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Teaching Heritage Speakers: Best practices
Seventh Heritage Language InstituteUIC, June 18, 2013
Maria M. Carreira, Ph.D.California State University, Long Beach
Core principles of HL teaching and curriculum design
• Orient the curriculum around the “typical” HL learner • Build in pathways for individual learners• Build on learners’ knowledge of the HL and HC, focusing on the big ideas (Olga Kagan)
Oral -> writtenInformal -> formalPersonal -> impersonal (public)Focus on the big ideas, have realistic expectations
• Other (Latino specific): Mind the gap
In a nutshell: Keep your eye on the learner
WHAT (WHO) IS A HERITAGE LANGUAGE LEARNER?
Definitions:Who is a heritage language learner?
• Narrow definitions – based on proficiency
• Broad definitions – based on affiliation
Example of a narrow definition
“An individual who is raised in a home where a non-English language is spoken, who speaks or merely understands the heritage language, and who is to some degree bilingual in English and the heritage language” (Valdés, 2001, p. 38)
Example of a broad definition
Heritage language learners are individuals who “…have familial or ancestral ties to a particular language and who exert their agency in determining whether or not they are HLLs (heritage language learners) of that HL (heritage language) and HC (heritage culture) (Hornberger and Wang, 2008, p. 27)
Learners who fit the narrow definition also fit the broad definition
In high school I was one of very few Latinos. My friend and I were called the "Mexican kids". This was always funny to me because my Dad's family always told me I was American. In school I was labeled Mexican, but to the Mexicans, I am an American. I am part of each, but not fully accepted by either. In high school, I was considered Mexican because I spoke Spanish but I was considered "Pocho" by my Dad's family because my Spanish was not up to their standard. It's this weird duality in which you are stuck in the middle. Latinos are often told that they are not Americans but also that they are not connected to their heritage. You take pride in both cultures and learn to deal with the rejection. You may never be fully embraced by either side. That's why you seek out other people like yourself. Socializing with people who share a common experience helps you deal with this experience.
Broad + narrow definitions = two orientations to HL teaching
Linguistic needs (narrow definition)
Affective needs (broad definition)
To fill in the details…
• Research on the “typical” HL learner
Factors in heritage language development
• Order of acquisition of the languages (HL first, followed by Eng., both lags. at the same time);
• Age of acquisition of English (ages 3-5, 6-10)• Language use at home (only the HL, HL + Eng.,
English only);• Schooling in the HL;• General exposure to the HL e.g. time spent abroad,
media use, demographic density of local HL speakers;
Knowledge of the HL: It boils down to exposure
• Order of acquisition: Simultaneous bilingual < sequential bilingual;
• Age of acquisition of English: The later the better• Home use:
Only HL < HL + English < Overwhelmingly English• Schooling:
No schooling < schooling (a variety of types)• Other exposure (media, church, peers, family, travel abroad, social clubs, etc.)
Typical HL learner (from NHLRC Survey, Carreira and Kagan,
2010)• Used their HL 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 their HL (not much reading) (mostly +);
• Little to no schooling in the HL (-);• US born (?)
Linguistic strengths and needs
• Fairly fluid in the informal registers of the HL• Low literacy (limited command of embedding
– compound sentences, little to no command of the academic registers, limited vocabulary)
• Grammar areas in need of attention: those solidified after age 5 – Aspect, the subjunctive, perfective verb forms, vocabulary (Montrul, 2008, 2011);
The elements of the broad definition:Social + affective needs
The elements of the broad definition:Social + affective needs
Socio-affective needs(from the NHLRC survey)
• Has positive associations with his HL, but also some insecurities;
• Is a “hyphenated American” (e.g. Arab-American)• Wants to learn more about his roots;• Wants to connect with other members of his/her
community;• Enjoys using his/her HL to help others;• Would like to take professional advantage of
his/her HL skills (only Spanish, Chinese, and Japanese speakers)
Social/affective orientation of the curriculum
• Responds to HL learners’ affective needs– i.e. the need to explore issues of identity, builds on learners’ positive associations, combats negative associations;
• Responds to HL learners’ social needs – i.e. the desire to connect with other US speakers;
• Responds to HL learners’ professional goals (not all languages);
Now we have a plan
Linguistic needs (narrow definition)
Topics
Grammatical features acquired after age 5 – aspect, mood, subordination, perfective tenses
Skills acquired in school – reading, writing, register
Vocabulary
Socio-affective needs (broad definition)
Topics that respond to the need to
Build self-understanding and connect with roots;
Connect with friends and family in the US.
Make professional and social use of Spanish
Core principles of HL teaching and curriculum design
Orient the curriculum around the “typical” HL learner• Build in pathways for individual learners• Build on learners’ knowledge of the HL and HC
Oral -> writtenInformal -> formalPersonal -> impersonal (public)Focus on the big ideas, have realistic expectations
• Other (Latino specific): Mind the gap
Why is this not enough?
Traditionally, language teaching has been “what centered”
“What centered” = “curriculum centered”
Teachers start at the front of the curriculum
The what-centered view with L2 learners
The curriculum-centered classroom
But what if…
And...
The curriculum-centered approach in a mixed class (HL + l2 learners)
The curriculum-centered approach with HL learners (An HL class – all HLLs)
A better alternative: Focus on the “who”
The learner
“Who” centered teaching
Why do we need learner-centered teaching?
• HL learners differ from each other and from L2 learners with regard to key pedagogical issues:- linguistic abilities (in the HL and in English)- literacy skills
- affective needs- goals for their HL
Variation in the classroom contextThe NHLRC Survey
One-track program: L2 and HL learners together (mixed classes)
Dual-track program: Separate classes for L2 andand HL learners (HL classes)
Type 1: Only one HL course (most common);
Type 2: Two levels of HL instruction;
Classes with HL learners are always heterogeneous
• Specialized HL classes;• Mixed classes (HL + L2);
Question: How do you deal with learner variation?
Core principles of HL teaching and curriculum design
Orient the curriculum around the “typical” HL learner• Build in pathways for individual learners• Build on learners’ knowledge of the HL and HC
Oral -> writtenInformal -> formalPersonal -> impersonal (public)Focus on the big ideas, have realistic expectations
• Other (Latino specific): Mind the gap
A fitting metaphor for HL teaching
What not to do
Don’t…
• Ignore diversity (i.e. exclude learners who don’t fit the model)
I did not give particular consideration to HL--they are usually a very small segment of the class. (The programs survey)
Don’t…
• Enforce the paradigm/status quo at all cost: (i.e. force all learners to conform to the curriculum)
(Name of book) does not address the needs of HL but it does a good job at the beginning level where the majority of our students take the (name of language) as a general language requirement and where we have less HL (15%) than at more advanced levels.
The “what” centered view of teaching enforces the paradigm at all cost
Not so good Better Best
Start at the front of the book, curriculum is fixed
Start with a student-focused curriculum that targets the needs of the typical learner
Start with a curriculum that targets majority needs and is flexible enough to respond to the needs of individual learners.
May work in relatively homogeneous classes, not in highly heterogeneous classes
Weakness: Neglects those who fall outside that group.
Strength: Meets the needs of all learners.
The “who” centered curriculum for the typical HL learner ignores diversity
Not so good Better Best
Start at the front of the book, curriculum is fixed
Start with a student-focused curriculum that targets the needs of the typical learner
Start with a curriculum that targets majority needs and is flexible enough to respond to the needs of individual learners.
May work in relatively homogeneous classes, not in highly heterogeneous classes
Weakness: Neglects those who fall outside that group.
Strength: Meets the needs of all learners.
Build in pathways for all learners
Not so good Better Best
Start at the front of the book, curriculum is fixed
Start with a student-focused curriculum that targets the needs of the typical learner
Start with a curriculum that targets majority needs and is flexible enough to respond to the needs of individual learners.
May work in relatively homogeneous classes, not in highly heterogeneous classes
Weakness: Neglects those who fall outside that group.
Strength: Meets the needs of all learners.
Do…
Program level: Mitigate the problems of diversity through smart curriculum design and placement. 1) Design courses that are tailored to the local student population and that make linguistic sense for them (orient teaching around the typical learner)2) Use placement to build maximally homogeneous classes.
Class level: Accept and deal with diversity through Differentiated Teaching (DT). Build in pathways for all learners.
Differentiated Teaching (DT)
In differentiated classrooms, teachers begin where studentsare, not the front of a curriculum guide. They accept and buildupon the premise that learners differ in important ways…Indifferentiated classrooms, teachers provide specific ways foreach individual to learn as deeply as possible and as quicklyand possible, without assuming one student’s roadmap forlearning is identical to anyone else (Tomlinson, 2000:2).
Three tools of differentiation
• Agendas – lists of tasks students must complete within a specified period of time.
• Centers and stations• Exit cards• Visual checks
Sample agenda from my class (an HL class)
Date due: (usually in 1-2 weeks)Work to be completed:• Workbook # 7, 8, 9, 10 • Blackboard, #1, 2. Must be completed with agrade of 90% or better.• Textbook, read “xxxxx” and answer questions1-7. Use a spell check. • Prepare a “Sum it up” card for this unit.
Instructional practices
• Agendas• Centers and stations: Repositories of resources
which support independent learning.• Exit cards• Visual checks
How I use centers
• Virtual spaces (Blackboard)• Computer graded• Work can be repeated for a better grade• Work is done outside of class• Work is done independently by students• Work is self-paced(the workbook can also be a source ofcenter activities)
Instructional practices
• Agendas• Centers and stations• Exit cards: Short assignments that students
must complete and turn in before leaving class• Visual checks
Sample exit cards
• Formulate a question about something that remains unclear to you about today’s class;
• Identify something that you already knew about today’s lesson and something that is new to you;
• Describe an “Aha!” moment in this lesson;• Explain a contribution you made today to group
work;• Summarize a comment someone else made that was
useful to you
Instructional practices
• Agendas• Centers • Exit cards: Short assignments that students
must complete and turn in before leaving class• Visual checks
T/F?
• The narrow definition focuses on linguistic issues;
• The “what” centered view of teaching is better suited to teaching HL learners than the “who” centered view of teaching;
• Background factors can give an indication of linguistic ability in HL learners
Core principles of HL teaching and curriculum design
Orient the curriculum around the “typical” HL learnerBuild in pathways for individual learners• Build on learners’ knowledge of the HL and HC
Oral -> writtenInformal -> formalPersonal -> impersonal (public)Focus on the big ideasMind the gap
Core principles of HL teaching and curriculum design
Orient the curriculum around the “typical” HL learnerBuild in pathways for individual learners• Build on learners’ knowledge of the HL and HC
Oral -> writtenInformal -> formalPersonal -> impersonal (public)Focus on the big ideas, have realistic expections
• Mind the gap
• My name by Sandra Cisneros
Task 1: How can you use “My name” in an HL class and…
• Address issues of affect and identity (as per the broad definition of HL learners);
• Address language topics of particular importance to HL learners (e.g. aspect, mood, vocabulary, infinitive/gerund, spelling…);
• Differentiate instruction so as to deal effectively with the problem of heterogeneity
Addressing issues in the broad definition
• Ideas?
Task 1: How can you use “My name” in an HL class and…
• Address issues of affect and identity (as per the broad definition of HL learners);
• Address language topics of particular importance to HL learners (e.g. aspect, mood, vocabulary, subordinationa, spelling…);
• Differentiate instruction so as to deal effectively with the problem of heterogeneity
Addressing issues in the broad definition
• The grandma • Naming practices• Spanish names in an English-speaking society
Latin grandmas: Horses or mice?
Person Horse or mouse ______?
Anecdote
Naming practices: How did you get your name?
Name of a family member
Name with religious significance
Name of a famous or popular figure
Popular/trendy name
Made up name:
Picked a name that works in both languages
Living with Spanish names in an English-speaking society
• Two last names or one?• Nicknames?• Two different first names?• Maiden name or husband’s last name?
These “starter” activities are all
• Personal• Oral• Informal
Next step..
• Personal -> public• Oral -> Written• Informal -> formal
Ideas?
It doesn’t have to involve an essay
•Interview parents regarding how they got their name;•Study of the most popular Hispanic names and naming practices in the US (charts, tables, summary statements);•Change the genre (go from short story to poem, song, etc.)
Change the genre
My name means hopeIn Spanish It has too many letters Sadness and w a i t i n gIt is the number 9A muddy colorMexican recordsMy father playsWhen shaving, songsLike sobbing
The text-to-self connection: Language
Test-to-self connection “Mi nombre”
1. Pick out five words that are new to you
2. Classify them as “must know” or “worth knowing” or “fun knowing”
3. Pick out three nouns that are important for you to know and write the verbs they go with.
4. Pick out three words that you already knew how to use but did not know how to spell
5. Pick out five past-tense verbs, write their infinitive form.
6. Find two differences between English and Spanish with regard to the use of capitalization.
The text-to-self connection: socio-affective needs, identity, connections, etc.
Test-to-self connection “Mi nombre”
1. Pick a sentence that caught your attention and copy it in the next column.2. Explain your personal connection to this phrase
The KWL chart
Something you already know about this topic
Something you want to learn
Something you learned
When designing instruction Focus on the big ideas
• Big ideas function as the keys that unlock content for all learners
• Plan instruction with a focus on the most critical big ideas;
• Articulate the learning goals and success criteria
Big ideas and realistic expectations
Core principles of HL teaching and curriculum design
Orient the curriculum around the “typical” HL learnerBuild in pathways for individual learners Build on learners’ knowledge of the HL and HC
Oral -> writtenInformal -> formalPersonal -> impersonal (public)Focus on the big ideas, have realistic expections
• Mind the gap
Minding the gap
• Academic deficiencies can interfere with learners’ ability to expand their command of registers and reach higher levels of proficiency;
• Latinos face particular challenges of this nature;
To address Latinos’ academic needs
• Draw connections between Spanish and other subject areas;
• Emphasize general literacy skills;• Engage students in thinking critically about
language;• Teach students to become independent
learners;
Teaching vocabulary with word clouds
Core principles of HL teaching and curriculum design
Orient the curriculum around the “typical” HL learnerBuild in pathways for individual learners√ Build on learners’ knowledge of the HL and HC
Oral -> writtenInformal -> formalPersonal -> impersonal (public)Focus on the big ideas, have realistic expections
√ Mind the gap
What about mixed classes?
• Same principles:think in terms of general needs and strengths;attend to individual needs; focus on the big ideas;
• In addition…think of seating arrangements at fancy dinner parties
Paired interactions between HL and L2 (Bowles, 2011, 2012)
• HL and L2 learners were matched for proficiency and worked together on a task.
• In the first study learners benefited more from the activity than HL learners.
• In the second study, both types of learners benefited equally from the activity.
What made the difference?
• Material + taskHL learners are better at tasks that tap into
intuitive use of language, L2 learners, on the other hand, do better at tasks that require meta-linguistic knowledge;
HL learners are more familiar with home vocabulary; L2 learners, on the other hand, are more familiar with academic vocabulary
Take home lesson about HL + L2 pairings
• Take advantage of complimentary strengths of HL and L2 learners
• Match HL-L2 learners for proficiency• Mix tasks that require intuitive knowledge
(hard for L2Ls), and tasks that require meta-linguistic knowledge (hard for HLLs;
• Hold both students accountable for contributing to the task (assign the harder task to each type of learner)
“Mi nombre” in mixed classes(HL + L2 learners)
• Cloze activity• Dictado a la carrera• Dictado a larga distancia
Cloze activity: HL-L2 learner groupingsDice la historia que ella jamás lo _________(perdonar). Toda su vida _______ (mirar) por la ventana hacia afuera, del mismo modo en que muchas mujeres apoyan su tristeza en su codo. Yo me pregunto si ella ________ (hacer) lo mejor que ________ (poder) con lo que le ________ (tocar), o si __________ (estar) arrepentida porque no _________ (ser) todas las cosas que __________ (querer) ser. Esperanza. _________ (heredar) su nombre, pero no quiero heredar su lugar junto a la ventana.
Say it Write it
“Mi nombre” in mixed classes(HL + L2 learners)
• Cloze activity• Dictado a la carrera• Dictado a larga distancia
Take home points
Keep your eye on the learner
Core principles of HL teaching and curriculum design
• Orient the curriculum around the “typical” HL learner• Build in pathways for individual learners• Build on learners’ knowledge of the HL and HC
Oral -> writtenInformal -> formalPersonal -> impersonal (public)Focus on the big idea, have realistic expectations
• Mind the gap
• Curriculum and syllabus design: The broad and narrow definitions of the term “HL learner” identify two general orientations for curriculum and syllabus design: language and identity. Use the profile of the “typical HL learner” to lay the general instructional plan. Build in additional pathways to help students that deviate from this profile achieve objectives.
Core knowledge
• Curriculum and syllabus design: The broad and narrow definitions of the term “HL learner” identify two general orientations for curriculum and syllabus design: language and identity. Use the profile of the “typical HL learner” to lay the general instructional plan. Build in additional pathways to help students that deviate from this profile achieve objectives.
• Curriculum and syllabus design: Build on learners’ knowledge of the HL and HC and progress from familiar to unfamiliar. Be mindful of learners’ academic needs. Focus on the big ideas.
• Learner-centered Teaching: HL learners present a wide range of linguistic, social, and psychological profiles. For that reason, HL teaching should be learner-centered, rather than curriculum centered.
Thank you!
• For a copy of this presentation please email me at: [email protected]