaching
experiences. (B) beginning level Japanese
instruction; (C) advanced level Japanese instruction. Repeatable one time per
alpha. Pre: 604 or EALL 601, or consent. (Once a year for (B) and (C)). ·
JPN 650
(Alpha) Topics in Japanese Linguistics (3) (P) pedagogy; Pre: 601 and 602 for
(C); 634 for (G); 631 for (H) and (K); 601 for (M); 632 for (P); 633 for (S).
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JPN 730
(Alpha) Research Seminar in Japanese Linguistics (3) (P) pedagogy; Pre: 632
for (P) 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/theses 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 Since 2008, I have been
serving as Associate Dean for Academic Affairs 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 am currently serving 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 am currently serving as a
board member for the Association
of Teachers of Japanese. I recently chaired the local steering
committee for the 2011 Association of Teachers of Japanese National
Conference, which was held at UHM. I have been contracted as an assessment specialist by
the Hawaii Department of Education (2010) (Task: Develop the assessments for K-6 Japanese language learners), American Council on the Teaching of Foreign Language
(2009-present), and the Center for Applied Second Language Studies (2007)
(Task: Review test specifications and sample items in developing
the Center’s online Japanese proficiency test.) (see p. 4.40). |
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Creative
Writing In 2007, my personal narrative book “OHANA” (written in
Japanese) was published by an established trade publisher in Japan. I use
part of this book in my writing intensive class [JPN493] .
Click here to
download a sample material for teaching how to write personal narratives in
Japanese).
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Kaneohe BAY |
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