Masahiko Minami, who received his doctorate from Harvard University, is Professor at San Francisco State University, where he specializes in Japanese language and cross-cultural studies. He also served as an Invited Professor at the National Institute for Japanese Language and Linguistics based in Tokyo (2012–2016), where he edited the Handbook of Japanese Applied Linguistics in the Handbooks of Japanese Language and Linguistics series. Dr. Minami is currently Editor-in-Chief of the Journal of Japanese Linguistics (De Gruyter Mouton) and Assciate Editor of Narrative Inquiry (John Benjamins). His primary area of interest in research is bilingual education and cross-cultural studies. He has written extensively on psycho/sociolinguistics with a particular emphasis on cross-cultural comparisons of language development and narrative/discourse structure. His major works in English include Language Issues in Literacy and Bilingual/Multicultural Education (Harvard Educational Review, 1991), Culture-specific Language Styles: The Development of Oral Narrative and Literacy (Multilingual Matters, 2002), Applying Theory and Research to Learning Japanese as a Foreign Language (Cambridge Scholars Publishing, 2007), Telling Stories in Two Languages: Multiple Approaches to Understanding English-Japanese Bilingual Children’s Narratives (Information Age Publishing, 2011), and the Handbook of Japanese Applied Linguistics (De Gruyter Mouton, 2016). His major works in Japanese include Language and Culture: Understanding Language Variations from the Viewpoint of Linguistic Theories (Kurosio Publishers, 2009) and Socially Oriented Linguistics (Kurosio Publishers, 2017). Dr. Minami currently serves as the Omicron Chapter President of Phi Beta Kappa, the oldest honor society in the United States. He is one of the four Teaching Excellent Laurietes of 2007 selected by the Northern California Association of Phi Beta Kappa.

 

大阪教育附属高等学校天王寺校舎を経て京都大学経済学部を卒業。京都大学文学部に学士入学し、米文学科専攻卒業後、高等学校勤務を経て、ハーバード大学 教育大学院・人間発達と心理学研究科で博士号を取得。現在は、サンフランシスコ州立大学人文学部教授。学術誌Journal of Japanese Linguistics主幹。国立国語研究所客員教授、北カリフォルニア外国語協会（Foreign Language Association of Northern California）会長、全米日本語教育学会（American Association of Teachers of Japanese）理事・春期年次学会担当役員、北カリフォルニア日本語教師会（Northern California Japanese Teachers Association）会長、北加日米会（Japanese American Association of Northern California）第一副会長、金門学園（継承言語学校）理事・園長など、要職を歴任。著作は、『社会志向の言語学—豊富な実例と実証研究から学ぶ』『言語と文化—言語学から読み解くことばのバリエーション』『文化と心理学—比較文化心理学入 門』『ヨウチエン』『言語学と日本語教育: New Directions in Applied Linguistics of Japanese (II, III, IV, V,  VI』『Handbook of Japanese Applied Linguistics』『Telling Stories in Two Languages: Multiple Approaches to Understanding English-Japanese Bilingual Children’s Narratives』『Culture-Specific Language Styles: The Development of Oral Narrative and Literacy』『Language Issues in Literacy and Bilingual/Multicultural Education』など多数。成績優秀な大学生・卒業生から成る米国最古(1776年設立)で最も有名なギリシャ文字クラブ『ファイ・ベータ・カッパ ソサイエティ（Phi Beta Kappa Society）』が選出した『2007年度北カリフォルニア最優秀大学教員』4人のうちの一人である。

Google Scholar, Masahiko Minami, Masahiko Minami (Business Japanese), Masahiko Minami (academic) Wikipedia, 南雅彦 (心理学者) Wikipedia, Masahiko Minami (Google Scholar), 南雅彦（ベイエリアに暮らす）, Jounrnal of Japanese Linguistics, くろしお言語大学塾

Masahiko Minami is Professor of Japanese at San Francisco State University. He also served as an Invited Professor at the National Institute for Japanese Language and Linguistics (2012-2016) based in Tokyo. Dr. Minami is currently Editor-in-Chief of the Journal of Japanese Linguistics (also visit De Gruyter Mouton) and Associate Editor of Narrative Inquiry; he also edits the Handbook of Japanese Applied Linguistics in the Handbooks of Japanese Language and Linguistics series. He is also Coordinator of the Japanese Language Proficiency Test (JLPT) for Northern California. He earned his doctorate from Harvard University. His primary area of interest in research is bilingual education and cross-cultural studies. He has written extensively on psycho/sociolinguistics with particular emphasis on cross-cultural comparisons of language development and narrative/discourse structure.

Dr. Minami has published works covering cultural constructions of meaning, childcare quality in Japan, and the experiences of East Asian students in US classrooms. His books include Language Issues in Literacy and Bilingual/Multicultural Education (Harvard Educational Review, 1991), Culture-specific Language Styles: The Development of Oral Narrative and Literacy (Multilingual Matters, 2001), Culture and Psychology: People Around the World (translation: Kitaoji Publishers, 2001), Yochien: Diversity and Change in Japanese Preschools (translation: Kitaoji Publishers, 2004), Applying Theory and Research to Learning Japanese as a Foreign Language (Cambridge Scholars Publishing, 2007), Gengo-gaku to Nihongo-kyooiku: New Directions in Applied Linguistics of Japanese (II, III, IV, V, and VI Kurosio Publishers, 2001—2010), Studies in Language Sciences (3, 4, 5, and 6, Kurosio Publishers, 2004—2007), Telling Stories in Two Languages: Multiple Approaches to Understanding English-Japanese Bilingual Children’s Narratives (IAP-Information Age Publishing, 2011), and the Handbook of Japanese Applied Linguistics (De Gruyter Mouton, 2016). [For further information about his publications, click here.]

 

Dr. Minami also summarized his many years of sociolinguistic research and published Gengo to Bunka: Gengo-gaku kara Yomitoku Kotoba no Barieeshon (Language and Culture: Understanding Language Variations from the Viewpoint of Linguistic Theories, Kurosio Publishers, 2009), and Shakai-shikoo no Gengogaku (Socially Oriented Linguistics, Kurosio Publishers, 2017). [For further information about this book, click here to read a review.]

Dr. Minami currently serves as the Omicron Chapter President of Phi Beta Kappa, the oldest honor society in the United States. He is one of the four Teaching Excellent Laurietes of 2007 selected by the Northern California Association of Phi Beta Kappa. He was President of the Northern California Japanese Teachers’ Association (NCJTA) (2005-2011). He was also President of the Foreign Language Association of Northern California (FLANC) (2010-2014). He is devoting his efforts towards fostering collaborative efforts between the board and the general membership in order to create opportunities for NCJTA and FLANC to engage actively in intellectual exchange and discussion, and to promote studies aimed at increasing the scope of knowledge among persons interested in foreign languages and cultures.

 

Masahiko Minami's Recent Publications

• Minami, M. (2023). Perspective-taking in adult Japanese-language Learners’ oral narratives: A cross-linguistic comparison. Buckeye East Asian Linguistics 7 (BEAL 7), pp. 2-9. Columbus, OH: The Ohio State University. https://kb.osu.edu/handle/1811/103521
• Minami, M. (2022). Japanese language socialization through folktales. In A. McCabe & MJ. Kim (Eds.), Perspectives on East and Southeast Asian folktales (pp. 117–140). Lanham, MD: Lexington Books.
• Minami, M. (2021). Narrative as cultural representation: An analysis of Japanese-language learners’ storytelling styles from the perspective of coherence and cohesion, Narrative Inquiry, 31(1), 214–235. DOI: https://doi.org/10.1075/ni.20063.min
• Minami, M. (2020). Narrating “frog stories” in two languages: How English-Japanese bilingual children encode and schematize perspectives. Cross-Linguistic & Cross-Cultural Studies 14, 27-69.
• 南　雅彦（2020）「談話のインタラクションと言語発達―比較文化心理学の視点から―」宇佐美まゆみ（編）『日本語の自然会話分析：BTSJコーパスから見たコミュニケーションの解明』245-273くろしお出版.
• Minami, M. (2019). Connecting L1 and L2 acquisition: From the perspective of macro and micro narrative structure. Jornal of Japanese Linguistics, 35(2), 143–164.
• Minami, M., & Noda, H. (2019). Editors’ notes. Journal of Japanese Linguistics, volume 35(2), special issue, 141–142.
• 南 雅彦（2019）「あとがき―学習者コーパスと日本語実用言語学国際会議―」野田尚史・迫田久美子（共編）『学習者コーパスと日本語教育研究』191–193　くろしお出版.
• 「日本語母語話者と日本語学習者の語りの発達―比較文化心理学と応用言語学の視点から眺めた言語教育―」『日本語誤用と日本語教育研究』第三輯 3–31 浙江工商大学出版.
• 「言語習得理論の歴史的変遷と日本語教育，中国語を母語とする日本語学習者の諸問題」『日中言語研究と日本語教育』第10号 1–3　好文出版.
• 「言語習得理論と日本語教育」『日中言語研究と日本語教育』第10号 4–24　好文出版.
• Second language acquisition of Japanese. Oxford Research Encyclopedias DOI: 10.1093/acrefore/9780199384655.013.300
• 談話構造：日本語学習者の話し言葉と書き言葉
• 日本語教育研究：第二言語習得理論とアメリカの日本語教授法への影響
• 日本語教育再考：規範文法と記述文法の接点から見えるもの Rethinking Japanese language education: Crosscurrents in descriptive and prescriptive grammar
• Introduction: Japanese applied linguistics and this volume. In M. Minami (Ed.), Handbook of Japanese applied linguistics (pp. 1–14). Berlin/Boston: De Gruyter Mouton.
• The influence of topic choice on narrative proficiency by learners of Japanese as a foreign language. In M. Minami (Ed.), Handbook of Japanese applied linguistics (pp. 223–251). Berlin/Boston: De Gruyter Mouton.
• Narrative development in L1 Japanese. In M. Nakayama (Ed.), Handbook of Japanese psycholinguistics (pp.181–215). Berlin/Boston, MA: De Gruyter Mouton.
• Narrative, cognition, and socialization. In A. De Fina & A. Georgakopoulou (Eds.), Handbook of narrative analysis (pp. 76–96). Malden, MA: Wiley-Blackwell.
• Telling stories in two languages: Multiple approaches to understanding English-Japanmese bilingual children's narratives
• Review of "Bilingual siblings: Language use in families

 

Articles in Refereed Journals/Books (English)

• Minami, M., & McCabe, A. (1991). Haiku as a discourse regulation device: Stanza analysis of Japanese children’s personal narratives. Language in Society, 20, 577-599.

日本人小学生に過去の体験を物語ってもらい、言語学の手法を用いて分析した。日本人小学生の語る過去の体験は、ひとつひとつは短いが、多くの場合、 よく似た複数の体験が含まれていることが発見された。この結果を、伝統的日本文化の一つである「カルタ遊び」や、俳句の原型である「連歌」と比較しなが ら、日本文化の本質と、そこから培われた人と人との関わり方について検討した。

 

• Minami, M. (1994). English and Japanese: Cross-cultural comparison of parental styles of narrative elicitation. Issues in Applied Linguistics, 5(2), 383-407.

日本に住む日本人母子8組、米国に在住する日本人母子8組に過去の体験を物語ってもらい、その会話を特定の語彙に焦点を当てながら分析した。さら に、英語を母国語とする白人の北米母子グループにも過去の体験を物語ってもらい、3つの異なるグループの共通点、相違点を探りながら、教育現場（学校）に おいて異文化理解を深める機会を増やすことの重要性を考察した。

 

• Minami, M., & McCabe, A. (1995). Rice balls and bear hunts: Japanese and North American family narrative patterns. Journal of Child Language, 22, 423-445.

日本人母子グループ、英語を母国語とする北米の白人母子グループという、言語や文化の異なる2つのグループに属する母親と5歳児に過去の体験を物 語ってもらい、その会話を比較分析した。その結果、母親の子供への関わりかたは、各々のグループの母国語とその文化の特性を強く反映していることを確認し た。

 

• Minami, M. (1995). Long conversational turns or frequent turn exchanges: Cross-cultural comparison of parental narrative elicitation. Journal of Asian Pacific Communication, 6(4), 213-230.

日本に住む日本人母子グループ、米国に在住する日本人母子グループ、英語を母国語とする北米に住む白人の母子グループと、3つの異なるグループの母 親と5歳児に過去の体験を物語ってもらい、その会話を比較分析した結果を報告した。その結果、日本に住む日本人母子グループと比べて、米国に在住する日本 人母子グループは、北米文化の影響を少なからず受けていることが確認された。しかし、全体としては、本来の日本文化の影響が強く残っていることが発見され た。この結果を踏まえて、母国語とその文化の影響力の強さを考察した。Also visit Google Scholar.

 

• Minami, M. (1996). Japanese preschool children’s personal narrative development. First Language, 16, 339-363.

日本の年中組（4歳）と年長組（5歳）の幼稚園児に過去の体験を一人で物語ってもらった。さらに、日本の大人の物語り方を探る目的で、母親にも自分 自身の過去の体験を物語ってもらい、就学前の児童と大人では、過去の体験を物語る上で、どのように違うのかを複数の言語学の手法を用いて分析した。その結 果、大人と比べると幼稚園児は、単に記憶を再構成し経験を再現する傾向が強い事が確認された。しかし感情表現の織り込みに関しては、4歳児よりも5歳児の 方が、大人に近い形で、過去の体験を表現できることが見い出された。Also visit: Japanese Children's Personal Narratives

 

• Minami, M. (1996). Japanese preschool children’s and adults’ narrative discourse competence and narrative structure. Journal of Narrative and Life History, 6(4), 349-373.

日本の幼稚園児に過去の体験を一人で物語ってもらった。また、日本の大人の物語り方を探る目的で、母親にも母親自身の過去の体験を物語ってもらい、 子供と大人の共通点や相違点について研究した。その結果、子供と大人の話の物語り方には、文化的共通点が多数見受けられた。しかし、幼稚園児の表現能力に は限界があり、話の内容も記憶の再構成や経験の再現に限られがちであるのに対して、大人の物語は、感情表現に重点がおかれていることが発見された。

 

• Minami, M. (1998). Politeness markers and psychological complements: Wrapping-up devices in Japanese oral personal narratives. Narrative Inquiry, 8(2), 351-371.

 

• Minami, M. (2000). The relationship between narrative identity and culture: Commentary on Jens Brockmeier’s “Autobiographical Time.” Narrative Inquiry, 10(1), 75-80.

 

• Minami, M. (2000). Book reading styles of Japanese mothers. In Y. Oshima-Takane, Y. Shirai, & H. Sirai (Eds.), Chukyo University School of Computer and Cognitive Sciences Institute for Advanced Studies in Artificial Intelligence Technical Report, No. 2000-12-02 (pp. 145-156). Chukyo University.

 

• Minami, M. (2001). Maternal styles of narrative elicitation and the development of children’s narrative skill: A study on parental scaffolding. Narrative Inquiry, 11(1), 55-80.

 

• Minami, M. (2002). Narrative as a reflection of culture and consciousness: Developmental aspects. In R. T. Donahue (Ed.), Exploring Japaneseness: Japanese enactments of culture and consciousness (pp. 241-261). Westport, CT: Ablex/Greenwood Publications.

 

• Minami, M. (2002). Vocabulary development in English-Japanese bilingual children: Correspondence of achievement levels in first and second languages. In Y. Shirai, H. Kobayashi, S. Miyata, K. Nakamura, T. Ogura, & H. Sirai (Eds.), Studies in Language Sciences (2) (pp. 261-278). Tokyo: Kurosio Publishers.

 

• Minami, M. (2003). Holding on to a native tongue: Retaining bilingualism for school-age children of Japanese heritage. International Journal of Educational Policy, Research, and Practice, 4(2), 39-61.

 

• Minami, M. (2004). The development of narrative in second language acquisition: Frog stories. In M. Minami, H. Kobayashi, M. Nakayama, & H. Sirai (Eds.), Studies in Language Sciences (3) (pp. 123-138). Tokyo: Kurosio Publishers.

本研究は、日本語母語話者および日本語学習者のナラティヴ構造を分析し、両者の相違と日本語学習者の特徴を、日本語能力との関連において考察するも のである。24場面からなる絵画ストーリー 「かえるくん、どこにいるの？」（Mayer, 1969）という絵本を被験者に見せ、「物語を作るように」という課題を与えた。これは、言語データをナラティヴにまで広げることで、文法項目などの言語 能力にとどまらず、学習者の言語運用能力の考察を本研究の主たる目的としているからである。語彙とナラティヴ構造の二つの観点から分析を行ない、以下の結 果が得られた。（1）学習者の習得語彙分析では、絵語彙、類義語、反義語、単語類推など、異なるタスクの間に強い正の相関が認められた。（2）ナラティヴ 構造分析では、出来事（起きた事件は何か）といった前景描写に重点を置く学習者は、設定（誰が、いつ、どこで、といった情報）、評価（登場人物の気持ち） などの後景（背景）描写を、それほど重視しない傾向が見られた。（3）母語話者との比較では、母語話者が後景描写に重点を置く傾向があるのに対して、日本 語学習者は前景描写を重視する傾向が見られた。こうした結果は、日本語の習得・発達過程を理解する上で、後景描写が重要な習得・発達指標となることを示唆 している。

 

• Minami, M. (2005). Keeping Japanese alive: Narrative discourse skills in English-Japanese bilingual children. In M. Minami, H. Kobayashi, M. Nakayama, & H. Sirai (Eds.), Studies in Language Sciences (4) (pp. 149-164). Tokyo: Kurosio Publishers.

ナラティヴとは「時間的に連続する事柄を、時系列的・因果律的に物語ること」と定義される。母語話者、第二言語学習者を対象としたこれまでのナラ ティヴ研究が示唆してきたのは、文構造よりさらに大きい単位での談話構造にも存在する普遍性である。しかし、こうした構造的普遍性と同時に、ナラティヴ産 出という作業が文化的固有性を反映していることも事実である。たとえば、異なる言語文化の背景を持つ話し手は異なる視点、感情表現、心理的枠組みを用いて 異なった事柄に重点を置きながら物語るという作業を行う。本研究では、6歳から12歳までの40人の日英バイリンガル児童に「かえるくん、どこにいる の？」という文字のないひと続きの絵から成り立っている本を見せ、そこに何が描かれているかを日英両語で物語ってもらい、その物語の中で児童が使用した言 語表現を比較分析した。本研究で得られた結果が全般的に示唆しているのは、日本語と英語の物語産出、さらに読み書き能力の間に存在する正の相関関係であ る。同時に、絵に描かれている出来事という同じ内容について表現しているにもかかわらず、それを語っているナラティヴを日英の二言語で比較してみると、類 似点ばかりでなくさまざまな相違点も認められた。たとえば、バイリンガル児童の物語産出における語彙数は日本語よりも英語のほうが多いことがわかった。さ らに、英語での物語産出では、設定・出来事（起きた事件は何か）などナラティヴの骨格をなす前景描写（時系列）に重点を置いているのに対して、日本語での 物語産出では、評価（話し手や登場人物の気持ち）、すなわち感情表現などの後景（背景）描写を含む因果律に重点を置いていることがわかった。こうした相違 点は、バイリンガル児童が異なる言語で物語る際にそれぞれの言語の文化的背景に即した伝達能力を個別に獲得しており、それぞれの文化に重要と思われる表現 方法を用いていることを示唆している。

 

• Minami, M. (2006). The importance of socialization in the development of narrative discourse skills in children. In M. Nakayama. M. Minami, H. Morikawa, K. Nakamura, & H. Sirai (Eds.), Studies in Language Sciences (5) (pp. 11-28). Tokyo: Kurosio Publishers.

本研究のねらいは（1）子どものナラティヴ・ディスコース構造の発達の様相、すなわち「過去の個人的体験を語る上で、子どもが加齢に従って、どのよ うな話を生成するようになるのか」という側面と（2）母親の子どもに対する話し方のスタイルが子どもの話し方のスタイルに与える影響、という側面を統合・ 関連づけることにある。まず、「他者との共同作業ではなく、一人で、過去に体験したことを物語る」ナラティヴというタスクを20人の日本在住の日本人幼稚 園児（4歳児10名、5歳児10名）に与え、子どもが産出したナラティヴをラボヴィアン・アプローチ (Labov, 1972; Peterson & McCabe, 1983) を用いて、言語発達、特に伝達能力獲得の過程に重点を置いて研究した。次に、20組の中産階級日本人母子（上記と同じ幼稚園児２０人）を被験者として、子 どもから話を引きだす上で4歳児の母親と5歳児の母親では母親のインタラクションのスタイルがどのように異なるのかを子どもの年齢との関係から比較研究し た。最後に、日本在住の日本人母子、米国在住の日本人母子、英語が母語の北米の母子という３群の会話を比較・分析し、以下のことがわかった。（1）母親の 子どもとのインタラクションのスタイルは文化的要因の反映である。よって（2）母親の子どもとのインタラクションのスタイルを考慮せずに、子どもが単独で 産出したナラティヴに見られる発達現象を理解することは不可能である。つまり、子どもは母親との会話やナラティヴの共同産出を通して文化に即した伝達能力 獲得とその表現方法を身につけてゆくのだ、と推測できるのである。

 

• Miyata, S., Hirakawa, M., Kanagy, R., Kuriyama, Y., MacWhinney, B., Minami, M., Murakami, K., Nisisawa, H., Oshima-Takane, Y., Otomo, K., Shirahata, T., Sirai, H., Shirai, J., Shirai, Y., Sugiura, M., & Terada, H. (2006). The development of the CHILDES-Based language developmental score for Japanese (DSSJ). In M. Nakayama. M. Minami, H. Morikawa, K. Nakamura, & H. Sirai (Eds.), Studies in Language Sciences (5) (pp. 75-89). Tokyo: Kurosio Publishers.

 

• Minami, M. (2006). The development of narrative structure in the acquisition of Japanese as a second language. In M. Nakayama. M. Minami, H. Morikawa, K. Nakamura, & H. Sirai (Eds.), Studies in Language Sciences (5) (pp. 191-206). Tokyo: Kurosio Publishers.

本研究では、成人日本語母語話者および日本語学習者に「怪我（ケガ）をした経験」を日本語で語ってもらい、日本語学習者の語りの特徴が 習熟度レベルの上昇に伴い、どのように変化してゆくのかを考察する。研究手段としてはナラティヴ構造分析を採用するが、これは言語データをディスコース・ レベルまで広げることで、文法項目などの言語能力にとどまらず学習者の言語運用能力の考察を研究の主たる目的としているからである。語彙とナラティヴ構造 の2つの観点から分析を行なった結果、単語の総出現数、単語の種類、物語（ナラティヴ）産出量のすべてにおいて、上級学習者が中級学習者に勝っていること がわかった。こうした結果が意味しているのは、習得語彙数が発達指標となるということである。さらに、習熟度レベルの上昇に伴い、総語数、総語彙数ばかり でなく物語産出量が増加する傾向が認められたことは、第二言語習得過程を考えれば納得できる結果であろう。しかし、日本語母語話者との比較では、上級日本 語学習者によるナラティヴ構成やパターンが必ずしも、日本語母語話者のそれに近づいているわけではないことがわかった。こうした結果から「第二言語学習者 の習得プロセスがU字形のカーブを描いている」か、もしくは「第二言語習得における第一言語（母語）の影響、つまり日本語習得レベルの上昇に伴い、日本語 での語りのスタイルが第一言語のスタイルに近づいてゆく」のいずれか、もしくはその両方であろうと推測される。

 

• Minami, M. (2008). Bilingual children’s styles of story construction and their linguistic and educational implications. In T. Ogura, H. Kobayashi, S. Inagaki, M. Hirakawa, S. Arita, & Y. Terao (Eds.), Studies in Language Sciences (7) (pp. 61-77). Tokyo: Kurosio Publishers.

本研究では、母語話者がどのような語りを「優れている・わかりやすい」と考えるのか、その特徴を探る。具体的には、日英バイリンガル児童に文字のな い絵本を見せて日本語・英語でそれぞれ物語を作るというタスクを与え、産出した作話をそれぞれの言語の成人母語話者に評定してもらうことで、日英両語に共 通する優れた語りの特徴と、日英それぞれの言語に固有の観点から優れていると考えられる語りの様相の特定を試みた。成人母語話者の評定結果から得られた優 れた語りの特徴は、英語・日本語にかかわらず、多様な語彙を含んだ長い物語であった。また、一連の出来事を時系列的な展開に沿って過去形で語ることで、場 面同士の結束性のある物語を産出することも、言語にかかわらず優れた語りの要件であるという知見を得た。さらに、英語では時系列的な説明にとどまらず、因 果律的な説明も優れた語りを構成する重要な要因であることがわかった。これに対して、日本語の語りにおいては、時系列の情報が十分に含まれているかどうか が母語話者の評定の主な対象であり、因果律は必ずしも重要な要因とはなっていなかった。また、日本語では指示対象の省略が一般的だが、主体を一定に保持す ることで、たとえ主体が明らかに言及されなくとも、指示対象が誰なのか、何なのかを読み手が理解するのを容易にする必要がある。逆に言えば、日本語で主体 の一貫性が維持されず、しかも省略が同時に起これば指示対象が何であるかを把握するのは、たとえ不可能ではないとしても、非常に困難な作業となるだろう。 こうした言語に固有の制約・特徴と関連して、ヴォイス（態）の使用や、指示対象（照応関係）の言及ストラテジーからも母語話者の評定に言語固有性（文化固 有性）が存在することが認められた。

 

• Kajiwara, M., & Minami, M. (2008). Narrative construction by bilingual children: Referential topic management. In T. Ogura, H. Kobayashi, S. Inagaki, M. Hirakawa, S. Arita, & Y. Terao (Eds.), Studies in Language Sciences (7) (pp. 79-90). Tokyo: Kurosio Publishers.

本研究では、日英バイリンガル児童が各々の言語での物語産出で、どのようにトピックを導入・維持するかに焦点を当てる。日英バイリンガル児童が日英 両語で物語った『カエルくん、どこにいるの？（Frog, where are you?）』（Mayer, 1969）の比較を通し、語りの中でのトピックが①初登場、②2番目の登場、③再登場、④継続的登場する際、トピックを表現する名詞句の使用について、日 英両語間に相関関係が認められるかどうかを検証した。使用したデータに①トピックとなる主語は何か、②それがどのような形（完全な形の名詞句、代名詞句、 主語省略）で表現されているのか、③その登場順序（初登場、2番目の登場、再登場、継続的登場）といった観点からコードを付加し、統計分析を行った。その 結果、各登場順序においてトピックを表現する名詞句の使用に関して日英両語間に正の相関が確認された。例えば、物語にトピックが導入・維持される際、英 語・日本語のいずれの言語での語りにおいても（初めての導入のように）トピック性の低い登場人物を表現するには、完全な形の名詞句が使用されることがわ かった。一方、（トピックが導入された後、その維持のように）トピック性の高い登場人物は、英語の語りでは代名詞句を用いて表現され、日本語では省略され る傾向にあるという知見を得た。このように、本研究で得られた結果は、語りでのトピック導入・維持に関する普遍的な法則の存在を意味しており、日英バイリ ンガル児童がそうした法則に基づいて語りを行なっていることを示唆している。もちろん、日英両語は構造的、文法的にも相違があり、バイリンガル児童の語り でも、使用言語により同じ場面で異なる言語形式が表層には出現する。例えば、日本語では代名詞句が人物の言及には使用されないが、英語ではそうした使用は 頻繁である。一方、英語では文頭の主語省略は文法的に不可能だが、日本語ではそうした省略が可能である。日英バイリンガル児童はこのような制約による言語 形式の相違も理解しており、このことは普遍性とともに言語の固有性も示唆していると言えよう。

 

• Minami, M. (2008). Telling good stories in different languages: Bilingual children’s styles of story construction and their linguistic and educational implications. Narrative Inquiry, 18(1), 83-110.
   
• Minami, M., & Imase, H. (2009). Learning rocks! Connections: A Journal for Foreign Language Educators, April 2009 Volume 3, 37-43.
   
• Minami, M. (2009). An analysis of narrative communication strategies used by Japanese-as-a-foreign-language learners. Journal of Japanese Linguistics, 25, 1-15.
   
• Minami, M. (2012). Getting down to business: Curriculum development for business Japanese course. Connections: A Journal for Foreign Language Educators, November 2012 Volume 6, 11–20.
   
• Minami, M. (2012). Introduction. In M. Minami (Ed.), Journal of Japanese Linguistics, volume 28, special issue: Selected papers from the 7th International Conference on Practical Linguistics of Japanese, 1-3. Institute for Japanese Studies, the Ohio State University.
   
• Minami, M., & Noda, H. (2019). Editors’ notes. Journal of Japanese Linguistics, volume 35(2), special issue, 141–142.
   
• Minami, M. (2019). Connecting L1 and L2 acquisition: From the perspective of macro and micro narrative structure. Jornal of Japanese Linguistics, 35(2), 143–164.
   
• Minami, M. (2020). Narrative as cultural representation: An analysis of Japanese-language learners’ storytelling styles from the perspective of coherence and cohesion, Narrative Inquiry, DOI: https://doi.org/10.1075/ni.20063.min

Articles in Refereed Journals/Books 日本語

 

• 南 雅彦 （2006）「語用の発達：ナラティヴ・ディスコース・スキルの習得過程」『心理学評論』49(1), 114-135.
   
• 南 雅彦 （2013）「地域方言における変異形の併存状況：同化や混交形に見られる単純化の方向」（Regional language variation: Simplification, accommodation, assimilation, and beyond）『総合政策研究（Journal of Policy Studies）』44, 53-84.
   
• 南 雅彦 （2015）「談話構造：日本語学習者の話し言葉と書き言葉」『日本語学』2015.11臨時増刊号（vol. 34-14）, 68-81.
   
• 南 雅彦（2017）「言語習得理論の歴史的変遷と日本語教育，中国語を母語とする日本語学習者の諸問題」『日中言語研究と日本語教育』第10号 1–3　好文出版.
   
• 南 雅彦（2017）「言語習得理論と日本語教育」『日中言語研究と日本語教育』第10号 4–24　好文出版.

 

Chapters and Articles (English)

• Minami, M. (1991). Notes on books. In M. Minami, & B. P. Kennedy (Eds.), Language issues in literacy and bilingual/multicultural education (pp. 542-555). Cambridge, MA: Harvard Educational Review.

 

• Hemphill, L., & Minami, M. (1994). U.S. classrooms: A sociolinguistic perspective. In L. B. Barnes, C. R. Christensen, & A. J. Hansen (Eds.), Teaching and the case method (pp. 244-248). Boston, MA: Harvard Business School Press.

 

• Minami, M., & Ovando, C. J. (1995). Language issues in multicultural contexts. In J. Banks & C. McGee Banks (Eds.), Handbook of research on multicultural education (pp. 427-444). New York: Macmillan.

 

• Minami, M., & McCabe, A. (1996). Compressed collections of experiences. In A. McCabe (Ed.), Chameleon readers: Some problems cultural differences in narrative structure pose for multicultural literacy programs (pp. 72-97). New York: McGraw-Hill.

米国の小学校に通っているアジア系小学生を、実際の教室で観察し研究報告した。さらに小学生に過去の体験を語ってもらい、言語学の手法を用いて分析 した。その結果、アジア系小学生が物語る過去の体験は、多くの場合、経験の再構成と再現であり、北米の小学生に比べて物語が短いことが発見された。この結 果を、伝統的な昔話と比較しながら文化的影響を検討し、米国という多文化社会において、特に教育現場において、英語を第一言語としない異文化背景を持つ子 供の話の物語り方は、英語を第一言語とする白人中産階級の子供とは違うのだという認識を持つことの重要性を訴えた。

 

• Holloway, S. D., & Minami, M. (1996). Production and reproduction of culture: The dynamic role of mothers and children in early socialization. In D. Shwalb & B. Shwalb (Eds.), Japanese childrearing: Two generations of scholarship (pp. 164-176). New York: Guilford Press.

 

• Minami, M. (1997). Cultural constructions of meaning: Cross-cultural comparisons of mother-child conversations about the past. In C. Mandell & A. McCabe (Eds.), The problem of meaning: Cognitive and behavioral approaches (pp. 297-345). Amsterdam: North-Holland.

 

• Minami, M. (2000). Crossing borders: The politics of schooling Asian students. In C. J. Ovando & P. McLaren (Eds.), The politics of multiculturalism and bilingual education: Students and teachers caught in the cross fire (pp. 188-207). New York: McGraw-Hill.

これは、ハーバード大学国際教育研究所で行なわれたプロジェクトの報告をまとめたものである。日本、台湾、中国、香港、韓国など東アジア出身の英語 を母国語としない高校生に、米国での高校生活全般にわたってインタビューを行なった。その中から、彼らの本国での高校生活と、米国での高校生活が、どのよ うな点で異なり、また英語での授業や学校生活における問題点を探っていった。さらにそうした問題点を、どのように解決しているか等、英語を第二言語とする 留学生を様々な角度から考察した研究結果を発表した。

 

• Minami, M. (2000). A cross-cultural comparison of preschoolers’ narrative discourse skills and parental scaffolding. The 12th World Congress of Applied Linguistics (Association Internationale de Linguistique Appliquée, Tokyo) CD-ROM Proceedings.

 

• Minami, M., & Shibatani, K. (2000). Narrating a frog story: The acquisition of narrative by second-language learners. The 12th World Congress of Applied Linguistics (Association Internationale de Linguistique Appliquée, Tokyo) CD-ROM Proceedings.

 

• Minami, M. (2001). Taking a different point of view: Children’s acquisition of linguistic perspective-taking devices. In H. Sirai (Ed.), A cross-linguistic study for the universal developmental index [Research project No. 11694009, supported by Japan Society for the Promotion of Science and the Ministry of Education, Science, Sports, and Culture] (pp. 173-190). Nagoya: Chukyo University. 平成10年度〜平成11年度科学研究費補助金. 基盤研究 (A) (2) 研究課題番号 11694009、研究代表者　白井英俊（中京大学情報理工学部情報知能学科）.

 

• Minami, M., & Aramaki, S. (2001). The effectiveness of computer-assisted language-learning (CALL) programs for teaching Japanese. In Y. Saito-Abbott, R. Donovan, T. F. Abbott, & P. Kennedy (Eds.), Emerging technologies in teaching languages and cultures: Effective use of technology for language learning, what works and what we’ve learned (pp. 55-71). LARC, the National Foreign Language Resource Center at San Diego State University.

 

• Minami, M. (2001). Styles of parent-child book reading in Japanese families. In M. Almgren, A. Barreña, M. Ezeizabarrena, I. Idiazabal, & B. MacWhinney (Eds.), Research on child language acquisition: Proceedings of the 8th conference of the International Association for the Study of Child Language (pp. 483-503). Somerville, MA: Cascadilla Press.

 

• Minami, M. (2001). Language and literacy development of bilingual Japanese children. In J. K. Peyton, D. A. Ranard, & S. McGinnis (Eds.), Heritage languages in America (p. 275). McHenry, IL: Delta Systems.

 

• Minami, M. (2003). The role of maternal input in facilitating the development of children’s personal narratives. In S. P. Shohov (Ed.), Advances in psychology research, Vol. 21 (pp. 91-117). Hauppauge, NY: Nova Science Publishers.

 

• McCabe, A., & Minami, M. (2003). Asian American children. In A. McCabe & L. S. Bliss (Eds.), Patterns of narrative discourse (pp. 91-101). Boston, MA: Allyn & Bacon.

 

• Minami, M., & Fujiwara, M. (2003). Non-native patterns in narratives of Japanese-as-a-second-language learners. Proceedings of the 2nd International Conference on Speech, Writing and Context (pp. 112-117). Osaka, Kansai Gaidai University.

 

• Minami, M., & Ovando, C. J. (2004). Language issues in multicultural contexts. In J. Banks (Ed.) & C. McGee Banks (Associate Ed.), Handbook of research on multicultural education (2nd ed., pp. 567-588). San Francisco: Jossey-Baas.

 

• Minami, M. (2004). Adjective, adjectival noun, and copula morphology: An analysis report. In K. Otomo (Ed.), Comparative research for a developmental index for first and second language of Japanese and English [Research project No. 13410034, supported by Japan Society for the Promotion of Science and the Ministry of Education, Science, Sports, and Culture] (pp. 97-105). Tokyo: Tokyo Gakugei University. 平成14年度〜平成15年度科学研究費補助金. 基盤研究 (B) (1) 研究課題番号 13410034、研究代表者　大伴潔（東京学芸大学）.

 

• Imase, H., & Minami, M. (2004). Computer-assisted language learning as applied to basic relational acquisition in beginning Japanese. In Y. Saito-Abbott, R. Donovan, & T. Abbott (Eds.), Language on the edge: Implications for teaching foreign languages and cultures (Emerging technologies in teaching languages and culture: Volume 4) (pp. 63-78). LARC Press, San Diego State University.

 

• Minami, M. (2005). Bilingual narrative development in English and Japanese — A Form/function approach. In J. Cohen, K. T. McAlister, K. Rolstad, & J. MacSwan (Eds.), ISB4: Proceedings of the 4th International Symposium on Bilingualism (pp. 1618-1629). Somerville, MA: Cascadilla Press.

 

• Minami, M. (2006). Children’s narrative structures. In M. Nakayama, R. Mazuka, & Y. Shirai (Eds.), The handbook of East Asian psycholinguistics Vol. II: Japanese (pp. 116-122). New York: Cambridge University Press.

 

• Minami, M. (2007). The development of narrative discourse patterns in the learning of Japanese as a foreign language. In M. Minami (Ed.), Applying theory and research to learning Japanese as a foreign language (pp. 198-214). Newcastle, UK: Cambridge Scholars Publishing.

 

• Minami, M. (2007). Active imaginations: Verb forms in narratives told by English-Japanese bilingual children. In M. Minami (Ed.), Applying theory and research to learning Japanese as a foreign language (pp. 248-264). Newcastle, UK: Cambridge Scholars Publishing.

 

• Minami, M. (2012). Introduction. In M. Minami (Ed.), Journal of Japanese Linguistics, volume 28, special issue: Selected papers from the 7th International Conference on Practical Linguistics of Japanese, 1–3. Institute for Japanese Studies, the Ohio State University.

 

• Davis, K. A., Ovando, C. J., & Minami, M. (2013). Language and literacy acquisition theories. In B. J. Irby, G. Brown, R. Lara-Alecio, & S. Jackson (Eds.) and F. Tong (Sect. Ed.), The handbook of educational theories (pp. 395–418). Charlotte, NC: Information Age Publishing.

   

• Minami, M. (2015). Narrative, cognition, and socialization. In A. De Fina & A. Georgakopoulou (Eds.), Handbook of narrative analysis (pp. 76-96). Malden, MA: Wiley-Blackwell.

   

• Minami, M. (2015). Narrative development in L1 Japanese. In M. Nakayama (Ed.), Handbook of Japanese psycholinguistics (pp.181-215). Berlin/Boston, MA: De Gruyter Mouton.

   

• Minami, M. (2016). Introduction: Japanese applied linguistics and this volume. In M. Minami (Ed.), Handbook of Japanese applied linguistics (pp. 1-14). Berlin/Boston: De Gruyter Mouton.

   

• Minami, M. (2016). The influence of topic choice on narrative proficiency by learners of Japanese as a foreign language. In M. Minami (Ed.), Handbook of Japanese applied linguistics (pp. 223-251). Berlin/Boston: De Gruyter Mouton.
   
• Minami, M. (2017). Second language acquisition of Japanese. Oxford Research Encyclopedias DOI: 10.1093/acrefore/9780199384655.013.300
   

Chapters and Articles 日本語

• 南　雅彦（1995/1998）「ローマ字表記：ヘボンと訓令」大嶋百合子・Brian MacWhinney（共編）『CHILDES Manual for Japanese』25-32　McGill University.　平成9年度〜平成11年度科学研究費補助金. 基盤研究 (C) 10134462、研究代表者　 白井英俊・宮田Susanne・中則夫（JCHAT Project）.

 

• 南　雅彦（1995/1998）「分かち書き」大嶋百合子・Brian MacWhinney（共編）『CHILDES Manual for Japanese』39-43　McGill University.　平成9年度〜平成11年度科学研究費補助金. 基盤研究 (C) 10134462、研究代表者　 白井英俊・宮田Susanne・中則夫（JCHAT Project）.

 

• 南　雅彦・森川尋美（1995/1998）「メイン・ラインに形態素をどのように表記するか」大嶋百合子・Brian MacWhinney（共編）『CHILDES Manual for Japanese』53-71　McGill University.平成9年度〜平成11年度科学研究費補助金. 基盤研究 (C) 10134462、研究代表者　 白井英俊・宮田Susanne・中則夫（JCHAT Project）.

 

• 南　雅彦（2001）「ナラティヴにおける普遍性と文化的固有性：個人的経験物語における視点と心理的枠組み」南 雅彦・アラム佐々木幸子（共編）『言語学と日本語教育 II：New directions in applied linguistics of Japanese』161-180　くろしお出版.

 

• 南　雅彦（2004）「ナラティヴにおける言語普遍性と固有性 ：『かえるくん、どこにいるの？』を通しての対照談話分析 」南 雅彦・浅野真紀子（共編）『言語学と日本語教育 III (Linguistics and Japanese language education III): New directions in applied linguistics of Japanese』97-116　くろしお出版.

 

• 南　雅彦（2005）「語用論的側面からみた言語発達」岩立志津夫・小椋たみ子（共編）『よくわかる言語発達』 50-53　ミネルヴァ書房.

 

• 南　雅彦（2005）「談話（ディスコース）構造の発達」岩立志津夫・小椋たみ子（共編）『よくわかる言語発達』 54-57　ミネルヴァ書房.

 

• 南　雅彦（2005）「米国における日本語発達研究」岩立志津夫・小椋たみ子（共編）『よくわかる言語発達』 174-175　ミネルヴァ書房.

 

• 南　雅彦（2005）「日本語学習者のナラティヴ：ラボヴィアン・アプローチ」南 雅彦（編）『言語学と日本語教育 IV：New directions in applied linguistics of Japanese』137-150　くろしお出版.

 

• 南　雅彦（2006）「第二言語としての日本語でのナラティヴ構成能力の発達過程：トピックがナラティヴのスタイルに及ぼす影響」 『日本語習得における学習者の母語が及ぼす影響—機能言語学的観点からの研究調査』55-74　平成15年度〜平成16年度科学研究費補助金. 基盤研究 (C) (2) 研究課題番号 15520330、研究代表者　 中浜優子（名古屋大学大学院国際言語文化研究科）.

 

• 南　雅彦（2006）「『誤用』と『ことばの変化』が意味するもの」『言語学出版社フォーラム』(http://www.gengosf.com/).

 

• 南　雅彦（2007）「物語技法の発達：日英バイリンガル児童の作話をどう評定するか」南 雅彦（編）『言語学と日本語教育 V：New directions in applied linguistics of Japanese』193-212　くろしお出版.

 

• 南　雅彦（2010）「接続表現：語りの談話標識として」南 雅彦（編）『言語学と日本語教育 VI：New directions in applied linguistics of Japanese』65-85　くろしお出版.

 

• 南　雅彦（2010）「若者ことばと日本語学習者の言語表現」『言語学出版社フォーラム』(http://www.gengosf.com/).

 

• 南　雅彦（2010）「規範文法のみで教えることが正しいのか」『言語学出版社フォーラム』(http://www.gengosf.com/).

 

• 南　雅彦（2012）「日英バイリンガル児童の物語産出：複数の視点から捉えた語りの様相」『広島大学　日本語教育研究』第22号, 66–67.

 

• 南　雅彦（2012）「米国の高等教育事情」『関西中四国教授会連合』第137号, 19–27.

 

• 南　雅彦（2013）「発話行為理論（speech act theory）」（pp. 83–84）,「言語と文化（language and culture）」（pp. 158–159）,「第二言語習得（second language acquisition）」「意味論（semantics）」（pp. 264–265）,「統語論（syntax）」（pp. 265–266）,「音韻論（phonology）」（pp. 266–267）,「サピア・ウォーフ仮説（言語相対論）（Sapir-Whorf hypothesis (linguistic relativity hypothesis)）」（p. 270）,「敬語表現（honorific expressions）」（pp. 279–280）『異文化コミュニケーション事典』石井敏・久米昭元（編集代表）／浅井亜紀子・伊藤明美・久保田真弓・清ルミ・古家聡（編集委員）横浜：春風社.

 

• 南　雅彦（2013）「日本語教育再考：規範文法と記述文法の接点から見えるもの」『日本語教育通信』国際交流基金：日本語・日本語教育を研究する 第42回https://www.jpf.go.jp/j/project/japanese/teach/tsushin/reserch/201306.html

 

• 南　雅彦（2013）「地域方言における変異形の併存状況：同化や混交形に見られる単純化の方向」『総合政策研究（Journal of Policy Studies）』44巻, 53–84.

 

• 南　雅彦（2014）「日本語教育研究」『アメリカにおける日本語教育の過去・現在・未来』Book: Japanese Language Education in the U.S. – Past, Present, and Future http://www.aatj.org/japanese-language-education
   
• 南　雅彦（2017）「言語発達における文化的影響」岩立志津夫・小椋たみ子（共編）『よくわかる言語発達』改訂新版 18–19　ミネルヴァ書房.
   
• 南　雅彦（2017）「語用論的側面からみた言語発達」岩立志津夫・小椋たみ子（共編）『よくわかる言語発達』58 –59　ミネルヴァ書房.
   
• 南　雅彦（2017）「談話（ディスコース）構造の発達」岩立志津夫・小椋たみ子（共編）『よくわかる言語発達』 60–63　ミネルヴァ書房.
   
• 南　雅彦（2017）「チョムスキーのパラダイムシフトとなった言語観」岩立志津夫・小椋たみ子（共編）『よくわかる言語発達』 96–97　ミネルヴァ書房.
   
• 南　雅彦（2017）「米国における日本語発達研究」岩立志津夫・小椋たみ子（共編）『よくわかる言語発達』 196–197　ミネルヴァ書房.
   
• 南　雅彦（2018）「日本語母語話者と日本語学習者の語りの発達―比較文化心理学と応用言語学の視点から眺めた言語教育―」『日本語誤用と日本語教育研究』第三輯 3–31　浙江工商大学出版.
• 南　雅彦（2019）「あとがき―学習者コーパスと日本語実用言語学国際会議―」野田尚史・迫田久美子（共編）『学習者コーパスと日本語教育研究』191–193　くろしお出版.
• 南　雅彦（2020）「第11章 談話のインタラクションと言語発達―比較文化心理学の視点から―」宇佐美まゆみ（編）『日本語の自然会話分析：BTSJコーパスから見たコミュニケーションの解明』245-273くろしお出版.

Book Reviews:

• Minami, M. (2011). Review of Bilingual siblings: Language use in families by Suzanne Barron-Hauwaert. Teachers College Record: The Voice of Scholarship in Education.

 

• Minami, M. (2005). A thought-provoking medley of cross-cultural views on the development of children and adolescents: A review of Childhood and adolescence: Cross-cultural perspectives and applications by Uwe P. Gielen and Jaipaul Roopnarine. PsycCRITIQUES (Contemporary Psychology: APA Review of Books), April 6, 2005 issue.

 

• Minami, M. (2004). Review of Culture as the core: Perspectives on culture in second language learning by Dale L. Lange and R. Michael Paige (Eds.). Studies in Second Language Acquisition, 26(4), 629-630.

 

• Minami, M. (2004). Review of Language and literacy in bilingual children by D. Kimbrough Oller and Rebecca E. Eilers (Eds.). Bilingual Research Journal, 28(1), 139-143.

 

• Minami, M. (2003). Review of Narrative development in a multilingual context by Ludo Verhoeven and Sven Stromqvist (Eds.). Narrative Inquiry, 13(1), 263-268.

 

• Minami, M. (2002). Review of Bilingualism in development: Language, literacy, and cognition by Ellen Bialystok. Bilingual Research Journal, 26(3), 729-735.

 

• Minami, M. (2002). Review of Second language acquisition processes in the classroom: Learning Japanese by Amy Snyder Ohta. Applied Psycholinguistics, 23(1), 159-162.

 

• Minami, M. (2001). Review of How children learn the meanings of words by Paul Bloom. Issues in Applied Linguistics, 12(1), 131-134.

 

• Minami, M. (2001). Review of The development of language processing strategies: A cross-linguistic study between Japanese and English by Reiko Mazuka. Applied Psycholinguistics, 22(1), 134-138.

 

• Minami, M. (1999). Review of Dinner talk: Cultural patterns of sociability and socialization in family discourse by Blum-Kulka, S. Bilingual Research Journal, 21(4), 431-435.

 

• Minami, M. (1998). Review of Towards a 'natural' narratology by Fludernik, M. Narrative Inquiry, 8(2), 467-472.

 

• Minami, M. (1998). Review of Social interaction, social context, and language: Essays in honor of Susan Ervin-Tripp by Dan Isaac Slobin Slobin, Julie Gerhardt, Amy Kyratzis, and Jiansheng Guo (Eds.). Applied Psycholinguistics, 19(1), 168-173.

 

• Minami, M. (1997). Review of Pragmatic development by Ninio, A. and Snow, C. E. Issues in Applied Linguistics, 8(1), 70-73.

 

• Minami, M. (1996). Review of Japanese/Korean linguistics by Patricia M. Clancy. Applied Psycholinguistics, 17(1), 117-124.

 

• Minami, M. (1996). Review of Talking data: Transcription and coding in discourse research by Jane A. Edwards and Martin D. Lampert (Eds.). Journal of Narrative and Life History, 6(3), 281-289.

 

• Minami, M. (1996). Review of Handbook of research in language development using CHILDES by Jeffrey L. Sokolov and Catherine E. Snow (Eds.). Journal of Narrative and Life History, 6(3), 281-289.

 

• Minami, M. (1995). Review of Interactive oral history interviewing by Eva M. McMahan and Kim Lacy Rogers (Eds.). Journal of Narrative and Life History, 5(4), 369-376.

 

• Minami, M. (1995). Review of Relating events in narrative: A crosslinguistic developmental study by Ruth A. Berman and Dan Isaac Slobin (Eds.). Journal of Narrative and Life History, 5(2), 191-202.

 

• Minami, M. (1994). Review of Educating second language children: The whole child, the whole curriculum, the whole community by Fred Genesee (Ed.). Bilingual Research Journal, 18(3&4), 169-177.

 

• Minami, M. (1994). Review of Discourse modality: Subjectivity, emotion and voice in the Japanese language by Senko Kumiya Maynard. Journal of Narrative and Life History, 4(4), 367-374.

 

• Minami, M. (1994). Review of Literacy instruction in multicultural settings by Kathryn H. Au. Journal of Narrative and Life History, 4(3), 241-245.

 

• Minami, M. (1993). Review of Japanese conversation: Self-contextualization through structure and interactional management by Senko Kumiya Maynard. Journal of Narrative and Life History, 3(4), 391-396.

 

• Minami, M. (1992). Review of Learning to go to school in Japan: The transition from home to preschool life by Lois Peak. Harvard Educational Review, 62(4), 570-573.

 

• Minami, M., & Dexter, E. R. (1992). Review of Perspectives on socially shared cognition by Lauren B. Resnick, John M. Levine, and Stephanie D. Teasley (Eds.). Harvard Educational Review, 62(3), 402-405.

 

• Minami, M. (1991). Review of Acts of meaning by Jerome Bruner. Journal of Narrative and Life History, 1(2&3), 253-254.

 

The following articles appeared in various issues of Resources in Education, a monthly abstract journal covering the document literature of education:

• Minami, M. (1990). Children’s narrative structure: How do Japanese children talk about their own stories? ERIC Document Reproduction Service No. ED 335 961.

 

• Minami, M. (1993). Social interaction and discourse style: Culture-specific parental styles of interviewing and children’s narrative structure. ERIC Document Reproduction Service No. ED 367 188.

 

• Minami, M. (1994). Long conversational turns or frequent turn exchanges: Cross-cultural comparison of parental narrative elicitation. ERIC Document Reproduction Service No. ED 368 202.

 

• Minami, M. (1994). English and Japanese: Cross-cultural comparison of narrative elicitation patterns. ERIC Document Reproduction Service No. ED 403 734.

 

• Minami, M. (1994). Asian narrative. ERIC Document Reproduction Service No. ED 372 652.

 

• Minami, M. (1995). Japanese preschool children’s personal narratives: A sociolinguistic study. ERIC Document Reproduction Service No. ED 381 035.

 

• Minami, M. (1995). ESL: Asian high school students’ perspectives. ERIC Document Reproduction Service No. ED 389 208.

 

• Minami, M. (1996). Parental styles in eliciting personal narratives and developing narrative skill. ERIC Document Reproduction Service No. ED 396 561.

 

• Minami, M. (1996). Parental styles of narrative elicitation and children’s narrative discourse skill. ERIC Document Reproduction Service No. ED 397 660.

 

• Minami, M. (1996). Narrative styles of Japanese mothers and their children. ERIC Document Reproduction Service No. ED 410 032.

 

• Minami, M. (1997). The development of Japanese children’s narrative skills: Linguistic devices and strategies to encode their perspective and emotion. ERIC Document Reproduction Service No. ED 410 033.

 

• Minami, M. (1999). Styles of parent-child book-reading in Japanese families. ERIC Document Reproduction Service No. ED 436 290.

 

• Minami, M. (2001). Vocabulary development in bilingual and language-minority children. ERIC Clearing House on Languages and Linguistics ED 444 373.

 

• Minami, M. (2001). Holding onto a native tongue: Retaining bilingualism for school-age children of Japanese heritage. ERIC Clearing House on Languages and Linguistics ED 453 676.

 

• Minami, M. (2001). Language skills and literacy development of English-Japanese bilingual children. ERIC Clearing House on Languages and Linguistics ED 454 708.

 

• Minami, M. (2002). The language continuum: Narrative discourse skills in English-Japanese bilingual children. ERIC Clearing House on Languages and Linguistics ED 467 742.

De Gruyter, one of the world’s leading publishers in the fields of linguistics and communication science publishes the Journal of Japanese Linguistics (JJL) (starting Issue 34-1, 2018).

“After wandering from university to university for four decades, we are happy that the Journal of Japanese Linguistics has now found a permanent home with an academic publisher renowned for linguistics as well as for Asian studies,” said Masahiko Minami, JJL’s Editor-in-Chief, who is Professor of Japanese at SFSU.
De Gruyter Mouton

• Journal of Japanese Linguistics
• Volume 39 (2023), Issue 2
• Volume 39 (2023), Issue 1 (Special Issue: Formulaicity and formulaic expressions in Japanese)
• Volume 38 (2022), Issue 2
• Volume 38 (2022), Issue 1 (Special Issue: Selected Papers from the 11th International Conference on Practical Linguistics of Japanese)
• Volume 37 (2021), Issue 2
• Volume 37 (2021), Issue 1
• Volume 36 (2020), Issue 2
• Volume 36 (2020), Issue 1
• Volume 35 (2019), Issue 2 (Special issue: Papers in honor of Taro Kageyama: Selected papers from the 10th International Conference on Practical Linguistics of Japanese)
• Volume 35 (2019), Issue 1
• Volume 34 (2018), Issue 2 (Special issue: In memory of Professor Kazuko Inoue)
• Volume 34 (2018), Issue 1

Until December 2017, the Journal of Japanese Linguistics was available at The Dilena Takeyama Center for the Study of Japan and Japanese Culture. Visit: http://japancenter.sfsu.edu/pages/journal-japanese-linguistics

Northern California Japanese Teachers’ Association (NCJTA)

Foreign Minister’s Commendation, March 27, 2023: The Northern California Japanese Teachers’ Association has contributed to building Japanese teachers’ networks in Northern California, sharing information, and conducting workshops on the pedagogy of the Japanese language since its founding in 1972. The association has worked to enhance the status of Japanese language education in Northern California, becoming an affiliate member of both the Foreign Language Association of Northern California in 2000 and the American Association of Teachers of Japanese in 2012. Since 2016, the association has cultivated the development of Japanese language education and promoted Japanese culture in Northern California through various activities including co-organizing Japanese-language speech contests with the Consulate General of Japan in San Francisco.

 

Foreign Language Association of Northern California (FLANC)

• Keynote chair: Chaired the keynote session “Getting Students Started on the Road to Cultural Competency, the Journey of a Lifetime” (by Ann Jordan) at the Foreign Language Association of Northern California (FLANC 2023) Conference Satellite Workplaces Campbell, Campbell, CA (November 4, 2023). https://www.flanc.net/2023-conference-agenda
• Chaired the Saturday afternoon workshop “What does your Japanese-language learning journey look like?: An introduction to the Compass Interactive Workbook” (by Yo Azama, Atsuko Kiuchi-Fagerness, Mio Nishimura, and Michelle Lupisan), at the Foreign Language Association of Northern California (FLANC 2022) Conference via zoom (October 22, 2022).

Osaka University D-Learning Series

• Intensive Lecture “The Intersection of Language, Cognition, and Culture: What Does Cross-Cultural Research Indicate?” (November 7, 2023)
• Intensive Lecture “Perspectives on cross-cultural differences: The intersection of language, cognition, and culture” (November 8, 2022)
• Intensive Lecture “The intersection of language, cognition, and culture: What Does Cross-Cultural Research Indicate?” (November 9, 2021)
• Intensive Lecture “The intersection of language, cognition, and culture: Narrative discourse” (November 3, 2020)
• Intensive Lecture “Narrative discourse: The intersection of language, cognition, and culture” (November 5, 2019)
• Intensive Lecture: “Human development and behavior: Cross-cultural communication” (November 6, 2018)

On November 7, 2017, as a lecturer of the 2017 Osaka University D-Learning Series, I gave a lecture entitled "Human Development and Behavior in Cross-Cultural Perspective" to Osaka University undergraduate students.

                  

 

 

 

 

 

 

 

 

 

 

 

 

The 10^th International Conference on Practical Linguistics of Japanese

NINJAL国際シンポジウム 「第10回 日本語実用言語学国際会議 (ICPLJ) 」

日程

平成29年7月8日 (土) ～ 平成29年7月9日 (日)

会場

国立国語研究所 (東京都立川市緑町10-2)

 

日本語実用言語学国際会議 (ICPLJ) は，日本語の研究を活性化するとともに，理論的な言語研究と応用的・実用的な研究との間の橋渡しの役割を果たすことを目的として1998年に創設され，音韻論，形態論，統語論，意味論，語彙論，語用論，談話分析，応用言語学，コーパス言語学，心理言語学，社会言語学，第二言語習得研究，バイリンガリズム，日本語教育・日本語指導，言語教育工学・CALL，言語産出などを対象として含みます。今回の ICPLJ は，日本語研究と日本語教育研究の最先端における研究者が一堂に会し，研究成果を日本語教育の分野における実際的な応用に役立てるための議論の場を提供しました。

1. 日時 : 2017 年 7 月 8 日(土)13:10~14:10
2. 場所 : 国立国語研究所
3. 講師 : 南雅彦教授（サンフランシスコ州立大学）
4. 演題 :　第一言語習得と第二言語習得をつなぐ— マクロとミクロのナラティヴ構造視点からの考察 —

• Speaker: Professor Masahiko Minami (San Francisco State University)
• Date: July 8, 2019
• Title: Connecting L1 and L2 acquisition — From the perspective of macro and micro narrative structure —
• Venue: National Institute for Japanese Language and Linguistics, Tokyo Japan

Osaka University D-Learning Series

On November 8, 2016, as a lecturer of the 2016 Osaka University D-Learning Series, I gave a lecture entitled "Human Behavior in Cross-Cultural Perspective: Culture and Self" to Osaka University undergraduate students.

 

 

 

 

 

 

 

 

The 9^th International Conference on Practical Linguistics of Japanese: Japanese Textbook Workshops

第９回　日本語実用言語学国際会議（ICPLJ9）＆日本語教科書ワークショップ

ICPLJ9 & 日本語教科書ワークショップを2016年6月4日（土）5日（日）にサンフランシスコ州立大学で開催しました。大阪大学教授の西口光一先生に基調講演と教科書ワークショップ、筑波大学名誉教授で現在は国立国語研究所客員教授の砂川有里子先生に特別公演と言語分析ワークショップ、ペンシルバニア大学上級講師の高見智子先生に教科書ワークショップをお願いしました。

The 9^th International Conference on Practical Linguistics of Japanese (ICPLJ9) was held on Saturday, June 4 and Sunday, June 5 at San Francisco State University. The conference successfully brought together Japanese-language teachers and research scholars working in various fields of Japanese linguistics (e.g., sociolinguistics, L2 acquisition) to determine how research findings can be applied to L2 language learning and teaching in elementary school, middle school, high school, and college classrooms. Dr. Koichi Nishiguchi, a professor at Osaka University and the author of many Japanese-language textbooks –– most recently a textbook series entitled “A New Approach to Elementary Japanese” –– served as the keynote speaker and a workshop instructor. Dr. Yuriko Sunakawa of the National Institute for Japanese Language and Linguistics, who is well known not only in linguistics but also in Japanese-language education (the author of “A Handbook of Japanese Grammar Patterns for Teachers and Learners”) gave a corpus-analysis workshop on Saturday, June 4; she also delivered a plenary lecture on Sunday, June 5. In addition to the conference (panels and presentations), we thus held workshops by inviting instructors not only from overseas (Professors Nishiguchi and Sunakawa), but also domestically (Professor Tomoko Tamaki of the University of Pennsylvania). In addition to university professors, furthermore, Mr. Hideo Okano of Crosio Publishers, Japan gave a textbook series entitled “Ohisama”(textbooks for multilingual children) to local elementary school teachers, in order to seek opinions for further improvement. We thus organized productive workshops on Japanese-language textbooks as well.

 

Overall, the conference and workshops successfully united two target audiences: (1) Japanese-language educators, and (2) linguists. Language educators include elementary school, middle school, and high school teachers as well as those who teach Japanese in college classrooms. Furthermore, we believe that we were able to raise awareness of the importance of the heritage language (which is an incompletely acquired language spoken at home but which is not the dominant language of the wider community). In this way, we made the conference and workshops beneficial not only to teachers and researchers in linguistics, but also to the public in general. Both Japanese-language teachers and researchers benefited from each other’s expertise and receive new insights that are applicable to their respective fields. In other words, the conference and workshops has served as a forum to promote ways in which we can apply linguistic theory to the learning of Japanese as an L2. We further believe that the conference and workshops successfully integrated theoretical concepts and empirical research findings in L2 development for application to Japanese language education at the both global and local levels.

第8回 日本語実用言語学国際会議（ICPLJ8） THE EIGHTH INTERNATIONAL CONFERENCE ON PRACTICAL LINGUISTICS OF JAPANESE [ICPLJ8]

日本語実用言語学国際会議（ICPLJ）が2014年3月22日(土) - 23日(日)に国立国語研究所で 開催されました。特別講演はHarvard UniversityのCatherine Snow教授が"Extended Discourse in First and Second Language Acquisition: A Challenge and an Oppotunity”と題して行ないました。

運営委員

迫田久美子（国語研），南雅彦（国語研 / サンフランシスコ州立大学）

 

ICPLJでは日本語の研究を活性化するとともに，理論的な言語研究と応用的・実用的な研究，ならびに言語教育実践との間の橋渡しの役割を果たすことを目 的として 1998年に創設され，音韻論，形態論，統語論，意味論，レキシコン，語用論，第二言語習得，バイリンガリズム，日本語教育，心理言語学，社会言語学，談 話分析，コンピュータ支援型言語学習(CALL)，言語産出などを対象として含みます。今回のICPLJでは，日本語研究と日本語教育研究の最先端におけ る 研究者が一堂に会し，研究成果を日本語教育の分野における実際的な応用に役立てるための議論の場を十分に提供することができたと自負しています。

Presentations

Invited lecture — Minami, M. (2024, December 7). Mastering Japanese expressions of emotion and evaluation: The role of te-shimau in conveying regret. Tokyo University of Foreign Studies & San Francisco State University International Joint Education (via Zoom, Distance Synchronous).

 

Special lecture — Minami, M. (2024, June 6). An analysis of coherence and cohesion in the narratives of learners of Japanese. (Professor Yu Kang’s graduate seminar, Room 208, Graduate School Bldg. 1), Kwansei Gakuin University, Uegahara, Nishinomiya Japan.

 

Special lecture — Minami, M. (2024, June 4). Conditions for good storytelling: An analysis of coherence and cohesion in the narratives of learners of Japanese. (Professor Keiko Mochizuki’s seminar, Room 741, 7th floor, Research and Lecture Bldg.), Tokyo University of Foreign Studies, Tokyo Japan.

 

Invited lecture — Minami, M. (2024, May 31). Coherence and cohesion in storytelling:
Insights from the storytelling of learners of Japanese. Lecture co-sponsored by the International Center for Japanese Studies, Tokyo University of Foreign Studies and Online, Tokyo Japan.

 

Invited lecture — Minami, M. (2024, January 20). Japanese language education in North America: With a focus on Northern California. Tokyo University of Foreign Studies x San Francisco State University International Joint Education KAKEN 22H00076 “Construction and Practice of CEFR-J Compliant Integrated Multilingual Education Environment” Lecture (via Zoom, Distance Synchronous).

 

Paper read — Minami, M. (2023, November 4). Expressing subjective judgments and evaluative feelings in Japanese: Japanese-language learners’ acquisition of te-shimau for implying disappointment. Paper presented at the Foreign Language Association of Northern California (FLANC) 2023 Conference, Satellite Workplaces Campbell, Campbell, CA. https://www.flanc.net/2023-conference-agenda

 

Invited lecture — Minami, M. (2023, January 27). Japan and Japanese language education in San Francisco: San Francisco State University, Kinmon Gakuen, and the Japan Society. Tokyo University of Foreign Studies Center for Multilingual Multicultural Society (Social Contribution Division) Grant for Multicultural Activities /International Joint Education (San Francisco State University and Tokyo University of Foreign Studies) “Japan in the World: America and Japan.” (via Zoom, Distance Synchronous). http://www.tufs.ac.jp/event/2022/230127_1.html

 

Invited discussion — Minami, M. (2023, January 24). Japanese language socialization through folktales: Book launch: Perspectives on East & Southeast Asian folktales. University of Massachusetts Lowell, Lowell, MA.

 

Invited lecture — Minami, M. (2021, December 18). 語りの一貫性と結束性－日本語母語話者、日英バイリンガル児童、成人日本語学習者のストーリーテリングからの知見－. サンフランシスコ州立大学との協定記念共同教育講演会.東京外国語大学(via Zoom). http://www.tufs.ac.jp/event/2021/211218_1.html

 

Special lecture —南 雅彦 (2021, July 3). 一貫性と結束性から考える「語り」：日本語母語話者、バイリンガル児童、成人日本語学習者のストーリーテリングからの知見 –.学習者コーパス研究会. 国立国語研究所.・広島大学 (via Zoom).

 

Paper read — Minami, M. (2021, June 6). Perspective-taking in adult Japanese-language Learners’ storytelling styles. Paper presented at the 22nd Annual International Conference of the Japanese Society for Language Sciences (JSLS), Okinawa International University, Okinawa Japan (via Zoom).

 

Paper read — Minami, M. (2021, March 26). Adult Japanese-language learners’ choice of point-of-view and their storytelling styles –成人日本語学習者の語りにおける視点の選択 –. Paper presented at the American Association of Teachers of Japanese (AATJ) Virtual Spring Conference (via Zoom).

 

Paper read — 南 雅彦 (2020, June 21). 異なる言語を母語とする日本語学習者の語りから見えてくるもの －ハイポイント分析－. 日本語学習者コーパス「I-JAS」完成記念シンポジウム. 国立国語研究所. (via Zoom).

Poster presented — Minami, M. (2020, Apr 17-21). Narrative as cultural representation: Analyzing Japanese language learners' stories from the perspective of coherence and cohesion [Poster Session]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/vdrdxdl (Conference Canceled, presented at the Interactive Presentation Gallery)

 

Invited lecture — Minami, M. (2019, October 21). Cross-cultural and cross-linguistic perspectives on narrative discourse. Japan Studies Program, University of Washington. Seattle, WA.

 

Invited lecture — 南　雅彦 (2019, June 29). 英語と中国語を母語とする日本語学習者の「語り」– 時制と態からの考察–. 国際ワークショップ「日本語の習得：テンス・アスペクト」. 東京外国語大学.

 

Invited lecture — 南　雅彦 (2019, June 22). 英語と中国語を母語とする日本語学習者の「語り」から見えてくるもの. 凡人社大阪事務所.

 

Invited lecture — 南　雅彦 (2018, December 23). 「優れた語り」とは何か：一貫性と結束性から考える日本語学習者の語り.　日本語サロン研修会. 凡人社東京事務所.

 

Keynote lecture — 南　雅彦 (2018, December 22). 日本語学習者の「語り」から見えてくる習熟度­—語彙・時制・視点—.第4回　学習者コーパス・ワークショップ＆シンポジウム. 東京工業大学キャンパス イノベーションセンター.

 

Paper read — Minami, M. (2018, October 27). Analyzing Japanese-language learners’ narratives in the context of language education. Paper presented at the Foreign Language Association of Northern California (FLANC) Fall 2018 Conference and Workshops, St. Mary’s College of California, Moraga, CA.

 

Invited lecture — 南　雅彦 (2018, July 28). 「語る」という行為から見えてくる日本語、そしてその背後にある日本文化. 第80回文化の社会経済研究会. 同志社大学 今出川キャンパス.

 

Invited lecture — 南　雅彦 (2018, July 21). 「語る」というタスクから考える言語理解と言語教育.　日本語サロン研修会. 凡人社大阪事務所.

 

Paper read — Minami, M. (2017, October 21). New developments in Japanese language education: Intercultural education from the perspective of cross-cultural psychology（日本語教育の新展開―比較文化心理学の視点から眺めた文化と言語教育―）. Paper presented at the Foreign Language Association of Northern California (FLANC) Fall 2017 Conference and Workshops, Chabot College, Hayward, CA.

 

Invited lecture — 南　雅彦 (2017, August 5). 日本語母語話者と日本語学習者の語りの発達―比較文化心理学と応用言語学の視点から眺めた言語教育―. 2017年日本語の誤用及び第二言語習得研究国際シンポジウム. 湖南大学外国語・国際教育学院、日本語誤用と日本語教育研究会.

 

Invited lecture — 南　雅彦 (2017, July 10). 比較文化心理学の視点から眺めた文化と言語教育―異文化の中での談話のインタラクションから―.会話・談話研究シンポジウム「日本語教育の新展開－談話研究の可能性（１）－」国立国語研究所.

 

Keynote lecture — 南　雅彦 (2017, July 8).第一言語習得と第二言語習得をつなぐ­—マクロとミクロのナラティヴ構造視点からの考察—. 第10回実用言語学国際会議（ICPLJ10）. 国立国語研究所.

 

Invited lecture — 南　雅彦 (2017, July 1). 言語変化を考える—社会言語学と認知言語学の視点から—.　凡人社大阪事務所.

 

Paper read — Minami, M. (2016, October 29). Quandaries about ‘can’: Choices for the potential form in Japanese. Paper presented at the Foreign Language Association of Northern California (FLANC) Fall 2016 Conference, Berkeley City College, Berkeley, CA.

 

Invited lecture — 南　雅彦 (2016, July). プロトタイプと可能表現：言語変化の社会的要因、言語的要因、心理的要因. 第80回都市・地域経済＆第71回文化の社会経済研究会. 大阪商業大学.

 

Workshop (Interactive Forum) — Minami, M., & Yukawa, K. (2016, January). Promoting dialogue between linguists and language educators: The Journal of Japanese Linguistics special issue project. Faculty Retreat 2016: Create, Educate, Investigate: Bringing Together Teaching, Scholarship and Creative Work, San Francisco State University, San Francisco, CA.

 

Paper read — Minami, M., & Yukawa, K. (2015, November). Linguistics and language education: The Journal of Japanese Linguistics special issue. Paper presented (roundtable) at the American Council on the Teaching of Foreign Languages (ACTFL) Annual Convention & World Languages Expo, San Diego Convention Center, San Diego, CA.

 

Paper read — Minami, M., & Yukawa, K. (2015, November). New directions in Japanese linguistics: Promoting dialogue and exchange between linguists and language teachers. Paper presented at the Foreign Language Association of Northern California (FLANC) Fall 2015 Conference and Workshops, Chabot College, Hayward, CA.

 

Invited workshop — Minami, M. (2015, September). Business Japanese language workshop 3. A special workshop organized by the Japan Society of Northern California, San Francisco, CA. http://www.usajapan.org/event/business-japanese-language-workshop/

 

Invited lecture — 南　雅彦 (2015, August). 基礎から学べる第一言語と第二言語の習得研究の流れについて. コーパス科研プロジェクト特別講義. 国立国語研究所.

 

Invited lecture — 南　雅彦 (2015, March). テキストと語り・談話­­—空間的・時間的距離のある事象の語りの日英両語の比較対照から認められる言語多様性・固有性. 第30回応用言語学講座公開講演会. 名古屋大学東山キャンパス. http://ouyou.lang.nagoya-u.ac.jp/news

 

Paper read — Minami, M. (2014, November). Advancing in the target language through oral and written narration. Paper presented at the Foreign Language Association of Northern California (FLANC) Fall 2014 Conference, Berkeley City College, Berkeley, CA, U.S.A.

 

Invited workshop — Minami, M. (2014, September). Business Japanese language workshop: From honorific expressions to business writing. A special workshop organized by the Japan Society of Northern California, San Francisco, U.S.A.

 

Invited lecture — 南　雅彦 (2014, July). テキストと談話：語り（ナラティヴ）と語学学習の架け橋. 大学英語教育学会（The Japan Association of College English Teachers: JACET）関西支部　2014 年度　第 1 回支部講演会 武庫川女子大学中央キャンパス. http://www.jacet-kansai.org/

 

Invited lecture — 南　雅彦 (2014, July). テキスト、語り、そして談話における一貫性と結束性：空間的・時間的距離のある事象の語り（ナラティヴ）の日英両語の比較対照から認められる言語多様性・固有性. 慶応義塾大学湘南藤沢キャンパス.

 

Invited lecture — 南　雅彦 (2014, June). 大阪方言に見られる単純化の方向：和泉方言（中泉方言）を中心に. 第37回だんじり文化研究会・第62回文化の社会経済研究会 岸和田.

 

Poster presented — Minami, M. (2014, January). Regional language, variation, accommodation, assimilation, and beyond. Faculty Retreat 2014: Create & Collaborate, San Francisco State University, San Francisco, CA, U.S.A.

 

Invited workshop — Minami, M. (2013, September). Business Japanese language workshop 2. A special workshop organized by the Japan Society of Northern California, San Francisco, CA, U.S.A. http://www.usajapan.org/event/business-japanese-language-workshop/

 

Invited workshop — Minami, M. (2013, April). Business Japanese language workshop 1. A special workshop organized by the Japan Society of Northern California, Squire Sanders. Palo Alto, CA, U.S.A. http://www.usajapan.org/event/business-japanese-language-workshop/

 

Invited lecture — Minami, M. (2013, April). Accommodation and assimilation: Sociolinguistic variation. A special lecture at the Student Association of Teachers of Japanese (SATJ), San Francisco State University, San Francisco, CA, U.S.A.

 

Paper read — Minami, M. (2013, March). Regional language variation: How dialects differ and how they change. Paper presented at the American Association of Teachers of Japanese (AATJ) Annual Spring Conference, Manchester Grand Hyatt San Diego, San Diego, CA, U.S.A.

 

Paper read — Minami, M. (2012, October). Language and culture – From a sociolinguistic viewpoint. Paper presented at the Foreign Language Association of Northern California (FLANC) Fall 2012 Conference, San Francisco State University, San Francisco, CA, U.S.A.

 

Invited lecture — 南　雅彦 (2012, June). 日本語と日本文化―比較文化心理学・心理言語学・社会言語学の視点から―. フォーラム2012　都市文化＊地域経済研究学堂主催・京友会共催　京都大学.

 

Invited lecture — 南　雅彦 (2012, June). 米国の高等教育事情. 関西中四国教授会連合, 龍谷大学　深草学舎. http://www.youtube.com/watch?v=ele2NQOuQI4&feature=plcp

 

Paper read — Minami, M. (2012, April). Explanatory and narrative talk across settings. Paper presented at the Northern California Japanese Teachers’ Association (NCJTA) Annual Spring Conference, San Francisco State University, San Francisco, CA, U.S.A.

 

Paper read — Minami, M. (2012, March). The many aspects of bilingualism: Linguistic and educational implications of English-Japanese bilingual children’s adaptations in narrative discourse. Paper presented at the American Association of Teachers of Japanese (AATJ) Annual Spring Conference, Sheraton Centre Hotel, Toronto, Ontario, Canada.

 

Poster presented —南　雅彦 (2012, February). 談話標識としての接続表現－認知的側面からの考察－. 公開シンポジウム「多文化共生社会におけるコミュニケーションとその教育」国立国語研究所.

 

Paper read — Minami, M. (2011, November). Conducting business in Japanese: Curriculum development for business Japanese courses. Paper presented at the American Council on the Teaching of Foreign Languages (ACTFL) Annual Convention & World Languages Expo, Colorado Convention Center, Denver, CO, U.S.A.

 

Paper read — Minami, M. (2011, November). Getting down to business: Curriculum development for business Japanese courses. Paper presented at the Foreign Language Association of Northern California (FLANC) Fall 2011 Conference, Berkeley City College, Berkeley, CA, U.S.A.

 

Invited lecture — 南　雅彦 (2011, June). 複数の視点から眺めた日英バイリンガル児童の語り：Multiple approaches to understanding English-Japanese bilingual children’s narratives. 関西学院大学大学院　言語コミュニケーション文化研究科開設10周年記念講演会.

 

Invited lecture — 南　雅彦 (2011, June). 日英バイリンガル児童の物語産出：複数の視点から捉えた語りの様相. 日本語教育学講座・かがみやまコロキアム 言語・文化・教育研究会合同主催　特別講演会　広島大学.

 

Invited lecture — 南　雅彦 (2011, June). 日英バイリンガル児童の語りを考える：Linguistic and educational implications of bilingual children’s adaptations in narrative discourse. 名古屋大学大学院・国際言語文化研究科 第5回応用言語学講座講演会.

 

Paper read — Minami, M. (2011, April). Conducting business in Japanese: Enhancing business Japanese pedagogy. Paper presented at the Association of Teachers of Japanese (ATJ) Annual Conference, University of Hawai‘i at Manoa, Honolulu, HI, U.S.A.

 

Paper read — Minami, M. (2011, March). Creating interactional business Japanese classrooms. Paper presented at the 2011 California Language Teachers Association (CLTA) Conference, Santa Clara, CA, U.S.A.

 

Paper read — Minami, M. (2010, November). Enhancing business Japanese pedagogy. Paper presented at the Foreign Language Association of Northern California (FLANC) Fall 2010 Conference, Berkeley City College, Berkeley, CA, U.S.A.

 

Invited lecture — 南　雅彦Minami, M. (2010, June). 語りの結束性・一貫性— 日英バイリンガル児童の作話をどう評定するか—. A special lecture 国立国語研究所.

 

Paper read — Madihian, R., & Minami, M. (2010, March). Keitai­shosetsu (cell phone novels): A comparative study. Paper presented at the Association of Teachers of Japanese (ATJ) Annual Conference, Philadelphia, PA, U.S.A.

 

Invited lecture — Minami, M. (2010, March). Telling stories in two different languages: Linguistic and educational implications of bilingual children’s adaptations in narrative. Invited lecture/presentation at the Study of Language, Discourse, and Social Interaction (SOLDASI) Meeting, San Francisco State University, San Francisco, CA, U.S.A.

 

Paper read — Yasutake, K., & Minami, M. (2009, November). Analysis of Japanese pop-songs from the viewpoint of cultural change. Paper presented at the Foreign Language Association of Northern California (FLANC) Fall 2009 Conference, San Francisco State University, San Francisco, CA, U.S.A.

 

Computer workshop — Nam, G., & Minami, M. (2009, November). Learning Hiragana and Katakana. Workshop organized and provided at the Foreign Language Association of Northern California (FLANC) Fall 2009 Conference, San Francisco State University, San Francisco, CA, U.S.A.

 

Invited lecture — 南　雅彦 (2009, June). 日本語学習者の語りのスタイルと習熟度— ナラティヴ・トピックとの関係 —. An inauguration lecture神戸大学大学院人文学研究科 日本語日本文化教育インスティテュート.

 

Poster presented — 御子神佳奈 & 南　雅彦 (2009, May). メールにおける日本語学習者の依頼に対する断りのストラテジー. Poster presented at the Japan Second Language Association 9th Annual Conference, (J-SLA2009), 中京大学.

 

Invited lecture — Minami, M. (2009, April). What does storytelling tell us about language and learning of bilingual students: Implications for language sciences and children’s education. Invited lecture at the Spring 2009 Colloquium Series/Center for Teaching & Faculty Development (CTFD) Workshop, San Francisco State University, San Francisco, CA, U.S.A.

 

Paper read — Minami, M. (2009, January). Tall tales: The acquisition of narrative discourse strategies by adult learners of Japanese as a foreign language. Paper presented at the 7th Annual Hawaii International Conference on Arts & Humanities, Honolulu, HI, U.S.A.

 

Paper read — Minami, M. (2009, January). Looking for frogs in the narrative stream: referential topic management in English-Japanese bilingual children’s narratives. Paper presented at the 7th Annual Hawaii International Conference on Arts & Humanities, Honolulu, HI, U.S.A.

 

Poster presented — 御子神佳奈 & 南　雅彦 (2008, July). 日本語学習者の断りのストラテジー. Poster presented at the 10th Annual Conference of the Japanese Society for Language Sciences (JSLS), 静岡県立大学.

 

Paper read — Minami, M. (2008, January). How to tell a good story: A study of bilingual children’s styles of storytelling with implications for language sciences and children’s education. Paper presented at the 6th Annual Hawaii International Conference on Arts & Humanities, Honolulu, HI, U.S.A.

 

Paper read — Minami, M. (2008, January). The influence of topic choice on the development of target language narration by learners of Japanese as a foreign language. Paper presented at the 6th Annual Hawaii International Conference on Arts & Humanities, Honolulu, HI, U.S.A.

 

Computer workshop — Minami, M., Kurioka, Y., Hoke, S., & Nishida, S. (2007, November). Computer-assisted language learning (CALL) programs for teaching Japanese. Workshop organized and provided at the Foreign Language Association of Northern California (FLANC) Fall 2007 Conference, San Francisco State University, San Francisco, CA, U.S.A.

 

Paper read — 三澤直美 & 南　雅彦 (2007, July). 男性広告文の変遷. Paper presented at the 9th Annual Conference of the Japanese Society for Language Sciences (JSLS), 宮城学院女子大学.

 

Poster presented — 田代健二 & 南　雅彦 (2007, July). 在米日本人が多く書き込む電子掲示板における日本語の会話ストラテジー. Poster presented at the 9th Annual Conference of the Japanese Society for Language Sciences (JSLS), 宮城学院女子大学.

 

Paper read — Minami, M., Hoke, S., Nishida, S., & Kurioka, Y. (2007, April). Techno-Japanese: Computer-assisted language learning (CALL) programs for teaching Japanese. Paper presented at the 2007 California Language Teachers Association (CLTA) Conference, Santa Clara, CA, U.S.A.

 

Invited lecture — Minami, M. (2007, March). How to tell a good story: Bilingual children’s styles of story construction and their linguistic and educational implications. Invited lecture at the Spring 2007 Brown Bag lecture series, the Linguistics Graduate Student Association, San Francisco State University, San Francisco, CA, U.S.A.

 

Paper read — Minami, M. (2006, August). Touchy subjects: The influence of topic choice on narrative proficiency by learners of Japanese as a foreign language. Paper presented at the International Conference on Japanese Language Education (2006 ICJLE), Columbia University, New York, U.S.A.

 

Poster presented — Minami, M., & Kanazawa, S. (2006, June). An analysis of narrative communication strategies used by foreign language learners. Poster presented at the 8th Annual Conference of the Japanese Society for Language Sciences (JSLS), 国際基督教大学.

 

Poster presented — 梶原真樹子 & 南　雅彦 (2006, June). 日英バイリンガル児童の語りに置けるトピック管理. Poster presented at the 8th Annual Conference of the Japanese Society for Language Sciences (JSLS), 国際基督教大学.

 

Paper read — Minami, M., & Fukuda, S. (2006, April). Action and adventure: Use of verb forms in the narratives of Japanese-English bilingual children. Paper presented at the 58th Annual Meeting of the Association for Asian Studies (AAS), San Francisco, CA, U.S.A.

 

Panel — Minami, M. (2006, April). The development of narrative structure: Japanese as a heritage language and as a foreign language. Panel chaired and organized at the 58th Annual Meeting of the Association for Asian Studies (AAS), San Francisco, CA, U.S.A.

 

Paper read — Minami, M. (2006, April). Telling good stories in different languages: Linguistic and educational implications of bilingual children’s narrative adaptations. Paper presented at the American Educational Research Association (AERA) 2006 Annual Meeting, San Francisco, CA, U.S.A.

 

Poster presented — Urayama, H., & Minami, M. (2006, March). Narrative structure development in Japanese as a foreign language. Poster presented at the 5th International Conference on Practical Linguistics of Japanese (ICPLJ5), San Francisco State University, San Francisco, CA, U.S.A.

 

Computer Workshop — Minami, M. (2006, March). CLAN workshop. Workshop organized and provided at the 5th International Conference on Practical Linguistics of Japanese (ICPLJ5), San Francisco State University, San Francisco, CA.

 

Paper read — Minami, M. (2006, January). The development of narrative discourse skills in Japanese by adult learners of the language. Paper presented at the 4th Annual Hawaii International Conference on Arts & Humanities, Honolulu, HI, U.S.A.

 

Paper read — Minami, M. (2006, January). Aspects of bilingualism: Case studies of school-age children with Japanese as their heritage language. Paper presented at the 4th Annual Hawaii International Conference on Arts & Humanities, Honolulu, HI, U.S.A.

 

Paper read — 梶原真樹子 & 南　雅彦 (2005, December). ナラティヴにおけるトピックの導入、維持の方法について. Paper presented at the 16th Japan Association Second Language Acquisition (JASLA) Conference, 大阪外語大学.

 

Computer workshop — Minami, M. (2005, November). How to analyze communicative interactions: A CLAN tutorial. Workshop organized and provided at the Foreign Language Association of Northern California (FLANC) Fall 2005 Conference, San Francisco State University, San Francisco, CA, U.S.A.

 

Invited lecture — Minami, M. (2005, September). Bilingualism and bilingual education. World Reach Educational Seminar Series, San Francisco State University, San Francisco, CA, U.S.A.

 

Poster presented — 南　雅彦 (2005, June). 第二言語としての体験談の分析：話題が話しのスタイルに与える影響. Poster presented at the 7th Annual Conference of the Japanese Society for Language Sciences (JSLS), 上智大学.

 

Paper read — Minami, M. (2005, June). Bilingual children’s styles of story construction and their linguistic and educational implications. Symposium paper presented at the 7th Annual Conference of the Japanese Society for Language Sciences (JSLS), 上智大学.

 

Paper read — Fujiyama, E., & Minami, M. (2005, June). Use of verb forms in narratives told by English-Japanese bilingual children. Symposium paper presented at the 7th Annual Conference of the Japanese Society for Language Sciences (JSLS), 上智大学.

 

Symposium — Minami, M. (2005, June). The many dimensions of narrative development in English-Japanese bilingual children. Symposium organized and chaired at the 7th Annual Conference of the Japanese Society for Language Sciences (JSLS), 上智大学.

 

Invited lecture — Minami, M. (2005, June). Bilingual development: Vocabulary building and storytelling. Invited lecture at the Department of Psychology, the Faculty of Letters, 神戸大学.

 

Poster presented — 野中陽子 & 南　雅彦 (2005, May). 日本語における褒め言葉に対する返答ストラテジーの習得：外国語学習者の場合. Poster presented at the Japan Second Language Association 5th Annual Conference, 2005 (J-SLA2005), 関西学院大学.

 

Paper read — Minami, M., Imagawa, K., & Takata, M. (2005, March). High tech or low tech: Methods for teaching Japanese numeric classifiers. Paper presented at the Seventh Annual “Digital Stream” Emerging Technologies in Teaching Language and Culture, California State University, Monterey Bay.

 

Paper read — Minami, M. (2005, March). The many facets of bilingual abilities: The case of school-age children of Japanese heritage. Paper presented at the 5th International Symposium on Bilingualism (ISB5), Barcelona, Spain.

Invited lecture — Minami, M. (2005, January). The development of narrative structures in the acquisition of Japanese as a foreign language: Does the topic influence the narrative style. Paper read at the International Symposium on Cross-Linguistic Influence on Second Language Acquisition, 名古屋大学.

 

Paper read — Minami, M., Imagawa, K., & Takata, M. (2004, November). Methods for teaching Japanese numeric classifiers. Paper presented at the Foreign Language Association of Northern California (FLANC) Fall 2004 Conference, University of California, Berkeley, CA.

 

Paper read — Minami, M., Imase, H., & Fukuda, S. (2004, November). Teaching casual speech in the foreign language classroom. Paper presented at the Foreign Language Association of Northern California (FLANC) Fall 2004 Conference, University of California, Berkeley, CA.

 

Poster presented — Minami, M. (2004, July). Some aspects of bilingual ability: Case studies of English-Japanese bilingual children. Poster presented at the 6th Annual Conference of the Japanese Society for Language Sciences (JSLS), 愛知淑徳大学.

 

Poster presented — 野中陽子 & 南　雅彦 (2004, July). 日本語における褒め言葉に対する返答ストラテジーの習得について. Poster presented at the 6th Annual Conference of the Japanese Society for Language Sciences (JSLS), 愛知淑徳大学.

 

Poster presented — 南　雅彦 & 梶原真樹子 (2004, June). ナラティヴ分析 — トピックの導入、維持に関する日英比較を通して. Poster presented at the 4th Conference of the Japan Second Language Association (J-SLA2004), 群馬.

 

Paper read — Minami, M. (2004, April). The many dimensions of bilingual abilities: Case studies of English-Japanese bilingual children. Paper presented at the American Educational Research Association (AERA) 2004 Annual Meeting, San Diego, CA, U.S.A.

 

Paper read — Minami, M., Urayama Nishida, H. (2004, March). Analysis of narrative of non-native speakers of Japanese. Paper presented at the Association for Asian Studies (AAS) 2004 Annual Meeting, San Diego, CA, U.S.A.

 

Paper read — Saito Fu, M., & Minami, M. (2004, March). Analysis of bilingual children’s narratives: Referential topic management. Paper presented at the Association of Teachers of Japanese (ATJ) Seminar, San Diego, CA, U.S.A.

 

Paper read — Fujiyama, E., & Minami, M. (2004, March). Tense and narrative development in the frog stories told by bilingual children. Paper presented at the Association of Teachers of Japanese (ATJ) Seminar, San Diego, CA, U.S.A.

 

Paper read — Fukuda, S., & Minami, M. (2004, March). “Frog, where are you?”: Storytelling performance of bilingual children. Paper presented at the Association of Teachers of Japanese (ATJ) Seminar, San Diego, CA, U.S.A.

 

Paper read — Minami, M. (2004, March). Interdependence of Japanese and English knowledge in language and literacy among bilingual children: A study of standardized test outcomes. Paper presented at the Association of Teachers of Japanese (ATJ) Seminar, San Diego, CA, U.S.A.

 

Session — Minami, M. (2004, March). Studies in narrative competence: Bilingual children tell the story in two languages. Session chaired and organized at the Association of Teachers of Japanese (ATJ) Seminar, San Diego, CA, U.S.A.

 

Paper read — Minami, M., & Fujiwara, M. (2003, August). Non-native patterns in narratives of Japanese-as-a-second-language learners. Paper presented at the 2nd International Conference on Speech, Writing and Context (ICSWC2): Exploring Interdisciplinary Perspectives, 関西外語大学.

 

Poster presented — Minami, M., Fujiyama, E., & Fukuda, S. (2003, July). Universals and language-specific aspects of narrative development in English-Japanese bilingual children. Poster presented at the 8th International Pragmatics (IPrA) Conference, Toronto, Canada.

 

Poster presented — Minami, M., & Kanazawa, S. (2003, July). The development of narrative discourse strategies in the learning of Japanese as a second language. Poster presented at the 8th International Pragmatics (IPrA) Conference, Toronto, Canada.

 

Invited paper read — Minami, M. (2003, July). The importance of socialization in the development of narrative discourse skills in children. Paper presented at the 5th Annual Conference of the Japanese Society for Language Sciences (JSLS), 神戸大学.

 

Invited symposium — Minami, M. (2003, July). What individuals learn from participation in different kinds of social structures: Multiparty discourse, peer discourse. Symposium organized and chaired at the 5th Annual Conference of the Japanese Society for Language Sciences (JSLS), 神戸大学.

 

Paper read (also in poster session) — Minami, M., & Fujiwara, M. (2003, July). The development of narrative structure in the acquisition of Japanese as a second language. Paper and poster presented at the 5th Annual Conference of the Japanese Society for Language Sciences (JSLS),神戸大学.

 

Paper read — Minami, M. (2003, May). Bilingual narrative development in English and Japanese: A form/function approach. Paper presented at the 4th International Symposium on Bilingualism (ISB4), Arizona State University, Tempe, AZ, U.S.A.

 

Paper read — Imase, H., & Minami, M. (2003, April). Computer-assisted language learning as applied to basic relational acquisition in beginning Japanese: Two. Paper presented at the 2003 California Language Teachers Association (CLTA) Conference, Sacramento, CA, U.S.A.

 

Paper read — Minami, M., & Imase, H. (2003, March). Computer-assisted language learning as applied to basic relational acquisition in beginning Japanese: One. Paper presented at the Fifth Annual “Digital Stream” Emerging Technologies in Teaching Language and Culture, California State University, Monterey Bay.

 

Paper read — Minami, M., & Kanazawa, S. (2003, February). Communication strategies used by second/foreign language learners: Narrative analysis. Paper presented at Georgetown Round Table on Languages and Linguistics (GURT) 2003, Georgetown University, Washington, DC, U.S.A.

 

Invited lecture — Minami, M. (2003, January). Culture-specific language styles: The development of Japanese children’s narrative discourse skills and literacy. Invited lecture at the Cognition and Development Colloquium, Graduate School of Education, University of California, Berkeley.

 

Invited lecture — Minami, M. (2003, January). The development of narrative and literacy skills in Japanese children. Invited lecture (by the Institute for Japanese Studies, the East Asian Studies Center, and the Department of East Asian languages and Literatures) at the Ohio State University, Columbus, OH, U.S.A.

 

Paper read — Minami, M., & Imase, H. (2002, November). Interactive second language learning: Bilingualism in the computer age. Paper presented at the Foreign Language Association of Northern California (FLANC) Fall 2002 Conference, University of California, Berkeley, CA.

 

Paper read — Minami, M. (2002, July). The language continuum: Narrative discourse skills in English-Japanese bilingual Children. Paper presented at the 2002 Joint Conference of the IX International Congress for the Study of Child Language (IASCL) and the Symposium on Research in Child Language Disorders (SRCLD), University of Wisconsin-Madison, WI, U.S.A. (ERIC Clearing House on Languages and Linguistics ED 467 742).［論文の引用回数 1］

 

Paper read — Minami, M. (2002, July). Keeping Japanese alive: Narrative discourse skills in English-Japanese bilingual children. Paper presented at the 4th Annual Conference of the Japanese Society for Language Sciences (JSLS), 東京：日本女子大学.

 

Paper read — 南　雅彦, 藤原麻佑子, & 金澤志保 (2002, May). 第二言語としての日本語ナラティヴ構造の分析. Paper presented at the 2nd Conference of the Japan Second Language Association (J-SLA2002), 京都.

 

Invited lecture — Minami, M. (2002, May). Culture-specific language styles: The development of oral narrative and literacy. Invited lecture at the Spring 2002 Colloquium Series, San Francisco State University, San Francisco, CA, U.S.A.

 

Paper read — 南　雅彦, 福田早苗, & 藤山英美 (2002, April). 語彙獲得達成レベルにおける第一言語と第二言語の相関性：継承日本語の観点からの考察. Paper presented at the Association of Teachers of Japanese (ATJ) Seminar 2002, Washington, DC.

 

Paper read — Minami, M, Nishida, H., & Shibatani, K. (2001, June). The development of narrative in second language acquisition: Frog stories. Paper presented at the 3rd Annual Conference of the Japanese Society for Language Sciences (JSLS), 東京：日本女子大学.

 

Paper read — Minami, M. (2001, June). The role of maternal input in facilitating the development of children’s personal narratives. Paper presented at the 31st Annual Meeting of the Jean Piaget Society, Berkeley, CA.

 

Paper read — Minami, M. (2001, April). Holding onto a native tongue: Retaining bilingualism for school-age children of Japanese heritage. Paper presented at the American Educational Research Association (AERA) 2001 Annual Meeting, Seattle, WA, U.S.A. (ERIC Clearing House on Languages and Linguistics ED 453 676)

 

Paper read — Minami, M. (2001, March). Parental influences on children’s developing narrative skill: A cross-cultural study. Paper presented at Georgetown Round Table on Languages and Linguistics (GURT) 2001, Georgetown University, Washington, DC, U.S.A.

 

Paper read — Minami, M. (2000, August). Vocabulary development in bilingual and language-minority children. Paper presented at the 2nd Annual Conference of the Japanese Society for Language Sciences (JSLS), 京都. (ERIC Clearing House on Languages and Linguistics ED 444 373)

 

Poster presented — Minami, M., & Shibatani, K. (2000, July). Frog stories: Second-language learners’ narrative development. Poster presented at the 7th International Pragmatics (IPrA) Conference, Budapest, Hungary.

 

Invited lecture — Minami, M. (2000, May). Developmental and cross-cultural aspects of children’s narration and literacy. Invited lecture at the Developmental Psychology Brown Bag series, Spring Quarter 2000, Department of Psychology, Stanford University, Stanford, CA, U.S.A.

 

Paper read — Minami, M. (2000, May). Establishing viewpoint: Wrapping-up devices in Japanese oral narrative discourse. Paper presented at the 5th Conceptual Structure, Discourse, and Language (CSDL) Conference, University of California, Santa Barbara.

 

Paper read — Minami, M., & Aramaki, S. (2000, April). Interactive foreign/second language learning: Interaction in the computer age. Paper presented at the 2000 California Language Teachers Association (CLTA) Conference, Marriot City Center, Oakland, CA, U.S.A.

 

Paper read — Minami, M., & Aramaki, S. (2000, March). The effectiveness of computer-assisted language-learning (CALL) programs for teaching Japanese. Paper presented at the Second Annual “Digital Stream” Emerging Technologies in Teaching Language and Culture, California State University, Monterey Bay.

 

Invited paper read — Minami, M. (1999, December). Learning culture-specific language styles: The development of oral narrative discourse and literacy. Paper presented at the TalkBank Workshop on Classroom Discourse, Carnegie Mellon University, Pittsburgh, PA, U.S.A.

 

Poster presented — Minami, M. (1999, October). Language skills and literacy development of bilingual and language-minority children. Poster presented at the National Conference on Heritage Languages in America, Long Beach, CA, U.S.A.

 

Invited lecture — Minami, M. (1999, September). Learning culture-specific language styles: From oral narrative to literacy. Invited lecture at the Developmental Colloquia, Department of Psychology, University of California, Berkeley.

 

Paper read — Minami, M. (1999, August). Book-reading styles of Japanese mothers. Paper presented at the1st Annual Conference of the Japanese Society for Language Sciences (JSLS), 東京：上智大学.

 

Paper read — Minami, M., & Shibatani, K. (1999, August). Narrating a frog story: The acquisition of narrative by second-language learners. Paper presented at the 12th World Congress of Applied Linguistics (Association Internationale de Linguistique Appliquée [AILA] ‘99), 東京：早稲田大学.

 

Paper read — Minami, M. (1999, August). A cross-cultural comparison of preschoolers’ narrative discourse skills and parental scaffolding. Paper presented at the 12th World Congress of Applied Linguistics (Association Internationale de Linguistique Appliquée [AILA] ‘99), 東京：早稲田大学.

 

Poster presented — Minami, M. (1999, July). Styles of parent-child book-reading in Japanese families. Poster presented at the VIIIth International Congress for the Study of Child Language (IASCL), San Sebastian, Spain. (ERIC Clearing House on Elementary and Early Childhood Education, National Parent Information Network, ED 436 290)［論文の引用回数 8］

 

Poster presented — Minami, M. (1998, August). Socio-emotional development in preschool years: A narrative study. Poster presented at the 106th Annual Convention of the American Psychological Association (APA), San Francisco, CA, U.S.A.

 

Paper read — Minami, M. (1997, April). The development of Japanese children’s narrative skills: Linguistic devices and strategies to encode their perspective and emotion. Paper presented at the 1997 Society for Research in Child Development (SRCD) Biennial Meeting, Washington, DC, U.S.A. (ERIC Clearing House on Elementary and Early Childhood Education, National Parent Information Network, ED 410 033)［論文の引用回数 1］

 

Paper read — Minami, M. (1997, April). Cultural pathways to early socio-emotional development. Paper presented at the 1997 Society for Research in Child Development (SRCD) Biennial Meeting, Washington, DC, U.S.A.

 

Paper read — Minami, M. (1997, March). Learning to narrate: Patterns of linguistic devices in Japanese narrative. Paper presented at the 1997 American Association for Applied Linguistics (AAAL) Conference, Orlando, FL, U.S.A.

 

Paper read — Minami, M. (1997, March). Cultural constructions of meaning: Cross-cultural comparisons of mother-child conversations about the past. Paper presented at the 2nd Annual Student Research Conference and the 14th Annual International Forum, Harvard University Graduate School of Education, Cambridge, MA, U.S.A.

 

Poster workshop — Minami, M. (1996, September). Narrative styles of Japanese mothers and their children. Poster presented at the Growing Mind Conference (Centennial of Piaget’s birth), Geneva, Switzerland. (ERIC Clearing House on Elementary and Early Childhood Education, National Parent Information Network, ED 410 032)

 

Paper read — Minami, M. (1996, July). Getting the story: A cross-cultural study of parental styles of narrative discourse elicitation. Paper presented at the 5th International Pragmatics (IPrA) Conference, Mexico City, Mexico.

 

Paper read — Minami, M. (1996, March). Parental styles of narrative elicitation and children’s narrative discourse skill. Paper presented at the 1996 American Association for Applied Linguistics (AAAL) Conference, Chicago, IL, U.S.A. (ERIC Clearing House on Languages and Linguistics, Center for Applied Linguistics, ED 397 660)［論文の引用回数 1］

 

Paper read — Minami, M. (1996, March). A storytime: Parental styles of narrative elicitation and children’s developing narrative skill. Paper presented at the 1st Annual Student Research Conference, Harvard University Graduate School of Education, Cambridge, MA, U.S.A.

 

Paper read — Minami, M. (1996, February). Narrative styles of Japanese mothers and their children. Paper presented at the 13th Annual International Forum, Harvard University Graduate School of Education, Cambridge, MA, U.S.A.

 

Paper read — Minami, M. (1996, January). Parental styles in eliciting personal narratives and developing narrative skill. Paper presented at the 70th Annual Meeting of the Linguistic Society of America (LSA), San Diego, CA, U.S.A. (ERIC Clearing House on Languages and Linguistics, Center for Applied Linguistics, ED 396 561)［論文の引用回数 3］

 

Paper read and symposium organized — Shaw, T., Minami, M., Sing, R., Michahelles, R., & Chen, X. (1995, March). Crossing borders: Asian students’ perspectives on life in U.S. high schools. Paper presented at the 39th Annual Meeting of the Comparative and International Education Society (CIES), Boston, MA, U.S.A.

 

Paper read — Minami, M. (1995, March). Japanese preschool children’s personal narratives: A sociolinguistic study. Paper presented at the 1995 American Association for Applied Linguistics (AAAL) Conference, Long Beach, CA, U.S.A. (ERIC Clearing House on Languages and Linguistics, Center for Applied Linguistics, August, 1995, ED 381 035)［論文の引用回数 4］

 

Paper read — Minami, M. (1994, March). English and Japanese: Cross-cultural comparison of narrative elicitation patterns. Paper presented at the 1994 American Association for Applied Linguistics (AAAL) Conference, Baltimore, MD, U.S.A. (ERIC Clearing House on Languages and Linguistics, Center for Applied Linguistics, ED 403 734)［論文の引用回数 3］

 

Paper read and symposium organized — Minami, M., Holloway, S. D., Eggers, C., Rambaud, M., & Sugimori, N. (1994, February). Early socialization of children in different cultures. Paper presented at the 12th Annual International Forum, Harvard University Graduate School of Education, Cambridge, MA, U.S.A.

 

Paper read — Minami, M. (1994, January). Long conversational turns or frequent turn exchanges: Cross-cultural comparison of parental narrative elicitation. Paper presented at the 18th Annual Boston University Conference on Language Development, Boston, MA, U.S.A. (ERIC Clearing House on Languages and Linguistics, Center for Applied Linguistics, August, 1994, ED 368 202)［論文の引用回数 3］

 

Keynote paper read — McCabe, A., & Minami, M. (1993, November). Symposium on narrative — Chameleon readers: Some implications of cultural differences in narrative structure for language and literacy acquisition. Keynote invited paper presented at the New England Child Language Association (cosponsored by the Boston University Departments of Psychology and Applied Linguistics), Boston, MA, U.S.A.

 

Paper read — Minami, M., & McCabe, A. (1993, July). Social interaction and discourse style: Culture-specific parental styles of interviewing and children’s narrative structure. Paper presented at the 4th International Pragmatics (IPrA) Conference, Kobe, Japan. (ERIC Clearing House on Languages and Linguistics, Center for Applied Linguistics, July, 1994, ED 367 188)［論文の引用回数 6］

 

Paper read and symposium organized — Minami, M., Miller, P. M., & Sharma, D. (1993, March). Cultures of childhood: Comparative studies of child care and early development. Paper presented at the 11th Annual International Forum, Harvard University Graduate School of Education, Cambridge, MA, U.S.A.

 

Paper read and symposium organized — Minami, M., Shaw, T., Michahelles, R., Chen, X., & Sing, R. (1992, February). Adapting to the American classroom: Problems and strategies of Asian high school students adapting to U.S. classrooms. Paper presented at the 10th Annual International Forum, Harvard University Graduate School of Education, Cambridge, MA, U.S.A.

 

Invited paper read — Minami, M., & McCabe, A. (1991, November). Rice balls and bear hunts: Japanese and Caucasian family narrative patterns. Paper presented at the Reading and Language Seminars, Harvard University, Cambridge, MA, U.S.A.

 

Paper read — Minami, M., & McCabe, A. (1991, October). Rice balls versus bear hunts: Japanese and Caucasian family narrative patterns. Paper presented at the 16th Annual Boston University Conference on Language Development, Boston, MA, U.S.A.

 

Paper read and symposium organized — Minami, M., Hemphill, L., Chance, J., & Leif, E. (1991, April). Two lenses on classroom discourse: The U.S. and Japan. Paper presented at the 9th Annual International Forum, Harvard University Graduate School of Education, Cambridge, MA, U.S.A.

 

Paper read — Minami, M., & McCabe, A. (1990, October). Haiku as a discourse regulation mechanism: A stanza analysis of Japanese children’s personal narratives. Paper presented at the 15th Annual Boston University Conference on Language Development, Boston, MA, U.S.A. (ERIC Clearing House on Languages and Linguistics, Center for Applied Linguistics, January, 1992, ED 335 961)

 

Keynote paper read — Minami, M. (1990, August). U.S. education and Japanese education: A comparative study. Keynote invited paper presented to professors and graduate students from Hyogo University of Teacher Education Japan, Harvard University, Cambridge, MA, U.S.A.

 

Paper read and symposium organized — Minami, M., Cummings, W. K., Haiyan, H., Wegner, M. N., Hong, M., & Zhang, Y. (1989, December). Wisdom of Asia: To change or not to change. Paper presented at the 8th Annual International Forum, Harvard University Graduate School of Education, Cambridge, MA, U.S.A.

 

Invited paper read — Minami, M. (1989, November). Characteristics of Japanese education: A comparative perspective. Paper presented at the Office of International Education Speaker’s Series, Harvard University Graduate School of Education, Cambridge, MA, U.S.A.

The 50th Annual Japanese Speech Contest for Elementary School Students: March 2, 2025

第50回小学生日本語お話大会

第50回小学生日本語お話大会は、2025年3月2日（日）にJCCCNC（北加日系文化コミュニティセンター）で開催されました。ベイエリアの学校から参加した29名の小学生が、心温まるお話、大好きな行事、自然への関心、将来の夢、家族、日常生活など、さまざまなお話を日本語で熱心に披露してくれました。小学校1年生から3年生までの低学年カテゴリーと、4年生と5年生の高学年カテゴリーに分け、さらに家庭で日本語を話さないグループと、家庭で日本語を話すグループに分けました。つまり、カテゴリー1（家庭で日本語を話さない小学生1年生〜3年生）、カテゴリー2（家庭で日本語を話す小学生1年生〜3年生）、カテゴリー3（家庭で日本語を話さない小学生4, 5年生）、カテゴリー4（家庭で日本語を話す小学生4, 5年生）の4グループに分けることで審査の公平を期しました。学校やご家族をはじめ、100名以上の方々が応援に来られ、たいへん盛会でした。審査は、日系地域社会で活躍しているリーダーや、日本語の普及に従事している地域の日本語教師に依頼し、入賞者を選出しました。入賞者には賞状と賞品、そしてトロフィーを授与し、入賞者以外の参加者にも賞状、参加賞、そしてトロフィーを授与することで、教育的な配慮を行いました。

 

 

The 50th Annual Japanese Speech Contest for Elementary School Students was held on Sunday, March 2, 2025, at JCCCNC (the Japanese Cultural and Community Center of Northern California). Twenty-nine elementary school students from Bay Area schools enthusiastically shared their heartwarming stories, favorite events, interest in nature, future dreams, family, daily life, and much more. The students were divided into two categories: a lower grade category (first through third graders) and an upper grade category (fourth and fifth graders). They were further divided into two groups: one group did not speak Japanese at home and the other group spoke Japanese at home. This resulted in four groups: Category 1 (1st to 3rd graders who do not speak Japanese at home), Category 2 (1st to 3rd graders who speak Japanese at home), Category 3 (4th and 5th graders who do not speak Japanese at home), and Category 4 (4th and 5th graders who speak Japanese at home). This division ensured fairness in the judging process. The event was a great success, with more than 100 people from schools, families, and other organizations coming to support the competition. The winners were selected by Nikkei community leaders and local Japanese language teachers who are engaged in promoting the Japanese language. The winners received certificates, prizes, and trophies, while all other participants received certificates, participation prizes, and trophies to ensure they were equally recognized and to provide an educational experience.

 

The 49th Annual Japanese Speech Contest for Elementary School Students: March 3, 2024

第49回小学生日本語お話大会

 

Japanese Language Speech Contest at Sonoma State University, October 23, 2023

ソノマ第1回日本語作文スピーチコンテスト

グローバルな現代において、他言語を学び、異文化を理解することはとても重要です。ソノマ州立大学で開催された第1回日本語スピーチコンテストに審査員として参加しました。
日本語学習のさらなる発展のため、北カリフォルニアの学生たちに日本語学習の成果を披露するこのような素晴らしい機会を企画してくださった小丸交通財団の小丸成洋理事長、ソノマ州立大学、福山市立大学の皆様、ありがとうございました。

In today's global world, it is very important to learn other languages and understand different cultures. I participated as a judge in the first Japanese speech contest held at Sonoma State University.
Thank you to Mr. Shigehiro Komaru, President of the Komaru Transportation Foundation, Sonoma State University, and Fukuyama City University for organizing such a wonderful opportunity to showcase the results of our Japanese language studies to students in Northern California for further development of Japanese language learning.

 

The 46th Annual Japanese Speech Contest: November 3, 2019

第46回　日本語弁論大会

在サンフランシスコ日本国総領事館、北加日米会、北加日本語教師会共催による第46回日本語弁論大会が、2019年11月3日（日）、サンフランシスコ・ジャパンタウンのJCCCNCで開催された。

午前は「中学・高校生」の部（審査委員長：井龍一浩首席領事）、午後は「大学生・成人」の部（審査委員長：宇山智哉総領事）という構成で、「中学・高校生」の部は11校から17名、「大学生・成人」の部は6名の合計23名が参加した。ペットやスポーツといった身近なトピックから、日本語学習や日本での体験や比較文化的な考察、さらには将来の夢や文化的ステレオタイプに対する個人的内省など多岐にわたるトピックについて、日頃の日本語学習の成果を白熱したスピーチで披露し、たいへん盛況であった。

「中学・高校生」の部の17名は、①「家庭で日本語を日常話さない（日本語を理解する人が家庭にいない）」参加者10名、②「家庭で日本語を日常話す（日本語を理解する人がいる、もしくは日本語を話す人が家庭にいる）」参加者7名の2グループで、それぞれのグループごとに審査が行われた。「家庭で日本語を日常話さない」部の優勝者は、トーマス・モールガン・ロビンソン・クロンロッドさん（Sakura Gakuen Japanese Language School）で、スピーチ・タイトルは「ぼくのしょう来の夢」だった。「家庭で日本語を日常話す」部の優勝者は、齋藤翠さん（Henry M. Gunn High School）で、スピーチ・タイトルは「みんなはいろんな理由で今の自分になっている」だった。「大学生・成人」の部の優勝者は、趙 雪涵さんで、スピーチ・タイトルは「心を結び・信頼を築く」だった。

「中学・高校生」の部の各カテゴリー、「大学生・成人」の部、それぞれ優勝から3位までの入賞者には賞状ならびにトロフィー、さらに「中高校生」のカテゴリー優勝者と特別賞受賞者には、スポンサーのカプコンUSA社から副賞として景品が贈呈された。参加者全員にも、それぞれ参加証書とスポンサーのNew People社から景品が授与された。また、「大学生・成人」の部では、優勝者に賞状ならびにトロフィー、さらにスポンサーのユナイテッド航空よりサンフランシスコ・東京間の往復航空券が贈呈された。第2位と第3位には北加日米会からそれぞれ$200と$100の小切手が贈呈された。さらに、特別賞受賞者と参加者全員にも参加証書とスポンサーのNew People社から景品が授与された。

最後に、「大学生・成人」の部の審査委員を代表して北加日本商工会議所の大垣忠央会頭からは、参加者一人一人への心温まる講評と共に、今後も日本語 や日本文化に興味を持ち続けて欲しいとの激励の言葉が送られた。

 

 

The 47th Annual Japanese Speech Contest for Elementary School Students: March 3, 2019

第47回小学生日本語お話大会

On Sunday, March 3rd, the Consulate General of Japan in San Francisco, the Japanese American Association of Northern California (Hokka Nichi Bei Kai), and the Northern California Japanese Teachers’ Association, co-organized the 47th Japanese Speech Contest for Elementary School Students at the Japanese Cultural & Community Center of Northern California. Thirty-three elementary school students participated in this year’s contest, and demonstrated their achievement of Japanese language studies and preparation for this contest.　Approximately 150 audience members, including students’ family, friends, and teachers, also attended in support of the contestants.

 

北加日米会、北加日本語教師会ならびに在サンフランシスコ日本国総領事館の共催で、『第47回小学生日本語お話大会』（47^th Annual Japanese Speech Contest for Elementary School Students）が、3月3日（日）にサンフランシスコ・ジャパンタウンのJapanese Cultural and Community Center of Northern California（JCCCNC）で開催されました。当日は、2月末から間断なく続いていた荒天にもかかわらず、ベイエリアの7校（American International Montessori School, Clarendon JBBP Elementary School, Kinmon Gakuen, Pine Japanese Language Afterschool, Rosa Parks JBBP Elementary School, Sakura Gakuen, San Mateo Nippon Gakuyen）から参加した33名の小学生が、心温まるお話、大好きな食べ物や行事、将来の夢、家族、日常生活など、さまざまなお話を写真などのプロップを用いながら身振り手振りで熱心に話し、日頃の学習の成果を披露してくれました。

 

 

 

 

 

The 45th Annual Japanese Speech Contest: November 4, 2018

第45回　日本語弁論大会

On Sunday, November 4, 2018, the Consulate General of Japan in San Francisco, the Northern California Japanese Teachers’ Association (NCJTA), and the Japanese American Association of Northern California (JAANC: Hokka Nichi Bei Kai) held the 45th Annual Japanese Speech Contest at the Japanese Cultural and Community Center of Northern California (JCCCNC) located in the heart of San Francisco’s historic Japantown. Organizing the fall speech contest at JCCCNC was for the first time in five years; however, because we have continued to use the JCCCNC site for the spring speech contest, everything went smoothly. The primary objective of this contest is to encourage the learning and use of the Japanese language in the San Francisco Bay Area community, particularly among non-native speakers of Japanese. Consisting of (1) the Middle and High School Student Division and (2) the College Student and Adult Division, the speech contest represents a fun and challenging way for students at all levels to demonstrate their language and communications skills. A total of twenty-five contestants –– 17 in the Middle and High School Student Division and 8 in the College Student and Adult Division –– participated in the speech contest and demonstrated their advanced Japanese speaking skills in various topics –– ranging from personal experiences and learning Japanese to the cultural differences between the United States and Japan – before an audience of family members, teachers, friends, and the general public.

 

 

 

北加日米会、北加日本語教師会、在サンフランシスコ日本国総領事館共催による第45回日本語弁論大会が、2018年11月4日（日）、サンフランシスコ・ジャパンタウンのJapanese Cultural and Community Center of Northern California（JCCCNC）（1840 Sutter Street, San Francisco, CA 94115）で開催されました。JCCCNCで開催する弁論大会は第41回以来4年ぶりとなりますが、春のお話大会はずっとJCCCNCで開催しているので、すべてスムーズに運びました。昨年までと同様、今年度も午前は「中学・高校生」の部、午後は「大学生・成人」の部の弁論大会という構成でした。今年度の参加者は、「中学・高校生」の部は10校から17名、「大学生・成人」の部は8名の合計25名で昨年より8名減少しました。昨年の「中学・高校生」の部の参加者が19名でしたので、若干の減少でしたが、昨年の「大学生・成人」の部の参加者14名から大きく減少しました。それにもかかわらず、日本語学習に対する意欲や日米の文化的相違、政治、さらには個人的内省など、多岐にわたるトピックについて、日頃の日本語学習の成果を白熱したスピーチで披露してくれ、たいへん盛況でした。

審査委員の方々からは日本語のレベルの高さのみならず、個人の意見をしっかりと述べている点が特に印象的であったとの講評と共に、今後も日本語 や日本文化に興味を持ち続けて欲しいとの激励の言葉が送られました。会場にはご家族や友人、教師等多くの方々が応援に駆けつけ、アットホームな雰囲気の中で弁論大会を実施することが出来ました。最初にご報告しましたように、参加者数を維持、できれば増加させるために、今後は日本語教育に携わっていらっしゃる先生、継承言語としての日本語に興味をお持ちの皆さんにより積極的に働きかけ、さらに大勢の日本語学習者にふるって参加していただけるよう、ますます魅力的な日本語弁論大会にしていきたいと考えています。

 

 

 

 

The 46th Annual Japanese Speech Contest for Elementary School Students: March 4, 2018

第46回小学生日本語お話大会

On Sunday, March 4, 2018, the Consulate General of Japan in San Francisco, the Northern California Japanese Teachers’ Association, and the Japanese American Association of Northern California (JAANC: Hokka Nichi Bei Kai) co-organized the 46th Annual Japanese Speech Contest for Elementary School Students at the Japanese Cultural and Community Center of Northern California (JCCCNC). The stormy weather that hit the San Francisco Bay Area in the middle of the week was luckily over, and as many as 40 students from 9 local elementary and Japanese language schools (American International Montessori School, Clarendon JBBP Elementary School, eLoha Japanese School, Kinmon Gakuen, Little Angeles Japanese School, Pine Japanese Language Afterschool, Rosa Parks JBBP Elementary School, Sakura Gakuen, San Mateo Nippon Gakuen) participated in the contest and demonstrated the results of their Japanese studies at this year’s competition. An audience of approximately 120 people, including family, friends, and Japanese teachers, came out and cheered on the contestants. The contestants had devoted a lot of hard work into their speeches, and enthusiastically spoke on a variety of topics, with the support of teachers and family members. We appreciate the work of the judges and the donations received from various firms and individuals. Thank you to the contestants, schools, judges, sponsors, and everyone else who helped make this year’s contest a great success.
 

北加日米会、北加日本語教師会ならびに在サンフランシスコ日本国総領事館の共催で、『第46回小学生日本語お話大会』（46^th Annual Japanese Speech Contest for Elementary School Students）が、3月4日（日）にサンフランシスコ・ジャパンタウンのJapanese Cultural and Community Center of Northern California（JCCCNC）で開催されました。当日は、前日まで吹き荒れていた春の嵐も嘘のように過ぎ去って、穏やかな一日となりました。ベイエリアの9校（American International Montessori School, Clarendon JBBP Elementary School, eLoha Japanese School, Kinmon Gakuen, Little Angeles Japanese School, Pine Japanese Language Afterschool, Rosa Parks JBBP Elementary School, Sakura Gakuen, San Mateo Nippon Gakuen）から参加した40名の小学生が、心温まるお話、大好きな行事、自然への関心、将来の夢、家族、日常生活など、さまざまなお話を写真などのプロップを用いながら身振り手振りで熱心に話し、日頃の学習の成果を披露してくれました。小学校1年生から3年生までの低学年カテゴリー、4年生以上の高学年カテゴリーに分け、さらに家庭で日本語を話さないグループと、家庭で日本語を話すグループに分けることで審査の公平を期しました。カテゴリー1（家庭で日本語を話さない小学1年生〜3年生）4名、カテゴリー2（家庭で日本語を話す小学1年生〜3年生）14名、カテゴリー3（家庭で日本語を話さない小学4年生以上）10名、カテゴリー4（家庭で日本語を話す小学4年生以上）12名、4カテゴリーで計40名、各発表者のお話の制限時間を2分としました。日本語を外国語として学校で学んでいるお子さん、日本語をヘリテージ・ランゲージ（継承言語）としてご家庭でご使用のお子さん、いずれにしても、第二言語でスピーチをすることはたいへん勇気のいることで、人前でスピーチをするとなると、その困難さはいっそうのことです。それにもかかわらず、とてもすばらしい出来映えでした。学校やご家族をはじめ、約120名の方々の応援で盛会となりました。本大会に出場するために練習を積んできた出場者の皆さん一人ひとりの健闘を讃えたいと思います。

 

 

The 44th Annual Japanese Speech Contest: November 5, 2017

On Sunday, November 5, 2017, the Consulate General of Japan in San Francisco, the Northern California Japanese Teachers’ Association (NCJTA), and the Japanese American Association of Northern California (JAANC: Hokka Nichibei Kai) held the 44th Annual Japanese Speech Contest at the New People Cinema located in the heart of San Francisco’s historic Japantown.

The primary objective of this contest is to encourage the learning and use of the Japanese language in the San Francisco Bay Area community, particularly among non-native speakers of Japanese. Consisting of (1) the Middle and High School Student Division and (2) the College Student and Adult Division, the speech contest represents a fun and challenging way for students at all levels to demonstrate their language and communications skills.

A total of 33 contestants –– 19 in the Middle and High School Student Division and 14 in the College Student and Adult Division –– participated in the speech contest and demonstrated their advanced Japanese speaking skills in various topics –– ranging from personal experiences and learning Japanese to the cultural differences between the United States and Japan –– before a panel of judges and an encouraging audience of friends, families, teachers, and fellow students. The contestants shared their stories in their own words, and we learned about their experiences with Japan and the Japanese language, and found out what motivated them.

The Middle and High School Student Division contest was further divided into two groups, Category 1 for Japanese not spoken at home, and Category 2 for Japanese spoken at home. The Category 1 winner was Ms. Jumi Yoon (Mission San Jose High School: “The Meaning of Dieting”), the first runner-up was Ms. Nishchala Beeram (Monta Vista High School: “Why I’m Learning Japanese Now”), and the second runner-up was Ms. Eileen Ha (Palo Alto High School: “The Warmth of Family”). The Category 2 winner was Mr. Sota Hayashi (Sakura Gakuen: “My Passion for Nike”), the first runner-up was Ms. Lisa Yokemura (San Mateo Nippon Gakuyen: “Human Weakness”), and the second runner-up was Mr. Kai David Steiner (San Mateo Nippon Gakuyen: “My Father and Cat”). The winners from each category of the Middle and High School Division received a special prize from CAPCOM USA, Inc, one of the contest sponsors.

The winner of the College Student and Adult Division was Ms. Tangut Degfay (Middlebury Institute of International Studies: “Japan Through the Eyes and the Heart”), the first runner-up was Mr. Roger Luo (University of California, Berkeley: “What Japan Has Given Me”), and the second runner-up was Ms. Ellen Zhong (Middlebury Institute of International Studies: “Why I Could Not Say ‘I like Japan’”). The first-place winner for the College and Adult Division of this year’s contest received a round trip flight ticket to Japan from United Airlines, another contest sponsor.

 

 

The 45th Annual Japanese Speech Contest for Elementary School Students: March 5, 2017

第45回小学生日本語お話大会

北加日米会、北加日本語教師会ならびに在サンフランシスコ日本国総領事館の共催で、第45回小学生日本語お話大会（45^th Annual Japanese Speech Contest for Elementary School Students）が、3月5日にサンフランシスコ・ジャパンタウンのJCCCNC（Japanese Cultural and Community Center of Northern California）で開催されました。悪天候にもかかわらず、ベイエリアの各学校から参加した30名の小学生が、心温まるお話、大好きな行事、自然への関心、将来の夢、家族、日常生活など、さまざまなお話を熱心に話して、日頃の学習の成果を披露してくれました。小学校一年生から三年生までの低学年カテゴリー、四年生から六年生までの高学年カテゴリーに分け、さらに家庭で日本語を話さないグループと、家庭で日本語を話すグループに分けることで審査の公平を期しました。つまり、カテゴリー1（家庭で日本語を話さない小学生1年生〜3年生）、カテゴリー2（家庭で日本語を話す小学生1年生〜3年生）、カテゴリー3（家庭で日本語を話さない小学生4年生～）、カテゴリー 4（家庭で日本語を話す小学生4年生～）と4分類、各カテゴリー定員10名、全体で最大40名とし、各発表者のお話の制限時間は2分でした。日本語をヘリテージ・ランゲージ（継承言語）としてご家庭でご使用のお子さん、日本語を外国語として学校で学んでいるお子さん、いずれにしても、第二言語でスピーチをすることはとても勇気のいることで、人前でスピーチをするとなると、その困難さはいっそうのことです。それにもかかわらず、とてもすばらしい出来映えでした。学校やご家族をはじめ、約130名の方々が応援に来られ、たいへん盛会 でした。本大会に出場するために練習に練習を重ねた出場者の皆さん一人ひとりの健闘を讃えます。また、審査は、日系地域社会で活躍しているリーダー、日本語の普及に従事している地域の日本語教師に依頼し、入賞者を選出しました。入賞者には賞状と賞品そしてトロフィーを授与、参加者にも賞状、参加賞、そしてトロフィーを授与することで、入賞者と遜色のないようにし、教育的にも配慮しました。出場者や審査員、ご協力いただきました関係者の方々 に心より御礼申し上げます。

 

 

 

 

 

 

 

 

 

 

The 43rd Annual Japanese Speech Contest: October 23, 2016

On Sunday, October 23, 2016, the Consulate General of Japan in San Francisco, the Northern California Japanese Teachers’ Association (NCJTA), and the Japanese American Association of Northern California (JAANC: Hokka Nichibei Kai) held the 43rd Annual Japanese Speech Contest at the New People Cinema located in the heart of San Francisco’s historic Japantown.

The primary objective of this contest is to encourage the learning and use of the Japanese language in the San Francisco Bay Area community, particularly among non-native speakers of Japanese. Consisting of (1) the Middle and High School Student Division and (2) the College Student and Adult Division, the speech contest represents a fun and challenging way for students at all levels to demonstrate their language and communications skills.

A total of twenty-five contestants –– 15 in the Middle and High School Student Division and 10 in the College Student and Adult Division –– participated in the speech contest and demonstrated their advanced Japanese speaking skills in various topics –– ranging from personal experiences and learning Japanese to the cultural differences between the United States and Japan – before an audience of family members, teachers, friends, and the general public.

The Middle and High School Student Division contest was further divided into two groups, Category 1 for Japanese not spoken at home, and Category 2 for Japanese spoken at home. The Category 1 winner was Ms. Ting Ting Huang (“Bonds”), the first runner-up was Ms. Sabrina Stone (“Beautiful Japanese”), and the second runner-up was Ms. Kelly Wang (“Asia and America”). The Category 2 winner was Mr. Owen Kawano Spargo (“I have a concern”), the first runner-up was Mr. Daigo Frank (“Mindfulness”), and the second runner-up was Mr. Allen Luo (“My Grandfather’s Wallet”).

The winner of the College Student and Adult Division was Ms. Sophia Seohyun Jung (“Exploring ‘Wa’ and ‘Magokoro’”), the first runner-up was Mr. Rojie Calabiao (“Fear is not a bad thing”), and the second runner-up was Mr. Eiden Anwei Yu (“The Never-Ending Flow of Time”). The first place winner for the College and Adult Division of this year’s contest received a round trip economy class between San Francisco and Tokyo from United Airlines.

 

Online Japanese Accent Dictionary（OJAD）とそれを用いた音声指導

On September 13, 2016 Professor Nobuaki Minematsu, who received a doctor of engineering in 1995 from the University of Tokyo, gave a workshop on Online Japanese Accent Dictionary (OJAD). Currently, Dr. Minematsu is a professor at the University of Tokyo as well, and he has a wide range of interest in speech communication covering from science to engineering. Dr. Minematsu has published more than 400 scientific and technical papers, including conference papers, which focus on speech analysis, speech perception, speech disorder, speech recognition, speech synthesis, dialogue system, language learning systems, etc. Dr. Minematsu received paper awards from various organizations, and gave tutorial talks on computer-assisted language learning or CALL as well.

 

東京大学の峯松信明先生をお招きしてOnline Japanese Accent Dictionary（OJAD）とそれを用いた音声指導ワークショップ（チュートリアル）を開催しました。峯松先生は東京大学 工学部 電子情報工学科で教授を務めていらっしゃいます。峯松先生のご専門は、音声認識や音声合成などの音声工学で、こうした音声工学の技術を外国語学習支援に役立てることを、 ご自身の研究テーマの一つとしていらっしゃいます。峯松先生の研究室では、日本語のテキストを読み上げる音声合成技術を利用し、日本語の音声教育、特に、韻律教育を支援する web インフラ、すなわちOJADを構築し、運用していらっしゃいます。サンフランシスコ州立大学でも使用していますが、日本語教科書『げんき』『中級で学ぶ日 本語』『上級で学ぶ日本語』、さらには『Japanese for Busy People』などの日本語教科書の各レッスンにも対応しています。さらに、OJADは単語アクセントに留まらず，イントネーションなど、より大局的な韻 律までを対象とした教育インフラとなっています。毎月4万2千件ほどのアクセス、そしてその半数以上が海外からのアクセスだそうです。ちなみに、OJAD は国立国語研究所との共同プロジェクトの成果となっています。私事になりますが、私も本年3月末まで、4年間、国語研の客員教授を務めさせていただきまし たので、とても親近感を覚えています。OJADは、私も使用している国語研の「日本語書き言葉コーパス」の成果を最大限活用する予定ということで、今後の展開をとても楽しみにしています。California Association of Japanese Language Teachers（CAJLT）からは以下の掲載をいただきました。

Dear CAJLT members,

Are you confident in teaching Japanese accents and intonation to your students? Even native speakers of Japanese sometimes wonder which accent is correct for a certain word. The workshop for Online Japanese Accent Dictionary (OJAD  http://www.gavo.t.u-tokyo.ac.jp/ojad/) and its tutorial was held at San Francisco State University last week. ... Personally, we would like to thank Minematsu-sensei at Tokyo University for holding this wonderful workshop and Minami-sensei at San Francisco State University for organizing this workshop in Northern California last week.

CAJLT Officers

 

The 44th Annual Japanese Speech Contest for Elementary School Students: March 13, 2016

On March 13, 2016, the Consulate General of Japan in San Francisco and the Japanese American Association of Northern California (JAANC: Hokka Nichibei Kai) held the 44th Annual Japanese Speech Contest for Elementary School Students at the Japanese Cultural and Community Center of Northern California (JCCCNC).  Despite the stormy weather that hit the San Francisco Bay Area over the weekend, as many as 39 students participated in the contest, and they enthusiastically spoke on a variety of topics, with the support of teachers and family members. See the Japanese section above for the winners. We appreciate the work of the judges and the donations received from various firms and individuals.

第44回小学生日本語お話大会

在サンフランシスコ日本国総領事館、北加日米会の共催で、本年も、恒例の第44回小学生日本語お話大会が、3月13日にサンフランシスコ・ジャパンタウンのJCCCNC (Japanese Cultural and Community Center of Northern California)で開催されました。先生や家族の応援の中、ベイエリアの各学校から参加した39名もの小学生が、心温まるお話、大好きな本、将来の夢、家族、日常生活など、さまざまなお話を熱心に披露してくれました。日本語をheritage language（継承言語）としてご家庭でご使用のお子さん、日本語を外国語として学校で学んでいらっしゃるお子さん、いずれにしましても、第二言語でスピーチをすることは勇気のいることですし、人前でスピーチをするとなりますと、その困難さはいっそうのことです。本当にすばらしい出来映えでした。ありがとうございました。なお、今回の結果は下記の通りです。

 

カテゴリー１ 日本語を話さない家庭の小学生１年生〜３年生

一等賞:   ラウ 祥一郎 （2^nd Grade, San Mateo Nippon Gakuyen)  「おせちりょうり」

二等賞:   ビアンキ・シェナ (3^rd Grade, Clarendon Elementary School)  「フェンシング」

三等賞:   カースリ・キーラ (3^rd Grade, Clarendon Elementary School) 「ダンスは最高！」

カテゴリー２ 日本語を話す家庭の小学生１年生〜３年生

一等賞:   トゥルドー 海 (1^st Grade, Sakura Gakuen) 「３つのまほうのキャンディ」

二等賞:   コックス-カレアーヌ 桜 (1^st Grade, Sakura Gakuen) 「わたしがたいじにしているもの」

三等賞:   リング 菜々実 (2^nd Grade, Sakura Gakuen) 「あったらいいな（と思うの）」

カテゴリー３ 日本語を話さない家庭の小学生４年生～

一等賞:   ロドリゲス・イザベル (5^th Grade, Clarendon Elementary School) 「わたしのだいすきな あき おんちゃん」

二等賞:   トーマスロビンソン・クロンロッド (3^rd Grade, Sakura Gakuen) 「東京でぜったいに行きたいばしょ」

三等賞:   シマモト・トング・ケイラ・ひでこ (5^th Grade, Rosa Parks JBBP Elementary School) 「おりづる」

カテゴリー ４ 日本語を話す家庭の小学生４年生～

一等賞:  スパーゴ 絵里佳 (4^th Grade, Sakura Gakuen) 「スーパーヘルパーロボット」

二等賞:  本郷 健 (5^th Grade, Clarendon Elementary School) 「早くこいこい夏休み」

三等賞:  杉山 諒 (5^th Grade, Clarendon Elementary School) 「ぼくの父」

関係者、審査員の方々、多くの方々のご協力のおかげで、「第４４回小学生お話大会」が無事に開催できましたことを心より感謝申し上げます。

 

2015 Bay Area High School Japanese Speech Contest, Los Gatos High School, Los Gatos, CA, April 4, 2015

 

2015 Bay Area High School Speech Contest（ベイエリア高校日本語スピーチコンテスト）が4月4日にLos Gatos High School（ロスガトス高校）で開催されました。Level 1 and 2（8名）、Level 3（9名）、LEvel 4 and AP（6名）が参加し、白熱したスピーチでした。

 

The 41st Annual Japanese Speech Contest: November 2, 2014

On Sunday, November 2, 2014, the 41th annual Japanese Speech Contest was held at the Japanese Cultural and Community Center of Northern California (JCCCNC) in San Francisco, co-sponsored by Hokka Nichibei Kai and Consulate General of Japan in San Francisco. There were 24 speakers, 18 in the Middle/High School Division and 6 in the College/Adult Division, and they demonstrated their Japanese speaking skills with various topics before the audience of family members, teachers, friends, and the general public.

Officers and Selection Committee for 2024

Officers

Selection Committee for Members in Course

Officers and Selection Committee for 2023

Officers

Selection Committee for Members in Course

Officers and Selection Committee for 2022

Officers

Selection Committee for Members in Course

Officers and Selection Committee for 2021

Officers

Selection Committee for Members in Course

Officers and Selection Committee for 2020

 

 

Officers and Selection Committee for 2019

 

Officers and Selection Committee for 2018

Officers and Selection Committee for 2017

 

Officers and Selection Committee for 2016