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Students

Teaching Heritage Language Learners: Profiles and Definitions

Lesson 1. Who is a Heritage Language Speaker/Learner?
  • 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
Lesson 2. Heritage Language Learners: Motivation and Language Use
  • 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
Lesson 3. Teaching Heritage Learners: Language Foci and Sequencing
  • 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
Lesson 4. Curriculum Development for Heritage Language Classes
  • 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

Teachers

Strategies for Heritage Language Learners: Differentiated Instruction

Lesson 5. Why do We Need Differentiated Instruction for Heritage Language Learners?
  • Introduction
  • Why Differentiate?
  • “One Size Fits All” Approach
  • Tenets of Differentiated Instruction
  • Same Text, Different Tasks
  • How and When to Differentiate
  • Conclusion
Lesson 6. Know Your Students
  • Introduction
  • Red Card/Green Card
  • Knowing the Students
  • Pre-assessment Tools
  • Conclusion
Lesson 7. Grouping Strategies for Differentiated Instruction
  • Introduction
  • Grouping Strategies: Overview
  • Same-ability Groups
  • Mixed-ability Grouping for Cultural Activities and Discussions
  • Grouping Strategy: Jigsaw Activities
  • Bloom's Taxomony
  • Conclusion
Lesson 8. Assessment Strategies for Differentiated Instruction
  • Introduction
  • Fairness Issues in Assessing Heritage Language Learners
  • Formative Assessment Techniques
  • Summative Assessment
  • Conclusion

Teachers

Heritage Language Teaching: Language-Specific Topics and Approaches

Lesson 9: Chinese
  • 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
Lesson 10: Japanese
  • Introduction
  • Heterogeneous Classes
  • Activity-Based Learning
  • Textbooks
  • Teaching Literacy Skills
  • Grammar Instruction
Lesson 11: Korean
  • Introduction
  • Heterogeneous classes
  • Topics that Connect with Heritage Students’ Experiences
  • Reading, Writing, and Text Cohesion
  • Teaching Grammar to Heritage Language Learners
  • Korean Popular Culture
Lesson 12: Hindi
  • Introduction
  • Background Information: Multilingualism in India
  • The Typical Profile of a Heritage Language Learner of Hindi
  • Student Backgrounds
  • Heterogeneous Classes
  • Strategies for Overcoming Student Heterogeneity
  • Materials
  • Topics and Themes that Connect with Heritage Student Experiences
  • Opportunities for Target Language Use
  • Teaching Literacy Skills
  • Teaching Grammar to Heritage Language Learners

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