Teaching heritage speakers of spanish


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Teaching heritage speakers of spanish

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