scholarly journals Influence of Writing Instruction on Spanish Heritage Learners in Heritage-Only and Mixed Courses: A Longitudinal Study

Languages ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 109
Author(s):  
Irati Hurtado ◽  
Kacie Gastañaga
Keyword(s):  
Longitudinal Study ◽  
Language Learners ◽  
Writing Development ◽  
Developmental Differences ◽  
Future Research ◽  
Heritage Language Learners ◽  
Heritage Learners ◽  
Composition Course ◽  
Lexical Density ◽  
Final Essay

University Spanish courses designed specifically for heritage language learners (HLLs) are becoming more common, and researchers have indicated that empirical research is needed to evaluate their effectiveness. This longitudinal study investigates the writing development of 24 HLLs as a result of instruction over the course of the semester. Nine were enrolled in a heritage-only section of a Spanish composition course, and the remainder were from mixed HL/L2 sections of the same course. Both section types were taught online. The major assignments the students produced were two 500-word essays, and students also completed bi-weekly forum posts. We examined the development of lexical density, sophistication, and diversity as well as syntactic complexity and accuracy by comparing each student’s first and final essay and forum posts. Findings indicate that there were significant differences between the scores received on the forum posts in comparison to the essays. However, there were no significant developmental differences in terms of group. Implications, avenues for future research, and pedagogical suggestions are discussed.

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.

Linguistic Feature Development Across Grades and Genre in Elementary Writing

2015 ◽  
Vol 46 (3) ◽  
pp. 242-255 ◽  
Author(s):  
Shannon Hall-Mills ◽  
Kenn Apel
Keyword(s):  
Reading Comprehension ◽  
Grade Level ◽  
Writing Development ◽  
Text Structure ◽  
Receptive Vocabulary ◽  
Future Research ◽  
Expository Writing ◽  
Linguistic Feature ◽  
Grammatical Complexity ◽  
Lexical Density

Purpose As children develop skills in writing across academic contexts, clinicians and educators need to have a fundamental understanding of typical writing development as well as valid and reliable assessment methods. The purpose of this study was to examine the progression of linguistic elements in school-age children's narrative and expository writing development. Method Narrative and expository writing samples produced by 89 children in Grades 2 through 4 were analyzed at the microstructure and macrostructure levels. Measures of receptive vocabulary, word-level reading, and reading comprehension were obtained. Results Exploratory factor analyses revealed 4 microstructure factors (e.g., productivity, grammatical complexity, grammatical accuracy, and lexical density) and 1 macrostructure factor (e.g., a combination of organization, text structure, and cohesion). Multivariate analyses of covariance with reading comprehension as a covariate showed that productivity and macrostructure were sensitive to grade-level and genre differences and that expository grammatical complexity was sensitive to grade-level differences. Conclusions Findings are discussed in light of grade-level standards for narrative and expository writing and current practices in writing assessment. Multiple suggestions are offered for clinical and educational implications, and specific directions are provided for future research.

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.

A Longitudinal Study of Developmental Differences in Universal Preventive Intervention for Child Anxiety

2003 ◽  
Vol 20 (4) ◽  
pp. 183-199 ◽  
Author(s):  
Sally Lock ◽  
Paula M. Barrett
Keyword(s):  
Longitudinal Study ◽  
Preventive Intervention ◽  
Child Anxiety ◽  
Developmental Differences ◽  
Primary School Children ◽  
Future Research ◽  
Behavioural Intervention ◽  
School Based ◽  
And Coping ◽  
Anxiety Depression

AbstractThe present paper presents the results of a longitudinal study evaluating the effects of a universal school-based intervention for child anxiety at two developmental stages. The study involved a cohort of 733 children enrolled in grade 6 (n = 336, 45.6%) aged between 9 and 10 years, and grade 9 (n = 401, 54.4%) aged between 14 and 16 years. Participants were allocated to either a school-based cognitive-behavioural intervention or to a monitoring group, and completed standardised measures of anxiety, depression and coping style. Young people identified as “at risk” of an anxiety disorder were assessed for a clinical diagnosis with a structured diagnostic interview. Findings showed universal intervention as potentially successful in reducing symptoms of anxiety and increasing coping skills in children. Primary school children reported the greatest changes in anxiety symptoms, suggesting earlier preventive intervention was potentially more advantageous than later intervention. Developmental differences in anxiety, depression and coping strategies are discussed in addition to the implications and limitations of this study and directions for future research.

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.

Computer Mediated Communication: Tools for Instructing Russian Heritage Language Learners

2008 ◽  
Vol Volume 6 (6.1 (Spring, 2008)) ◽  
pp. 1-22 ◽  
Author(s):  
Carla Meskill ◽  
Natasha Anthony
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Heritage Language ◽  
Mother Tongue ◽  
Computer Mediated Communication ◽  
Russian Language ◽  
Heritage Language Learners ◽  
Heritage Learners ◽  
Mediated Communication ◽  
Computer Mediated

The unique needs, goals, and constraints of heritage language learners in U.S. higher education and the multiple ways that they differ from those of second and foreign language (L2) learners have been well documented (Brisk, 2000; Chevalier, 2004; Grosjean, 1982; Kagan & Dillon, 2003). Each population uses its two languages in diverse ways, for differing purposes and with vastly dissimilar levels of proficiency. Shaping these distinctions are the contexts and purposes in which and for which learners are and/or become fluent. In the mother tongue, these contexts and purposes are most often interpersonal and involve home and family. By contrast, the contexts and purposes in which and for which a ‘school educated’ learner tends to master the foreign language are public and academic. This study examines Russian heritage learners in a U.S. university Russian language course and how computer mediated communication (CMC) was used to support their acquisition of academic literacy in the mother tongue. The CMC approaches reported can serve as models for accommodating heritage learners in post-secondary foreign language classes in ways that benefit all learners.

Current Issues in Heritage Language Acquisition

2010 ◽  
Vol 30 ◽  
pp. 3-23 ◽  
Author(s):  
Silvina Montrul
Keyword(s):  
Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Heritage Language ◽  
Basic Research ◽  
Future Research ◽  
Heritage Language Learners ◽  
Minority Languages ◽  
Heritage Speakers ◽  
Heritage Language Acquisition

An increasing trend in many postsecondary foreign language classes in North America is the presence of heritage language learners. Heritage language learners are speakers of ethnolinguistically minority languages who were exposed to the language in the family since childhood and as adults wish to learn, relearn, or improve their current level of linguistic proficiency in their family language. This article discusses the development of the linguistic and grammatical knowledge of heritage language speakers from childhood to adulthood and the conditions under which language learning does or does not occur. Placing heritage language acquisition within current and viable cognitive and linguistic theories of acquisition, I discuss what most recent basic research has so far uncovered about heritage speakers of different languages and their language learning process. I conclude with directions for future research.

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