Module 1 Lesson 2

LESSON 2:
Defining the Heritage Language Learner

Pre-lesson Activity: Writing Sample Analysis

Analyze the following writing samples. (Which can also be found in a PDF here.)

  1. Me gusta la internet por que es algo que yo y otros mas pueden hablar, escribir y poner casa que nadian mas pueden mira. Ay programas que la gente pueden ponder en sus computedor que un infimida no puede entraen una programa que al genete esta usando el computedor. Es muy importante que lo compania o la escuela done los estudiantes se van teine a poner unas programas puede usar. Quando la escuela se poner la programa, los estudiantes pueden habla, escribir y poner información personal o case de la escuela en el computedor or en le internet (W 100)
  2. De acuerdo al artículo “Privacy and Internet” publicado por la universidad, mucha gente se queja frecuentemente de como su información es usada en sitios públicos, más no se dan cuenta que son ellos mísmos quienes se vuelven presa de la inseguridad cibernética. Desde mi punto de vista, ningún sitio de internet es seguro. Cada día los casos de abuso sexual, rapto, violencia, y agresión son más comunes en las noticias. Sitios como Facebook y Twitter exponen una gran cantidad de información personal diariamente y esta información no solo es compartida por los amigos que se encuentren dentro de la red de la persona si no también con el público en general. (111 W)
  3. Privacidad y el internet nunca va existir si usas Facebook o Myspace. La gente de este dia no debe de andar tratando de alegar con companias de su información personal porque cada vez que usan Facebook o Myspace estan escribiendo su información personal para todo el mucho que usa computadoras y el internet. Gente debe de callarse con sus alegaciónes cuando tienen un problema en el internet como viendo sus foto en un artículo de el internet. Si esa es la misma foto que pusiste de una fiesta con tus amigos, para que alegar? Tu mismo la pusiste en el internet. (101 W)

Consider the following questions:

  • 1. What kind of student wrote each sample (e.g. L2L, HLL,
    monolingual)?
  • 2. What is the Spanish level of each student (e.g. novice,
    intermediate, etc.)?
  • 3. How did you arrive to your conclusions?

Once you have your answer, view the following video segment where these writing samples are discussed in further detail:

Video: Activity 1

In this section, you will be able to:

  • Identify the differences between the L2L and HLL
  • Identify the characteristics that are unique to HLL students

In the previous activity, we can see that there are differences in the language abilities among heritage speakers. One of the more dynamic areas of research in the field of Spanish as a Heritage Language seeks to describe and explain similarities and differences among HL learners. Current studies analyze diverse variables and their interaction to better support adequate learning contexts for this diverse population.

In the following two video segments, Dr. Belpoliti discusses the two main domains that are related to the heritage language learners as well as definitions.

Video: HLL Domains

Heritage language learners have a direct tie to the Spanish language which is an element or domain that second language learners do not share. In the following video segment, we will see some definitions in regard to our students’ unique cases.

Video: HLL Definitions

It is important to consider that even though the Spanish language can be a dominant language in other countries, it is a minority language in the United States.

In the following section, we will see different profiles and models that help our understanding of the heritage language learner.

Profiles and Diversity

In this section you will be able to:

  • Identify characteristics that are unique to HLL students

In this section, we will explore three different profiles that conceptualize the heritage language learner:

Video: Profiles-Bilingual Continuum

In Valdés (2001) model, bilingualism as a continuum where each language (e.g. language A and B) is represented by a capital or lowercase letter based on the individual’s ability. Someone can have a strong ability in Language “B” but have an underdevelopment in language “a” and therefore are “aB”.

Although absolute equivalent abilities are theoretically possible, Valdés (2001) states that individuals rarely have access to two languages in the exact same contexts in every domain of interaction. “Neither do they have opportunities to use two languages to carry out the exact same functions with every person with whom they interact… Thus, they do not develop identical strengths in both languages” (Valdés, 2001:40-41). Our goal in the classroom is that they gain more opportunities to engage with the Spanish language in various contexts.

Consider the next two models…

Video: Profiles – Prototype Model

Video: Profiles – Competency-based Model

As we view these video segments, one thing is clear and common about all of these models and profiles: every heritage language learner is unique and we will see this diversity in the classroom. Based on the experiences, conditions, attitudes, and many other other factors, our students will be different.

Heterogeneity is a norm in the SHL classroom. In the following video segment, Dr. Belpoliti will present an example of how diverse a SHL can be.

Video: Heterogeneity as a Norm

We see that diversity is to be expected in the classroom. In the following lesson, we will see how sociolinguistics can be a valuable tool in the SHL classroom.

Review questions:

References:

Pre-lesson activity references

  • Carreira, M. & Hitchins Chick, C. (2018). Supporting Heritage Learners. The Language Educator, https://www.actfl.org/sites/default/files/tle/TLE_MarApr18_Article.pdf
  • Polinsky, M. (2013). When L1 becomes an L3: Do heritage speakers make better L3 learners? Bilingualism: Language and Cognition, 18, 1-16. doi:10.1017/S1366728913000667
  • Suarez, D. (2002). The paradox of linguistic hegemony and the maintenance of Spanish as a heritage language in the United States. Journal of Multilingual and Multicultural Development, 23(6), 512-530.
  • Valdés, G. (2001). “Heritage Language Students: Profiles and Possibilities.” In Heritage Languages in America. Preserving a National Resource, eds. J. Peyton, D. Ranard, and S. McGinnis, 1‒42. McHenry, IL: Center for Applied Linguistics and Delta Systems.

“Profiles and Diversity” references

  • Belpoliti, F. & Bermejo, E. (2019). Spanish Heritage Learners’ Emerging Literacy. Teaching and Practice. New York/ London: Routledge. (Forthcoming)
  • Belpoliti, F. & Gironzetti, E. (2018). Hablantes de Herencia. En J. Muñoz Basols & M. Lacorte (Eds.). The Routledge Handbook of Spanish Language Teaching: Metodología,
    recursos y contextos para la enseñanza del español, 447-462. Oxfordshire, UK: Routledge.
  • Torres, J., Estremera, R. & Mohamed, S. (2019). The Contribution of Psychosocial and Biographical Variables to Heritage Language Learners’ Linguistic Knowledge of Spanish. Studies in Second Language Acquisition, 41 (4), 695-719.
  • Valdés, G. (2001). “Heritage Language Students: Profiles and Possibilities.” In Heritage Languages in America. Preserving a National Resource, eds. J. Peyton, D. Ranard, and S.
    McGinnis, 1‒42. McHenry, IL: Center for Applied Linguistics and Delta Systems.
  • Zyzik, E. 2016. “Toward a Prototype Model of the Heritage Language Learner.” In Innovative Strategies for Heritage Language Learning: A Practical Guide for the Classroom, eds. M. Fairclough and S. Beaudrie, 19–37. Washington, DC: Georgetown University Press.

Spanish HL Surveys

Resources

New readings:

  • Torres, J., Estremera, R. & Mohamed, S. (2019). The Contribution of Psychosocial and Biographical Variables to Heritage Language Learners’ Linguistic Knowledge of Spanish. Studies in Second Language Acquisition, 41 (4), 695-719.
  • Fuller, J. & Leeman, J. (2020) Speaking Spanish in the US, 2nd . ed. Bristol: Multilingual Matters.
  • Rachel E. Showstack (2017) Stancetaking and Language Ideologies in Heritage Language Learner Classroom Discourse. Journal of Language, Identity & Education, 16 (5), 271-284. DOI: 10.1080/15348458.2016.1248558
  • Carreira, M. & Hitchins Chick, C. (2018). Supporting Heritage Learners. The Language Educator, https://www.actfl.org/sites/default/files/tle/TLE_MarApr18_Article.pdf
  • Leeman, J. (2015). Heritage Language Education and Identity in the United States. Annual Review of Applied Linguistics, 35, 100-119. doi:10.1017/S0267190514000245

New resources:

 

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