坂本 光代

『親と子をつなぐ継承語教育：日本・外国にルーツを持つ子ども』（くろしお出版）刊行を記念して講演会が開催された。

高円宮杯引率の先生方、保護者の方約40名に対し、英語学習の意義を理論を交えて発表。

本講演では、まずBlommaert (2013)の超多様性の定義に着目し、バイリンガル教育理論(e.g., Cummins, 2001) なども交え、カナダ・ブラジル・日本における継承語教育研究を事例に継承語学習者の超多様性について考察した。N

Of the five panels, I gave a talk titled "Challenging Hegemonic Discourse: Oral Proficiency=English Proficiency?"

This study surveys the social infrastructures available in ethnic schools, English immersion schools, and local public schools in Japan with respect to language learning and maintenance for non-Japanese speakers.

This study investigates how students’ online written output affects each other’s writing. 1,020 online entries written by 21 Japanese university sophomore English majors were collected and analysed, specifically focusing on three linguistic aspects (i.e., subjective/objective case, L1 use in L2 writing, variant L1 spelling).

Report on the language maintenance and L2 learning among Vietnamese and Peruvian families in Japan.

在日外国籍の父兄に半年に渡りバイリンガル子育てについてインタビューし、まとめた。

在日マイノリティがどのようにアイデンティティを構築し、保持するのかを「語り」を通して考察。

４年間に渡る、若手日本人応用言語学者へ実践したメンターシップの報告。

Cumminsの諸理論、仮説を検証。 それらを用いたケーススタディなど。

This action research study examines the impact of Social Networking Systems (SNS) on EFL writing. A form of scaffolding was discovered in peer interaction, where novice learners quickly internalized the features shared by the advanced learners.

The Japanese community in Brazil can be described as one successful example where the ethnolinguistic vitality is kept alive. In particular, this study investigated the reasons and strategies used for heritage language and cultural maintenance (Cummins & Danesi, 1990) among Japanese-Brazilians who are teaching Japanese in Brazil.

Japanese English learners' writing samples were fed into Nation’s (2005) Vocabulary Range Programme to identify the variety in vocabulary use.