Yasuko Kanno, Ph.D.

Yasuko Kanno, Ph.D.
Associate Professor of TESOL
Dept. of Teaching & Learning

Ritter Hall 462
1301 Cecil B. Moore Ave.
Philadelphia, PA 19122

phone/fax: (215) 204-7729 / (215) 204-1414
ykanno@temple.edu
Dr. Kanno's personal website:
sites.temple.edu/ykanno

Education

  • Ph.D., Education, Ontario Institute for Studies in Education, University of Toronto
  • MA, Linguistics, Keio University
  • BA French, Keio University

Areas of Professional Interest

  • Immigrant English language learners' access to higher education
  • Language minority students' identities
  • Sociopolitical dimensions of bilingualism and bilingual education
  • Critical ethnography

Recent Scholarship

Books and Edited Volumes

Kanno, Y., & Harklau, L. (in press, 2012). Linguistic minority students go to college: Preparation, access, and persistence. New York: Routledge.

Kanno, Y. (2008). Language and education in Japan: Unequal access to bilingualism. London: Palgrave/Macmillan.

Kanno, Y., & Norton, B. (Guest Editors). (2003). “Imagined communities and educational possibilities.” Special issue for the Journal of Language, Identity, and Education, 2(4).

Kanno, Y. (2003). Negotiating bilingual and bicultural identities: Japanese returnees betwixt two worlds. Mahwah, NJ: Lawrence Erlbaum Associates.

Selected Articles in Refereed Journals

Kanno, Y., & Stuart, C. (2011). The development of L2 teacher identity: Longitudinal case studies. Modern Language Journal, 95(2), 236-252.

Kanno, Y., & Varghese, M. M. (2010). Immigrant and refugee ESL students’ challenges to accessing four-year college education: From language policy to educational policy. Journal of Language, Identity, and Education, 9(5), 310–328.

Chang, Y.-J., & Kanno, Y. (2010). NNES doctoral students in English-speaking academe: The nexus between language and discipline. Applied Linguistics, 31(5), 671-692.

Oropeza, M., Varghese, M., & Kanno, Y. (2010). Linguistic minority students in higher education: Using, resisting, and negotiating multiple labels. Equity and Excellence in Education, 43(2), 216-231.

Kanno, Y. (2003). Imagined communities, school visions, and the education of bilingual students in Japan. Journal of Language, Identity, and Education, 2(4), 285-300.

Kanno, Y., & Norton, B. (2003). Imagined communities and educational possibilities: Introduction. Journal of Language, Identity, and Education, 2(4), 241-249.

Kanno, Y. (2000). Bilingualism and identity: The stories of Japanese returnees. International Journal of Bilingual Education and Bilingualism, 3(1), 1-18.

Selected Book Chapters

Kanno, Y., & Grosik, S. A. (in press). Immigrant English learners’ transitions to university: Student challenges and institutional \policies. In Y. Kanno & L. Harklau (Eds.), Linguistic minority students go to college: Preparation, access, and persistence. New York: Routledge.

Kanno, Y. (2008). Transnationalism, imagined communities, and the education of language minority students in Japan, In J. Mori & A. S. Ohta (Eds.), Japanese Applied Linguistics. London: Continuum.

Kanno, Y. (2004). Sending mixed messages: Language minority education at a Japanese public elementary school. In A. Pavlenko, & A. Blackledge (Eds.), Negotiation of identities in multilingual contexts (pp. 316-338). Clevedon, England: Multilingual Matters.