Publications

Articles (Referred)

1. Yonemoto, K., & Sano, K. (2023). Revisiting the boundaries drawn by teachers in intercultural collaborative learning and how they engage with these boundaries: A collaborative inquiry by teachers in an educational practice between two universities. Journal of International Student Advisors and Educators, 25, 49-61.

2. Yonemoto, K., Kawaguchi, M., Tsuda, A., Hayashi, H., & Shibata, T. (2022). Promoting an understanding of the diversity within the Japanese language through Japanese language users’ voices: From the “World Japaneses: Voices from Around the Globe” project. Journal CAJLE, 23, 17-41.

3. Yonemoto, K., Hamada, N., Takai, M., Mizuno, A., Kamura, A., Hasegawa, Y., Kasai, J., & Kitagawa, T. (2022). Four different practices using the traditional performing art of paper cutting: Experiential learning via online. Gengo kyooiku jissen Ima x Koko, 9, 50-61.

4. Yonemoto, K. (2021). Disaster preparedness activities for beginner-level Japanese learners to improve their self-help skills. Journal of Japanese Language Teaching, 178, 200-214.

5. Yonemoto, K. (2021). Rethinking the relationship between nation, culture, and people: A case study of international appreciation activity with international students at an elementary school. Journal of Plurilingual and Multilingual Education, 8, 183-193.

6. Yonemoto, K. (2020). Improving international student orientations for increased reassurance and comfort. Journal of International Student Advisors and Educators, 22, 61-73.

7. Yonemoto, K. (2018). International appreciation activities through "I": A comparative study of activities with international students at two junior high schools. Journal of Plurilingual and Multilingual Education, 6, 213-223

8. Yonemoto, K. (2016). Exchange activity between international students and elementary school children: An attempt to overcome a superficial cultural introduction. Gengo kyooiku jissen Ima x Koko, 4, 48-58.

9. Seo, M., Aoyama, R., & Yonemoto, K. (2016). Why are Locally Published Textbooks not Used in the Local Context?: A Case Study of Japanese Language Education in Hong Kong. Nihon Gakkan, 19, 121-135.

10. Seo, M., Arimori, J., Kito, Y., Sano, K., Seo, Y., Hashimoto, T., & Yonemoto, K. (2016). Teacher development in an online community: Reflecting on four years running tsunagaro.net. Research Bulletin of International Student Center, Ibaraki University, 14, 77-92.

11. Seo, M., Seo, Y., & Yonemoto, K. (2015). How does a Japanese language teacher experience the commodification of education. Studies of Language and Cultural Education, 13, 83-96.

12. Yonemoto, K. (2015). Revisiting Japanese language learning in higher education: Language learning and learners’ identities. Journal CAJLE, 16, 1-21.

13. Senoo, Y., & Yonemoto, K. (2014). Vocabulary learning through extensive reading: A case study. Canadian Journal of Applied Linguistics, 17(2), 1-22.

14. Yonemoto, K. & Sogabe, A. (2012). Integration of rakugo in upper beginner’s Japanese language learning]. Journal CAJLE, 14, 63-83.

15. Seo, M., Yonemoto, K., Aoyama, R., & Yamaguchi, Y. (2012). Toward the possibility of study groups outside Japan via the Internet: An experiment connecting multiple locations with USTREAM and Google+. 2012 Japanese Language Education Action Research Forum.

Book Chapters（Referred）

1. Yonemoto, K. (2023). “Your class is like karaoke”: Language learning as a shelter. In M. Mielick, R. Kubota, & L. Lawrence (Eds.), Discourses of identity: Language learning, teaching, and reclamation perspectives in Japan (pp.161-177). Palgrave Macmillan.

2. Yonemoto, K. (2021). Reinforcing international students' language skills for disaster preparedness: A case study of gamification that utilizes augmented reality technology. In M. Peterson, K. Yamazaki, & M. Thomas (Eds.), Digital Games and Language Learning: Theory, Development and Implementation. London, UK: Bloomsbury.

3. Yonemoto, K. (2019). "To combine knowledge and the real world" Incorporating augmented reality into Japanese language learning. In Y. Tohsaku and J. Lee (Eds.), ICT x Japanese Language Education (pp.138-147). Tokyo: Hituzi Syobo.

4. Yonemoto, K., Tsuda, A., & Hayashi, H. (2019). How a self-learning website can be used for better pronunciation education: Bridging learning inside and outside the classroom. In E. Zimmerman & A. McMeekin (Eds.), Technology supported learning in and out of the Japanese language classroom: Theoretical, empirical, and pedagogical developments (pp.204-224). Bristol, UK: Multilingual Matters.

5. Yonemoto, K. (2016). Implementing a flipped classroom into pronunciation teaching and learning. In Editorial Committee of the 10th Symposium for Japanese Language Education and Japanese Studies (Ed.), Challenges and opportunities in a changing world (pp.106-120). Society of Japanese Language Education, Hong Kong.

6. Yonemoto, K., Tsuda, A., & Hayashi, H. (2016). Implementing a flipped classroom in teaching second language pronunciation: Challenges, solutions, and expectations. In Lin, C.-H., Zhang, D., & Zheng, B. (Ed.), Preparing foreign language teachers for next-generation education (pp.114-129). Hershey, PA: IGI Global.

7. Kubota, R., Seo, M., Kito, Y., Sano, K., Yamaguchi, Y, & Yonemoto, K. (2014). Learning Japanese as leisure and consumption: Cases from Canada, France, Poland, and Hong Kong. In Committee for Academic Papers of the Ninth Symposium for Japanese Language Education and Japanese Studies (Ed.), Interactivity: Praxis and Possibilities in Japanese Language Education and Japanese Studies (pp.69-85) Coco Shuppan.

8. Aoyama, R., Hashimoto, T., Seo, M., Yamaguchi, Y., & Yonemoto, K. (2013). Revisiting own educational philosophy through the interaction with other teachers. In H. Hosokawa (Ed.),What kind of educational practice are we aiming at? Language education and identity (pp.193-215). Yokohama, Japan: Shumpusha.

9. Yonemoto, K. (2012). “Going to China”/“Going back to China”: Imagined communities of language minority students]. In H. Hosokawa (Ed.), Language education and identity: Practice of language education and its possibilities (pp.98-116). Yokohama, Japan: Shumpusha.

10. Yonemoto, K. (2008). Investment of a Chinese repatriated student in Japanese second language learning]. In Y. Hatasa (Ed.), Japanese as a foreign language education: Multiple perspectives (pp.231-246). Tokyo, Japan: Kurosio Publishers.

Book（Non-Referred）

1. Ishikawa. S., & Yonemoto, K. (2019). The Great Japanese: 30 Stories -- Pre-Intermediate and Intermediate Levels--. Kurosio Publishers.

2. Kawaguchi Y., Takehara, S., Ishida, Y., & Yonemoto, K. (2016). Dental terminology in 8 languages. Oral Health Association of Japan.

Proceedings

1. Shibata, T., & Yonemoto, K. (2020). What is the diversity of Japanese and Japanese speakers? Fostering an understanding of diversity of languages and speakers. Japanese Language Education in Europe, 24 (pp.661-663).

2. Yonemoto, K. (2019). Improving disaster prevention learning that aims for cultivating self-help ability by utilizing augmented reality. Proceedings of 2019 Spring Conference of the Society for Teaching Japanese as a Foreign Language (pp. 476-481).

3. Yonemoto, K. (2019). International exchange that starts by sharing commonalities: A case study of the activity between international students and junior high school students. Proceedings of the 5th Annual Conference of Association for Language and Cultural Education (pp.112-115).

4. Seo, Y., Nozawa, F., Murota, M., & Yonemoto, K. (2018). Developing flexible perspective towards language, culture, and identities through language education. The 12th International Symposium on Japanese Language Education and Japanese Studies Proceedings.

5. Yonemoto, K. (2018). Evaluating gamification that utilizes augmented reality technology based on ARCS Model of Motivation. Proceedings of 2018 Annual Conference of Canadian Association for Japanese Language Education (pp.356-363).

6. Yonemoto, K. (2018). Going beyond the walls of the classroom by incorporating augmented reality. Proceedings of 2018 Spring Conference of the Society for Teaching Japanese as a Foreign Language (pp. 239-244).

7. Yonemoto, K., Shibata, T., Hayashi, H., & Tsuda, A. (2017). What are the aims of raising awareness towards diversity in Japanese language and speakers?: Insights from the discussion on World Japaneses. Proceedings of 2017 Annual Conference of Canadian Association for Japanese Language Education (pp.305-311).

8. Yonemoto, K. (2017). Incorporating augmented reality into fieldwork in Japanese language.In Proceedings of the 7th International Conference on Computer Assisted Systems for Teaching & Learning Japanese (pp.116-120).

9. Yonemoto, K. (2016). I'm changing...like in many ways: Factors that related to the transformation of imagined community of a young learner. Proceedings of 2016 Spring Conference of the Society for Teaching Japanese as a Foreign Language (pp. 261-266).

10. Yonemoto, K. (2014). Implementing Flipped Learning into Phonetics Education. In Proceedings of 10th International Conference on Japanese Language Education (pp. 495-499).

11. Yonemoto, K., Noguchi, M, Hayashi, H., Tsuda, A., & Yamane, N. (2014). Ultrasound application to the empowerment of pronunciation teaching and learning. Proceedings of 2014 Annual Conference of Canadian Association for Japanese Language Education (pp.248-257).

12. Arimori, J., Aoyama, R., Sano, K., Seo, M., Yamaguchi, Y., & Yonemoto, K. (2014). Considering a teacher-learner relationship based on “that boy/girl” issue. Proceedings of the Conference of the Research Institute for Language and Cultural Education.

13. Arimori, J., Aoyama, R., Kito, Y., Sano, K., Seo. M., Hashimoto, T., Yamaguch, Y., & Yonemoto, K. (2013). Teachers’ transformation through the online connections with other teachers: A study through the teachers’ autobiography. Proceedings of 2013 Autumn Conference of the Society for Teaching Japanese as a Foreign Language (pp. 175-180).

14. Yonemoto, K., Kito, Y., Sano, K., Seo, M., & Yamaguchi, Y. (2013). Exploring the educational goals, learning purposes, and assessments in the diversified Japanese language learning: From the perspective of learning foreign languages as leisure and consumption. Canadian Association for Japanese Language Education 2013 Proceedings (pp.332-341).

15. Seo, M., Yonemoto, K., Aoyama, R., & Yamaguchi, Y. (2013). Commodification of Japanese language learning: A case study on teachers’ introduction of Japanese culture. Proceedings of 2013 Spring Conference of the Society for Teaching Japanese as a Foreign Language (pp. 221-226).

16. Yonemoto, K. (2013). A content-community based activity at a beginner’s level: Trouble consultation on a local community paper]. Proceedings of 2013 Spring Conference of the Society for Teaching Japanese as a Foreign Language (pp. 79-84).

17. Kubota, R., Seo, M., Kito, Y., Sano, K., Yamaguchi, Y, & Yonemoto, K. (2014). Learning Japanese as leisure and consumption: Cases from Canada, France, Poland, and Hong Kong. Proceedings of the 9th International Symposium on Japanese Language Education and Japanese Studies.

18. Seo, M., Murakami, Y., Sato, S., Aibara, S., Aoyama, R., Arimori, J., Kito, Y., Sano, K., & Yonemoto, K. (2012). Cooperation among teachers working abroad through online tools. Proceedings of 2012 CASTEL-J International Conference.

19. Seo, M., Yonemoto, K., & Aoyama, R. (2012). Reconsideration of the roles of “Japan” and “foreign countries” in Japanese language education in postmethod era: A case study of Hong Kong. Proceedings of 2012 Spring Conference of the Society for Teaching Japanese as a Foreign Language (pp. 79-84).

20. Aoyama, R., Seo, M., & Yonemoto, K. (2011). Japanese language teaching in a globalized society: Investigating a localization in Hong Kong from the analysis of textbook. Proceedings of 2011 Spring Conference of the Society for Teaching Japanese as a Foreign Language (pp. 99-104).

21. Yonemoto, K. (2009). Roles of the Japanese-Language Proficiency Test in lifelong education: A case study of lifelong education in Hong Kong. Proceedings of 2009 Autumn Conference of the Society for Teaching Japanese as a Foreign Language (pp. 159-164).

Translation

• 1. Norton, B. (2023). Identity and language learning: Extending the conversation. Akashi Shoten.

  2. Kobota R. (2015). Culture, race and gender in English language teaching. Tokyo: Kurosio.
     Chapter 3 "New approaches to race, class, and gender in second language writing"
     Chapter 5 "Race, culture, and identities in second language education: Introduction to research and practice"

Miscellaneous

• 1. Hatasa, K., Yonemoto, K., & Hamada, N. (2020). Online educational activities utilizing traditional performing arts: Case studies of rakugo and paper-cutting. Japanese language education around the globe, The Society for Teaching Japanese as a Foreign Language.

  2. Yonemoto, K., & Tsuda, A. (2014). To share information and promote Japanese language education at UBC. CAJLE Newsletter, 48, 10.

  3. Yonemoto, K. (2013). Tsunagaroonet: A online teachers’ community. CAJLE Newsletter, 46, 5-6.

  4. Barot, A., Chan, V., Wilkinson, J., & Yonemoto, K. (2012). CAJLE Newsletter, 44, 6-7

  5. Senoo, Y., & Yonemoto, K. (2012). A practical application of extensive reading in Japanese language class. Réflexions, 31(1), 19-20. 

  6. Yonemoto, K. (2006). A tentative plan for teaching Japanese to students struggling in semilingualism. Paper submitted to the University Consortium of Southern Osaka & Sakai City Board of Education.