The purpose of this study is twofold. First, using FACETS (Linacre, 1996), it investigates how judgements of trained teacher raters are biased towards certain types of candidates and certain criteria in assessing Japanese second language (L2) writing. Previous studies that identified significantly biased rater-candidate interactions did not discuss who the candidates were, but this study examines rater-candidate interactions in much more detail. Secondly, since there is no established rating scale for assessing Japanese L2 writing, this study explores the potential for using a modified version of Jacobs et al.’s (1981) rating scale for norm-referenced decisions about Japanese L2 writing ability. The participants in the study comprised 234 university candidates and three trained teacher raters. The raters produced highly correlated scores and were self-consistent, but significant differences in overall severity surfaced. The raters scored certain candidates and criteria more leniently or harshly, and every rater’s bias pattern was different. The highest percentage of significantly biased rater-candidate interactions was found among the candidates whose ability was extremely high or low. This study suggests that the modified version of Jacobs et al.’s scale can be a reliable tool in assessing Japanese L2 writing in norm-referenced settings, but multiple ratings are still necessary.

Using both proficiency tests and self‐assessment measures, this study investigated (a) whether 3 subgroups of Japanese heritage language (JHL) learners would demonstrate language behaviors distinctively different from those of traditional Japanese as a foreign language (JFL) learners, and (b) which domains of language use and skills would specifically identify such differentiation. Statistical analyses of data collected from 185 JFL and JHL students aged 17–22 indicated that there were striking similarities between the JFL Learner group and 2 JHL groups (JHL students with at least 1 Japanese‐speaking grandparent but without a Japanese‐speaking parent as 1 group, and JHL students of Japanese descent without either a Japanese‐speaking parent or grandparent as the other). In contrast, another group of JHL students (those with at least 1 Japanese‐speaking parent) proved to be substantially different from other groups in (a) grammatical knowledge, (b) listening and reading skills, (c) self‐assessed use/choice of Japanese, and (d) self‐ratings of a number of can‐do tasks (Clark, 1981) that represented a wide range of abilities.

This study investigates advanced Japanese language learners' abilities to infer unknown kanji (Chinese character) words while reading authentic Japanese texts. Data obtained from 42 English L1 students indicate that, first, although they can guess the meanings of unknown kanji words in context, they frequently make erroneous guesses or fail to guess at all. Second, the more proficient students can use context better than the less proficient students. Third, when reading comprehension ability is controlled, there is no difference in kanji inferencing ability between heritage language (HL) learners and non-HL learners. Fourth, when the students can pronounce the given semantically unknown kanji words fully or partially while reading, such phonological knowledge proved to be related to successful inferencing. I would like to thank the associate editor and anonymous reviewers of

In the last few decades, research on teaching heritage language (HL) learners has expanded enormously and encouraged language professionals to work toward responsible curriculum development for this specific type of learners. This article suggests ways to expand current curriculum research and practices with the goal of advancing the HL competence of learners. To this end, this article examines the scope, trends, and issues in recent theoretical and practical studies concerning curriculum development for HL learners from various language backgrounds, especially those in the United States. A definition of HL learners is presented first, which is followed by a discussion of general second language curriculum development frameworks with specific reference to HL instruction. Then, the article examines the contexts, challenges, and possibilities for teaching HLs to school-age children in precollegiate programs. Next, it turns to a discussion of issues and recommendations for teaching postsecondary HL students. The article concludes by discussing curricular and pedagogical recommendations for HL professionals as well as a future research agenda that could promote the advancement of HL competence in all educational institutions.

Heritage language (HL) researchers with a focus on East Asian languages today have recently made major advances in identifying individual and contextual factors associated with HL proficiency development in these languages. This chapter first reviews recent empirical studies that examine factors associated with or predictive of East Asian HL proficiency development such as first language background, HL use and contact, and socio-psychological variables (e.g., attitude, motivation, and identity). The chapter also reviews the literature that investigates how parents view and experience HL proficiency development. The papers collected in this volume are also discussed where relevant. This chapter concludes by suggesting directions for future research concerning East Asian HL proficiency development.