Y Kanno
Datos Biográficos
| ID | 10036 |
|---|---|
| NOMBRE | Y Kanno |
| NOMBRES | Y |
| APELLIDO | Kanno |
| FIRMA | KANNO Y |
| AFILIACIONES | Temple University |
| ORCID | 0000-0001-8892-9647 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 21 |
| TOTAL DE CITAS | 214 |
| TOTAL COMO AUTOR | 21 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1999 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 6 |
Las Charlas
Understanding How Access to Early College Programs Differs for English Learners
Examining English Learners' Opportunity to Learn from High School to Community College
Students classified as English learners (ELs) in high school are more likely to start their postsecondary education in community colleges (CCs). Many high school EL graduates enter a CC, hoping to make good academic progress and later transfer to a 4‐year college. However, past research has found that such students often struggle in CCs and rarely earn a postsecondary credential or transfer to a 4‐year college. ELs' high school academic preparati…
High Schools' Role in Promoting Equity for Multilingual Learners' Access to College
High school plays a pivotal role in preparing students for college. Accordingly, a large body of research examines how high schools shape general education students' postsecondary options. However, there is a dearth of research on high schools' role in promoting multilingual learners' (MLs) college access. MLs' educational experiences differ from those of other minoritized students because MLs are still developing English language proficiency whi…
English Learner as an Intersectional Identity
The Spencer Foundation
Teaching Hispanic Restaurant Workers
In this article, we make a case for incorporating translanguaging pedagogy into the framework of Culturally Sustaining Pedagogy (CSP). Drawing on data from a one-year ethnographic study of an adult ESL program, we show how teachers believed in and attempted to create spaces for translanguaging and CSP but in practice fell short. We conclude that translanguaging is most powerful when understood as a component of CSP but call for more research in t…
Forum Commentary
Social class has been underresearched in the field of applied linguistics. The central goal of this forum was to stimulate more conversation about social class as it impacts language learning and teaching. In this article, I comment on 3 salient themes that have emerged in the 5 articles: (1) agency and structure in language learning and teaching, (2) transnationalism and social class, and (3) framing social class in applied linguistic research
I’m Not Going to Be, Like, for the AP”
Advancement to postsecondary education for English language learners (ELLs) can be seriously constrained by a lack of academic preparation during high school. Currently, ELLs lag behind their non-ELL peers in their level of access to advanced college-preparatory courses. Through a qualitative case study of ELL education at a large public high school, we examine the educational practices that result in ELLs’ restricted curricular choices. The find…
English Language Learners' Access to and Attainment in Postsecondary Education
Although English language learners ( ELL s) are currently the fastest‐growing group among the school‐age population in the United States, there is surprisingly little information on their participation in postsecondary education. Using the National Education Longitudinal Study of 1988 ( NELS :88), a nationally representative sample of eighth graders who were followed for 12 years, we present one of the first national‐level examinations of ELL s' …
Learning to Become a Second Language Teacher
Despite the accumulating body of research on teacher cognition and teacher learning in the field of second language (L2) teacher education over the past 2 decades, few studies have followed novice L2 teachers’ development over time, and still fewer have focused specifically on teacher identity development. This study begins to fill this gap by examining how novice English-as-a-second-language (ESL) teachers learn to teach and how this learning-in…
NNES Doctoral Students in English-Speaking Academe
Since the mid-20th century, graduate schools in the USA have witnessed a growing participation of international students, many of whom do not speak English as their first language. Previous research has often portrayed non-native-English-speaking (NNES) students in US doctoral programs as disadvantaged because of the presumed primacy of English in their academic pursuits. This study examines NNES doctoral students’ participation in US academia, a…
Immigrant and Refugee ESL Students’ Challenges to Accessing Four-Year College Education
Research on English as a second language (ESL) students in higher education has traditionally focused on their academic writing, leaving larger issues of their college access and success unexplored. This article examines the challenges that first-generation immigrant and refugee ESL students face in accessing four-year college education through a qualitative interview study at a U.S. public university. Drawing on Bourdieu's cultural reproduction …
Bilingualism in international schools
Bilingualism in international schools: a model for enriching language education, by Maurice Carder, Clevedon, Multilingual Matters, 2007, xvi+207pp., £19.95 (paperback), ISBN 978-1-85359-940-8 If t
What Price Security? Japan, Britain and the threat of terrorism
An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button
Historical Perspectives on Immigrant and Bilingual Education in the USA
Becoming Biliterate: A Study of Two-way Bilingual Immersion Education. Bertha Pérez. Mahwah, Mahwah, NJ: Lawrence Erlbaum Associates, 2004. Pp. xxviii+230. ISBN 0-8058-4678-6 (hbk): $69.95
Negotiating Bilingual and Bicultural Identities
This book examines the changing linguistic and cultural identities of bilingual students through the narratives of four Japanese returnees (kikokushijo) as they spent their adolescent years in North America and then returned to Japan to attend university. As adolescents, these students were polarized toward one language and culture over the other, but through a period of difficult readjustment in Japan they became increasingly more sophisticated …
Imagined Communities and Educational Possibilities
(2003). Imagined Communities and Educational Possibilities: Introduction. Journal of Language, Identity & Education: Vol. 2, No. 4, pp. 241-249
Imagined Communities, School Visions, and the Education of Bilingual Students in Japan
The purpose of this study is to analyze the policies and practices of schools in Japan that serve large numbers of bilingual students. Using the notion of imagined communities (Anderson, 1991; Norton, 2001), I examine the relationship between the schools' visions for their students, their current policies and practices, and the students' identities. Based on the ethnographic data collected at four schools in Japan that cater to very different gro…
Bilingualism and Identity
This study examines the relationship between bilingualism and identity by drawing upon the examples of kikokushijo, the children of Japanese expatriates. Kikokushijo's lives provide a fertile ground in which to explore the interplay between bilingualism and identity. In North America their L2 (English) is the majority language, L1 (Japanese) the minority; after their return to Japan this situation is reversed. I collected four kikokushijo's stori…
Kikokushijo as bicultural
"Comments on Kelleen Toohey's "'Breaking Them up, Taking Them Away'
Yasuko Kanno, Comments on Kelleen Toohey's "'Breaking Them up, Taking Them Away': ESL Students in Grade 1": The Use of the Community-of-Practice Perspective in Language Minority Research, TESOL Quarterly, Vol. 33, No. 1 (Spring, 1999), pp. 126-132
Imagined Communities and Educational Possibilities
(2003). Imagined Communities and Educational Possibilities: Introduction. Journal of Language, Identity & Education: Vol. 2, No. 4, pp. 241-249
Immigrant and Refugee ESL Students’ Challenges to Accessing Four-Year College Education
Research on English as a second language (ESL) students in higher education has traditionally focused on their academic writing, leaving larger issues of their college access and success unexplored. This article examines the challenges that first-generation immigrant and refugee ESL students face in accessing four-year college education through a qualitative interview study at a U.S. public university. Drawing on Bourdieu's cultural reproduction …
I’m Not Going to Be, Like, for the AP”
Advancement to postsecondary education for English language learners (ELLs) can be seriously constrained by a lack of academic preparation during high school. Currently, ELLs lag behind their non-ELL peers in their level of access to advanced college-preparatory courses. Through a qualitative case study of ELL education at a large public high school, we examine the educational practices that result in ELLs’ restricted curricular choices. The find…
Imagined Communities, School Visions, and the Education of Bilingual Students in Japan
The purpose of this study is to analyze the policies and practices of schools in Japan that serve large numbers of bilingual students. Using the notion of imagined communities (Anderson, 1991; Norton, 2001), I examine the relationship between the schools' visions for their students, their current policies and practices, and the students' identities. Based on the ethnographic data collected at four schools in Japan that cater to very different gro…
English Language Learners' Access to and Attainment in Postsecondary Education
Although English language learners ( ELL s) are currently the fastest‐growing group among the school‐age population in the United States, there is surprisingly little information on their participation in postsecondary education. Using the National Education Longitudinal Study of 1988 ( NELS :88), a nationally representative sample of eighth graders who were followed for 12 years, we present one of the first national‐level examinations of ELL s' …
Kikokushijo as bicultural
Teaching Hispanic Restaurant Workers
In this article, we make a case for incorporating translanguaging pedagogy into the framework of Culturally Sustaining Pedagogy (CSP). Drawing on data from a one-year ethnographic study of an adult ESL program, we show how teachers believed in and attempted to create spaces for translanguaging and CSP but in practice fell short. We conclude that translanguaging is most powerful when understood as a component of CSP but call for more research in t…
Forum Commentary
Social class has been underresearched in the field of applied linguistics. The central goal of this forum was to stimulate more conversation about social class as it impacts language learning and teaching. In this article, I comment on 3 salient themes that have emerged in the 5 articles: (1) agency and structure in language learning and teaching, (2) transnationalism and social class, and (3) framing social class in applied linguistic research
Examining English Learners' Opportunity to Learn from High School to Community College
Students classified as English learners (ELs) in high school are more likely to start their postsecondary education in community colleges (CCs). Many high school EL graduates enter a CC, hoping to make good academic progress and later transfer to a 4‐year college. However, past research has found that such students often struggle in CCs and rarely earn a postsecondary credential or transfer to a 4‐year college. ELs' high school academic preparati…
English Learner as an Intersectional Identity
The Spencer Foundation
"Comments on Kelleen Toohey's "'Breaking Them up, Taking Them Away'
Yasuko Kanno, Comments on Kelleen Toohey's "'Breaking Them up, Taking Them Away': ESL Students in Grade 1": The Use of the Community-of-Practice Perspective in Language Minority Research, TESOL Quarterly, Vol. 33, No. 1 (Spring, 1999), pp. 126-132
Bilingualism and Identity
This study examines the relationship between bilingualism and identity by drawing upon the examples of kikokushijo, the children of Japanese expatriates. Kikokushijo's lives provide a fertile ground in which to explore the interplay between bilingualism and identity. In North America their L2 (English) is the majority language, L1 (Japanese) the minority; after their return to Japan this situation is reversed. I collected four kikokushijo's stori…
Kikokushijo as bicultural
Negotiating Bilingual and Bicultural Identities
This book examines the changing linguistic and cultural identities of bilingual students through the narratives of four Japanese returnees (kikokushijo) as they spent their adolescent years in North America and then returned to Japan to attend university. As adolescents, these students were polarized toward one language and culture over the other, but through a period of difficult readjustment in Japan they became increasingly more sophisticated …
Imagined Communities and Educational Possibilities
(2003). Imagined Communities and Educational Possibilities: Introduction. Journal of Language, Identity & Education: Vol. 2, No. 4, pp. 241-249
Imagined Communities, School Visions, and the Education of Bilingual Students in Japan
The purpose of this study is to analyze the policies and practices of schools in Japan that serve large numbers of bilingual students. Using the notion of imagined communities (Anderson, 1991; Norton, 2001), I examine the relationship between the schools' visions for their students, their current policies and practices, and the students' identities. Based on the ethnographic data collected at four schools in Japan that cater to very different gro…
Historical Perspectives on Immigrant and Bilingual Education in the USA
Becoming Biliterate: A Study of Two-way Bilingual Immersion Education. Bertha Pérez. Mahwah, Mahwah, NJ: Lawrence Erlbaum Associates, 2004. Pp. xxviii+230. ISBN 0-8058-4678-6 (hbk): $69.95
What Price Security? Japan, Britain and the threat of terrorism
An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button
Bilingualism in international schools
Bilingualism in international schools: a model for enriching language education, by Maurice Carder, Clevedon, Multilingual Matters, 2007, xvi+207pp., £19.95 (paperback), ISBN 978-1-85359-940-8 If t
NNES Doctoral Students in English-Speaking Academe
Since the mid-20th century, graduate schools in the USA have witnessed a growing participation of international students, many of whom do not speak English as their first language. Previous research has often portrayed non-native-English-speaking (NNES) students in US doctoral programs as disadvantaged because of the presumed primacy of English in their academic pursuits. This study examines NNES doctoral students’ participation in US academia, a…
Immigrant and Refugee ESL Students’ Challenges to Accessing Four-Year College Education
Research on English as a second language (ESL) students in higher education has traditionally focused on their academic writing, leaving larger issues of their college access and success unexplored. This article examines the challenges that first-generation immigrant and refugee ESL students face in accessing four-year college education through a qualitative interview study at a U.S. public university. Drawing on Bourdieu's cultural reproduction …
Learning to Become a Second Language Teacher
Despite the accumulating body of research on teacher cognition and teacher learning in the field of second language (L2) teacher education over the past 2 decades, few studies have followed novice L2 teachers’ development over time, and still fewer have focused specifically on teacher identity development. This study begins to fill this gap by examining how novice English-as-a-second-language (ESL) teachers learn to teach and how this learning-in…
English Language Learners' Access to and Attainment in Postsecondary Education
Although English language learners ( ELL s) are currently the fastest‐growing group among the school‐age population in the United States, there is surprisingly little information on their participation in postsecondary education. Using the National Education Longitudinal Study of 1988 ( NELS :88), a nationally representative sample of eighth graders who were followed for 12 years, we present one of the first national‐level examinations of ELL s' …
Forum Commentary
Social class has been underresearched in the field of applied linguistics. The central goal of this forum was to stimulate more conversation about social class as it impacts language learning and teaching. In this article, I comment on 3 salient themes that have emerged in the 5 articles: (1) agency and structure in language learning and teaching, (2) transnationalism and social class, and (3) framing social class in applied linguistic research
I’m Not Going to Be, Like, for the AP”
Advancement to postsecondary education for English language learners (ELLs) can be seriously constrained by a lack of academic preparation during high school. Currently, ELLs lag behind their non-ELL peers in their level of access to advanced college-preparatory courses. Through a qualitative case study of ELL education at a large public high school, we examine the educational practices that result in ELLs’ restricted curricular choices. The find…
Teaching Hispanic Restaurant Workers
In this article, we make a case for incorporating translanguaging pedagogy into the framework of Culturally Sustaining Pedagogy (CSP). Drawing on data from a one-year ethnographic study of an adult ESL program, we show how teachers believed in and attempted to create spaces for translanguaging and CSP but in practice fell short. We conclude that translanguaging is most powerful when understood as a component of CSP but call for more research in t…
English Learner as an Intersectional Identity
The Spencer Foundation
Las Charlas
Understanding How Access to Early College Programs Differs for English Learners
Examining English Learners' Opportunity to Learn from High School to Community College
Students classified as English learners (ELs) in high school are more likely to start their postsecondary education in community colleges (CCs). Many high school EL graduates enter a CC, hoping to make good academic progress and later transfer to a 4‐year college. However, past research has found that such students often struggle in CCs and rarely earn a postsecondary credential or transfer to a 4‐year college. ELs' high school academic preparati…
High Schools' Role in Promoting Equity for Multilingual Learners' Access to College
High school plays a pivotal role in preparing students for college. Accordingly, a large body of research examines how high schools shape general education students' postsecondary options. However, there is a dearth of research on high schools' role in promoting multilingual learners' (MLs) college access. MLs' educational experiences differ from those of other minoritized students because MLs are still developing English language proficiency whi…
Multilingual Education and Policy (16 obras) · Sociology (16 obras) · Pedagogy (15 obras) · Psychology (15 obras) · Linguistics (9 obras) · Mathematics education (9 obras) · Political science (9 obras) · EFL/ESL Teaching and Learning (8 obras) · Second Language Learning and Teaching (7 obras) · Neuroscience of multilingualism (5 obras)