Pre-SASLI Workshop 2008
Teaching Heritage Languages
University of Wisconsin, Madison
259A Van Hise Hall
This workshop addresses the broad field of heritage languages through a focus on the teacher, the learner, the community, and pedagogy.
Maria Carreira and Juliana Wijaya will lead this workshop.
Maria Carreira is an Associate Professor of Spanish at California State University, Long Beach, where she teaches courses in Spanish for native speakers and linguistics. She is also affiliated with the Heritage Language Resource Center at UCLA, where she co-directs a materials development project with Prof. Olga Kagan. Her publications focus on Spanish as a heritage language, Spanish in the US, and phonology. She is also a co-author of two Spanish textbooks, Nexos (Houghton Mifflin 2004) an introductory text, and Sí se Puede, a Spanish-for-native-speakers text. Professor Carreira received her Ph.D. in linguistics from the University of Illinois at Urbana-Champaign.
Juliana Wijaya is a linguist who got her Ph.D in Applied Linguistics from UCLA. She is currently a lecturer at the Department of Asian Languages and Cultures at UCLA. She teaches the Indonesian language and culture courses at UCLA and has also taught at the intensive Indonesian summer program at SEASSI (Oregon and Wisconsin). She works on discourse, corpus linguistics, proficiency, second and heritage language acquisition and language and culture. She has been involved in promoting and organizing language-related events and study programs conducted by the UCLA Center for Southeast Asian Studies. She is also an active member of the Consortium of Teachers of Indonesian and Malay and the Council of Teachers of Southeast Asian Languages. At the moment she is working on collaborative projects with the UW-Madison in developing the Indonesian oral proficiency guidelines for heritage and non-heritage learners and with California State Long Beach University on material development for Heritage Language Learners under the auspices of UCLA Heritage Language Center.
Monday, June 9
|9 AM - 1 PM||Session 1: Introduction to the Field of Heritage Languages|
Tuesday, June 10
|9 AM - 1 PM||Session 2: Focus on the Learner|
Wednesday, June 10
|9 AM - 1 PM||Session 3: Focus on Language and HL Communities in the U.S.|
Thursday, June 10
|9 AM - 1 PM||Session 4: Focus on Pedagogy|
Friday, June 13
|9 AM - 1 PM||Session 5: Outstanding Issues and Future Directions|
Gambhir, Vijay (2008). The Rich Tapestry of Heritage Learners of Hindi, South Asia Language Pedagogy and Technology, Vol. 1
Valdés, Guadalupe (2001). Heritage language students: Profiles and possibilities. In Joy Kreeft Peyton, Donald A. Ranard, and Scott McGinnis (Eds.), Heritage languages in America. Preserving a national resource (pp. 37-77). McHenry, IL: CAL.
- Heritage Language Survey Report
- Juliana Wijaya, Indonesian Heritage Learners' Profiles
- ACTL Speaking Guidelines
- OPI Rating Factor Grid
- Indonesian Student Bio Data
- Linguistic Profile Powerpoint (Wijaya)
- Powerpoint (Carreira)
- ** David Graddol, The Future of English
- Terrence G. Wiley, Immigrant Language Minorities in the United States
- Differentiated Instruction
- Margot Foster, Leadership for Learning
- Reconnect Action Research Kit
Resources for instructors of South Asian Languages
I. General language information
Languages of the World
II. General information about heritage languages
The Alliance for the Advancement of Heritage Languages
The National Heritage Language Resource Center (NHLRC)
The Center for Advanced Language Proficiency Education and Research (CALPER) at the Pennsylvania State University
III. Information about teaching South Asian languages (and other languages)
The South Asia Language Resource Center
Center for Language Education and Research
The Center for Advanced Research on Language Acquisition (CARLA)
The National Capital Language Resource Center
The National Foreign Language Resource Center
Carreira, Maria (2004). Seeking Explanatory Adequacy: A Dual Approach to Understanding the Term “Heritage Language Learner”. Heritage Language Learner 2(1).
Carreira, Maria (2007). Teaching Spanish in the US: Beyond the One-size-fits-all paradigm. In Kim Potowski and Richard Cameron (Eds.), Spanish in Contact. Policy, Social, and Linguistic Inquiries. (pp. 61-80). Amsterdam: John Benjamins Publishing Company.
Cho, Grace (20000. The Role of Heritage Language in Social Interactions and Relationships: Reflections from a Language Minority Group. Bilingual Research Journal 24 (4) 369-384.
Cho, Grace, Kyung-Sook Cho, and Lucy Tse (1997). Why Ethnic Minorities Want to Develop Their Heritage Language: The Case of Korean Americans. Language, Culture, and Curriculum 10 (2) (106-12.
Draper, James B., and June H. Hicks. (2000). Where we’ve been: What we’ve learned. In John B. Webb and Barbara L. Miller (Eds.), Teaching heritage language learners: Voices from the classroom (pp. 15-37). Yonkers, N.Y.: American Council for the Teaching of Foreign Languages.
Hess, N. 2001. Teaching Large Multilevel Classes. Cambridge: CUP.
Gambhir, Surendra. (2001) Truly less commonly taught languages and heritage language learner in the United States. In Joy Kreeft Peyton, Donald A. Ranard, and Scott McGinnis (Eds.), Heritage languages in America: Preserving a national resource (pp. 207-28). McHenry, Il: CAL.
Tomlinson, C.A. (2003). Fulfilling the Promise of the Differentiated Classroom. Strategies and tools for responsive teaching. Alexandria VA: Association for Supervision and Curriculum Development.
Webb, John B. and Barbara L. Miller (2001). Eds. Teaching Heritage Language Learners: Voices from the Classroom. Yonkers, NY: American Council on the Teaching of Foreign Languages.
Van Deusen-Scholl, N. (2003) Toward a definition of heritage language: Sociopolitical and pedagogical considerations. Journal of language, identity, and education, 2(3), 211-30.