Strategies for Literacy and Literate Performance among Heritage Learners
Subject Area
Second Language Acquisition
Abstract
Earlier research (2000; Roca & Colombi, 2003; Salaberry & Lafford, 2006) suggests the need for separate classes for HSs and non-HSs, especially at beginning levels of language learning. However, due to limited budget, small number of students or reduced information about the topic, many universities continue to place these students in traditional foreign language classrooms among non-HSs.
Because HSs bring different needs to the language classroom, this study has two different purposes. First, to identify the needs and motivations of HSs enrolled in Spanish basic courses. Second, to explore the kinds of teaching strategies that secondary Spanish teachers can use to meet the needs of these learners within a traditional language program. Several studies have attempted to explore the nature of heritage language learning. Few of them however have attempted to focus on learners’ perceptive needs in order to build pedagogical materials and strategies for successful L2 acquisition.
We submitted a questionnaire among HSs and instructors from different schools. Results from their responses were used to identify the main needs of HSs and the challenge both instructors and learners face in the language classroom. In addition, a series of teaching strategies to design courses and curricula with a special focus on developing grammatical and literacy learning and teaching strategies will be presented. The present study aims to bridge the gap between learners’ expectations and teaching reality in which there is not always the chance to have a special class for HS learners.
Brief Bio Note
Raquel Prieta is an Assistant Professor of Spanish and the Coordinator of the foreign language teaching program at Oakland University. She teaches foreign language teaching methods courses, as well as courses in Spanish and linguistics. Some of her research interests are second language acquisition, applied linguistics, teaching methods and bilingualism.
Jamile Forcelini is a doctoral candidate in Spanish Applied Linguistics from the Florida State University. She has been teaching languages and promoting L2 training and certification in language instruction for the past 17 years. Some of Jamile’s research interests are trilingualism, bilingualism, lexical processes and L2 instruction.
Keywords
Heritage learners, second language acquisition, heritage speakers pedagogy, language instruction
Location
Room 210
Presentation Year
2018
Start Date
4-5-2018 2:30 PM
Embargo
11-2-2017
Recommended Citation
Prieta, Raquel and Forcelini, Jamile, "Strategies for Literacy and Literate Performance among Heritage Learners" (2018). South East Coastal Conference on Languages & Literatures (SECCLL). 43.
https://digitalcommons.georgiasouthern.edu/seccll/2018/2018/43
Strategies for Literacy and Literate Performance among Heritage Learners
Room 210
Earlier research (2000; Roca & Colombi, 2003; Salaberry & Lafford, 2006) suggests the need for separate classes for HSs and non-HSs, especially at beginning levels of language learning. However, due to limited budget, small number of students or reduced information about the topic, many universities continue to place these students in traditional foreign language classrooms among non-HSs.
Because HSs bring different needs to the language classroom, this study has two different purposes. First, to identify the needs and motivations of HSs enrolled in Spanish basic courses. Second, to explore the kinds of teaching strategies that secondary Spanish teachers can use to meet the needs of these learners within a traditional language program. Several studies have attempted to explore the nature of heritage language learning. Few of them however have attempted to focus on learners’ perceptive needs in order to build pedagogical materials and strategies for successful L2 acquisition.
We submitted a questionnaire among HSs and instructors from different schools. Results from their responses were used to identify the main needs of HSs and the challenge both instructors and learners face in the language classroom. In addition, a series of teaching strategies to design courses and curricula with a special focus on developing grammatical and literacy learning and teaching strategies will be presented. The present study aims to bridge the gap between learners’ expectations and teaching reality in which there is not always the chance to have a special class for HS learners.
