This book contributes to building the research knowledge that language teaching professionals need in developing curriculum for the large population of East Asian heritage students (including Chinese, Japanese, and Korean) in countries like the United States, Canada, and Australia, where speakers of East Asian languages are among the fastest growing populations.

Kimi Kondo-Brown, James Dean Brown

Contents: Preface. Part I:Overview. K. Kondo-Brown, J.D. Brown, Introduction. K. Kondo-Brown, Issues and Future Agendas for Teaching Chinese, Japanese, and Korean Heritage Students. Part II: Language Needs Analysis. H.C. Kataoka, Y. Koshiyama, S. Shibata, Japanese and English Language Ability of Students at Supplementary Japanese Schools in the U.S. T. Hasegawa, Measuring the Japanese Proficiency of Heritage Language Children. H-S.H. Kim, Heritage and Non-Heritage Learners of Korean: Sentence Processing Differences and Their Pedagogical Implications. K. Kondo-Brown, C. Fukuda, A Separate-Track for Advanced Heritage Language Students?: Japanese Inter-Sentential Referencing. Part III:Attitude, Motivation, Identity, and Instructional Preference.J.S. Lee, H-Y. Kim, Heritage Language Learners' Attitudes, Motivations, and Instructional Needs: The Case of Post-Secondary Korean Language Learners. W.H. Yu, Developing 'A Compromise Curriculum' for Korean Heritage and Non-Heritage Learners. H.D. Weger-Guntharp, The Affective Needs of Limited Proficiency Heritage Language Learners: Perspectives From a Chinese Foreign Language Classroom. Part IV:Curriculum Design, Materials Development, and Assessment Procedures.M.O. Douglas, Curriculum Design for Young Learners of Japanese as a Heritage Language. S-m. Wu, Robust Learning for Chinese Heritage Learners: Motivation, Linguistics, and Technology. D. Zhang, N. Davis, Online Chat for Heritage Learners of Chinese.