HERITAGE LANGUAGE INSTRUCTION Mindy Euken Cadenillas.

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Presentation transcript:

HERITAGE LANGUAGE INSTRUCTION Mindy Euken Cadenillas

2011 HERITAGE LANGUAGE TEACHER WORKSHOP, UCLA

TODAY’S GOALS Define “typical” heritage language learners Identify the goals of a heritage language class Discover curriculum styles that are most appropriate for heritage language classes Reflect on the need for flexible and differentiated instruction

HERITAGE LANGUAGE LEARNERS  Bilingual (at least)  Varying levels in the different languages  Not necessarily FLUENT in both languages  Have background, understanding and abilities in both  May be stronger/more confident in certain skills in English or Heritage language  Can be compared to English language learners in U.S. school system based on exposure to language in community and order of acquisition

HERITAGE LANGUAGE LEARNERS  Have language input since age 0 in the home  Have almost exclusive exposure to the heritage language until age 5  Around age 5 this switches and the exposure to English becomes dominant  Heritage language exposure continues via television and music, as well as through the heritage community  Exposure is extremely limited as compared to L1 (compared to native speakers)  Exposure is enormous as compared to L2 (compared to “anglophone” students

HERITAGE LANGUAGE LEARNERS  Students with different levels of exposure/different comfort levels will be in the same Heritage class.  Student needs and motivation for study vary.  Most common(according to the ACTFL Heritage Language Learner Survey):  used language exclusively until age 5 when they started school  has visited their country of origin once or twice  listens to music, watches soap operas, and attends religious services in the HL (not much reading)  little to no schooling in the HL  U.S. born  has positive associations with the HL  US-born: is a “hyphenated American”, wants to learn more about roots, wants to connect with community around them (more than to be able to communicate with people who speak Spanish in other countries)  enjoys using HL to help others, wants to have a future career using the language

HERITAGE SPANISH LEARNERS AT ROOSEVELT HIGH SCHOOL U.S. BornForeign Born  Some formal training in Spanish  or  No formal training in Spanish but lots of exposure in home/ community  or  Receptive bilinguals  Education in/through Spanish  or  Little formal education

“MACRO APPROACH” TO HERITAGE LANGUAGE INSTRUCTION The term “macro approach” helps illustrate how teachers of heritage language might combine several types of top-down language in one course:  Community-based curriculum: Students learn by participating in community events or conducting research within a local language community.  Content-based instruction: Students use a different subject, like social studies or biology, as a way to learn language. Reading and writing tasks come from the subject matter.  Project-based instruction: Students pursue an in-depth investigation of a question/ problem that’s important to them and work to acquire the language skills they need to complete the project.  Task-based instruction: Emphasizes the kinds of real world tasks language speakers might be required to do and uses them as a vehicle for instruction.

“MACRO APPROACH” TO HERITAGE LANGUAGE INSTRUCTION  Any of these approaches would build on heritage language learners’ strengths before focusing on their gaps. Most often, heritage language teachers combine elements from several approaches. 3 principles in using the macro approach (Olga Kagan):  Start with the learner (take learner’s prior knowledge and interests into account).  Know the local language community.  Know what is currently important to the country and culture(s) of the target language.

IMPLICATIONS FOR TEACHERS OF HERITAGE LANGUAGE CLASSES  Error correction vs. modeling and practicing standard forms  As students pass through the U.S. education system, their use of the heritage language decreases to the home only  Teachers need to use the communicative strengths that students have, build on them  Students need to have opportunities to use the heritage language in different settings.  Explicit grammar and language instruction can occur if used within context and based on student learning needs and goals

DIFFERENTIATED INSTRUCTION IN THE HERITAGE LANGUAGE CLASSROOM  Differences between students shape the curriculum;  On-going assessment of students is built into the curriculum;  Multiple learning materials are available;  There is variable pacing;  Students play a part in setting goals and standards;  Varied grading criteria are used;  Work is assigned to students depending on their level of readiness. Carreira, Maria

ROLE OF ASSESSMENT IN HERITAGE LANGUAGE CLASSROOM  Diagnostic Assessment:  to get students into the best possible class  since every class with HLL’s is very heterogeneous, diagnostic assessment must be implemented in order to guide curriculum.  Formative Assessment:  implemented throughout the units to see how individual students are progressing  gives students feedback and helps them self-monitor their learning in relation to the unit goals  helps teacher to know what instructional changes need to be made  Summative Assessment:  How do you maintain standards but also address issues of fairness?  Some students start off with higher level skills in areas so need to be assessed differently.  The goal is that everyone will learn/grow but some will need extra time or extra support, or extend tasks for advanced students, etc.

PERSONAL FUTURE GOALS  To implement a diagnostic assessment school-wide (with other Spanish teachers/counselors so that everyone knows how to identify and place Heritage learners)  To learn more strategies to advance my students’ reading and writing skills  To infuse more community/cultural opportunities for my students  To implement a Heritage 2 class so students have a step between Heritage 1 and AP Spanish  To differentiate more effectively based on individual needs (gathered through the use of formative assessments)

SOURCES AVAILABLE FOR TEACHERS OF HERITAGE LEARNERS  The National Heritage Language Resource Center (NHLRC)  STARTALK: Information on teaching and learning less commonly taught languages  Kimberly Potowski’s homepage: Resources for Heritage language teaching  The Alliance for the Advancement of Heritage Learners: See profiles of different Heritage programs in the U.S. and find research/information  ACTFL: Find articles on Heritage language teaching in both The Language Educator and the Foreign Language Annals. New information is also presented at the national conference each year.

HERITAGE LANGUAGE LEARNING “GURUS” AND RESOURCES  Kagan, O., & Dillon, K. Issues in Heritage Language Learning in the United States. (2008). In N. Van Deusen-Scholl & N. H. Hornberger (Eds.), Encyclopedia of Language and Education (2nd ed., Vol 4, pp ). New York: Springer Science+Business Media.Issues in Heritage Language Learning in the United States.  D. Brinton, O. Kagan, & S. Bauckus (Eds.). (2008). Heritage Language Education: A New Field Emerging. New York: Routledge.  Carreira, M. (in press). Meeting the Instructional Needs of Heritage Language Learners: Approaches, Strategies, and Research. In S. Beaudrie and M. Fairclough, Spanish as a Heritage Language in the US: State of the Science. Georgetown University Press.  Carreira, M. and Kagan, O. (2011). The Results of the National Heritage Language Survey: Implications for teaching, curriculum design, and professional development. Foreign Language Annals.