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Innovative Strategies for Heritage Language Teaching: A Practical Guide for the Classroom
Heritage language (HL) learning and teaching presents particularly difficult challenges. Melding cutting-edge research with innovations in teaching practice, the contributors in this volume provide practical knowledge and tools that introduce new solutions informed by linguistic, sociolinguistic, and educational research on heritage learners. Scholars address new perspectives and orientations on designing HL programs, assessing progress and proficiency, transferring research knowledge into classroom practice, and the essential question of how to define a heritage learner. Articles offer analysis and answers on multiple languages, and the result is a unique and essential text ― the only comprehensive guide for heritage language learning based on the latest theory and research with suggestions for the classroom.
304 pages, Paperback
Published November 1, 2016
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July 26, 2018
Heritage Language learners are an underserved population in our schools, and the relatively recent advent of HL classes in K-12 and higher ed comes rife with opportunity. This collection of writings makes clear that, while there’s still no comprehensive map for what to do, there are a wide variety of tools available with which to keep ourselves oriented.
Each of the eleven chapters explores a useful topic to help HL educators develop a mature, informed approach to their own practice, for instance: how to conceive HL learners? Can ACTFL’s proficiency descriptors adequately represent a HL learner’s capabilities? To what end can macro vs. micro based approaches be effectively employed? What ideological baggage might educators be packing that may actually be causing harm to students’ self image?
I read this text straight through, which made it a bit of a challenge, owing to the tone shifts and jargon introduced by each successive author, but one could definitely read chapters selectively, with a specific goal in mind (How can we start a HL program? What are some digital practices that support HL learning?)
I was relieved to see that many of my practices are supported by the research presented here, but at the same time found an abundance of ideas which I will be employing in my classroom, hopefully to the benefit of my students.
Expect to be challenged and enriched.
Each of the eleven chapters explores a useful topic to help HL educators develop a mature, informed approach to their own practice, for instance: how to conceive HL learners? Can ACTFL’s proficiency descriptors adequately represent a HL learner’s capabilities? To what end can macro vs. micro based approaches be effectively employed? What ideological baggage might educators be packing that may actually be causing harm to students’ self image?
I read this text straight through, which made it a bit of a challenge, owing to the tone shifts and jargon introduced by each successive author, but one could definitely read chapters selectively, with a specific goal in mind (How can we start a HL program? What are some digital practices that support HL learning?)
I was relieved to see that many of my practices are supported by the research presented here, but at the same time found an abundance of ideas which I will be employing in my classroom, hopefully to the benefit of my students.
Expect to be challenged and enriched.
Displaying 1 of 1 review