Second Language And Heritage Learners In Mixed Classrooms
Download Second Language And Heritage Learners In Mixed Classrooms full books in PDF, epub, and Kindle. Read online free Second Language And Heritage Learners In Mixed Classrooms ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
| Author | : Patricia Bayona |
| Publisher | : Channel View Publications |
| Total Pages | : 450 |
| Release | : 2022-11-29 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1800415036 |
This book addresses the complexity of mixed language classroom learning environments in which heritage learners (HL) and second language (L2) learners are concurrently exposed to language learning in the same physical space. Heritage speakers, defined widely as those exposed to the target language at home from an early age, tend to display higher oral proficiency and increased intercultural proficiency but lesser metalinguistic and grammatical awareness than L2 learners. The theoretical and pedagogical challenges of engaging both types of learners simultaneously without polarizing the classroom community dictates the need for well-defined, differentiated learning strategies; in response this book offers best practices and reproducible pedagogical initiatives and methodologies for different levels of instruction. The chapters address themes including translanguaging, linguistic identity, metalinguistic awareness and intercultural competence, with contributions from Europe, Africa and the United States.
| Author | : Kelley R. Westerberg |
| Publisher | : |
| Total Pages | : 192 |
| Release | : 2018 |
| Genre | : Effective teaching |
| ISBN | : |
"As we begin to think about how to best serve multiple types of language learners, we must keep in mind that heritage learners (HLs) are both native speakers and second language learners (L2s), because they exhibit characteristics of both types of learners ... Should native, HLs and L2s be in the same language classroom where acquisition of language is the focus?"--Leaf 1. "After reviewing the literature regarding HLs in language classrooms, it appears as though there are two conflicting, but complementary arguments. This paradox means that despite the various differences that exist between HLs and L2s, both groups of students can still be taught successfully in the same language learning classroom as long as the instruction and practice is differentiated"--Leaf 28. "The findings from this action research project ... are discussed around three premises: (a) that a teacher of a mixed language classroom must differentiate activities for all modes of communication [speaking, writing, reading, listening], and when doing so, that teacher should consider (b) level of difficulty of the task, and (c) the extent that task is meaningful and enjoyable to all learners"--Leaf 68.
| Author | : John B. Webb |
| Publisher | : |
| Total Pages | : 276 |
| Release | : 2000 |
| Genre | : Education |
| ISBN | : |
Teaching Heritage Language Learners: Voices from the Classroom is a groundbreaking volume that offers a guide for language teachers, school administrators & support personnel that will enable them to work more effectively with the growing population of heritage language learners in the nation's schools. Written by & for teachers, this book provides an overview of the research on heritage language education, proposes fundamental teacher beliefs & goals for curriculum & instruction that will enhance teaching & learning, presents framework that educators can use to acquire essential information about their heritage language students, explores the issue of standards for heritage language classes & describes a learning environment in which the diverse range of learner needs can be addressed. The book is further enriched by the presentation & discussion of classroom research of successful teaching strategies, related stories written by teachers about their experiences working with their students & retrospectives from adult heritage language learners looking back at their youth & schooling. It can serve as a valuable companion for staff development & college level courses on language teaching methodology & informative for anyone interested in the teaching of languages other than English.
| Author | : Teresa G. Campanaro |
| Publisher | : |
| Total Pages | : 104 |
| Release | : 2013 |
| Genre | : Heritage language speakers |
| ISBN | : |
Heritage speakers and second language learners (L2) are enrolled together in many Spanish classes in North American universities. These groups have differing language abilities, motivations and needs, and being in the same class could represent a challenge for them. The purpose of this study is to examine the perceptions of Canadian learners in mixed classes. This study also adds the perceptions of instructors of how to address the needs of students in these classes. Data were gathered from questionnaires and interviews with 55 students and four course instructors. Findings revealed that both groups respected each other and appreciated collaborative opportunities, as it allowed them to benefit from each others' strengths. Participants showed more positive perceptions than those in previous studies on the United States. The study also provided evidence that the way the instructor handles the mix of these groups is important to the success of the class.
| Author | : Silvina Montrul |
| Publisher | : Cambridge University Press |
| Total Pages | : 381 |
| Release | : 2016 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1107007240 |
An authoritative overview of research into heritage language acquisition, covering key terminological and empirical issues, theoretical approaches, and research methodologies.
| Author | : Stephen D. Krashen |
| Publisher | : Libraries Unlimited |
| Total Pages | : 0 |
| Release | : 2011-05-18 |
| Genre | : Education |
| ISBN | : 1598848445 |
"This book documents the latest research findings about the success of free voluntary reading in developing high levels of literacy"--Provided by publisher.
| Author | : Jorge Vasquez |
| Publisher | : |
| Total Pages | : 72 |
| Release | : 2018 |
| Genre | : Electronic dissertations |
| ISBN | : |
Students in the United States take language courses for various reasons. Many Spanish heritage language learners (HLLs) and the majority of second language learners (L2Ls) enroll in Spanish classes in the United States. Based on state demographics, sometimes immigrants from Spanish-speaking countries join HLLs and L2Ls in mixed-classrooms. Many times, these groups take classes together, even though their language abilities, motivations, and linguistic needs differ significantly. Such a learning setting presents challenges for them as well as for instructors. This study builds upon and reinforces findings from previous studies regarding teaching mixed-classes. Data were gathered from 41 students taking AP Spanish at the secondary level through pre- and post-questionnaires, journal reflections, observations and interview with four of the participants. Findings reveal that all groups enjoyed working together in a mixed-classroom setting. Additionally, their language learning experience progressed as they worked collaboratively and learned reciprocally. The study found that scaffolded debates and class discussions aided students with their language learning. Furthermore, the study shows the need to help students with reading and literacy skills, listening skills and acquisition of Hispanic cultures. Lastly, the study also shows the importance of instructors’ approaches, practices and materials to teaching mixed-classes and the need for focused and individualized instruction for better results with each group.
| Author | : Judith Lessow-Hurley |
| Publisher | : ASCD |
| Total Pages | : 99 |
| Release | : 2003 |
| Genre | : Education |
| ISBN | : 0871207591 |
Today's public schools are increasingly characterized by cultural and linguistic diversity. Studies show that about 4.4 million students nationwide lack the English skills needed to succeed academically. To help second language learners keep up in the classroom, educators must understand the challenges that bilingual students and schools face. In this concise guide, former bilingual teacher Judith Lessow-Hurley dives right into the language debate swirling in school systems large and small. She examines the popular myths about educating students in a multilinquistic society and introduces the key issues: * The demographics of second language learners * The theory underlying language instruction * Desirable qualifications for bilingual teachers * Effective teaching methods and programs * Language and politics * Language and the law By confronting common beliefs about English-only and immersion programs, basic interpersonal communication skills, the influence of culture on language, and more, Lessow-Hurley reveals how schools can successfully educate students from diverse backgrounds--without unintended prejudice. Her passionate and intelligent response in the language debate views every school as the bridge between cultures, helping all students develop academically and equally.
| Author | : Laura Walls |
| Publisher | : |
| Total Pages | : 167 |
| Release | : 2013 |
| Genre | : |
| ISBN | : |
This study investigates the dynamics in the Spanish classroom between heritage language learner (HLL) dyads, second language learner (L2L) dyads, and mixed HLL-L2L dyads. Specifically, it examines oral, written and embodied discourse that informs our understanding of how learners attend to language. Analysis for this dissertation examined 15-minute video-recordings of 16 same-sex dyads (four HLL-HLL; four L2L-L2L; eight HLL-L2L; eight female dyads and eight male dyads) taken during collaborative writing assignments in Spanish I, Spanish II, and Spanish II honors classrooms at a community college in southern California. These interactions were transcribed and analyzed using conversation analytic methods (i.e. analysis of conversation in terms of turns of talk). They were further examined in light of second language acquisition research that focuses on an interactional approach to learning. This interactional approach emphasizes the need for negotiation, noticing, hypothesis testing, and engaging in the use of metalanguage. Findings reveal that HLL-HLL and L2L-L2L dyads were more cooperative and attended to language more frequently than HLL-L2L dyads. Results also demonstrated that all three dyad types often resolved language issues accurately. Though this study argues that HLLs and L2Ls would be better served in classes that separate the two groups, it does not argue for the abandonment of the HLL-L2L dyad entirely. On the contrary, if outlines several advantages to this mixed dyad type. From these findings, several pedagogical implications are pinpointed as possible ways in which dyads can function more effectively.
| Author | : Meredith Gunderson |
| Publisher | : |
| Total Pages | : 126 |
| Release | : 2017 |
| Genre | : |
| ISBN | : |
The population of Spanish heritage language learners is increasing throughout the state of Minnesota. This change in demographics impacts schools in a variety of ways; one such consequence is the creation of classes for Spanish for Native Speakers in locations with high Latino populations. However, in most locations, such programs currently do not exist, resulting in Spanish heritage language learners enrolling in Spanish foreign language classes. These classrooms, called mixed classes due to the combination of second language learners and Spanish heritage language learners in the same classroom, pose a unique challenge to the foreign language instructors. This qualitative multiple case study investigates the challenges of mixed classes, teachers’ personal and professional history with heritage language learners, and the strategies teachers employed to meet heritage language learners’ needs. To explore these topics, three Minnesota Spanish teachers were interviewed and observed during their mixed classes. The results of this study indicate that teachers are aware of their students’ linguistic differences but do not acknowledge the distinctions in their affective characteristics. However, although teachers are aware of linguistic differences in HL students, the teachers in this investigation employed few linguistic strategies, suggesting a reason for such a discrepancy may be the teachers’ lack of education on such instructional strategies. Furthermore, the results suggest a relationship in use of affective strategies for heritage language learners and the teachers’ connection to the heritage language community, thus identifying integrative motivation as key to creating a positive learning environment for heritage language learners.
