Research and Pedagogy

Presentations

Research and Pedagogy

  • Teaching Heritage Languages: An Online, Self-Paced Workshop from the National heritage Language Resource Center. Modules 1 and 2 are self-paced online tutorials that are designed for teachers of world and heritage languages. As you complete the first module, you will gain a better understanding of important differences between heritage language learners (HLLs) and foreign language learners (FLLs). In the second module, you will learn about strategies for working with heritage language students in the classroom. Module 3 focuses on issues that are language specific.
  • Code-switching – Experimental Answers to Theoretical Questions edited by Luis López   This volume compiles eight original chapters dedicated to different topics within bilingual grammar and processing with special focus on code-switching.
  • Spanish in the Salinas Valley: Corpus is a great resource created by Gabriela Zapata (Texas A&M) of recordings and transcriptions of interviews and stories of bilinguals from the Salinas Valley in California. You can read more about the project here.
  • Information about the Seal of Blliteracyan award given by a school, district, or state in recognition of students who have studied and attained proficiency in two or more languages by high school graduation.
  • The National Heritage Language Resource Center (NHLRC) at the University of California, Los Angeles, develops pedagogical approaches to teaching heritage language learners, both by creating a research base and by pursuing curriculum design, materials development, and teacher education. Some examples of their work:
  • Teleplaza, a program hosted by the Institute for Language Education in Transcultural Context (ILETC) at CUNY,  facilitates telecollaborative connections among heritage Spanish and Latino Studies courses at the college level within the United States. You can use Teleplaza to find a project posted by another school or to post your own project. Teleplaza projects can be integrated into language or content courses to support a variety of learning goals, such as the development of proficiency, development of literacy, and exploration of specific content. Projects may range from short collaborations to semester-long partnerships. Instructors can select different modalities for communication for their projects (i.e.,  synchronous, asynchronous).
    • The HLL Spanish_ILETC  is a report that contains recommendations for instruction as a result of a research project conducted by the ILETC at CUNY that focused on the writing proficiency profiles of Heritage Speakers.
  • The Center for Advanced Research on Language Acquisition (CARLA) has some training units to practice analyzing Spanish learner language, including heritage learner language. This site could be useful for instructors who want to learn more about heritage learner language and compare it to the language of 2 learners.
  • The Spanish Corpus Proficiency Level Training (SPT) website contains videos of Spanish learners, including many heritage language learners, and training modules to learn to understand different features of the learners’ language and rate them according to their proficiency.
  • These Translanguaging Guides from the CUNY-NYS Initiative on Emergent Bilinguals offer dozens of strategies and approaches for teachers working with emergent bilingual students at all grade levels and in all program models.
  • The We Teach Languages podcast has several episodes about heritage teaching: episode 83 with Dr. Maria Carreira of the National Heritage Language Resource Center; episode 84 with Chris Cashman, Maria Manni, Felix Burgos, Shannon Hahn, and Kim Potowski; episode 116 with Damian Vergara Wilson; episode 140 on language maintenance with Angélica Amezcua; episode 142 with Jonathan Rosa about serving multilingual students.
  • The NFLRC at the University of Hawai`i has published online modules about Selecting and Adapting Materials for Online Language Teaching and Learning
  • Ideas for differentiated instruction in mixed classes with heritage and L2 learners from CALPER’s “Understanding Heritage and Domestic Language Learners” guide
  • Learning and Not Learning in the Heritage Language Classroom by Kimberly Adilia Helmer describes the first year of a teacher-founded charter high school and presents a case-study of compulsory Spanish heritage language instruction with two Spanish-language teachers, one English dominant and the other Spanish dominant

 

If you’d like to share a resource with the Heritage Spanish community, please contact Luis at techs.edu.team@gmail.com.

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