Teaching heritage speakers of spanish
Upcoming SlideShare
Loading in...5
×
 

Teaching heritage speakers of spanish

on

  • 3,839 views

 

Statistics

Views

Total Views
3,839
Views on SlideShare
3,837
Embed Views
2

Actions

Likes
0
Downloads
33
Comments
0

1 Embed 2

http://www.pinterest.com 2

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Teaching heritage speakers of spanish Teaching heritage speakers of spanish Presentation Transcript

  • Teaching Heritage Speakers of Spanish
    CCFLT Spring Conference Spring 2011
    Carol Koch Colorado Mountain College
    Ruthanne Orihuela Community College of Aurora
  • Setting the Stage
    Who is the heritage speaker?
    Who is the heritage speaker in Colorado?
    1. 77% of Hispanics in Colorado are of Mexican origin
    2. 23% of Hispanics in Colorado are of non-Mexican origin
    Why is this important?
    1. 20% of state population is Hispanic
    2. 27% of all K-12 students are Hispanic
    3. 56%: Language other than English spoken at home; 44% only English spoken at home
    pewhispanic.org/states/?stateid=CO
  • Needs and challenges
    Why is the traditional second language classroom not an appropriate place for heritage speakers?
    Varying levels
    Literacy concerns
    Register recognition
    Teacher expectations and student anxiety
    Assumption that students do speak and write Spanish already but just need grammar instruction
    Student anxiety at the potential for stigmatization
  • Considerations
    Instructor development
    Teaching a “personally relevant” variety of Spanish (Ducar)
    Knowing your student population
    Incorporation of sociocultural theory as well as a recognition of the inherently political nature of what we’re doing
    Social relevance principle
    Social identity principle
    Recontact principle (Lynch)
    Communicative classroom
    Use varying levels to your students’ advantage to help scaffold their language development (Faltis; Schwarzer and Petrón)
    Reaching beyond the classroom Community based learning
    Service learning
    The need for program design, not just course design
  • Who is Generation 1.5?
  • Why A Heritage Classroom
    Heritage speakers have unique needs
    Instruction in acquisition of the language is not necessary
  • HoW are heritage learners unique?
    “Ear learners”
    Developed oral proficiency
    Writing may carry a conversational tone and may be phonetic
    Unfamiliar with different “registers” of Spanish
    Reading skills may be limited
    Highly developed understanding of idiomatic language use
    In this population of students, there can be a wide spectrum of abilities
  • Learn about your students
    Where is he from?
    How long has he lived in the United States?
    Did he attend school in his country of origin? For how many years?
    What language/s does he speak?
    What languages/s do members of his family speak?
    What language is spoken with family? with friends.
    Ask the student to rate his own proficiency.
  • Register
    Informal: family: strong ability to talk about daily life and family affairs
    Informal: friends: strong ability to talk about school and social situations. Often this register involves “code switching” between Spanish and English
    Informal: teachers non-family member adults
    Formal: in “unknown” settings
    Formal: academic and professional use
  • Register and the classroom
    One purpose of the Heritage Language classroom is not to teach students Spanish
    Rather it is to help students develop proficiency in using a formal Spanish register both orally and in writing
  • Is there a “Prestige” Register
    No
    Students need to understand that there is a time and place for different registers.
    Students need to constantly be reminded of what they already know
    Building and enhancing their abilities
  • What should be achieved in the Heritage Language Classroom
    Students will be able to:
    Recognize the differences between different registers of Spanish
    Employ the formal Spanish register both orally and in writing
    Comprehend texts in Spanish
    Analyze critically written and oral texts
    Recognize differences between Spanish speaking communities in the United States
  • Focus on reading
    Reading authentic texts provides models for students.
    A variety of texts exposes students to a variety of writing styles
    Vocabulary building: reading about a certain topic will increase vocabulary in that area
    Avoid an overuse of literary texts at least in the beginning
    Couple a literary text and a current events text.
  • Focus on writing
    Think about writing in stages
    Writing as a process (Kim Potowski)
  • Resources
    CARLA: University of Minnesota
    UCLA National Heritage Language Resource Center
    Pew Research Center
  • Issues of Recruitment and Retention
    Concurrent enrollment
    Community presence
    Focus on program, not course, development
    Opportunities for recontact
    Educate your advisors and administrators
  • Bibliography:
    American Association of Teachers of Spanish and Portuguese (AATSP). 2000. Spanish for Native Speakers. Professional Development Series Handbook, Volume I. Fort Worth: Harcourt College Publishers.
    Carreira, Maria and Olga Kagan. “The Results of the National Heritage Language Survey: Implications for Teaching, Curriculum Design, and Professional Development.” Foreign Language Annals 44: 40-64.
    Colombi, M. Cecilia and Ana Roca. 2003. “Insights from Research and Practice in Spanish as a Heritage Language.” In Mi lengua: Spanish as a Heritage Language in the United States, eds. Ana Roca and M. Cecilia Colombi, eds. Washington, D.C.: Georgetown University Press. 2003.
    Ducar, Cynthia M. 2008. “Student Voices: The Missing Link in the Spanish Heritage Language Debate.” Foreign Language Annals 41: 415-433.
    Faltis, Christian. 1990. “Spanish for Native Speakers: Freirian and Vygotskian Perspectives.” Foreign Language Annals 23:117-26.
    Hellebrandt, Josef, Jonathan Arries, Lucia Varona and Carol Klein, eds. 2003. Juntos: Community Partnerships in Spanish and Portuguese. AATSP Professional Development Series Handbook, Volume V. Boston: Heinle.
    Lynch, Andrew. 2003. “Toward a Theory of Heritage Language Acquisition.” In Mi lengua: Spanish as a Heritage Language in the United States, eds. Ana Roca and M. Cecilia Colombi. Washington, D.C.: Georgetown University Press.
    Pew Research Center. 2011. Demographic Profile of Hispanics in Colorado, 2008. Available at pewhispanic.org/states/?stateid=CO. Accessed Feb. 22.
    Potowski, Kim. 2005. Fundamentos de la enseñanza del español a los hablantes natives en los EstadosUnidos. Madrid, Spain: Arco/Libros.
    Potowski, Kim and Maria Carreira. 2004. “Teacher Development and National Standards for Spanish as a Heritage Language.” Foreign Language Annals 37: 427-437.
    Schwarzer, David. 2001. “Whole Language in a Foreign Language Class: From Theory to Practice.” Foreign Lanuage Annals 34: 52-59.
    Schwarzer, David and Maria Petrón. 2005. “Heritage Language Instruction at the College Level: Reality and Possibilities.” Foreign Language Annals 38: 568-578.
    Valdés, Guadalupe. 2005. “Bilingualism, Heritage Language Learners and SLA Research: Opportunities Lost or Gained?” The Modern Language Journal 89: 410-426.