Junko Hondo

Lecturer

Educational Linguistics Division

Graduate School of Education
University of Pennsylvania

Phone: 215-898-9651

Email: hondoj@gse.upenn.edu

Professional Biography

Dr. Hondo pursued her education on three continents; in Japan, the US and the UK, obtaining her Ph.D. in Linguistics at Lancaster University, in the UK. Her dissertation examined cognitive processes related to different timings of pedagogical interventions. Subsequent work investigates the processes of second / foreign language learning and acquisition, bilingualism and multilingualism. These investigations involve the use of a variety of tools, including technology-mediated language instruction, task- based instruction and corpus linguistics.

Dr. Hondo has received national and international awards for her research and teaching, including The International Research Foundation Doctoral Dissertation Grant and an Ivy League Consortium Grant.

Research Interests and Current Projects

Dr. Hondo is the primary investigator for a project involving two universities in Tokyo, Japan on the topic of preparatory attentional control in the learning processes, exploring various task-based language instruction applications.

Her most recent project is a multi-year investigation of bilingualism and multilingualism with university students in Borneo, Malaysia, and Tokyo, Japan. Dr. Hondo serves as the project director and the primary investigator for comparative studies on early bilinguals / multilinguals and late bilinguals / multilinguals. 

Selected Publications

Hondo, J. (2016). The Functional Syllabus. In TESOL Encyclopedia of English Language Teaching. Somerset, NJ: Wiley Blackwell and TESOL International Association.

Hondo, J. (2015). Teaching of English grammar in context: The timing of form-focused intervention. In M. A. Christison, D. Christian, P. A. Duff, and N. Spada (Eds.) Teaching and learning English grammar: Research findings and future directions. New York: Routledge/Taylor & Francis.

Hondo, J. (2014). Synthesizing cognitive and social approaches in Second Language Acquisition. University of Pennsylvania Working Papers in Educational Linguistics, 29(2).

Dixon, E., & Hondo, J. (2013). Repurposing an OER for the Online Language Course: A Case Study of Deutsch Interaktiv by the Deutsche Welle. Computer Assisted Language Learning, 27(2), 109-121.

Hondo, J. (2012). Unveiling learners’ attention during language processing: The case of epistemic meanings of a modal verb. Language Awareness, 21(3), p. 249-265.

Hondo, J. (2011)The impact of timing in pedagogical interventions: Constructing knowledge in second and foreign languages. Köln, Germany: Lambert Academic Publishing.

Hondo, J. (2008). Converting Learners’ Thinking into Quantitative Data. British Association of Applied Linguistics(BAAL) Conference Proceedings.

Hondo, J. (2007). Before or During? The impact of timing in form-focused intervention. BAAL Conference Proceedings.

Hondo, J., & Goodman, B. (2001). Cross-cultural Varieties of Politeness Features. Texas Papers in Foreign Language Education, University of Austin Press.