Introduction
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Kimi Kondo-Brown
Abstract
“I never spoke Japanese at home ‘cause everything was in English at school, and my friends were all local children who spoke only English, you know. I thought, ‘This is Hawaii, everybody speaks English.’ At some point, I didn’t speak Japanese at all. I thought it was normal.... When I was growing up in Hawaii, nobody at school encouraged me to learn Japanese. It was only my mother who cared and worried about it.” (Kondo, 1997, pp. 378)
Abstract
“I never spoke Japanese at home ‘cause everything was in English at school, and my friends were all local children who spoke only English, you know. I thought, ‘This is Hawaii, everybody speaks English.’ At some point, I didn’t speak Japanese at all. I thought it was normal.... When I was growing up in Hawaii, nobody at school encouraged me to learn Japanese. It was only my mother who cared and worried about it.” (Kondo, 1997, pp. 378)
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgments vii
- Author information ix
- Introduction 1
-
Section 1: Heritage language development among East Asian immigrant families
- The role of parents in heritage language maintenance and development 15
- Balancing L1 maintenance and L2 learning 33
- Grandparents, grandchildren, and heritage language use in Korean 57
-
Section 2: The influence of educational institutions on heritage language development
- Heritage language development 89
- High-stakes testing and heritage language maintenance 127
- Japanese English bilingual children in three different language environments 145
-
Section 3: Heritage language use and proficiency: Associated and predictive factors
- Heritage language maintenance by Korean-American college students 175
- First language use and language behavior of Chinese students in Toronto, Canada 209
- East Asian heritage language proficiency development 243
- References 259
- Index 279
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgments vii
- Author information ix
- Introduction 1
-
Section 1: Heritage language development among East Asian immigrant families
- The role of parents in heritage language maintenance and development 15
- Balancing L1 maintenance and L2 learning 33
- Grandparents, grandchildren, and heritage language use in Korean 57
-
Section 2: The influence of educational institutions on heritage language development
- Heritage language development 89
- High-stakes testing and heritage language maintenance 127
- Japanese English bilingual children in three different language environments 145
-
Section 3: Heritage language use and proficiency: Associated and predictive factors
- Heritage language maintenance by Korean-American college students 175
- First language use and language behavior of Chinese students in Toronto, Canada 209
- East Asian heritage language proficiency development 243
- References 259
- Index 279
