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E-grāmata: Second Language and Heritage Learners in Mixed Classrooms

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Language, linguistics, and education specialists from North America, Europe, and South Africa offer 13 essays that examine mixed language classrooms where heritage learners and second language learners are exposed to language learning in the same physical space, looking at their different needs and challenges. They outline pedagogical practices and methods for different levels of instruction, including in Spanish, Italian, Greek, and Korean, addressing issues of linguistic agency and awareness, with a focus on interdisciplinarity. They discuss promoting student engagement through differentiation, including bi-directional scaffolding, teaching derivational morphology, and understanding students’ preferences and perceptions; sociolinguistic and psychological aspects related to language identity, including critical language awareness, countering negative attitudes towards heritage students’ Spanish, and enhancing language learning and social cohesion in early childhood education; cognitive approaches to language learning, such as promoting multilingual metalinguistic awareness and incorporating lessons on language contact for grammar instruction; and enhancing language learning through multilingualism, including translanguaging, the multilingual approach to diversity in education, and designing learning activities. Distributed in the US by National Book Network. Annotation ©2022 Ringgold, Inc., Portland, OR (protoview.com)

This book addresses the complexity of mixed language classroom learning environments in which heritage learners (HL) and second language (L2) learners are concurrently exposed to language learning in the same physical space. Heritage speakers, defined widely as those exposed to the target language at home from an early age, tend to display higher oral proficiency and increased intercultural proficiency but lesser metalinguistic and grammatical awareness than L2 learners. The theoretical and pedagogical challenges of engaging both types of learners simultaneously without polarizing the classroom community dictates the need for well-defined, differentiated learning strategies; in response this book offers best practices and reproducible pedagogical initiatives and methodologies for different levels of instruction. The chapters address themes including translanguaging, linguistic identity, metalinguistic awareness and intercultural competence, with contributions from Europe, Africa and the United States.



This book addresses the complexity of mixed language classroom learning environments in which heritage learners and second language learners are concurrently exposed to language learning in the same physical space. It offers best practices and reproducible pedagogical initiatives and methodologies for different levels of instruction.

Recenzijas

This much-needed volume presents key research and practical applications for addressing the challenges and reaping the rewards of mixed classes. Written by specialists from different educational levels, language backgrounds, and geographical locations, this is a must-read for current and future language teachers. * Maria M. Carreira, Professor Emerita, California State University, Long Beach, USA * More than an anthology, this volume is a masterful resource for teachers, scholars, and administrators faced with a mix of heritage and second-language speakers in the same learning environment. The contributions, ranging from theory to praxis, provide a first-ever handbook for navigating the social and linguistic complexities of multilingual classrooms. * John Lipski, Pennsylvania State University, USA * Heritage speakers cannot always be in separate language tracks; this volume gathers a range of theory and tools that will help teachers best meet students needs in mixed classrooms. Notably, it includes critical language awareness as well as a range of age contexts and world locations. Particularly useful are the concrete recommendations for practice and for department-wide workshops. A timely and important collection. * Kim Potowski, University of Illinois at Chicago, USA * Second Language and Heritage Learners in Mixed Classrooms contributes to the scarce literature on the complex issue of teaching language in mixed classrooms with learners with very different types of knowledge, motivation and needs [ ...] the volume will certainly offer both a strong theoretical background, and inspiration and ideas for practical classroom implementation. * Amąlia Llombart-Huesca, California State Polytechnic University Pomona, USA, Hispania, Volume 106, Number 3, September 2023 *

Papildus informācija

One of the first volumes to address the complexity of mixed language classrooms in which heritage learners and second language learners are taught together
Contributors vii
Introduction: Addressing the Cognitive, Affective and Sociolinguistic Challenges in the Mixed Language Classroom 1(12)
Elena Garcia-Martin
Part 1 Language Pedagogy: Promoting Student Engagement through Differentiation
1 Bi-Directional Scaffolding: Heritage Speakers and L2 Learners Complementing Each Other in the Mixed Classroom
13(16)
Patricia Bayona
2 Advanced and Heritage Learners of Italian in Mixed Language Classrooms: Methods and Strategies to Teach Derivational Morphology
29(22)
Ruben Benatti
3 Feedback in the Mixed Classroom: What are Students' Preferences and Perceptions?
51(30)
Paola Guerrero-Rodriguez
Avizia Long
Part 2 Sociolinguistic and Psychological Investigations: Language Identity in Mixed Classrooms
4 Bridging Gaps in Mixed-Class Settings
81(26)
Marta Ramirez Martinez
5 Dismantling Raciolinguistic Ideologies: Mas Alla del Aula de Herencia
107(22)
Evelyn Gamez
Mima Reyna
6 Countering Negative Attitudes toward Heritage Students' Spanish in Mixed L2-H2 Classes
129(24)
Rosti Vana
7 Intercultural Education in Early Childhood Education or How to Enhance Language Learning and Social Cohesion in a Mixed Language Classroom
153(26)
Naraina de Melo Martins Kuyumjian
Part 3 Cognitive Approaches to Language Learning: Metalinguistic Competency and Language Variation
8 Processing Instruction in Mixed Language Classrooms
179(23)
Justin P. White
Paul B. Mandell
9 Promoting Multilingual Metalinguistic Awareness within Young Foreign Language Learners
202(22)
Eftychia Damaskou
10 Incorporating Lessons on Language Contact for Grammar Instruction in HL and L2 Mixed Classrooms
224(27)
Emily Bernate
Part 4 Plurilingualism, Translanguaging and Translation: Enhancing Language Learning through Multilingualism
11 Translanguaging for Academic Success: A Strategy for Accessing Disciplinary Discourse in a Multilingual Undergraduate Classroom
251(23)
Sibhekinkosi Anna Nkomo
Erasmos Charamba
12 Implementing the Multilingual Approach to Diversity in Education (MADE) as a Tool for Instructional Design in Mixed-Language Classrooms
274(19)
Anna Krulatz
Mary Ann Christison
Koeun Park
13 Developing Compound Awareness by Translanguaging: The Design of Learning Activities for Multilingual Classrooms
293(26)
Sandra Martini
Jacopo Torregrossa
Index 319
Patricia Bayona is Associate Professor of Spanish, Elementary Spanish Coordinator, and Director of the Language Resource Center in North Central College, USA. Her work focuses on serving Spanish heritage students by providing theoretical knowledge and empirical wisdom to pre-service and professional teachers. She is the author of Saber espańol sķ sirve Academic Validation of Spanish as a Heritage Language (De Gruyter, 2018).





Elena Garcķa-Martķn is Associate Professor of Spanish and Coordinator of the Professional Spanish Minor at North Central College, USA. Her research explores issues of cultural identity and multilingualism. Some of her latest work deals with performative teaching and cultural proficiency, crucial aspects to heritage language acquisition. 
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