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Bilingual Vocabulary Knowledge and Arrival Age among Japanese Heritage Language Students at "Hoshuukoo"
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Mori, Yoshiko; Calder, Toshiko M. – Foreign Language Annals, 2013
This study examines bilingual vocabulary knowledge in relation to arrival age among first language (L1) Japanese students attending "hoshuukoo" (i.e., supplementary academic schools for Japanese-speaking children) in the United States. It also examines the relationship between L1 Japanese and English as a second language (L2), as…
Descriptors: Japanese, Vocabulary Development, Second Language Learning, Heritage Education
The Role of Parental Support and Family Variables in L1 and L2 Vocabulary Development of Japanese Heritage Language Students in the United States
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Mori, Yoshiko; Calder, Toshiko M. – Foreign Language Annals, 2017
This study investigated the role of parental support and selected family variables in the first (L1) and second language (L2) vocabulary development of Japanese heritage language (JHL) high school students in the United States. Eighty-two JHL students ages 15-18 from eight hoshuukoo (i.e., supplementary academic schools for Japanese-speaking…
Descriptors: Parent Role, Family Characteristics, Second Language Learning, Vocabulary Development
The Role of Motivation and Learner Variables in L1 and L2 Vocabulary Development in Japanese Heritage Language Speakers in the United States
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Mori, Yoshiko; Calder, Toshiko M. – Foreign Language Annals, 2015
This study investigates the role of motivation and learner variables in bilingual vocabulary development among first language (L1) Japanese students attending hoshuukoo (i.e., supplementary academic schools for Japanese-speaking children) in the United States. One hundred sixteen high school students ages 15-18 from eight hoshuukoo completed…
Descriptors: Vocabulary Development, Japanese, Language Proficiency, English (Second Language)
The Effect of Target Language and Code-Switching on the Grammatical Performance and Perceptions of Elementary-Level College French Students
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Viakinnou-Brinson, Lucie; Herron, Carol; Cole, Steven P.; Haight, Carrie – Foreign Language Annals, 2012
Grammar instruction is at the center of the target language (TL) and code-switching debate. Discussion revolves around whether grammar should be taught in the TL or using the TL and the native language (L1). This study investigated the effects of French-only grammar instruction and French/English grammar instruction on elementary-level students'…
Descriptors: College Students, Scores, French, Code Switching (Language)