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Japanese, and Korean heritage language students: curriculum needs, materials, andassessment. (pp. 17 – 43). New York ; London: Lawrence Erlbaum Associates.Kondo-Brown, K., & Brown, J. D. (2008). Teaching Chinese, Japanese, and Korean heritagelanguage students: curriculum needs, materials, and assessment. New York; London:Lawrence Erlbaum Associates.Lee, J-S. & Kim, H-Y. (2008). Heritage language learners’ attitudes, motivations, and instructionalneeds: The case of postsecondary Korean language learners. In K. Kondo-Brown & J. D.Brown. (2008). Teaching Chinese, Japanese, and Korean heritage language students:curriculum needs, materials, and assessment. (pp. 159 – 185). New York; London:Lawrence Erlbaum Associates.Krashen, S., Tse, L., & McQuillan, J. (1998). Heritage language development: Culver City, Calif.Language Education Associates.Multicultural Council of, S. (1983). Heritage languages: a bibliography. Regina: MulticulturalCouncil of Saskatchewan.Shin, S. J. (2005). Developing in two languages: Korean children in America. Clevedon, England:Multilingual Matters.The UCLA Steering Committee. (2000). Heritage language research priorities conference report.Bilingual Research Journal, 24, 333-346. retrieved January 2005, from http//brj.asu.edu/University of California, L. A. L. R. C., Teaching, U. C. C. f. L. L. (2003). Heritage languagejournal [electronic resource]. [Los Angeles]: Language Resource Centre of UCLA and theUC Consortium for Language Learning and Teaching.Valdés, G. (1995). The teaching of minority languages as academic subjects: Pedagogical andtheoretical challenges. The Modern Language Journal, 79, 299-328.Yu, W. H. (2008). Developing a “Compromise Curriculum” for Korean heritage and nonheritagelearners. In K. Kondo-Brown & J. D. Brown. (2008). Teaching Chinese, Japanese, andKorean heritage language students : curriculum needs, materials, and assessment. (pp. 187– 209). New York; London: Lawrence Erlbaum Associates.

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