Kimi Kondo-Brown

Kondo-Brown, K. (2012). Introduction to assessment for Japanese language teachers. Tokyo: Kuroshio Publisher. 272 pp.

Kondo-Brown, K., Saito-Abbot, Y., Satsutani, S., Tsutsui, M., & Wehmeyer, A. K. (Eds.). (work-in-progress, scheduled to be published in 2013). New perspectives on Japanese language learning, linguistics, and culture [Title tentative]. Honolulu, HI: National Foreign Languages Resource Center.

Kondo-Brown, K., & Brown, J.D. (Eds.). (2008). Teaching Chinese, Japanese and Korean Heritage Language Students: Curriculum Needs, Materials, and Assessment. (ESL & Applied Linguistics Professional series.) New York: Lawrence Erlbaum Associates. 346 pp.

Kondo-Brown, K. (2007). Ohana. Tokyo: Sanichi Publisher. 217 pp.

Kondo-Brown, K. (Ed.). (2006). Heritage language development: Focus on East Asian immigrants. (Studies in Bilingualism Series 32). Amsterdam, Netherlands: John Benjamins. 282 pp.

Brown, J.D., & Kondo-Brown, K. (Eds.) (2006). Perspectives on teaching connected speech: To second language speakers. Honolulu, HL: Second Language Teaching & Curriculum Center, University of Hawaii Press. 291 pp.

Kondo-Brown, K. (2010). Advancing East Asian language competence: A heritage language perspective. ADFL Bulletin, 41(2), 60-68. [A refereed journal published by the Association of Departments of Foreign Languages, a subsidiary of the Modern Language Association]

Kondo-Brown, K. (2010). Curriculum development for advancing heritage language competence: Recent research, innovations, and a future agenda. The Annual Review of Applied Linguistics, 30, 24-41. [A prestigious international refereed journal published by Cambridge University Press]

Kondo-Brown, K. (2009). Heritage background, motivation, and reading ability of upper-level postsecondary students of Chinese, Japanese, and Korean. Reading in a Foreign Language 21(2), 179-197. [A scholarly international refereed journal in the field of foreign language reading]

Kondo-Brown, K. (2006). Affective factors and Japanese L2 reading ability. Reading in Foreign Language, 18.1. Online journal available.

Kondo-Brown, K. (2006). How do English L1 learners of advanced Japanese infer unknown kanji words in authentic texts? Language Learning 56, 109-153.

Kondo-Brown, K. (2005). Differences in language skills: heritage language learner subgroups and foreign language learners? The Modern Language Journal, 89, 563-581.

Kondo-Brown, K . (2004). Do background variables predict students’ scores on a proficiency test?: Implications for placement procedures for heritage language learners. Journal of Less Commonly Taught Languages, 1, 1-19.

Kondo-Brown, K. (2004). Investigating interviewer-candidate interactions during oral interviews for child L2 learners. Foreign Language Annals, 4, 602-615.

Kondo-Brown, K (2003). A longitudinal evaluation study on child JFL learners’ oral performances. Japanese Language and Literature 36, 171-199.

Kondo-Brown, K. (2003). Heritage language instruction for post-secondary students from immigrant backgrounds. Heritage Language Journal, 1, 1-25.

Kondo-Brown, K. (2002). An analysis of rater bias with FACETS in measuring Japanese L2 writing performance. Language Testing, 19 (1), 1-29.

Kondo-Brown, K (2001). Heritage language students of Japanese in traditional foreign language classes: A preliminary empirical study. Japanese Language and Literature, 35(2), 157-180.

Kondo-Brown, K. (2001). Effects of three types of practice in teaching Japanese verbs of giving and receiving. Acquisition of Japanese as a Second Language, 4, 82-115.

Kondo-Brown, K. (2000). Acculturation and identity of bilingual heritage students of Japanese in Hawaii.The Japan Journal of Multilingualism and Multiculturalism, Vol. 6, 1-19.

Kondo, K. (1999). Motivating bilingual university students of Japanese: An analysis of language learning persistence and intensity among students from immigrant backgrounds. Foreign Language Annals, 32: 77-88.

Kondo, K. (1998). The paradox of US language policy and Japanese language education in Hawaii.International Journal of Bilingual Education and Bilingualismalism, 1: 47-64.

Kondo, K. (I997). Social-psychological factors affecting language maintenance: Interviews with Shin Nisei university students. Linguistics & Education, 9: 369-408.

Kondo-Brown, K. (forthcoming). Japanese. In T. Wiley et al. (Ed.), Handbook of heritage and community languages in the United States: Research, educational practice, and policy. UK: Routledge.

Kondo-Brown, K. (In press). Teaching less commonly taught languages. In C.A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics.

Brown, J. D., & Kondo-Brown, K. (2012). Rubric-Based Scoring of Japanese Essays: The Effects on Dependability of Numbers of Raters and Categories. Brown, J. D. (Ed.) Developing, using, and analyzing rubrics in language assessment with case studies in Asian and Pacific Languages (pp. 169-182). Honolulu, HI: National Foreign Languages Resource Center. Honolulu, HI: National Foreign Languages Resource Center Publications.

Davis, L., & Kondo-Brown, K. (2012). Assessing student performance: Types and uses of rubrics. Brown, J. D. (Ed.), Developing, using, and analyzing rubrics in language assessment with case studies in Asian and Pacific Languages (pp. 33-56). Honolulu, HI: National Foreign Languages Resource Center Publications.

Kondo-Brown, K., & J. D. Brown. (2008). Introduction. In K. Kondo-Brown & J.D. Brown (Eds.), Teaching Chinese, Japanese and Korean Heritage Language Students: Curriculum Needs, Materials, and Assessment (pp. 3-16). New York: Lawrence Erlbaum Associates.

Kondo-Brown, K. (2008). Issues and future agendas for teaching Chinese, Japanese, and Korean heritage students. In K. Kondo-Brown & J.D. Brown (Eds.), Teaching Chinese, Japanese and Korean Heritage Language Students: Curriculum Needs, Materials, and Assessment (pp. 17-43). Mahwah, NJ: Lawrence Erlbaum Associates.

Kondo-Brown, K., & Fukuda, C. (2008). A separate-track for advanced heritage language students?: Japanese inter-sentential referencing. In K. Kondo-Brown & J.D. Brown (Eds.), Teaching Chinese, Japanese and Korean Heritage Language Students: Curriculum Needs, Materials, and Assessment (pp. 135-156). Mahwah, NJ: Lawrence Erlbaum Associates.

Brown, J. D., & Kondo-Brown, K. (2006). Introducing connected speech. In J.D. Brown & K. Kondo-Brown (Eds.), Perspectives on teaching connected speech: To second language speakers (pp. 1-16). Honolulu, HL: Second Language Teaching & Curriculum Center, University of Hawaii Press.

Brown, J.D. & Kondo-Brown, K. (2006). Testing reduced forms. In J.D. Brown & K. Kondo-Brown (Eds.),Perspectives on teaching connected speech: To second language speakers (pp. 247-264). Honolulu, HL: Second Language Teaching & Curriculum Center, University of Hawaii Press.

Kondo-Brown, K. (2006). Introduction. In K. Kondo-Brown (Ed.), Heritage language development: Focus on East Asian immigrants (pp. 1-12). Amsterdam, Netherlands: John Benjamins.

Kondo-Brown, K. (2006). East Asian heritage language proficiency development. In K. Kondo-Brown (Ed.),Heritage language development: Focus on East Asian immigrants. (pp. 242-258). Amsterdam, Netherlands: John Benjamins.

Kondo-Brown, K. (2002). Heritage language development. In Guzzetti, B.J. (Ed.), Literacy in America: An encyclopedia of history, theory, and practice, volume 1(pp. 219-223). Santa Barbara: ABC-CLIO.

Kondo-Brown, K. (2002). Family and school factors influencing academic performance of bilingual Shin Nisei students in Hawaii. In E. Tamura, V. Chattergy, R. Endo (Eds.), Asian and Pacific Islander American Education: Social, cultural, and historical contexts (pp. 149-174). South EL Monte, CA: Pacific Asia Press.

Kondo-Brown, K. (2001). Bilingual heritage students’ language contact and motivation. Z. Dornyei & R. Schmidt (Eds.), Motivation and second language acquisition (Technical Report #23 (pp. 425-451). Honolulu: Second Language Teaching & Curriculum Center, University of Hawaii.