Attending to the Needs of Heritage Language Learners in...
Transcript of Attending to the Needs of Heritage Language Learners in...
![Page 1: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/1.jpg)
Attending to the Needs of Heritage Language Learners in Mixed
Classrooms
Maria M. Carreira, Ph.D.
National Heritage Language Resource Center, UCLA
Professor, California State University, Long Beach
Heritage Language Symposium
The University of Washington, Seattle
Feb. 21, 2015
![Page 2: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/2.jpg)
Overview of the principles, approaches, and applications that I will present today
• Know your learners; • Strive for Rich Classroom discourse by choosing
and using materials with a view towards making learning meaningful, engaging, and accessible toall learners;
• Make students active and autonomous partners in what happens in the classroom;
• Differentiate learning according to learner needs; • Design courses and curricula that make linguistic
and demographic sense.
![Page 3: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/3.jpg)
• As you listen to Arturo, jot down anything you hear that bears on HL teaching:
http://youtu.be/39d6Lb2f2Aw
![Page 4: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/4.jpg)
Overview of the principles, approaches, and applications that I will present today
• Know your learners; • Strive for Rich Classroom discourse by choosing
and using materials with a view towards making learning meaningful, engaging, and accessible toall learners;
• Make students active and autonomous partners in what happens in the classroom;
• Differentiate learning according to learner needs; • Design courses and curricula that make linguistic
and demographic sense.
![Page 5: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/5.jpg)
Definitions + linguistic studies
Sources of information on learners
![Page 6: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/6.jpg)
Definitions:Who is a heritage language learner?
• Narrow definitions – based on proficiency
• Broad definitions – based on affiliation
![Page 7: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/7.jpg)
Example of a narrow definition
“An individual who is raised in a home where a non-English language is spoken, who speaks or merely understands the heritage language, and who is to some degree bilingual in English and the heritage language” (Valdés, 2001, p. 38)
![Page 8: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/8.jpg)
Example of a broad definition
Heritage language learners are individuals who “…have familial or ancestral ties to a particular language and who exert their agency in determining whether or not they are HLLs (heritage language learners) of that HL (heritage language) and HC (heritage culture) (Hornberger and Wang, 2008, p. 27)
![Page 9: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/9.jpg)
Broad definition
Narrow definition
Learners who fit the narrow definition also fit the broad definition
![Page 10: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/10.jpg)
Broad + narrow definitions = two orientations to HL teaching
Linguistic needs (narrow definition)
Affective needs (broad definition)
![Page 11: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/11.jpg)
Broad + narrow definitions = two orientations to HL teaching
Linguistic needs (narrow definition)
Affective needs (broad definition)
![Page 12: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/12.jpg)
NEEDS STEMMING FROM BROAD DEFINITION?
![Page 13: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/13.jpg)
Affective needs
While researchers have looked quite extensively at the language exposure we need to learn a new language, a second set of factors that are equally important has received far less attention. These factors relate to “group membership,” or the allegiances we feel with particular-language-speaking groups and the attitudes and feelings that flow from being associated with them (Tse, 2001, 60).
13
![Page 14: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/14.jpg)
An HL learner’s view
…my Dad's family always told me I was American.In school I was labeled Mexican, but to theMexicans, I am an American. It's this weird dualityin which you are stuck in the middle. Latinos areoften told that they are not Americans but alsothat they are not connected to their heritage. Youtake pride in both cultures and learn to deal withthe rejection. Socializing with people who share aCommon experience helps you deal with thisexperience.(Carreira & Beeman, 2014).
![Page 15: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/15.jpg)
Broad + narrow definitions = two orientations to HL teaching
Linguistic needs (narrow definition)
Affective needs (broad definition)
Find identity
Navigate two worlds
Connect to others (find community)
Deal with rejection
![Page 16: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/16.jpg)
Rich Classroom Discourse
• Discourse that engages students in complex thinking processes;
• Discourse that challenges and engages students with the material
• Materials that attend to HL learners’ affective needs make for Rich Classroom Discourse
![Page 17: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/17.jpg)
Conventional Classroom Discourse Rich Classroom Discourse
Convergent responses Divergent responses
Predominantly teacher-driven and led Students co-construct, drive, and often lead discourse
Students rarely build on peers’ thoughts Students build on, challenge, revoice, and share ideas with peers
Teacher relies on a few students to carry talk Many students participate
Aim is to have correct answer in shortest time
Aim is to have students engage in strategic thinking
![Page 18: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/18.jpg)
Foundations of RCD
• Materials and activities that are meaningfuland engaging
• Materials that are accessible
![Page 19: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/19.jpg)
MEANING AND ENGAGEMENT IN MIXED CLASSES
19
![Page 20: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/20.jpg)
The “problem” of mixed classes
Second-language learners
• An outsider perspective of the target language and culture;
• No family connection to the target language and culture;
• Do not identify in terms of the target language and culture.
HL learners
• Insider perspective of the target language and culture
• Family connection to the target language and culture;
• Identify and/or seek identity in the target language and culture.
20
![Page 21: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/21.jpg)
What not to do
21
![Page 22: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/22.jpg)
What not to do…
Second-language learners
• An outsider perspective of the target language and culture;
• No family connection to the target language and culture;
• Do not identify in terms of the target language and culture.
HL learners
• Insider perspective of the target language and culture
• Family connection to the target language and culture;
• Identify and/or seek identity in the target language and culture.
22
![Page 23: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/23.jpg)
What not to do…
Second-language learners
• An outsider perspective of the target language and culture;
• No family connection to the target language and culture;
• Do not identify in terms of the target language and culture.
HL learners
• Insider perspective of the target language and culture
• Family connection to the target language and culture;
• Identify and/or seek identity in the target language and culture.
23
![Page 24: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/24.jpg)
Both matter
Second-language learners
• An outsider perspective of the target language and culture;
• No family connection to the target language and culture;
• Do not identify in terms of the target language and culture.
HL learners
• Insider perspective of the target language and culture
• Family connection to the target language and culture;
• Identify and/or seek identity in the target language and culture.
24
![Page 25: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/25.jpg)
Activity 1Discussion1.1, 1.2 (pp. 1 -3)
![Page 26: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/26.jpg)
Creating meaning and engagement: A discussion prompt for “My Name”
• Regarding marriage, Latinos sometimes think that mainstream Americans are _________________________.
• Regarding marriage, mainstream Americans sometimes think that Latinos are __________________.
26
![Page 27: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/27.jpg)
Strategy
• Comparisons
Cultural perspectives
Stereotypes
Practices
![Page 28: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/28.jpg)
Reading II
• The pros: Relatively easy to understand
• The cons: How do you make a reading like this meaningful and engaging?
![Page 29: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/29.jpg)
Strategy
• Think in terms of adding “insider” knowledge or perspectives to the information.
• Think in terms of comparing and contrasting elements of the target culture with American culture (Example: Little Red Riding Hood).
![Page 30: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/30.jpg)
Five principles (cont.)
• Know your learners; • Choose and use materials with a view towards
making learning meaningful, engaging, andaccessible to all learners;
• Make students active and autonomous partnersin what happens in the classroom;
• Build pathways to learning for all learners; • Design courses and curricula that make linguistic
and demographic sense.
![Page 31: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/31.jpg)
READY for another one?
Activity II, p. 3
![Page 32: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/32.jpg)
Back to…
Linguistic needs (narrow definition)
Affective needs (broad definition)
![Page 33: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/33.jpg)
HL learners’ linguistic needs are a function of
• The context of learning
• The timing of learning
• The amount input
• The type of input
![Page 34: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/34.jpg)
HL learner needs and strengths are a function of
• The context of learning: primarily, home
-> informal, home register, perhaps non-standard
• The timing of learning: early years, diminished or discontinued upon starting school
-> similar to the language of children
• The amount input: limited, relative to natives
-> incomplete knowledge of the HL (missing features acquired later in life)
• The type of input: oral, informal, spontaneous,
-> implicit knowledge of the HL
![Page 35: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/35.jpg)
COMPARE TO L2 LEARNERS
![Page 36: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/36.jpg)
L2 learner needs and strengths
• The context of learning: school
-> formal, standard, academic, rehearsed, controlled
• The timing of learning: adolescence, early adulthood
-> adult-like with respect to certain features
• The amount input: limited (relative to native speakers and HL
learners)
-> incomplete with respect to certain features (those acquired early in life)
• The type of input: formal, focused on form
-> explicit knowledge of rules
![Page 37: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/37.jpg)
HL and L2 learners tend to have complementary skills and needs
HL language• The context of learning: primarily, home
-> informal, home register, non-standard, spontaneous
• The timing of learning: early years, diminished or discontinued upon starting school
-> similar to the language of children
• The amount input: limited, relative tonatives
-> incomplete knowledge of the HL(late-acquired items)
• The type of input: oral, informal, spontaneous
-> implicit knowledge of the HL
L2 language• The context of learning: school
-> formal, standard, academic, rehearsed, controlled
• The timing of learning: adolescence, earlyadulthood
-> adult-like with respect to certainfeatures
• The amount input: limited (relative tonative speakers and HLlearners)
-> incomplete with respect to certain features (early acquired features)
• The type of input: formal, focused onform
-> explicit knowledge of rules
![Page 38: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/38.jpg)
Relative strengths
• HL learners can do a lot with the target language;
• HL learners can engage in real-life tasks (focus on content);
• HL learners can speak and understand the target language well.
• L2 learners know a lot about the target language;
• L2 learners can engage in pedagogical tasks (focus on form);
• L2 learners can read and write the language well.
![Page 39: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/39.jpg)
Two perspectives of complementary nature of HL and L2 learners’ knowledge
![Page 40: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/40.jpg)
Two studies bring these perspectives into focus
Understanding heritage language learners
![Page 41: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/41.jpg)
Two studies of paired interactions between HL and L2 (Bowles 2011)
• HL and L2 learners were matched for proficiency;
• They worked together on an information gap activity;
• In the first study learners benefited more from the activity than HL learners;
• In the second study, both types of learners benefited equally from the activity.
![Page 42: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/42.jpg)
First study: L2 learners benefited more from the activity
![Page 43: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/43.jpg)
Second study: Both learners benefited from paired interactions
![Page 44: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/44.jpg)
What made the difference?
• Material + task
HL learners are better at tasks that tap into intuitive use of language, L2 learners, on the other hand, do better at tasks that require meta-linguistic knowledge (knowledge of rules);
HL learners are more familiar with home vocabulary; L2 learners, on the other hand, are more familiar with academic vocabulary
![Page 45: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/45.jpg)
First study: Only L2 learners benefitted
• Information gap activity with a picture of a kitchen (home vocabulary)
All tasks were oral;
HL learners already knew this, so they did not gain new knowledge. L2 learners benefitted from HL learners’ expertise.
![Page 46: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/46.jpg)
Second study
• Information gap activity with a crossword puzzle (general vocabulary); Oral and written tasks.
Vocabulary was unknown to both learner types, so both benefitted.
Oral task benefitted L2 learners. Written task benefitted HL learners.
![Page 47: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/47.jpg)
Take home lesson about HL + L2 pairings
• Take advantage of complementary strengths of HL and L2 learners
• Mix tasks that require intuitive knowledge (hard for L2Ls), and tasks that require meta-linguistic knowledge (hard for HLLs);
• Hold both students accountable for contributing to the task (assign the harder task to each type of learner);
• Match HL-L2 learners for proficiency (????)
![Page 48: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/48.jpg)
A metaphor for HL + L2 pairings
Seating arrangements at a fancy dinner party
![Page 49: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/49.jpg)
Sample activityfor HL + L2 pairings
• Cloze activity
• Dictogloss
![Page 50: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/50.jpg)
Cloze activity: HL-L2 learner groupingsMy great-grandmother. I ______liked to have known her, a wild, horse of a woman, so wild
she ________ marry. Until my great-grandfather _________ a sack over her head and
________ her off. Just like that, as if she ________a fancy chandelier. That's the way he
did it. And the story goes she never forgave him. She _________ out the window her whole
life, the way so many women sit their sadness on an elbow. I wonder if she _______the
best with what she got or was she sorry because she ________be all the things she wanted
to be.
Say it Write it
![Page 51: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/51.jpg)
The Dictogloss
• Highly developed cultures, including those of the Olmecs, Mayas, Toltecs, and Aztecs, existed long before the Spanish conquest. Hernan Cortés conquered Mexico during the period 1519-21 and founded a Spanish colony that lasted nearly 300 years. Independence from Spain was proclaimed by Father Miguel Hidalgo on September 16, 1810.
![Page 52: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/52.jpg)
Five principles (cont.)
• Know your learners; • Strive for Rich Classroom Discourse. Choose and use materials with a view towards making learning meaningful, engaging, and accessible to all learners;• Make students active and autonomous partners
in what happens in the classroom by taking advantageof complementary skills and attending to the difficultiesassociated with micro and macro approaches
• Differentiate learning by learner needs;• Design courses and curricula that make linguistic
and demographic sense.
![Page 53: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/53.jpg)
ACTIVITY III, p. 4
![Page 54: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/54.jpg)
MICRO- V. MACRO- APPROACHES
![Page 55: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/55.jpg)
Micro approaches
• Isolate grammar, lexical, and pronunciation items;
• Use discrete activities to practice items;
• Are bottom up, moving from simple to complex;
• Deal with conscious knowledge of the language;
• Occur more frequently at lower levels;
• Contrast with macro-approaches
![Page 56: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/56.jpg)
Macro approaches
• Focus on developing functional ability - the wide variety of discourse in the professions, social life, and the community;
• Can be discourse-based, content-based, genre-based, task-based, or experiential;
• Build on global, background knowledge;
• Are more common at the advanced levels and in HL teaching
![Page 57: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/57.jpg)
Macro v. Micro
A grammar
point
Macro: A reading or real-life task
A reading or authentic task
Micro: A grammar
point
![Page 58: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/58.jpg)
![Page 59: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/59.jpg)
Macro-based teaching
A grammar
point
Reading + task
• Common in HL classes because HL learners have functional abilities in the HL;
• Well suited for HL learners because they naturally focus on content.
![Page 60: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/60.jpg)
Micro-base teaching
A reading or authentic task
Grammar +
vocabulary
• Common in L2 teaching because L2 learners need help accessing authentic materials;
• Well suited to L2 learners because they naturally focus on form
![Page 61: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/61.jpg)
THE PROBLEM WITH MIXED CLASSES
61
![Page 62: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/62.jpg)
Micro approaches with HL learners
• Micro-approaches confuse HL learners because they lack the meta language of instruction (i.e. grammatical vocabulary) and are not familiar with the routines of language learning. Also, HL learners focus primarily on content (Julio Torres’ Dissertation).
A reading or authentic task
A grammar
point , vocabulary
![Page 63: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/63.jpg)
• Macro-approaches are inaccessible to L2 learners
A grammar point,
vocabulary
Reading
Macro Approaches with L2 learners
![Page 64: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/64.jpg)
Having it both ways in mixed classes
A grammar
point
Macro: A reading or real-life task
A reading or authentic task
Micro: A grammar
point
![Page 65: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/65.jpg)
Step 1
A reading or authentic task
Micro: A grammar
point
• Separate L2 learners to give them a mini-lesson on the language structures and vocabulary they need to be able to access and engage with authentic materials
![Page 66: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/66.jpg)
Strategies and tools that support this
• Access and engagement: Scaffolding strategies such as tapping into background knowledge, pre-teaching vocabulary, previewing the material, using graphic organizers, visual aids, etc.
• Classroom management: A way to keep HL learners engaged in meaningful work while the instructor meets with the L2 learners.
![Page 67: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/67.jpg)
Step 2
A grammar
point
Macro: A reading or real-life task
• Separate HL learners to give them what they need to access form-focused instruction and focus their attention on language issues: grammatical terminology,
a map of learning,
![Page 68: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/68.jpg)
Example: A graphic organizer
Two ways of talking about
the past
Preterit
(comí, hablé,viví)
Imperfect
(comía, hablaba, vivía)
![Page 69: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/69.jpg)
Now they are ready to work together
L2 learners
HL learners
![Page 70: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/70.jpg)
Next
Tools and strategies that support offering separate instruction to each population of learners;
![Page 71: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/71.jpg)
Five principles (cont.)
• Know your learners; • Strive for Rich Classroom Discourse. Choose and use materials with a view towards making learning meaningful, engaging, and accessible to all learners;• Make students active and autonomous partners
in what happens in the classroom by taking advantageof complementary skills and attending to the difficultiesassociated with micro and macro approaches
• Differentiate learning by learner needs;• Design courses and curricula that make linguistic
and demographic sense.
![Page 72: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/72.jpg)
Five principles (cont.)
• Know your learners; • Choose and use materials with a view towards
making learning meaningful, engaging, andaccessible to all learners;
• Make students active and autonomous partnersin what happens in the classroom;
• Differentiate learning by learner needs; • Design courses and curricula that make linguistic
and demographic sense.
![Page 73: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/73.jpg)
I differentiate, you differentiate, he/she differentiates..
Running errands a “to do list” helps with pacing;
Driving to a destination Google directions help with process.
![Page 74: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/74.jpg)
Differentiation
Is not about watering down learning for struggling learners…
Just the opposite…
![Page 75: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/75.jpg)
Traditionally, language teaching has been one-size-fits-all
Teachers start at the front of a curriculum
![Page 76: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/76.jpg)
One-size-fits all/curriculum-centered teaching
Past tense
Peter
MaryPaul
![Page 77: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/77.jpg)
Peter, Paul, and Mary
![Page 78: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/78.jpg)
But what if…
![Page 79: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/79.jpg)
And...
![Page 80: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/80.jpg)
The problem with one-size fits all
It does not attend to individual learner differences.
This is a particularly serious deficiency when it comes to heritage language (HL) learners.
![Page 81: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/81.jpg)
The curriculum-centered approach with HL learners (an HL class – all HLLs)
Past tense
Juan: 3rd generation immigrant
Pedro: 1st generation, no education in Spanish
Maria: 1st
generation, educated abroad
![Page 82: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/82.jpg)
The curriculum-centered approach in a mixed class (HL + L2 learners)
Past tense
Juan: 3rd generation immigrant
Pedro: 1st generation, no education in Spanish
![Page 83: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/83.jpg)
Both types of classes are heterogeneous
• It follows that one-size-fits all approaches are not optimal for these classes;
• Traditional L2 methods are one-size-fits all
![Page 84: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/84.jpg)
THE DIFFERENTIATED APPROACH
![Page 85: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/85.jpg)
Learner-centered teaching
Learner
What
HowWhy
![Page 86: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/86.jpg)
Two views of the learner
Collective
What are the characteristics of HL learners as a group? How do they differ from L2
learners?
Individual
How do individual HL learners differ from each other? Also, how do individual L2 learners differ from each other?
![Page 87: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/87.jpg)
Principles of Differentiated Teaching (DT)
In differentiated classrooms, teachers begin where
students are, not the front of a curriculum guide.
They accept and build upon the premise that learners
differ in important ways…In differentiated
classrooms, teachers provide specific ways for each
individual to learn as deeply as possible and as
quickly as possible, without assuming one student’s
roadmap for learning is identical to anyone else (Tomlinson, 2003, p. 2).
![Page 88: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/88.jpg)
A metaphor for the differentiated classroom
![Page 89: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/89.jpg)
What can you differentiate?
Content (*)
Process (how you gain mastery of the material)
Pacing (the rate at which you acquire the material)
Product (how you demonstrate mastery of the material)
By Readiness
Interest
Learning profile
![Page 90: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/90.jpg)
Key to differentiating instruction
Knowing when to differentiate
Knowing how to differentiate
![Page 91: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/91.jpg)
When to differentiate
Don’t differentiate all the time – only when
needed.
What happens if you differentiate all the
time?
![Page 92: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/92.jpg)
How to differentiate
Master a small number of instructional tools
![Page 93: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/93.jpg)
Some tools for Differentiation
1. Text-to-self connection (also text-to-text, text-to-world)
2. Agendas
3. Centers
4. Flexible grouping
5. Checks for understanding
6. Exit cards
![Page 94: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/94.jpg)
1. The-text-to-self connection
What it is:
A tool that helps students make connections
with the material and personalize learning.
![Page 95: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/95.jpg)
Sample text-to-self connections(Harvey and Goudvis 2000:266)
Passage from the text
This reminds me of…
Passage from the text
I agree or disagree because…
Passage from the text
I find this interesting because…
![Page 96: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/96.jpg)
Some variants…
![Page 97: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/97.jpg)
Sample text-to-text connections(Harvey and Goudvis 2000:267)
Passage from this text
This reminds me of ____ from…
Character from this text
This character reminds me of _____ from…
A theme of this text
This reminds me of _____ from …
![Page 98: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/98.jpg)
Sample text-to-world connections(Harvey and Goudvis 2000:267)
Passage from the text
This reminds me of…
Character from the text
This character reminds me of…
A theme of the text
This reminds me of…
![Page 99: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/99.jpg)
The-text-to-self connection
What it is:
A tool that helps students make connections
with the material and personalize learning.
What it does:
Differentiates instruction by learner interest;
Supports flexible grouping and compelling
class discussions.
![Page 100: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/100.jpg)
2. Agendas
What it is:
A list of tasks and activities students must complete within a set period of time.
![Page 101: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/101.jpg)
Sample agenda from my HL class(a list of homework activities)
Date due: (in 2 weeks)
Work to be completed:
Workbook exercises # 7, 8, 9, 10
Blackboard, exercises #1, 2. Must be completed with a grade of 90% or better.
Textbook, read “My Name” and answer questions 1-7. Use a spell check.
Fill out the exit card for this unit.
![Page 102: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/102.jpg)
Agendas
What it is: A list of tasks (e.g., homework exercise) students must complete within a specified period of time.
What it does: Vary pacing (as well as process, content, and product);
Support strategic grouping (e.g., one group of students receives a mini-lesson from the instructor, while another works on the agenda).
![Page 103: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/103.jpg)
3. Learning centers
What it is:
A resource center (physical or virtual) offering a variety of activities and materials for students to work independently or with other students to operationalize the material presented in the classroom.
![Page 104: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/104.jpg)
Examples of two types of centers
Physical – sample contents
Textbook and workbook exercises;
Samples of student work;
Old exams.
Virtual – sample contents
Links to resources, authentic materials, etc.;
Computer-graded exercisese.g. Mark the words that take an accent on the last syllable:
pastel, frances, comelon
![Page 105: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/105.jpg)
Learning center
What it is:
A resource center (physical or virtual) offering a variety of activities and materials for students
to work independently or with other students to operationalize the material presented in
the classroom.
What it does:
Makes it possible to differentiate instruction by varying the process of instruction (also content and product).
![Page 106: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/106.jpg)
4. Flexible grouping
What it is:
Grouping that is not static… students may work with a partner, in small groups, in ateacher-led group, or with the whole class,as needed to optimize learning.
![Page 107: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/107.jpg)
Types of groups
Learning partners (1/1)
Small groups (3-5)
Half-class/half-class
Teacher-led mini-lessons
![Page 108: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/108.jpg)
Half-class/half class in a mixed class
![Page 109: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/109.jpg)
A grammar
point
Macro: A reading or
real-life task
A reading or real-life
task
Micro: A grammar
point
Why separate by learner status (HL learners/L2 learners)?
![Page 110: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/110.jpg)
Why separate by learner status? (HL v. L2 learners)
In high school I was one of very few Latinos. My friend and I were called the American kids. This was always funny to me because my Dad’s family always told me I was American. In school I was labeled Mexican, but to the Mexicans, I am an American. I am part of each, but not fully accepted by either. It’s this weird duality in which you are stuck in the middle…You take pride in both cultures and learn to deal with the rejection. You may never be fully embraced by either side. That’s why you seek out other people like yourself. Socializing with people who share a common experience helps you deal with this experience.
(Carreira & Beeman, 2014, p. 88)
![Page 111: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/111.jpg)
Half-class/half class in a mixed class
![Page 112: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/112.jpg)
How to manage mini-lessons
Use agendas and learning centers to assign work to learners who are not taking part in the mini-lesson.
![Page 113: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/113.jpg)
How do you know how to form groups?
Checks for understanding
The exit card
![Page 114: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/114.jpg)
Flexible grouping
What it is:
Grouping that is not static – students may work with a partner, in small groups, in a teacher-led group, or with the whole class, as needed to optimize learning.
What it does:
Makes it possible to attend to learners’ needs
(not just in the area of language, but also affective issues and motivations)
![Page 115: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/115.jpg)
5. Checks for understanding
What it is:
All students respond to a prompt using hand signals (e.g. thumbs up/down) or flashing a
sign (e.g., true/false; a,b,c,d)
![Page 116: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/116.jpg)
Tips
Give students time to prepare their answer;
On the count of three, ask them all to respond.
![Page 117: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/117.jpg)
Checks for understanding
What it is:
All students respond to a prompt using hand signals (e.g., thumbs up/down) or flashing a sign (e.g., true/false; a,b,c,d).
What it does:
Engages all learners in answering questions and provides immediate and comprehensive feedback to the instructor.
![Page 118: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/118.jpg)
6. Exit cards
What it is:
At the end of class students respond in writing to a prompt.
![Page 119: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/119.jpg)
The exit card (Dodge 2006)
Describe an “aha!” moment
Formulate a question about a point that remains
unclear. Describe one or two strategies that you
will use to answer this question.
![Page 120: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/120.jpg)
How I use exit cards
To give learners a roadmap to learning
Prompt: To write accents, you need (a) to be able to hear where the accent falls in a word, (b) know the basic rules of accentuation, and (c) practice until the process becomes automatic. Assess your abilities in each of these skills.
To encourage learners to listen to each other
Prompt: Discuss a contribution by a classmate that you found helpful.
For the attendance and participation grade
![Page 121: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/121.jpg)
Exit cards
What it is:At the end of class students respond in writing to a prompt.
What it does:
Encourages learners to reflect on their learning, provides immediate feedback to instructors on learners’ needs, strengths,
and connection to the material.
![Page 122: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/122.jpg)
Check for understanding
How familiar are you with Differentiation?
(1) I know little or nothing about it.
(2) Have never used it but I’m familiar with the general idea of it.
(3) I have some training and some limited experience using it.
(4) I have significant experience using it.
(5) I have trained others to use it.
![Page 123: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/123.jpg)
You know you want it…
Activity IV, p. 6
![Page 124: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/124.jpg)
EXIT CARDS AND CHECKS FOR UNDERSTANDING ARE A FORM OF
FORMATIVE ASSESSMENT
![Page 125: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/125.jpg)
Assessment
Diagnostic (pre-instruction)
Placement tests
Formative (during instruction)
Assessment for learning
Summative (post instruction)
Assessment of learning
![Page 126: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/126.jpg)
What is formative assessment?
Formative assessment Summative assessment
PurposeTo improve instruction and provide feedback to students
To measure student competency
When administered Ongoing, throughout unit End of unit or course
How students use results
To self-monitor understanding;Identify gaps in understanding and strengths
To monitor grades and progress toward benchmarks
How teachers use results
To check for understanding, modify their own teaching to enhance learning
For grades, promotion
How programs use results
To modify the curriculum and program
To report to external entities
Adapted from Checking for Understanding. Formative Assessment Techniques for Your Classroom by Douglas Fisher
and Nancy Frey, ASCD, 2007
![Page 127: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/127.jpg)
How to do formative assessment
Almost any pedagogical activity can function as
formative assessment…
What makes it formative is HOW you use it.
Exit cards
e.g., Use the information obtained from exit cards to group students by needs/interests
![Page 128: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/128.jpg)
How to do formative assessment (cont.)
Checks for understanding
e.g. use the information obtained to adjust the pacing of instruction
Quizzes/Homework
Debriefing – reviewing quizzes/homework in class to:
debate the merits of different answers;
identify effective study strategies;
![Page 129: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/129.jpg)
HOW FORMATIVE ASSESSMENT ENHANCES THE POTENTIAL
FOR LEARNING
![Page 130: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/130.jpg)
Formative assessment: Instructors
Makes it possible for instructors to revise their teaching as needed to attend to the needs of all learners;
If the whole class is not understanding provide additional instruction and/or practice to all
If only some of the students are not understanding give those students a mini-lesson while the rest of the class works on their agenda or on center activities
![Page 131: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/131.jpg)
Formative assessment: Students
Teaches students to manage their own learning by helping them answer the following questions:
(1) where am I going?
(2) where am I now?
(3) how can I close the gap?
In so doing, students acquire a roadmap of learning
(Black and Jones, 2006)
![Page 132: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/132.jpg)
Formative assessment
Addresses issues of fairness and access arising from institutional conditions.
![Page 133: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/133.jpg)
Problem: Many departments have fewer courses than needed
Course Y
L2L
(novice+)
HLL
(novice)
HLL
(novice+)
HLL
(intermediate-)
![Page 134: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/134.jpg)
Another view of the problem
Course placement
Summative assessment,
(grades)
![Page 135: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/135.jpg)
How do you assign a grade to these students and
Maintain standards
Address issues of fairness
![Page 136: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/136.jpg)
Formative assessment: Fairness
For instructors: Enables them to respond to the needs of all learners, particularly those who are struggling with the material;
For students: Encourages metacognition and independence; previews summative assessment, thereby improving their chances of performing well;
For programs: Provides the knowledge base for effective curriculum and program design.
![Page 137: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/137.jpg)
One more, please…
Activity V, p. 7
![Page 138: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/138.jpg)
Five principles (cont.)
• Know your learners; • Choose and use materials with a view towards
making learning meaningful, engaging, andaccessible to all learners;
• Make students active and autonomous partnersin what happens in the classroom;
• Differentiate learning by learner needs; • Design courses and curricula that make linguistic
and demographic sense.
![Page 139: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/139.jpg)
An HL Class: Hindi 100 for HL learners
India: Hindi is the official language of the country. Individual states have their own official languages. 29 languages have over 1 million speakers. India’s languages stem primarily from two language families: Indo-Aryan in the north, and Dravidian in the south. Many languages have their own writing systems (Brass 2005, Hasnain 2003).
Hindi 100:
16 students from five different language backgrounds;
Hindi/Urdu (7); Gujarati (4); Punjabi (2);Telugu (2); Marathi (1)
![Page 140: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/140.jpg)
The crux of the problem
• In the Hindi program “HL classes” are seen as a “catch all” destination for all students that do not meet the traditional profile of L2 learners;
• Hindi 100 does not make linguistic sense.
![Page 141: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/141.jpg)
A well designed program
• Is linguistically well-formed;
• Aligns well with demographic realities;
• Responds to learners’ needs and goals vis-à-vis the target language;
• Is anchored in a coherent vision that runs through all courses and learning activities.
• Adapts to changing needs.
![Page 142: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/142.jpg)
Five principles (cont.)
• Know your learners; • Make materials meaningful and engaging to all
learners;• Make students active partners in the learning and
teaching process;• Use strategies to build in pathways to learning
for all learners; • Design courses and curricula that make linguistic
and demographic sense.
![Page 143: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/143.jpg)
Summary: Strategies for teaching mixed classes
• Separate them to (1) prepare them to work together, and (2) attend to learners’ special needs vis-à-vis the target language.
• Bring HL and L2 learners together so that they can benefit from each other’s strengths;
![Page 144: Attending to the Needs of Heritage Language Learners in ...depts.washington.edu/.../docs/Carreira.Seattle.HLS2015_presentatio… · 21/02/2015 · Attending to the Needs of Heritage](https://reader033.fdocuments.net/reader033/viewer/2022052015/602dd5eea9f33425436b7026/html5/thumbnails/144.jpg)
Summary: Principles
• Know your learners (as a type and as individuals);
• Strive of Rich Classroom Discourse. Make materials accessible, meaningful and engaging to all learners;
• Make students active partners in the learning and teaching process (use complementary skills, micro- and macro-approaches, learning strategies);
• Differentiate learning (Differentiation, formative
assessment);
• Design courses and curricula that make linguistic
and demographic sense.