Think Globally, Act Locally: Starting Heritage Language Classes at a Small University


Published on

HelloWM First International Heritage Language Conference, UCLA

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Title?
  • HelloWM’s mission is to provide cultural networking and language programs to promote multilingualism and heritage language awareness. HelloWM was founded in January of 2009 and currently has seven language classes underway. AC: ADD MORE ABOUT THE CLUB AND WHAT I DID
  • Can you add in how many people usually attend for each class?
  • Adopt and adapt curricula for both heritage and foreign language learners Research different instructional models of heritage language instruction and methods Maintain a blog by previous instructor
  • Creating and maintaining relationships with language and linguistics professors on campus Open-source sites like Wikipedia’s language learning pages (find a link to put in the notes)fs Education blogs for teaching methods and techniques
  • Appeal to youth culture modes of communication Grant proposals would be for the English and International Studies department grants
  • (Modern Languages, Linguistics, and Anthropology) Pass/Fail Zero-Credit Option for
  • Think Globally, Act Locally: Starting Heritage Language Classes at a Small University

    1. 1. Starting Heritage Language Classes at a Small University Daniela Schiano di Cola [email_address] First International Heritage Language Conference University of California, Los Angeles
    2. 2. <ul><li>What is HelloWM? </li></ul><ul><li>Language Classes Underway </li></ul><ul><li>Current Achievements </li></ul><ul><li>Challenges & Possible Solutions </li></ul><ul><li>Instructor Collaboration & Communication </li></ul><ul><li>Setting Up Language Classes </li></ul><ul><li>Future Goals & Community Connections </li></ul><ul><li>Student’s Responses </li></ul><ul><li>Conclusion & Further Discussion </li></ul>Overview
    3. 3. What is HelloWM? <ul><ul><li>Heritage Language Learners of William and Mary, or HelloWM is a student organization. </li></ul></ul>
    4. 4. <ul><li>Language Classes Underway </li></ul><ul><li>Bengali </li></ul><ul><li>Korean </li></ul><ul><li>Hebrew </li></ul><ul><li>Brazilian Portuguese </li></ul><ul><li>Farsi </li></ul><ul><li>American Sign Language </li></ul><ul><li>Tagalog </li></ul><ul><li>Swahili </li></ul>
    5. 5. Current Achievements <ul><li>Brings greater visibility to past efforts by cultural organizations to establish accredited heritage language courses </li></ul><ul><ul><ul><li>e.g. Over 100 students attend the Korean class </li></ul></ul></ul><ul><li>Valuable teaching and curriculum design experience for volunteer instructors </li></ul><ul><li>Instructors offer classes for multiple proficiency levels </li></ul><ul><li>Students are able to create their own collaborative learning spaces and practice language skills on a weekly basis </li></ul>
    6. 6. Challenges & Possible Solutions: Outline <ul><li>Heritage vs. Foreign Language Learners </li></ul><ul><li>Curricula & Materials </li></ul><ul><li>Methodological Resources & Training </li></ul><ul><li>Creating a Directed Curriculum </li></ul><ul><li>Maintaining Student Interest & Establishing a Community </li></ul>
    7. 7. <ul><li>Heritage vs. Foreign Language Learners </li></ul>
    8. 8. <ul><ul><ul><li>*Access granted by the Alliance for the Advancement of Heritage Languages </li></ul></ul></ul><ul><li>Curricula & Materials </li></ul>
    9. 9. <ul><li>Methodological Resources & Training </li></ul><ul><li>Keep a record of class sizes </li></ul><ul><li>Instructors Feedback </li></ul><ul><li>Student Evaluations </li></ul><ul><li>Instructional Comparison Research Spreadsheet </li></ul><ul><li>Analysis and comparison of collected information </li></ul>
    10. 10. <ul><li>Creating a Directed Curriculum </li></ul>
    11. 11. <ul><li>Maintaining Student Interest & Establishing a Community </li></ul>
    12. 12. Instructor Collaboration and Communication
    13. 13. Setting Up Language Classes
    14. 14. Future Goals & Community Connections <ul><li>Continue to find volunteer instructors </li></ul><ul><li>Negotiate recognition by the college </li></ul><ul><li>Offer heritage language workshops and tutoring at local public schools </li></ul><ul><li>Draft grant proposals to the college for funding </li></ul><ul><li>Create long-term relationships with native speaker communities in Virginia </li></ul><ul><li>Bring greater visibility to heritage language groups within the college community </li></ul>
    15. 15. Alex Bellah, Korean Instructor “ My experience through HelloWM has been amazing. The student teachers have been very dedicated and will adapt to helping students learn Korean in spite of having no formal training whatsoever. The students themselves commit several hours a week for a purely volunteer activity, so it's great to see some of them getting the pay off they seek.” Student Responses
    16. 16. “ HelloWM taps into a unique niche within the College of William and Mary's community, one outside the confines of state budgets and hiring qualms. It provides the instruction of heritage languages to those most proactive and motivated within the college community from those who truly want to spread their native language and culture. My Persian class had students who were interested in Middle Eastern studies, international politics, and one student who was sure he was &quot;going to marry a Persian girl.&quot; The organization has the capacity to adapt and shift based on the needs of students and has the potential to become a fully accredited program. My experience with HelloWM has been one that has shown me not only a need that is not regularly highlighted in university life but also what truly motivated students are capable of achieving.” Tara Safaie, Persian Instructor and HelloWM Communications Chair
    17. 17. &quot;Teaching Persian to students and faculty here at William and Mary is extremely rewarding. The process of seeing students go from no knowledge to a growing familiarity of the target language is exciting for all involved. I strongly believe in the peer to peer paradigm of language classes HelloWM was able to establish on campus. With enough support, it can turn the passive phenomenon of language diversity on campus into active, vibrant part of the William and Mary academic experience.” Hanif Yazdi, Advanced Persian Instructor
    18. 18. Conclusions & Further Discussion <ul><li>Heritage language education is in demand at the College of William and Mary </li></ul><ul><li>How can HelloWM more efficiently work together to create methodological resources and materials for volunteer instructors? </li></ul><ul><li>What funding strategies might work better for a student organization at a small college? </li></ul>
    19. 19. Access this PowerPoint on SlideShare!