Classroom Based Dialect Awareness in Heritage Language Instruction: A Critical Applied Linguistic Approach

2003 ◽  
Vol 1 (1) ◽  
pp. 44-57 ◽  
Author(s):  
Glenn Martínez
Keyword(s):  
Heritage Language ◽  
Language Variation ◽  
Language Instruction ◽  
College Level ◽  
Heritage Learners ◽  
Social Functions ◽  
Language Pedagogy ◽  
First Year College ◽  
Dialect Awareness ◽  
Linguistic Approach

The present paper argues that while the Spanish for Heritage Learners (SHL) profession has given ample attention to sociolinguistic issues such as linguistic standards and language variation in teacher training, it has not yet given sufficient attention to the promotion of dialect awareness among heritage learners themselves. After discussing the role of dialect in heritage language pedagogy, I review some of the ways in which dialect awareness has been fostered in existing SHL textbooks and ancillary materials. I argue that these approaches can be sharpened by attending to the social functions of language variation. I present a critical applied linguistic approach to dialect awareness that focuses on the indexical aspects of language variation in society. I discuss three strands of this approach to dialect awareness: functions of dialects, distributions of dialects, and evaluation of dialects. Finally, I suggest some activities to present these strands in a first year college level Spanish for heritage learners class.

Approaches to Language Variation: Goals and Objectives of the Spanish Heritage Language Syllabus

2015 ◽  
Vol 12 (1) ◽  
pp. 1-21
Author(s):  
Sara M. Beaudrie
Keyword(s):  
Content Analysis ◽  
Heritage Language ◽  
Private Universities ◽  
Language Variation ◽  
Rater Agreement ◽  
Public And Private ◽  
Language Varieties ◽  
Dialect Awareness ◽  
Goals And Objectives

Traditionally, teaching standard Spanish has been at the center of Spanish as a heritage language (SHL) instruction (Bernal-Enríquez & Hernández-Chávez, 2003; Hidalgo, 1990, 1997; Leeman, 2005; Martínez, 2003; Valdés, 1978, 1997; Villa 1996, 2002). A growing number of SHL scholars, however, have advocated for shifting the focus of instruction to the students’ language varieties and to dialect awareness (Bernal-Enríquez & Hernández-Chávez, 2003; Leeman, 2005; Villa, 2000). In the fall of 2011, a total of 62 SHL syllabi were collected from four-year public and private universities located in 15 different U.S. states. A content analysis of the course goals and objectives was employed to determine the approach to language variation that each course adopted (eradication, expansion, appreciation, appropriateness-based, or critical). In order to establish reliability, two coders independently categorized the course goals and objectives in all syllabi, obtaining an acceptable inter-rater agreement level. Findings show that earlier eradication approaches have almost disappeared while appreciation approaches are gaining popularity. Other more recent approaches have been adopted in only a small number of syllabi. The results corroborate prior research showing that the teaching of the standard continues to be a central goal in SHL education (Valdés et al., 2006). In addition, SHL courses have been slow to adopt sociolinguistically rich practices.

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.

Assessing Differences and Similarities between Instructed Heritage Language Learners and L2 Learners in Their Knowledge of Spanish Tense-Aspect and Mood (TAM) Morphology

2011 ◽  
Vol 8 (1) ◽  
pp. 90-133 ◽  
Author(s):  
Silvina Montrul ◽  
Silvia Perpiñán
Keyword(s):  
Heritage Language ◽  
Language Instruction ◽  
Linguistic Knowledge ◽  
L2 Acquisition ◽  
Heritage Speakers ◽  
Tense And Aspect ◽  
Classic Problem ◽  
L2 Learners ◽  
Advanced Proficiency ◽  
L1 Acquisition

The acquisition of the aspectual difference between the preterit and imperfect in the past tense and the acquisition of the contrast between subjunctive and indicative mood are classic problem areas in second language (L2) acquisition of Spanish by English-speaking learners (Collentine, 1995, 1998, 2003; Salaberry, 1999; Slabakova & Montrul, 2002; Terrell, Baycroft & Perrone, 1987). Similarly, Spanish heritage speakers in the U.S exhibit simplification of the preterit/imperfect contrast and incomplete acquisition/attrition of subjunctive morphology (Merino, 1983; Montrul, 2002, 2007; Potowski, Jegerski & Morgan-Short, 2009; Silva-Corvalán, 1994). This raises the question of whether the linguistic knowledge of a developing L2 learner is similar to incomplete L1 acquisition in heritage language (HL) learners. Because heritage speakers are exposed to the heritage language from infancy whereas L2 learners begin exposure much later, Au et al. (2002, 2008) have claimed that heritage speakers are linguistically superior to L2 learners only in phonology but not in morphosyntax. The present study reexamines this claim by focusing on the interpretation of tense, aspect and mood (TAM) morphology in 60 instructed HL learners and 60 L2 learners ranging from low to advanced proficiency in Spanish. Results of four written tasks showed differences between the groups both in tense and aspect and in mood morphology, depending on proficiency levels. Implications of these findings for heritage language instruction are discussed.

Heritage Language Instruction for Post-secondary Students from Immigrant Backgrounds

2001 ◽  
Vol 1 (1) ◽  
pp. 1-25
Author(s):  
Kimi Kondo-Brown
Keyword(s):  
Secondary Students ◽  
Intergenerational Transmission ◽  
Heritage Language ◽  
Indigenous Communities ◽  
The United States ◽  
Language Instruction ◽  
Short Paper ◽  
Future Research ◽  
Heritage Languages ◽  
Post Secondary

The “intergenerational transmission” of heritage languages (HLs) is crucial to the vitality of heritage language communities (especially for indigenous communities, where immigration is not a source of new speakers). We know, however, that HLs in the United States often do NOT survive well from one generation to the next as the shift to English takes place. In conjunction with the Second National Conference on Heritage Languages in America, a small group of researchers met to discuss priorities for research on intergenerational transmission of languages. Each of the ten researchers who participated prepared a short paper, posing research questions with some commentary to guide future research. Those papers form the major part of this article, covering topics related to language ecological patterns (in communities, families, and institutions), language ideology, measurement issues, and literacy.

Instructional Needs of College-Level Learners of Japanese as a Heritage Language: Performance-Based Analyses

2003 ◽  
Vol 1 (1) ◽  
pp. 44-57
Author(s):  
Sachiko Matsunaga
Keyword(s):  
First Language ◽  
Reading Proficiency ◽  
College Level ◽  
Heritage Learners ◽  
Language Performance ◽  
Advanced Learners ◽  
American University ◽  
Chinese Learners ◽  
Instructional Needs ◽  
Oral Skills

This paper reports a study comparing the reading performances (i.e., comprehension and speed in reading Japanese texts) and oral skills of intermediate and advanced learners of Japanese at an American university. The study assessed the performance of 14 heritage learners, who spoke Japanese at home and/or went to a Japanese school in the U.S., against that of 11 Chinese learners with extensive knowledge of kanji (Chinese characters used to write Japanese) in their first language (L1), and 14 non- heritage learners without such knowledge in their L1s. As anticipated, the heritage learners were found to have high oral proficiency. Their weakness, however, was not underdeveloped reading proficiency, as anticipated, but insufficient knowledge of kanji. The paper discusses the importance of recognizing the instructional needs of heritage learners studying a language that uses kanji in writing, and suggests some pedagogical methods to satisfy their needs.

Problematizing heritage language identities

2021 ◽  
Vol 6 (2) ◽  
pp. 189-213
Author(s):  
Rebecca Pozzi ◽  
Lina Reznicek-Parrado
Keyword(s):  
Ethnic Identity ◽  
Study Abroad ◽  
Qualitative Analysis ◽  
Heritage Language ◽  
Mexican Descent ◽  
Heritage Speakers ◽  
Language Pedagogy ◽  
Heritage Speaker ◽  
Linguistic Awareness ◽  
Relevant Topic

Abstract Heritage speaker identities have traditionally been a relevant topic of inquiry among scholars of heritage language pedagogy. Nevertheless, there is little research on Spanish heritage language identities in a study abroad context. Additionally, most existing studies on this topic focus on heritage speakers of Mexican descent studying in Mexico (e.g., de Félix & Cavazos Peña, 1992; McLaughlin, 2001; Riegelhaupt & Carrasco, 2000). This study examines heritage language identities in a non-heritage context by exploring the experiences of three heritage speakers of Mexican descent studying in Mendoza, Argentina. By focusing on a non-heritage context, we move away from the presumption that all heritage speakers seek to (re)claim a specific ethnic identity through language study (see Leeman, 2015). Instead, our qualitative analysis illustrates the diverse ways heritage speakers in a non-heritage context construct, contest, and negotiate their identities with respect to linguistic awareness, negotiation between varieties, and perceptions of their abilities.

Reengaging Texts, French, and Cultural Narratives

2016 ◽  
pp. 313-336
Author(s):  
Dane Stalcup
Keyword(s):  
College Students ◽  
Experiential Learning ◽  
Reflective Writing ◽  
First Year ◽  
College Level ◽  
Cultural Narratives ◽  
First Year College ◽  
First Year College Students ◽  
High Level ◽  
Global Travel

This chapter examines a course model through which first-year college students engage in advanced reflective communication (i.e. discussion, writing, field trip investigations) in order to embrace diverse voices, perspectives, and populations. To determine how freshmen can achieve a high level of multiculturalism and insightful expression at the same time, the author investigates the effectiveness of his freshman-only Reflective Tutorial, “Global Travel through Cultural Studies.” Drawing jointly from the Humanities and experiential learning, this course invites students to embrace conversations and research on global cultural narratives and to interact with spaces outside of the college classroom that both demonstrate and question these narratives. And by synthesizing reflective writing with experiential observation and analysis, the proposed course model promotes effective communication and awareness of diversity that will prepare students for the kind of crosscultural critical thinking that future experiences at the college level, but also the future itself will require.

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