English as a Heritage Language in Japan: Writing Development from Late Childhood to Adolescence
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| Title: | English as a Heritage Language in Japan: Writing Development from Late Childhood to Adolescence |
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| Language: | English |
| Authors: | Janice Nakamura (ORCID |
| Source: | Reading Research Quarterly. 2026 61(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Descriptors: | English (Second Language), Second Language Learning, Native Language, Bilingual Students, Japanese, Writing (Composition), Writing Skills, Language Tests, Writing Ability, Written Language, Scores, Family Literacy |
| Assessment and Survey Identifiers: | Test of Written English |
| DOI: | 10.1002/rrq.70080 |
| ISSN: | 0034-0553 1936-2722 |
| Abstract: | Focusing on an understudied age range (9-15 years), this study explores the longitudinal writing development of English as a heritage language (HL) in 19 simultaneous Japanese-English bilingual children. Annual assessments with the Test of Written Language (TOWL) over 3 years showed increasing scores, demonstrating that high levels of HL writing are attainable and sustainable in late childhood and adolescence. Parental interviews and questionnaires indicate that reading practices at home contributed to writing development, highlighting the relationship between reading and writing. Stronger writers often read independently, while others continued reading with their parents. Preparation for English exams also encouraged additional literacy activities that further improved writing. While weekend instruction helped establish HL literacy, home literacy practices became more important at older ages, as shown by six children who improved their writing scores even after discontinuing weekend school. These findings highlight the home as a crucial site for HL literacy development, offering best practices for parents to help older children maintain their HL literacy ability. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494489 |
| Database: | ERIC |
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| Abstract: | Focusing on an understudied age range (9-15 years), this study explores the longitudinal writing development of English as a heritage language (HL) in 19 simultaneous Japanese-English bilingual children. Annual assessments with the Test of Written Language (TOWL) over 3 years showed increasing scores, demonstrating that high levels of HL writing are attainable and sustainable in late childhood and adolescence. Parental interviews and questionnaires indicate that reading practices at home contributed to writing development, highlighting the relationship between reading and writing. Stronger writers often read independently, while others continued reading with their parents. Preparation for English exams also encouraged additional literacy activities that further improved writing. While weekend instruction helped establish HL literacy, home literacy practices became more important at older ages, as shown by six children who improved their writing scores even after discontinuing weekend school. These findings highlight the home as a crucial site for HL literacy development, offering best practices for parents to help older children maintain their HL literacy ability. |
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| ISSN: | 0034-0553 1936-2722 |
| DOI: | 10.1002/rrq.70080 |
