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Identity and second language learning: Local Japanese learning Japanese in Hawai`i
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This is an ethnographic case study of four Japanese American university students studying the Japanese language in Hawai`i. Drawing on Rampton's (1990) concepts of language expertise, inheritance, and affiliation, this study investigates the role of the Japanese language in the construction of the students' identities. Moving beyond Rampton's discussion, the careful examination of the relationship between the individual students and their study of Japanese provides a more accurate understanding of these concepts. The findings reveal that the students' language inheritance and affiliation, which are understood as their "continuity" with other Japanese Americans in Hawai`i and their "connection" to the language and culture in Japan respectively, have different significance for each student. It is suggested that, by paying sufficient attention to these two aspects, which are both important factors in the construction of the students' identities, teachers can integrate the National Standards for Japanese into their classroom more successfully.

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Japanese language needs analysis 1998-1999
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This report presents the results of the first stage of an on-going curriculum development project aimed at creating performance based tests for the first and second year Japanese language courses at the University of Hawai`i at Manoa. That first stage is a needs analysis of the learning needs of first and second year Japanese language students as perceived by the students and their teachers. This introductory section will lay the groundwork by discussing a number of relevant issues including the following: (a) the community background (including the vitality of the Japanese in Hawai`i), (b) the Japanese Language Program and the students at the University of Hawai`i at Manoa, and (c) a literature review on needs analysis (including subsections on needs analysis in general education, needs analysis in ESL curriculum development, and needs analysis in Japanese curriculum development).

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Japanese placement tests at the University of Hawai‘i: Applying item response theory
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First-rate placement procedures are important for effective teaching and learning in any language program because they help create classes that are relatively homogeneous in terms of the language proficiency of the students. The main purpose of this study was to investigate how effectively and efficiently the current norm-referenced Japanese Placement Test (JPT) battery for the Japanese language program (three multiple-choice tests and essay test) at UHM separates the incoming students of Japanese into different course levels. The XCalibretm computer software program (Assessment Systems, 1997) was used to estimate the discrimination, difficulty, and guessing parameters for each item on each multiple-choice test. Based on these IRT analyses, we were able to suggest that all three multiple-choice tests be reduced in length while maintaining the same, if not better, level of reliability. Additional analyses of the interrater reliability of the essay tests using the Spearman-Brown prophecy formula led us to suggest that the essay test might be made more efficient by using two raters instead of three. The pattern of correlation coefficients between the tests indicates a certain degree of convergent validity for all the tests in this study, especially the subscales within the essay test. At the same time, when factor analysis was applied, support for divergent validity was also found based on language skills and testing method.

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Upcoming Events
Jun
2019
25 - 27
Maryland
Workshop
PEARLL Summer Institute: Effective Unit Planning

A thematic curriculum allows teachers to create meaningful, real-world contexts for standards-based teaching and learning. By building on learners’ interests and life experiences, their attitudes, skills and knowledge are developed in meaningful ways. What real-world contexts will guide what students will have to know and be able to do by the end of a unit? Participants will explore how the NCSSFL-ACTFL Can-Do Statements provide a focus on performance and language functions which are used to guide the development of thematic units while allowing teachers and learners to monitor and document student growth. Participants will have time to develop a thematic unit and will receive feedback at each stage of the development process. Access to model curricula in multiple languages will be provided.

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Jul
2019
11 - 13
Maryland
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PEARLL Summer Institute: Facilitating Teacher Effectiveness

Districts and departments who are focused on developing and implementing a performance-based world language curriculum with district-wide assessments will consider how the Teacher Effectiveness for Language Learning (TELL) Framework provides guidance for more effective instruction resulting in accelerated learning for students. This in-depth professional learning opportunity for district and teacher leaders will engage with and create tools that will support the implementation of effective instruction and assessment. Participants will engage in collaborative work centered around a common definition for high-quality world language learning in order to support the professional growth and development of world language teachers. This workshop will be facilitated by Greta Lundgaard, Thomas Sauer and Laura Terrill. (Developed in collaboration with the National Association of District Supervisor of Foreign Languages)

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Jul
2019
22 - 27
North Carolina
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Summer Workshop in Language Pedagogy, Technologies, Research and Proficiency Testing

The Duke Slavic and Eurasian Language Resource Center will host a summer workshop from July 22 to July 24, 2019 on Language Pedagogy, Research & Proficiency Testing, and is pleased to call for papers by interested scholars, graduate students, and professionals on workshop-related topics and that focus on teaching/learning ANY language. There is an additional session devoted exclusively to Russian language proficiency testing training and certification in CEFR proficiency testing from July 25-27, 2019. Workshop topics have included, but are not limited to: • Neuroimaging and multilingualism • Teaching language and culture through film • Language proficiency testing • Specialized language instruction at the advanced and superior levels • The use of technology in the language classroom • Integrating heritage students in the language classroom • Addressing the needs of differently-abled students • Using computer technologies to create pedagogical materials • The role of grammar in proficiency-based instruction • Popular culture and language instruction • Web resources for language teachers Papers on other related topics are most welcome. Presentations should be approximately 30 minutes in length and in English. The workshop will be held on the campus of Duke University in Durham, North Carolina. Modest financial support to defray presenters’ travel expenses may be available. All presenters will be invited to submit their papers for publication in SEELRC’s online peer-reviewed journal Glossos. For further information, please email Michael Newcity at mnewcity@duke.edu Individuals interested in presenting a paper at the workshop should submit an abstract of approximately 200 words to Michael Newcity at mnewcity@duke.edu no later than March 15, 2019. Individuals will be notified whether their papers have been accepted for presentation at the workshop by April 1, 2019.

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