Country：United States

Award type：Award from Japanese society, conference, symposium, etc.  Country：Japan

カナダで開催のAmerican Educational Research Association (AERA)年次国際会議にて発表

Award type：Award from international society, conference, symposium, etc.  Country：United States

Being a Holmes Scholar was an opportunity to regularly receive feedback from multilingual and multicultural faculty members and fellow scholars.

Award type：Award from international society, conference, symposium, etc.  Country：United States

Authorship：Corresponding author   Language：English   Publishing type：Research paper (scientific journal)  

Authorship：Lead author   Language：English   Publishing type：Research paper (bulletin of university, research institution)   Publisher：Language Education Center, Nagoya University  

DOI： 10.18999/nagdgk.1.1

Authorship：Lead author   Language：English   Publishing type：Doctoral thesis   Publisher：University of Florida  

The study investigates what the Saturday Japanese schools (Hoshuko) mean to Japanese American students. In the United States, Hoshuko prepare Japanese students to return to Japan. While previous studies have revealed the experiences of Hoshuko students, little is known about how Japanese American students who plan to stay in the U.S. perceive their education experiences at Hoshuko. As Hoshuko teachers implement the Japanese Ministry of Education’s (MEXT) curriculum, their goal is to teach the subjects as they are taught in Japan. By learning these subjects, Hoshuko students are able to return to Japan without worrying about catching up to their peers. However, the number of students born in the United States and not planning to move to Japan is increasing. For instance, in the U.S. Southern states, half of Hoshuko students plan to live in the United States permanently (North America South District Hoshu Jugyo Ko, 2019). This trend would require Japanese curriculum developers to reconsider the relationship between Hoshuko students and the MEXT curriculum. Therefore, the study asks the Japanese American students who intend to stay in the United States to describe: 1) what they value about their participation in their Hoshuko, and 2) their perspectives on the linguistic and academic goals of the Hoshuko.

Using Darvin and Norton’s (2015) model of investment, the study captures how each Hoshuko student invested in their Hoshuko. In this framework, student’s investment is documented in relation to three interconnected aspects: ideology, capital, and identity. The study used a multiple case study approach, and data was collected through individual and group interviews, photo stories, classroom observations, student surveys, and textbooks and assignments. Five Japanese American Hoshuko students were selected through convenience sampling. Data analysis was conducted using the themes that were generated from the participants’ interview responses. Thus, the study includes three major findings. First, friendship is the primary reason for the participants to continue to invest in their Hoshuko. Second, while the Hoshuko is designed as a Japanese monolingual space, multilingualism is a norm among the participants. Third, the Hoshuko is a community where the participants are able to interact with Japanese community members.

Authorship：Lead author   Language：Japanese   Publishing type：Research paper (conference, symposium, etc.)  

Authorship：Corresponding author   Language：Japanese   Publishing type：Research paper (conference, symposium, etc.)  

Book type：Textbook, survey, introduction

Event date： 2023.10

Language：Japanese   Presentation type：Oral presentation (general)  

Venue：Online  

Event date： 2023.9

Language：Japanese   Presentation type：Oral presentation (invited, special)  

Venue：Online   Country：Japan  

Event date： 2022.6

Language：English   Presentation type：Poster presentation  

Venue：Los Angeles, California   Country：United States  

Event date： 2019.4

Language：English   Presentation type：Oral presentation (general)  

Venue：Toronto, Canada   Country：Canada  

Event date： 2019.3

Language：English   Presentation type：Poster presentation  

Venue：Gainesville, Florida   Country：United States  

Type：Visiting lecture

"We conduct projects that aim to promote mutual understanding and welfare improvement among multinational residents through community-based international exchange and multicultural coexistence in a wide range of local communities" (Homigaoka International Center, 2002-2023).

Audience： Teachers

Type：Seminar, workshop

サウジアラビア教育省とフロリダ大学教育大学院の教育交流プログラムの一環として、複数あった研修のうちの一つを担当した。対象はサウジアラビアの学校で英語教員を10年から15年務めている方々であった。

Audience： College students

Type：Visiting lecture

各国の代表やオリンピック・世界大会出場レベルのアスリート学生らに学術面のメンタリング機会を提供した。全米屈指のスポーツ強豪校であるフロリダ大学においてバイリンガル教育を専門としていたことを評価されてのスカウト採用であった。また日本においても後にプロ野球ドラフト1位クラスの選手となった学生らを学術指導した経験が評価された。

Audience： College students,　Graduate students,　General

Type：Lecture

This orientation is particularly for those who have some plans to study in graduate schools of humanities and social sciences abroad.

Audience： College students,　Graduate students,　General

Type：Promotional material

Type：Academic research 

フロリダ州のスワニー郡からの要請により、郡内学区の教員研修開発を行った。具体的には、近年増加しているスワニー郡内のスペイン語圏からの移民の子どもたちを教える学校教員向けの研修開発であった。英語学習段階の生徒たちを教えるためには第二言語教授法の知識とスキルが必要なため、第二言語教授法について自分のペースで学べるオンラインコースの開発と現場での対面の研修開発を行った。状況を把握するために、スワニー郡内すべての小学校から高校までを訪問し、全ての学年の英語学習者とその担当教員らに個人インタビューとフォーカスグループインタビューを実施した。そこから得られたデータと第二言語教授法の先行研究を踏まえて、オンライン研修教材と対面研修を開発した。

他メンバー： フロリダ大学教職研究科 研究科長（２０２２年８月まで） ディヨン・エスター教授、ノックスカレッジ（イリノイ州） ウイサル・フセイン客員助教

Type：Peer review 

Type：Competition, symposium, etc. 

Type：Competition, symposium, etc.