Heritage Language Speakers and Public Schooling. Emily Curtis University of Washington PhD, Linguistics EdD Candidate. Poster for the National Heritage Language Research Council 7 th Annual Institute University of Illinois, Chicago June 2013. My Perspectives.
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University of Washington
Poster for the National Heritage Language Research Council 7th Annual Institute
University of Illinois, Chicago
What are public schools doing for
Heritage language speakers?
What does teacher education need to do?
What is the status of education research on topics related to HL and bilingualism?
Olga Kagan: HLStudies needs to have an impact on Education
Socio-linguistic supports for HL
*with some caveats
Student-age Heritage language speakers are rarely recognized as such in the “mainstream” education literature*
However, Ed. Research and Teacher Ed. has been concerned with “Cultural and Linguistic Diversity”for around 50 years
The “needs” of CLD students most recently being addressed are (finally) approximating some “needs” of HL speakers, namely scaffolding advanced/academic English literacy
Grammatical/metalinguisticsupports for HL bilingualism-biliteracy
Some preliminary findings on what teachers know and what they take from a targeted linguistics course
1 Villegas, 2009; 2 Ladson-Billings, 2006; 3Moll et al., 1992; 4Wong-Fillmore & Snow, 2002
1 Lucas, Villegas and Freedson-Gonzales, 2008, Lucas and Villegas, 2010, 2011
2Varghese, 2004 3Hakuta, 2011
1 Valdes, 2005; also Gandara, 2005; Levine 2006; 2Harklau, 1994; 3 Grossman and Lieb, 2008; 4Cochran-Smith and Fries, 2005; Clayton, Barnhardt, & Brisk, 2008;5 Lucas and Grinberg, 2008; 6Zeichner, 2012; Artiles, Harry, Reschly & Chinn 2002; Hawkins, 2011
1 Villegas and Lucas, 2011 2 Valdes and Castellon, 2011
1Wong Fillmore & Snow, 2002; Lucas & Grinberg, 2008; Lucas, Villegas, & Freedson-Gonzalez, 2008; Valdes, Bunch, Snow, & Lee, 2005
+widespread Social Justice & Multicultural Education emphases in Teacher Education Programs (TEP)
=> emphasis on teacherknowledge of language, linguistics, acquisition1
(Basic Interpersonal Communicative Skills vs. Cognitive Academic Language Proficiency)
For teachers(curriculum choices) and for students (learning activities)
1 Scarcella, 2002
Though focused on English side of bilingualism
potential benefits for HLMaintenance, HLSpeakers
recognition of multiculturalism and bilingualism in US (and world), “bilingual” v. “ELL”; support for L1 (important for L2)1
2. Linguistically, grammatically
making language explicit
attention to form, metalinguistic knowledge (incl. socio-ling.)
Maria Polinsky: not always bilingual advantage–why/when not? how to encourage?
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Register & Code-switching (of registers!)
L2 / Heritage / Bilingualism
toward deeper understanding and “making language explicit”
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