Adolfo Carrillo CabelloValdosta State University

Gatekeeping strategies in FL courses: Rethinking home backgrounds

Agenda

Background

Findings

Future research

Methodology

Discussion, implications

Questions6

5

4

3

2

1

• Intercultural competence of heritage language learners: Motivation, identity, language attitudes, and the curriculum.

• Olga Kagan• National HL Resource Center

3rd International Conference on the development and assessment of Intercultural Competence (January 2012)

• The term "heritage language speaker" refers to an individual exposed to a language spoken at home but who is educated primarily in English (Brinton, D. Kagan, O. & Bauckus, S., 2007).

Heritage speaker

• Research in the area of HS has focused on the loss of grammatical features (Montrul 2008, 2009, 2010; Montrul & Bowels, 2010; Montrul, Bhatt, & Benmamoun, 2010; Polinsky 2006, 2008a, 2008b, 2008c, 2011) and the gaps in heritage speakers’ vocabulary (Isurin & Ivanova-Sullivan, 2008; Kondo-Brown, 2003; Kagan, 2005).

Premises

• 1,800 speakers of 22 languages

• Enrolled in college-level courses to study their heritage language

• 45 % spoke their language at home

• 39% combination, English HL

National survey

• Acquire HL before English

• Have limited exposure to the HL outside the home

• Relatively strong aural and oral skills, but limited literacy

• Have positive HL attitudes and experiences

• Study the HL to connect with family’s communities and their roots

Characteristics of HL

• NSFLT recognizes that there are students in the foreign language (FL) classroom who have varying abilities and proficiencies in languages other than English, among which Spanish and Chinese are listed as the most predominant.

• The NSFLT argues for the consideration of students’ home backgrounds, especially for the making of connections and comparisons.

NSFLT, ACTFL, 2011

Sample policies on restrictions for enrollment

• a) Students who elect to continue the study of their high school foreign language in order to meet requirements for the major may not take MCL 1001 in that language for credit. They should begin their college foreign language requirement with MCL 1002. To complete a 6-hour requirement, they should then take MCL 2001. MCL 2002 will complete the 9-hour requirement.

 • b) Students may elect to take a foreign language other than the one studied

previously in high school. They should take MCL 1001, MCL 1002 (to complete the 6-hour requirement), and MCL 2001 (to complete the 9-hour requirement).

• C) MCL 1001, when taken to satisfy a deficiency in the University admissions requirement, will not be counted toward satisfying the foreign language requirement for the major. MCL 1002, 2001, and 2002 should be taken if the same language is selected, to meet the foreign language requirement for the major. If students elect to begin the study of another language, MCL 1001, 1002, and 2001 should be taken.

Sample policies on restrictions for enrollment

• I took a few classes in high school, but I may have to go back to the 101 level (FRE 101/GER 101/SPA 101).

You still have to take the placement exam. If you need to go back to the 101 level, your exam will reflect this fact.

However, if you took three years or more of French, German, or Spanish in high school, you cannot register for FRE 101, GER 101, SPA 101, no matter what your placement score is.

Please know that your transcript will be checked against the class list during the first week of class. If you have more than three years of high school course work, you will be removed from the class rolls.

Study

Mixed Methods (survey, quan + qual)

RQ 4 viewing of materials

RQ5delivery

Watch video and complete comprehension quiz.

Post entry to forum.

Read postings, reply to questions, write comments.

Process of interactions

video

discussion

discussion

Data gathering instruments

• Discussion forums

• Exit survey – Liket scale items (Quan)– Open-ended questions (Qual)

• 6 sections of Spanish 202, intermediate Spanish 2

• 116 participants, 27 males and 89 females

• 42 participants in sub-set, qualitative

Participants

• 941 entries to 8 discussion forums made by 42 participants

• Numeric and textual responses from 115 participants to exit survey (Quan and Qual)

Data collected

Findings

Participants’ preferences for viewing of materials

Distribution of comments for viewing of materials by preferences for viewing

Preferences for assignment of videos

Preferences for assignment of videos

I would prefer to choose, there are certain countries I am more interested in. [Reference 1, Sections 1 & 2]

I think it would be better if you got to choose which ones to watch. For example, I am going to Spain this summer, so I really wanted to watch the Spain ones, but I was assigned Argentina. I think it would better if you could choose. [Reference 2, Sections 1 & 2]

I would have preferred to choose my own rather than being told which was to watch because I would have picked Spain since my aunt is from there. [Reference 15, Sections 5 & 6]

Discussion and implications

1. WHAT: identification of content, elicitation of noticing.

2. HOW: elicitation of reflection, relationships to C1, inquiry.

Your own footer Your Logo

C3

C2C1

• When selecting places to buy food, I consider the price and not so much the quality. I am a poor college student and cannot afford buying good food. I like shopping at Hy-Vee or Wal-Mart. They offer good inexpensive food. Buying bread daily in Spain is very important. In Spain, it is said that without bread, there is no meal. I think that this idea is important because it has been passed on from generation to generation. Today it is normal that people buy bread for every meal, so there is an abundance of bread.

What/how questions

identification

comparisons

inquiry

issue inquiry reportComparison,

comprehension, rejection, relate to information

• It is very important to buy the ‘daily bread’ because bread needs to be fresh and in Spain people eat lots of bread. My sister studied in Spain last semester and she said that they have bread at breakfast, lunch, and dinner. Bread is a very important food item. I think that ‘the daily bread’ is important also because it helps/contributes to the gains of vendors [Anna, Forum chapter 7]

• Anna, your answer is very good! Do you think that is possible that ‘the daily bread’ is a social custom too? For example, people in Hispanic countries can talk with their neighbors when they go shopping. Thanks! Nina [Nina, Forum chapter 7]

• Anna, this is a very informative response with lots of good content! The fact that your sister was in Spain got my attention since I will be in Spain this summer too! Which city did she visit? You talked about the stores at the market in your answer. Are these places where people normally buy food? Thanks! Kayla [Kayla, Forum chapter 7]

• Kayla, last semester my sister studied in Caceres. I think that the stores in the market are normal places to buy food. She told me that there are many shops with lots of things that you can buy at good prices. I think that people would want to get their food there all the time. Which city are you going to this summer? Do you like Spain? What would shopping be like? Thanks! Anna [Anna, Forum chapter 7]

Sample posting illustrating recurrence to resources for access to TL

• My parents are not doctors as Nina’s. My parents would help me control my pain if I was hurt before taking me to the hospital. In my Asian family there are a lot of Asian home remedies that my parents and grandparents like using. My grandmother buys medicine from countries and my family uses it when we are sick. If the remedies of my grandmother do not cure me, then my parents take me to the clinic or to the hospital. The majority of medications that my family uses are what we can get at the supermarket or what my grandmother buys in her home country, Laos. She buys the medicine when she returns to Laos to visit family. My father suffers from high blood pressure and high cholesterol and he needs to get his medications with prescription at the pharmacy. In Spain, people cannot buy medications without a prescription and it takes long to see a doctor because there are long waiting lists. Differently from Nina and Jeslyn, I use alternative medicine. In Spain and Chile people use alternative medicine such as massages and yoga. When I am sick, my parents make me drink hot tea with all sorts of herbs. When my sister suffered from backaches, my grandmother would prepare a bath with herbs. When I have a cold, my grandmother rubs some balm on my chest and my back. Sometimes if someone in my family is very sick my family has a ceremony in which we eat grilled pork and a shaman communicates with the spirits. My family uses a great number of alternative medicines. As Nina and Jeslyn said, there are some similarities in the alternative medicine used in the US and Hispanic countries. [Jenna, Forum chapter 12]

Sample posting illustrating recurrence to HL

• Identifying and understanding reasons for enrollment in lower-level courses.

• Examining ICC development in lower-level courses (101, 102).

• Study interactions with family and community (Kagan, 2012).

• Explore ICC assessment as a secondary indicator of language proficiency for enrollment purposes.

Future research

Questions

THANK YOU!