Toshiko M Calder
Biographic Data
| ID | 5434765 |
|---|---|
| NAME | Toshiko M Calder |
| GIVEN NAMES | Toshiko M |
| FAMILY NAME | Calder |
| SIGNATURE | CALDER T M |
| AFFILIATIONS | Princeton Community Japanese Language School |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 3 |
The Role of Parental Support and Family Variables in L1 and L2 Vocabulary Development of Japanese Heritage Language Students in the United States
This study investigated the role of parental support and selected family variables in the first (L1) and second language (L2) vocabulary development of Japanese heritage language (JHL) high school students in the United States. Eighty‐two JHL students ages 15–18 from eight hoshuukoo (i.e., supplementary academic schools for Japanese‐speaking children) were assessed for their L1 Japanese and L2 English vocabulary knowledge. Simultaneously, the stu…
The Role of Motivation and Learner Variables in L1 and L2 Vocabulary Development in Japanese Heritage Language Speakers in the United States
This study investigates the role of motivation and learner variables in bilingual vocabulary development among first language (L1) Japanese students attending hoshuukoo (i.e., supplementary academic schools for Japanese‐speaking children) in the United States. One hundred sixteen high school students ages 15–18 from eight hoshuukoo completed Japanese and English vocabulary tests and a student characteristics questionnaire. A principal component a…
Bilingual Vocabulary Knowledge and Arrival Age Among Japanese Heritage Language Students at Hoshuukoo
This study examines bilingual vocabulary knowledge in relation to arrival age among first language (L1) Japanese students attending hoshuukoo (i.e., supplementary academic schools for Japanese‐speaking children) in the United States. It also examines the relationship between L1 Japanese and English as a second language (L2), as motivated by Cummins's (1979, 1991) notion of linguistic interdependence. One hundred and twenty‐two high school student…
The Role of Motivation and Learner Variables in L1 and L2 Vocabulary Development in Japanese Heritage Language Speakers in the United States
This study investigates the role of motivation and learner variables in bilingual vocabulary development among first language (L1) Japanese students attending hoshuukoo (i.e., supplementary academic schools for Japanese‐speaking children) in the United States. One hundred sixteen high school students ages 15–18 from eight hoshuukoo completed Japanese and English vocabulary tests and a student characteristics questionnaire. A principal component a…
Bilingual Vocabulary Knowledge and Arrival Age Among Japanese Heritage Language Students at Hoshuukoo
This study examines bilingual vocabulary knowledge in relation to arrival age among first language (L1) Japanese students attending hoshuukoo (i.e., supplementary academic schools for Japanese‐speaking children) in the United States. It also examines the relationship between L1 Japanese and English as a second language (L2), as motivated by Cummins's (1979, 1991) notion of linguistic interdependence. One hundred and twenty‐two high school student…
The Role of Parental Support and Family Variables in L1 and L2 Vocabulary Development of Japanese Heritage Language Students in the United States
This study investigated the role of parental support and selected family variables in the first (L1) and second language (L2) vocabulary development of Japanese heritage language (JHL) high school students in the United States. Eighty‐two JHL students ages 15–18 from eight hoshuukoo (i.e., supplementary academic schools for Japanese‐speaking children) were assessed for their L1 Japanese and L2 English vocabulary knowledge. Simultaneously, the stu…
Bilingual Vocabulary Knowledge and Arrival Age Among Japanese Heritage Language Students at Hoshuukoo
This study examines bilingual vocabulary knowledge in relation to arrival age among first language (L1) Japanese students attending hoshuukoo (i.e., supplementary academic schools for Japanese‐speaking children) in the United States. It also examines the relationship between L1 Japanese and English as a second language (L2), as motivated by Cummins's (1979, 1991) notion of linguistic interdependence. One hundred and twenty‐two high school student…
The Role of Motivation and Learner Variables in L1 and L2 Vocabulary Development in Japanese Heritage Language Speakers in the United States
This study investigates the role of motivation and learner variables in bilingual vocabulary development among first language (L1) Japanese students attending hoshuukoo (i.e., supplementary academic schools for Japanese‐speaking children) in the United States. One hundred sixteen high school students ages 15–18 from eight hoshuukoo completed Japanese and English vocabulary tests and a student characteristics questionnaire. A principal component a…
The Role of Parental Support and Family Variables in L1 and L2 Vocabulary Development of Japanese Heritage Language Students in the United States
This study investigated the role of parental support and selected family variables in the first (L1) and second language (L2) vocabulary development of Japanese heritage language (JHL) high school students in the United States. Eighty‐two JHL students ages 15–18 from eight hoshuukoo (i.e., supplementary academic schools for Japanese‐speaking children) were assessed for their L1 Japanese and L2 English vocabulary knowledge. Simultaneously, the stu…
EFL/ESL Teaching and Learning (3 works) · First language (3 works) · Heritage language (3 works) · Linguistics (3 works) · Multilingual Education and Policy (3 works) · Pedagogy (3 works) · Psychology (3 works) · Vocabulary (3 works) · Language proficiency (2 works) · Mathematics education (2 works)