A Separate-Track for Advanced Heritage Language Students?: Japanese Intersentential

2017 ◽  
pp. 135-156
Author(s):  
Kimi Kondo-Brown ◽  
Chie Fukuda
Keyword(s):  
Heritage Language ◽  
Language Students

scholarly journals ON THE USE OF THE CAPITAL LETTER BY PORTUGUESE HERITAGE LANGAUGE STUDENTS IN SWITZERLAND

Diacrítica ◽  
2019 ◽  
Vol 32 (2) ◽  
pp. 37
Author(s):  
Ana Margarida Azevedo Caetano ◽  
Henrique Barroso
Keyword(s):  
Heritage Language ◽  
Graphic Representation ◽  
Capital Letter ◽  
European Portuguese ◽  
Empirical Hypothesis ◽  
Language Students ◽  
Intervention Procedure ◽  
Analyze Data

This article focuses on a case study developed in 2017 with a sample of  portuguese Heritage Language students, living in Zürich (Switzerland), and intends to be a reflection on the deviations in the graphic representation of the capital letter by some bilingual Portuguese descent students. Starting from the empirical hypothesis that the cause of these deviations consists in the transfer from German to Portuguese, the intervention procedure implemented in the group of informants under study was based on a sequence of two exercises atdifferent evaluative moments, allowing, in this way, to collect and analyze data, in order to assess the class and subclass of words that register the highest percentage ofdeviant occurrences and to understand if the metalinguistic reflection contributes (or not) to the use of capital letters in accordance with the European Portuguese orthographic standard.

Service-Learning in the Latino Community: The Impact on Spanish Heritage Language Students and the Community

2016 ◽  
pp. 331-353
Author(s):  
Casilde Isabelli ◽  
Stacey Muse
Keyword(s):  
Service Learning ◽  
Heritage Language ◽  
Negative Impact ◽  
Group Identification ◽  
Language Education ◽  
Undergraduate Curriculum ◽  
Heritage Speakers ◽  
Latino Community ◽  
Language Students ◽  
The Impact

This article presents findings on the effects of completing service-learning on Spanish heritage language students in an intermediate-high service-learning course, Practicum in Spanish in the Community. The results from this study indicate that the involvement of heritage speakers in their own heritage community can have a transformative impact on personal and social identity and therefore support strong in-group identification and reduce any negative impact of minority-language education. The authors also argue the importance of working with the local Latino community as a career pathway that allows students to come to recognize the role of languages and cultures in that community. Both of these conclusions point to the integral part of service-learning in a more globalized Spanish undergraduate curriculum. The results also indicate that the heritage language students perceived an improvement in speaking and listening, along with an awareness of their Spanish language deficiencies.

scholarly journals Generazioni 2.0 e produzioni scritte

EL LE ◽  
2019 ◽  
Author(s):  
Elena Firpo
Keyword(s):  
Secondary School ◽  
Language Comprehension ◽  
Foreign Students ◽  
Heritage Language ◽  
Academic Language ◽  
Previous Analysis ◽  
Research Question ◽  
Spanish Speaking ◽  
Language Students

The purpose of this article is to investigate the written productions carried out by pupils of Spanish-speaking origin of 2.0 generation of the Italian secondary school. The research question is inspired by a previous analysis (Firpo 2014)  which aims to study the communicative linguistic preknowledge related to the Academic Language of foreign students of  Spanish-speaking heritage language. The test was an adaptation of the Italstudio test (Firpo 2014). The test was divided into three sections: Language, Comprehension and Writing. This test was also used during the experimentation to verify the evolution of students' learning through repeated tests sessions. The same test was also submitted in Spanish to the sample of the Spanish-speaking heritage language. In this article  we will analyze only the Italian written productions of a sample of 23 language students of Spanish-speaking heritage language of 2.0 generation.

Diversity and Difference: Identity Issues of Chinese Heritage Language Learners

2010 ◽  
Vol 7 (2) ◽  
pp. 314-348 ◽  
Author(s):  
Ka Wong ◽  
Yang Xiao
Keyword(s):  
Language Development ◽  
Language Learners ◽  
Heritage Language ◽  
Heritage Language Learners ◽  
Imagined Community ◽  
Identity Constructions ◽  
Chinese Dialect ◽  
Language Students ◽  
Chinese Heritage Language ◽  
Heritage Language Development

The goal of this study is to explore the identity constructions of Chinese heritage language students from dialect backgrounds. Their experiences in learning Mandarin as a “heritage” language—even though it is spoken neither at home nor in their immediate communities—highlight how identities are produced, processed, and practiced in our postmodern world. Based on 64 interviews with Mandarin learners from various Chinese dialect backgrounds, we present their identity issues in three conceptual categories: imagined community, linguistic hegemony, and language investment. The findings lead us to rethink our pedagogical emphasis to better attend to the concerns of the dialect speakers, and hopefully, to make a contribution to the fast emerging field of Chinese heritage language development.

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