Teaching Heritage Languages: An Online Workshop

Modules 1 and 2 are self-paced online tutorials that are designed for teachers of world and heritage languages. As you complete the first module, you will gain a better understanding of important differences between heritage language learners (HLLs) and foreign language learners (FLLs). In the second module, you will learn about strategies for working with heritage language students in the classroom. Module 3 focuses on issues that are language specific. For each language, you will hear a scholar discuss topics that s/he has found relevant and challenging in the teaching of that language to heritage language students. Further languages will be added at a later date.

For first-time visitors we recommend you go through the lessons sequentially.

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Module One: Teaching Heritage Language Learners: Profiles and Definitions
  • Learning Objectives
  • What Do You Already Know About Heritage Language Learners/Speakers?
  • Bilingualism
  • Heritage Languages and the People Who Speak Them: Definitions
  • Is One Definition Possible?
  • Broad or Narrow Definition of "Heritage Language Learner"?
  • Conclusion
  • Introduction
  • Student Narratives
  • Heritage Language Use in Early Childhood
  • What Happens After Age Four?
  • What About Adolescents? When and How do They Use Their Heritage Language?
  • Applying What You Know
  • Conclusion
  • Introduction
  • Rewards and Challenges of Studying Heritage Languages
  • Register
  • Sociolinguistics and Pragmatics
  • Avoiding the "It's Wrong!" Approach
  • Curriculum Recommendation: Use Oral Skills to Build Literacy
  • Use Oral Skills to Build Literacy (continued)
  • Use Oral Skills to Build Literacy (continued)
  • Conclusion
  • Learning Objectives
  • The "Macro" Approach for Heritage Learners
  • Heritage Learners and Proficiency Levels
  • Starting with the Learner
  • Using Authentic Materials to Build on Prior Knowledge
  • Criteria for Successful Projects
  • Examples of Project-Based Heritage Classes
  • Resources
Module Two: Strategies for Heritage Language Classrooms: Differentiated Instruction
  • Introduction
  • Why Differentiate?
  • “One Size Fits All” Approach
  • Tenets of Differentiated Instruction
  • Same Text, Different Tasks
  • How and When to Differentiate
  • Conclusion
  • Introduction
  • Red Card/Green Card
  • Knowing the Students
  • Pre-assessment Tools
  • Conclusion
  • Introduction
  • Grouping Strategies: Overview
  • Same-ability Groups
  • Mixed-ability Grouping for Cultural Activities and Discussions
  • Grouping Strategy: Jigsaw Activities
  • Bloom's Taxomony
  • Conclusion
  • Introduction
  • Fairness Issues in Assessing Heritage Language Learners
  • Formative Assessment Techniques
  • Summative Assessment
  • Conclusion
Module 3: Heritage Language Teaching: Language-Specific Topics and Approaches
  • Introduction
  • Heterogeneous Classes and Differentiated Teaching
  • Accommodating Speakers of Non-standard Dialects
  • Characters and a Phonetic System: In Which Order Should They be Introduced?
  • Appropriate Textbooks and Teaching Materials
  • The Place of Grammar Teaching
  • Introduction
  • Heterogeneous Classes
  • Activity-Based Learning
  • Textbooks
  • Teaching Literacy Skills
  • Grammar Instruction
  • Introduction
  • Heterogeneous classes
  • Topics that Connect with Heritage Students’ Experiences
  • Reading, Writing, and Text Cohesion
  • Teaching Grammar to Heritage Language Learners
  • Korean Popular Culture
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