Framework for CLIL materials for Russian heritage language learners

2021 ◽  
Vol X (2) ◽  
pp. 1-34
Author(s):  
Anna Savinykh ◽  
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Heritage Language ◽  
Materials Design ◽  
Design Principles ◽  
Heritage Language Learners ◽  
Heritage Learners ◽  
Crucial Issue ◽  
Educational Approach ◽  
Heritage Language Learning

The increasing number of immigrants made heritage language learning a crucial issue of 21-st century education. The neediness for an effective educational approach in this field leaded to CLIL (Content and Language Integrated Learning). CLIL materials are high-contextualized by age, skills, language, subject content, etc. So, teachers ought to become materials designers to provide their learners with an effective tool of learning. Usually, teachers did not specifically train for materials design. Thus, easy-to-use framework for materials is essential to provide high-quality materials. This article provides a framework for CLIL materials design for Russian heritage language learners. The framework is based on the main materials design principles, heritage learners` pedagogical needs, and CLIL-specific materials design principles. It is written in the easy-to-use form of a checklist. The checklist has seven sections and 32 questions. The framework may be used in different contexts of teachers from different countries who use CLIL to teach the Russian heritage language.

Attitudes and Motivations of Adult Spanish Language Learners: A Comparison of Heritage Language Learners and Second Language Learners

2014 ◽  
Vol 11 (1) ◽  
pp. 29-44 ◽  
Author(s):  
Janet S. Oh ◽  
Bertha A. Nash
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Heritage Language ◽  
Second Language Learners ◽  
Language Learner ◽  
Future Research ◽  
Heritage Language Learners ◽  
Background Factors ◽  
Learning Success

Research on background factors in adult language learners’ success has largely focused on first-time learners of a second language. In this study, we utilize a well-established second language learner model (the Socioeducational Model; Gardner, 1985a) to compare heritage language and second language learners in a first-semester college Spanish class. Participants (31 heritage language learners; 80 second language learners) completed a survey at the end of the semester assessing their ethnic identity, language backgrounds, attitudes and motivation toward learning Spanish. Course grades were collected as a measure of language learning success. Results indicate that heritage language learners and second language learners are similar on most background factors, but that the background factors predicting each group’s language learning success are quite different. Implications for our understanding of language learners and future research directions are discussed.

Raciolinguistic ideology in first-year university (non)heritage Chinese classes

2020 ◽  
Vol 10 (2) ◽  
pp. 491-509
Author(s):  
Sharon Chang
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Heritage Language ◽  
Chinese Language ◽  
First Year ◽  
Heritage Learners ◽  
Learning Centers ◽  
First Year University ◽  
Chinese Language Learners

Abstract This qualitative case study explores how raciolinguistic ideology of Chinese heritage is collectively shaped in first-year non-heritage Mandarin classes in one US university, but individually told by two minoritized (ethnolinguistically marginalized) heritage learners and two non-heritage learners. Their experiences in learning Mandarin Chinese as a non-heritage language elucidate how Chinese language learners negotiate their ethnolinguistic identities in the transnational world. The stories of four Chinese language learners demonstrate how their raciolinguistic ideology is collectively shaped by a complex racialization process while negotiating their race, ethnicity, culture, language, and transnationality. The present study challenges the raciolinguistic ideologies of the institutionalized norms of defining heritage and non-heritage learners as learner-trait terms. Implications for researchers and practitioners of Language Learning Centers beyond US higher education are drawn.

scholarly journals Bosnian/Croatian/Serbian Heritage Speakers in Four Major U.S. Metropolitan Areas: Resources for the Attainment of Full Professional Linguistic Proficiency

2017 ◽  
Vol 4 (1) ◽  
pp. 33
Author(s):  
Danko Šipka
Keyword(s):  
Language Learners ◽  
Language Proficiency ◽  
Heritage Language ◽  
Metropolitan Areas ◽  
Heritage Language Learners ◽  
Heritage Learners ◽  
Heritage Speakers ◽  
Major Factors ◽  
Linguistic Proficiency ◽  
Design And Testing

The present study analyzes heritage learners of Bosnian/Croatian/Serbian (BCS) from four major U.S. metropolitan areas. The focus is on the prospects of their attaining full professional language proficiency. Several major factors in language maintenance and the possibility of attaining full professional proficiency in the language are identified. The design and testing of a syllabus for heritage language speakers is provided and discussed. The author concludes with a call for the creation of a BCS heritage language centre as a durable solution for providing heritage language learners a path toward full professional proficiency.

Misplaced Heritage Language Learners of Japanese in Secondary Schools

2012 ◽  
Vol 9 (2) ◽  
pp. 207-221
Author(s):  
Susan Oguro ◽  
Robyn Moloney
Keyword(s):  
Secondary Schools ◽  
Language Learners ◽  
Heritage Language ◽  
Native Speakers ◽  
Distinct Group ◽  
Research Literature ◽  
Heritage Language Learners ◽  
Heritage Learners ◽  
Foreign Language Learners ◽  
Formal Program

While heritage language learners are becoming visible in the research literature as a distinct group of language learners with specific needs, existing curriculum structures in secondary schools often focus on programs either for foreign language learners or for first language learners. The study reported here examines the experiences of heritage learners of Japanese who have been inappropriately placed in courses designed for native speakers and as a result, in some cases, have withdrawn from taking any formal program of Japanese language study. Focusing on the situation of Australian senior secondary Japanese students, this article reports the findings of questionnaire and interview data, featuring the voices of both teachers and heritage learners of Japanese. The data identify the issues that delineate heritage language learners from native speakers and highlight, through the experiences of misplaced learners, the need for appropriate placement, pedagogy and curriculum

University Spanish Heritage Language Coursework: Meeting the Needs of All Heritage Learners

2017 ◽  
Vol 18 (1) ◽  
pp. 59-76 ◽  
Author(s):  
Kelly M. Torres ◽  
Meagan Caridad Arrastia ◽  
Samantha Tackett
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Heritage Language ◽  
Life Experiences ◽  
Heritage Language Learners ◽  
Learning Needs ◽  
Heritage Learners ◽  
Language Classrooms ◽  
University Settings ◽  
The Impact

The structure and instruction of foreign language classrooms have changed to meet the needs of the growing number of Hispanic heritage language learners (HLLs) entering university settings. To understand the impact of these reforms, interviews were conducted with 11 HLLs about their experiences in Spanish classrooms designed for their unique learning needs. Although participants were divided in their beliefs of heritage coursework offered, all the students valued being within a community of shared life experiences.

scholarly journals Practical and Theoretical Issues in the Study of Heritage Language Acquisition

2011 ◽  
Vol 8 (3) ◽  
pp. 315-332
Author(s):  
William O'Grady ◽  
On-Soon Lee ◽  
Jin-Hwa Lee
Keyword(s):  
Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Heritage Language ◽  
Qualitative Difference ◽  
Heritage Language Learning ◽  
Heritage Language Acquisition ◽  
Object Marking ◽  
The Many ◽  
Promising Source

A promising source of insights into heritage language learning comes from the broader study of the role of input in language acquisition. We concentrate here on the possibility that qualitative differences in the proficiency of heritage and monolingual language learners can be traced to a qualitative difference in the input available to each group. By examining a series of representative phenomena (case, differential object marking, and disjunction), we illustrate how shortfalls in experience can shed light on the many instances of partial acquisition and of attrition that are reported in the literature on heritage language learning.

scholarly journals Exploring goals and motivations of Māori heritage language learners

2015 ◽  
Vol 5 (4) ◽  
pp. 609-635 ◽  
Author(s):  
Awanui Te Huia
Keyword(s):  
Qualitative Study ◽  
Cultural Heritage ◽  
Language Learners ◽  
Heritage Language ◽  
Cultural Practices ◽  
Indigenous Language ◽  
Heritage Language Learners ◽  
Heritage Learners ◽  
Advanced Level ◽  
Language Revitalisation

Motivations of Māori heritage language learners are explored within this qualitative study. Te reo Māori (the Māori language) is currently classed as endangered (Reedy et al., 2011), which calls for the exploration of the motivational experiences of Māori heritage language learners. A total of 19 interviews with beginner, intermediate and advanced level learners were conducted. Results demonstrated how Māori heritage learners were motivated to learn due to their cultural heritage connection to the language and to other ingroup members. This study explores some of the motivations why Māori heritage language learners learn te reo Māori. For this group of indigenous language learners, cultural and language revitalisation are tied to language motivation. Furthermore, the ability to participate in cultural practices was central to language motivations.

Is Grammar Instruction Beneficial for Heritage Language Learners? Dative Case Marking in Spanish

2010 ◽  
Vol 7 (1) ◽  
pp. 47-73
Author(s):  
Silvina Montrul ◽  
Melissa Bowles
Keyword(s):  
Language Learners ◽  
Heritage Language ◽  
Heritage Language Learners ◽  
Negative Evidence ◽  
Heritage Learners ◽  
Heritage Speakers ◽  
Dative Case ◽  
Psych Verbs ◽  
Post Test ◽  
Spanish Heritage Speakers

Spanish heritage speakers have been shown to have incomplete knowledge of dative case marking with both animate direct objects (also known as differential object marking (DOM) or a-personal) and dative experiencers with gustar-psych verbs in oral and written modes (Montrul, 2004; Montrul & Bowles, in press). In general, Spanish objects that are animate and specific are obligatorily marked with the preposition a (Juan conoce a tu hermana “Juan knows your sister”). Inanimate objects are unmarked (Juan compró un perro “Juan bought a dog”, Juan escuchó la radio “Juan listened to the radio”). Gustar-type psych verbs take dative experiencers obligatorily marked with the dative preposition a and a dative clitic (A Juan le gusta el rugby “Juan likes rugby”). This study investigated the effects of instruction on the acquisition of DOM and gustarverbs for heritage language learners. A total of 45 2nd generation Spanish heritage speakers participated in the study, completing a pre-test, instructional treatment, and a post-test. The instructional treatment consisted of an explicit grammatical explanation of the uses of a followed by three practice exercises, for which participants received immediate, explicit feedback, including negative evidence. Results of the heritage learners' pre-test confirmed that their recognition and production of a with animate direct objects and dative experiencers is probabilistic, compared with a baseline group of 12 native speakers of Spanish. Post-test results revealed highly significant gains by heritage learners in both intuitions and production, suggesting that instruction, including both positive and negative evidence, facilitates classroom heritage language acquisition, at least in the short term.

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