Spanish Heritage Learners’ Emerging Literacy

2019 ◽  
Author(s):  
Flavia Belpoliti ◽  
Encarna Bermejo
Keyword(s):  
Heritage Learners ◽  
Emerging Literacy

scholarly journals Review: Belpoliti, Flavia & Bermejo, Encarna (2020). Spanish heritage learners’ emerging literacy: Empirical research and classroom practice. Routledge.

2020 ◽  
Vol 7 (2) ◽  
pp. 120-123
Author(s):  
Sendy Monarrez Rhone
Keyword(s):  
Empirical Study ◽  
Key Words ◽  
Empirical Research ◽  
Classroom Practice ◽  
Heritage Language ◽  
Heritage Learners ◽  
Linguistic Features ◽  
Language Research ◽  
Emerging Literacy

EN This manuscript reviews Spanish Heritage Learners’ Emerging Literacy: Empirical Research and Classroom Practice, by Flavia Belpoliti (Texas A&M University-Commerce) and Encarna Bermejo (Houston Baptist University), published in 2020 by Routledge. The book is the result of an empirical study. Its eight chapters follow a research-based approach to the teaching of Spanish Heritage Language. The authors present detailed linguistic features to consider when teaching SHL writing and research-based pedagogical and instructional implications. Key words: SPANISH HERITAGE LANGUAGE, RESEARCH-BASED PEDAGOGY, EMERGING LITERACY ES Este manuscrito es una reseña del libro Spanish Heritage Learners' Emerging Literacy: Empirical Research and Classroom Practice de Flavia Belpoliti (Texas A&M University-Commerce) y Encarna Bermejo (Houston Baptist University), publicado en 2020 por Routledge. El libro es el resultado de un estudio empírico: tiene ocho capítulos y sigue un enfoque de aprendizaje basado en la investigación para la enseñanza del español como lengua de herencia. Se presentan características lingüísticas detalladas que se deben tomar en cuenta al enseñar la escritura del español como lengua de herencia y las implicaciones pedagógicas e instruccionales según el enfoque del aprendizaje basado en la investigación. Palabras claves: ESPAÑOL COMO LENGUA DE HERENCIA, APRENDIZAJE BASADO EN LA INVESTIGACIÓN, ALFABETIZACIÓN EMERGENTE IT Questo manoscritto è una recensione del libro Spanish Heritage Learners' Emerging Literacy: Empirical Research and Classroom Practice di Flavia Belpoliti (Texas A&M University-Commerce) e Encarna Bermejo (Houston Baptist University), ed è stato pubblicato dalla Routledge nel 2020. Il libro, risultato di uno studio empirico, è suddiviso in otto capitoli che seguono un approccio all’insegnamento dello spagnolo come lingua ereditaria basato sulla ricerca. Le autrici presentano nel dettaglio le caratteristiche linguistiche da tenere in considerazione nell’insegnamento dello spagnolo come lingua ereditaria e le implicazioni pedagogiche e per l’insegnamento che derivano dalla ricerca. Parole chiave: SPAGNOLO COME LINGUA EREDITARIA, PEDAGOGIA BASATA SULLA RICERCA, ALFABETIZZAZIONE EMERGENTE

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.

Language Variation in Mandarin as a Heritage Language: Subject Personal Pronouns

2021 ◽  
Vol 18 (1) ◽  
pp. 1-29
Author(s):  
Xinye Zhang
Keyword(s):  
Social Factors ◽  
Heritage Language ◽  
Usage Pattern ◽  
Heritage Learners ◽  
Personal Pronouns ◽  
Heritage Languages ◽  
Language Program ◽  
Undergraduate Level ◽  
First Languages ◽  
L1 And L2

Abstract Because of limited language input, different dominant languages, and learners’ differing backgrounds, the acquisition of heritage languages is distinguished from the acquisition of L1 and L2. Few studies of Chinese as a Heritage Language (CHL) have explored whether students can acquire native-like sociolinguistic competence and language-specific variables with educational input. Based on a sociolinguistic variationist perspective, this study investigates the acquisition of variation between null and overt subject personal pronouns (SPP s) by heritage learners in an undergraduate-level Mandarin program. A total of 11,970 tokens were collected through classroom observation, sociolinguistic interviews, and narratives. Measuring mixed-effects logistic regression with Rbrul (Johnson, 2009), results show that the overall usage pattern of SPP s by CHL students largely resembled that in the input provided by the language program. Results also demonstrate that linguistic constraints including coreference, person and number, and verb type, and social factors such as discourse context, first languages, course level, and age of arrival had a significant effect on SPP expression by CHL learners. Implications for CHL development and variationist studies in heritage languages are discussed.

scholarly journals Honing emergent literacy via food

2019 ◽  
Vol 8 (2) ◽  
pp. 343-357 ◽  
Author(s):  
Ilgım Veryeri Alaca
Keyword(s):  
Emergent Literacy ◽  
Literacy Skills ◽  
Children's Books ◽  
Children’S Books ◽  
Innovative Methods ◽  
Printed Books ◽  
Emerging Literacy ◽  
Multiple Levels ◽  
Food Printing ◽  
2D And 3D

This study explores the honing of children’s emerging literacy skills through the use of food that is inspired by children’s books. Besides digital and printed books, edible texts have the potential to aid language acquisition and literary appreciation. When edible materials and children’s books are synthesised into a new form to facilitate edible readings, the combination may inspire more families to engage in everyday literacy activities with their children. Using historical examples of edible reading that support emergent literacy, this work investigates how children have fed on edible materialities that appeal to their senses on multiple levels. As well as traditional methods, this study looks at innovative methods of food printing and production such as 2D and 3D printing technologies and how these may be integrated into edible texts through prototypes presented by the author.

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