The degree of proficiency level of HL learners varies widely from novice level to advanced level: HL students have been referred to as native speakers, quasi-native speakers, residual speakers, bilingual speakers, and home-background speakers.
Unlike students who learn the Japanese language as a foreign language, JH students have more experiences in not only language contact and use but also cultural experience: therefore, it is essential to meet students’ unique language background (family language use, years of attending Japanese school & frequencies of visiting Japan)
CBI contributes to affective domain: appropriate challenging activities, students’ interests, and motivation; therefore, CBI can meet JH students’ needs linguistically and culturally in affective domain with appropriate curriculum and teachers’ pedagogical training.
1-1. One of solutions is to use textbooks that compile authentic materials such as “Authentic Japanese: Progressing from Intermediate to Advanced” by Kawata et al., and “Rapid Reading Japanese” by Mirua and Oka.
1-2. Through the internet, authentic articles can be found.
To investigate correlation between CBI and Japanese proficiency level since JHL students have a desire to continue to study, use it for their career, and for an immediate purpose, they all would like to obtain credit with grade, “A.”