Researcher Database

（Last updated : 2024-08-07 14:48:37）　

SANO Aiko

Department / Course College of Letters International Studies and English Communication Program

Title / Position Professor

Other Affiliations
1.	Graduate School of Language Education and Information Science

Academic background
1.	～2019/12	Doctorial Course │ International media communication │ Graduate school of international media, communication and tourism studies │ Hokkaido University │ Completed Doctor of Philosophy
2.	2010/06 Degree Acquisition	│ University of Toronto Master of Arts
3.	1998/03 Degree Acquisition	│ Hokkaido University Bachelor of Laws

Research activities
1.		Japan Society of English Language Education
2.		The Japan Association of College English Teachers
3.		The Japanese Society for Mother Tongue, Heritage Language and Bilingual Education

Qualification and license
1.	1991	International Baccalaureate Bilingual Diploma

Subject of research
1.	Teaching second language writing
2.	Fostering bilitecy among culturally and linguistically diverse students
3.	Educating Deaf students as bilinguals

Research summary
Education for fostering biliteracy 　The number of Japanese students studying outside of Japan as well as the number of children studying Japanese as a second language are on the increase due to the rapid globalisation. Many of such students enter the plurilingual environment against their wills, and are forced to struggle their ways though acquiring literacy in their second language, and to thrive academically in the second language. Also, Deaf children born to parents who are native speakers of Japanese inevitably face the similar difficulty in acquiring literacy in Japanese which is their second language since their first language is Japanese Sign Language. 　It is crucial to support the development of their literacy in their first language in order to support the academic achievement of these culturally and linguistically diverse (CLD) children. However, studies that investigate the interrelation of the two languages in the literacy development of CLD students are very limited and those that investigate the bilinguals whose tow languages do not share the same orthography are even scarcer. 　With such context in mind, my research covers biliteracy development of Japanese Heritage language learners outside of Japan, as well as students of Japanese as a second language within Japan, and the factors that support such development. My study is also extended to effective instructional approaches to developing literacy in bilingual Deaf students, as well as teaching second language writing within an EFL context.

Present specialized field
Foreign language education, Education on school subjects and activities, Japanese language education (Keyword：Bilingual Education, English Education, Heritage Language Education, Deaf Education, Second Language Writing, Biliteracy)

Books
1.	2023/07/31	Fighting for our rights to study in Japanese Sign Language
2.	2023	The Practice of English as a Medium of Instruction (EMI) Around the World
3.	2022/12/25	Introduction to Studies of English Languages and Cultures

Papers
1.	2023/05/31	English Instruction in a Culturally and Linguistically Diverse Classroom: Using Translanguaging Classroom as a Framework │ Studies in Mother Tongue, Heritage Language, and Bilingual Education │ ,pp.59-75
2.	2022/05/31	Changing High School Teachers’ Beliefs on Education for CLD students: Through Biliteracy Assessments of Written Compositions │ Studies in Mother Tongue, Heritage Language, and Bilingual Education │ 18
3.	2022/05/31	“Becoming Deaf” and “Being a Deaf Teacher”: A Deaf teacher’s Negotiation of Identity and Teacher Beliefs │ Studies in Mother Tongue, Heritage Language, and Bilingual Education │ 18
4.	2022/03/31	Translingual Literature’ and its Potential in Education │ ,pp.183-196
5.	2020/09/01	Successful Family Language Policy in Fostering Children’s Biliteracy: Focusing on the parents of heritage language speakers in the U. K. │ BATJ Journal │ 21,pp.04-19
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Academic conference presentation
1.	2023/08/18	Deaf school as "linguistic home" for Deaf students in Japan
2.	2022/03/12	Reading (and Writing) Translingual Literature to Foster “Ideal Translingual Self”
3.	2021/08/18	Using BOLT as a self-reflective tool for teacher education in a translanguaging class for Deaf students in Japan
4.	2021/08/08	Changing High School Teachers’ Beliefs on Education for CLD students: Through Biliteracy Assessments of Written Compositions
5.	2021/08/08	Changing Identity and Teacher Beliefs of a Deaf Teacher With Experiences in Auditory and Oral Method Education: A Methodological Experiment of Dialogic Autoethnography
Display All（34）

Works
1.	2022/02/12	Let’s learn how to create a ‘translanguaging classroom’ where children can use all the languages they know!
2.	2022/02/12	Multilingual DLA Workshop in English The First Step, Speaking (Zoom)

Message
1.	Being, becoming and teaching bilinguals You may think of being bilinguals as something special, but the truth is, there are more bilinguals than monolinguals in the world. You may think that Japan is a monolingual country that uses Japanese only, but that is also mistaken. Most of the place names in Hokkaido where I was born and grew up in originate in Ainu language. There are many Deaf people in Japan whose first language is Japanese Sign Language, which is a distinct language on its own. Many immigrants to Japan have brought in their mother tongues to Japanese society, making it a rich multilingual environment. 　With such an understanding of our society, I study language education, with a special attention to literacy education from various aspects including English education, Heritage Language Education and Deaf education. Studying language education is thinking about languages and education, which are unique activities of human. Come and explore the world of bilitarcy education with me!