Spanish for Heritage Language Learners : Lesson 1

Spanish for Heritage Language Learners : Lesson 1

Presenter: Betzaida Imperiale Sumner Academy of Arts and Science

Spanish and Spanish Heritage Language Teacher

Presenter: Betzaida Imperiale Sumner Academy of Arts and Science

Spanish and Spanish Heritage Language Teacher

Betzaida ImperialeBetzaida Imperiale

Born and raised in Puerto Rico BA Modern Languages - Cum Laude (Italian and

French) MA in Arts, Spanish /Latin America Literature PhD in - Grand Canyon University, in progress Member: MLA, KSWLA, KSDE World

Languages Advisory Committee, Phi Lambda-Theta

Sumner Academy First Spanish Native Speaker Program Teacher

Instructor: 11 yrs. Teaching K-14 and 4 yrs. Teaching Spanish for HL Level I - III

Born and raised in Puerto Rico BA Modern Languages - Cum Laude (Italian and

French) MA in Arts, Spanish /Latin America Literature PhD in - Grand Canyon University, in progress Member: MLA, KSWLA, KSDE World

Languages Advisory Committee, Phi Lambda-Theta

Sumner Academy First Spanish Native Speaker Program Teacher

Instructor: 11 yrs. Teaching K-14 and 4 yrs. Teaching Spanish for HL Level I - III

What do you know…?What do you know…?

…about …about

Language Learners Language Learners

Second Language Learner (L2) Exposed to formal second language

instruction at an older age Already have an understanding of the

meanings, uses, and purposes of (first) language; they now must… go on to learn how the second language--oral and in print--expresses those purposes, uses, and meanings (Lindfors, 1987).

Second Language Learner (L2) Exposed to formal second language

instruction at an older age Already have an understanding of the

meanings, uses, and purposes of (first) language; they now must… go on to learn how the second language--oral and in print--expresses those purposes, uses, and meanings (Lindfors, 1987).

Heritage Language Learner (HLL)

Heritage Language Learner (HLL)

1970’s Canada Since the 1990’s in USA Exposure to non-English language outside the

formal educational system Anyone who has had in-depth exposure to

another languageHornberger &Wang (2008)

1970’s Canada Since the 1990’s in USA Exposure to non-English language outside the

formal educational system Anyone who has had in-depth exposure to

another languageHornberger &Wang (2008)

SynonymsSynonyms

Native speaker Bilingual Home background*Different names, different interpretations(Valdés, 1996)

Native speaker Bilingual Home background*Different names, different interpretations(Valdés, 1996)

Guadalupe Valdés Graphic Organizer Guadalupe Valdés Graphic Organizer

Language Native Foreign Heritage

L1 or L2 (age) L1 (child) L2 (after the first language has been acquired)

L1/L2?

Exposure to target Language

Full language Community

Outside of community Limited community

Assist HLL language self assessment Check point

Assist HLL language self assessment Check point

Students language proficiency (myth vs reality)Students knowledge about grammar formsStudents skills: performing their knowledge of

Spanish grammarStudents learning style preferences (yes, you

have them!)The number of languages they have studiedStudents continuous exposure to the target

language(http://www.carla.umn.edu/strategies/sp_grammar/variety.html)

Students language proficiency (myth vs reality)Students knowledge about grammar formsStudents skills: performing their knowledge of

Spanish grammarStudents learning style preferences (yes, you

have them!)The number of languages they have studiedStudents continuous exposure to the target

language(http://www.carla.umn.edu/strategies/sp_grammar/variety.html)

HL student’s needs HL student’s needs

To learn Spanish for academic purpose understanding language for specific learning goals

Clear future goals content relevant to learners short and long term goals

Effective language teaching organizing learning around subject specifics purposeful activities

Sloan & Porter (2008)

To learn Spanish for academic purpose understanding language for specific learning goals

Clear future goals content relevant to learners short and long term goals

Effective language teaching organizing learning around subject specifics purposeful activities

Sloan & Porter (2008)

Teacher’s needs…Teacher’s needs…

to learn students culture and learner’s characteristics

to get prepared with unit, lessons and activities with this audience in mind

to ensure a bias free and good quality of learning environment

to revisit and adapt classroom behavior rule

to learn students culture and learner’s characteristics

to get prepared with unit, lessons and activities with this audience in mind

to ensure a bias free and good quality of learning environment

to revisit and adapt classroom behavior rule

Teacher’s needs… Teacher’s needs…

to discuss and recognize the relevance of achievement/success in class

to relate transferability of knowledge to other courses

to focus on reading for comprehension and understanding (making inferences, critical thinking and critical analisis…)

to write on target language (creative, summarizing and translations)

to discuss and recognize the relevance of achievement/success in class

to relate transferability of knowledge to other courses

to focus on reading for comprehension and understanding (making inferences, critical thinking and critical analisis…)

to write on target language (creative, summarizing and translations)

“Recognizing the Needs and talents of the Heritage Language Learner”

We are called to:

“Recognizing the Needs and talents of the Heritage Language Learner”

We are called to: Blend native and second language

methods, not students Impact the formal studies of the HL Impart will and motivation toward

reading in target language Improve their reading skills, their

development and knowledge to read in another L2

(Berstain, Bruke, Fafre & Delcourt)

Blend native and second language methods, not students

Impact the formal studies of the HL Impart will and motivation toward

reading in target language Improve their reading skills, their

development and knowledge to read in another L2

(Berstain, Bruke, Fafre & Delcourt)

Goals and content of instructionGoals and content of instruction

Skills Reading Writing Translation Listening Speaking

How proficient are your HL students?

Skills Reading Writing Translation Listening Speaking

How proficient are your HL students?

Instructional Strategies Differentiated Student-center Collaborative Memorization Higher level thinking

skills

How will/do you teach your HL students?

Instructional Strategies Differentiated Student-center Collaborative Memorization Higher level thinking

skills

How will/do you teach your HL students?

Reading Motivation Assessment Plan PrototypeReading Motivation Assessment Plan PrototypeReading Motivation Assessment Plan PrototypeReading Motivation Assessment Plan Prototype

How do we evaluate HL ability to read?

What are the underlying components of motivation to read?

Are the HL reading motivation equal for the L2 group? Do they have similar or different reading motivation profiles?

To what degree is motivation related to HL reading ability?

How do we evaluate HL ability to read?

What are the underlying components of motivation to read?

Are the HL reading motivation equal for the L2 group? Do they have similar or different reading motivation profiles?

To what degree is motivation related to HL reading ability?

Have students self rate their ability to read.

Provide six reading tasks from basic to more complex.

Provide a reading motivation questionnaire that includes items to measure some theoretical motivation components

Have students self rate their ability to read.

Provide six reading tasks from basic to more complex.

Provide a reading motivation questionnaire that includes items to measure some theoretical motivation components

R e c o m m e n d a t i o n sR e c o m m e n d a t i o n s Set-up clear knowledge-based reading goals Use stimulating activities that connect reading to

the students’ lives outside of the classroom or school

Support students autonomy by providing a variety of texts to choose from, based on their capacity and topic of interest

Provide strategy instruction that may help students improve bottom-up and top-down processing

Encourage collaborative learning by allowing students share their opinions on what they read

Create assessment tools easy to students systematically self-monitor what they read and how they read it

Let them know you care about their progress Explore/focus on production skills: I.e., writing and

speaking effectively

Set-up clear knowledge-based reading goals Use stimulating activities that connect reading to

the students’ lives outside of the classroom or school

Support students autonomy by providing a variety of texts to choose from, based on their capacity and topic of interest

Provide strategy instruction that may help students improve bottom-up and top-down processing

Encourage collaborative learning by allowing students share their opinions on what they read

Create assessment tools easy to students systematically self-monitor what they read and how they read it

Let them know you care about their progress Explore/focus on production skills: I.e., writing and

speaking effectively

ReferencesReferencesKagan, O., & Dillon, K. (2003). A new perspective on teaching Russian

Focus on the heritage learner. Heritage Language Journal, Available: http://www.carla.umn.edu/strategies/sp_grammar/variety.html

http://www.ksde.org

http://www.international.ucla.edu/languages/heritagelanguages/journal/article.asp?parentid=3693

Polinsky, M. & Kagan, O. (2007). Heritage Languages: In the ‘Wild’ and in the Classroom. Language and Linguistics Compass, 1/5: 368–395, 10.1111/j.1749-818x.2007.00022.x

Sloan, Diane, and Porter, Elizabeth (2008). The management of English Language support in postgraduate business education: the CEM Model (contextualisation, embedding and mapping), Northumbria University DOI:10.3794/ijme.72.188, International Journal of

Management Education 7(2)

Valdés, G. (2000). The teaching of heritage languages: an introduction for Slavic-teaching professionals. The learning and teaching of Slavic languages and cultures, Olga Kagan and Benjamin Rifkin (eds.), 375–403.

Kagan, O., & Dillon, K. (2003). A new perspective on teaching Russian

Focus on the heritage learner. Heritage Language Journal, Available: http://www.carla.umn.edu/strategies/sp_grammar/variety.html

http://www.ksde.org

http://www.international.ucla.edu/languages/heritagelanguages/journal/article.asp?parentid=3693

Polinsky, M. & Kagan, O. (2007). Heritage Languages: In the ‘Wild’ and in the Classroom. Language and Linguistics Compass, 1/5: 368–395, 10.1111/j.1749-818x.2007.00022.x

Sloan, Diane, and Porter, Elizabeth (2008). The management of English Language support in postgraduate business education: the CEM Model (contextualisation, embedding and mapping), Northumbria University DOI:10.3794/ijme.72.188, International Journal of

Management Education 7(2)

Valdés, G. (2000). The teaching of heritage languages: an introduction for Slavic-teaching professionals. The learning and teaching of Slavic languages and cultures, Olga Kagan and Benjamin Rifkin (eds.), 375–403.