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HERITAGE LANGUAGE DEVELOPMENT: Suggesting Some Strategies and a Conceptual Framework

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Title: HERITAGE LANGUAGE DEVELOPMENT: Suggesting Some Strategies and a Conceptual Framework


1
HERITAGE LANGUAGE DEVELOPMENT Suggesting
Some Strategies and a Conceptual Framework
  • Heritage Language Program
  • University of Washington
  • Shuhan C. Wang, Ph.D.
  • Delaware Department of Education
  • January 30, 2006
  • Seattle, WA
  • ltswang_at_doe.k12.de.usgt

2
What Does it Take to Develop Speakers at High
Proficiency Levels?
  • High Proficiency Levels individuals who can
    function at the professional level in the target
    language
  • Hours of instruction needed for a native English
    speaker
  • --Commonly Taught Languages 720 hours
  • --Less Commonly Taught Languages 1320 hours
    (Omaggio-Hadley, 2001)
  • Malone, M. E. Rifkin, B., Christian, D.
    Johnson, D. E., 2005. Attaining High Levels of
    Proficiency Challenges for Foreign Language
    Education in the United States.
    http//www.cal.org/resources/digest/attain.htm.

3
Pathways to Proficiency
  • Start language learning early to build a strong
    base for second, third, and fourth language
    learning
  • Provide intensive immersion experiences for
    students at the postsecondary level, including
    overseas study in a target-language culture
  • Build on the language background of heritage
    language speakers
  • (Malone, et al., 2005, p. 2, 10/26/05)

4
Who Are Heritage Language Learners?--A National
Debate
  • Sociolinguistic Perspective (1) colonial
    languages (2) indigenous American Indian or
    Alaska Native languages and (3) immigrant
    languages brought by recent influx of immigrants
    (Fishman (2001)
  • Linguistic Perspective home language, may or may
    not understand the heritage language, may be to
    some degree bilingual (Valdés, 1999, also see
    2001)
  • Ecological Perspective Any of the above and
    those who self-identify as heritage language
    learners of a particular language (Hornberger
    Wang, in press)e.g., multi-racial marriages
    multi-national adopted families

5
The Big Question
  • How Do We Help
  • Heritage Language Learners
  • Develop High Levels of Proficiency?

6
Strategy 1Frame Heritage Language Issues in the
US
  • To engage in public discourse, we cant simply
    talk about HL without mentioning English, the
    Dominant Language in the US (Crawford, 2003)
  • In reality, we are not Reversing Language Shift
    (Fishman, 1991)
  • Rather, we are concerned with moving HL
    proficiency forward along with English language
    developmentBiliteracy Development (Hornberger
    King, 1996)

7
Strategy 2Rethink Heritage Language in the
Global Context (Layering of Languages
Cultures)
  • Along with globalization, there comes
    localization of language and culture
  • In the global context, ones native language and
    culture becomes ones HL and HC, and so
    onEveryone has a heritage language culture
  • While one is developing competencies in a
    world-wide language of communication and global
    culture, ones own sense of heritage becomes more
    salient and cherished

8
Strategy 3Advocate the Notion of Biliteracy
  • Biliteracy refers to heritage learners
    competencies in the literacies of the dominant
    society and their own heritage community.
    Biliteracy is at the juncture where bilingualism
    across modalities and biculturalism meet, and
    this competence can be used as learners human,
    cultural, and social capital (Wang, 2004).

9
Strategy 4Be Mindful of Two Big Ideas about
Heritage Language Learning
  • HL competence develops in a language eco-system
  • Build and use biliteracy as a reservoir of human,
    cultural, and social capitals

10
Strategy 5Consider Critical Elements in
Heritage Language Development
  • Proposing A Conceptual Framework
  • of Heritage Language
  • Transmission and Development

11
Biliteracy Resource Eco-System of
Intergenerational Language and Culture
Transmission
Language Environment Heritage and Dominant
Discourses-in-Contact
Language Evolution Biliteracy in Development
Continua of Biliteracy
Biliteracy Resource Reservoir
Heritage Discourses
Dominant Discourses
Heritage Language Counter-Endangerment Biliteracy
in Use
Human Capital Cultural Capital Social Capital
12
Language EnvironmentDiscourses-in-Contact
(Wang, 2004)
  • An expansion of the notion of Languages in
    contact
  • Discourses (Paul Gee, 1996) Discourses with a
    capital D, which encompasses the language,
    culture, and the use of these systems in a
    group/society
  • Discourses shift expanding from language shift

13
Identity/ies
  • Situated and performed (Erickson Schultz, 1982)
  • Identity Kits (Gee 1996) multiplicity and
    shifting
  • perform chosen identities at different times in
    different places with different people
  • Heritage Discourses and Dominant Discourses
    Identities (Wang, 2004)

14
Sociolinguistic Deconstruction of a Native
Speaker
  • Expertise in a language e.g., in heritage or
    dominant language, or both or none
  • Allegiance
  • --Inheritance toward the heritage group
  • --Affiliation to the dominant group
  • Rampton, 1995

15
Language Environment Heritage and Dominant
Discourses-in-Contact
Heritage Discourses (HD) Inheritance
Identity Kit Dominant
Discourses Hybrid (DD) Expertise
Affiliation
16
Language EvolutionBiliteracy in Development
  • Heritage Discourses and Dominant Discourses exist
    in the language environment
  • Individuals must internalize these Discourses in
    order to turn them into personal biliteracy
    capital reservoir
  • How do we internalize the HD and DD?--
  • Via the Continua of Biliteracy

17
Build Biliteracy Capital Reservoir via Continua
of Biliteracy (Hornberger, 1989 Hornberger
Skilton-Sylvester, 2000
  • Continua of Context (micro to macro,
  • oral to literate, monolingual to bilingual)
  • Continua of Media (linguistic structures,
    orthographic systems, exposures to the
    languages)
  • Continua of Content (minority to majority
    perspectives, vernacular to literary use,
    contextualized to decontextualized texts)
  • Continua of Development (receptive to productive
    skills, oral to writing, L1 to L2)

18
Heritage Language Counter-EndangermentBiliterac
y in Use
  • Biliteracy capital exists in All Levels from
    individuals to the society
  • The more we use these capitals, the more we
    possess them

19
Three types of biliteracy capitals can be
deconstructed in language education
  • Human Capital (including linguistic capital)
  • Cultural Capital (including familys and ethnic
    groups educational and cultural heritage)
  • Social Capital (how we use language culture to
    engage others in achieving our social goals)

20
Implications for Practice
  • How do we enable heritage language learners to
    develop high levels of proficiency in the
    heritage language?
  • A checklist for intergenerational language and
    culture transmission

21
Align the Curriculum and Practice with the Five
Goals of the National Foreign Language Content
Standards
  • Communication
  • Cultures (Products, Practices, and Perspectives)
  • Connections (to Subject Matters)
  • Comparisons (of Cultures and Languages)
  • Communities

22
1. Anchoring in Contexts Make communities front
and center 2. Tracking Language
Development 3. Analyzing Language Exposure to
the Heritage and Dominant Discourses4.
Incorporating majority minority content and
connecting language use to all disciplines
23
5. Adopting Community-Based Pedagogy Examples
  • Linguistic biography studies Make family
    language trees role play multi-generational/mult
    ilingual/multiethnic family reunion
  • Cultural biography studies trace the cultural
    backgrounds of the families or the group
    delineate their cultural heritage or important
    values or beliefs interview different
    generations of the family and write down their
    stories
  • Identity journaling keep a log of ones
    feelings and ideas about self in different
    situations and figure out the reasons why one
    feels in certain ways
  • Family photo-journalism compile families
    pictures from the homeland to the host society
    make oral or written histories about relatives

24
Community-Based Pedagogy (2)
  • Community funds of knowledge projects
    explore/document ways of making things, doing
    math, cooking food, making home remedies, playing
    games, making crafts and trades, celebrating or
    commemorating important dates to name some
    examples
  • Multiple literacies projects make a video, film,
    digital movie, or album involving multiple
    languages and different modalities, images,
    sounds, and media
  • Multiple voices projects tell/record/write
    stories from the dominant and minority sources
    and perspectives

25
Become Involved With the Alliance for the
Advancement of Heritage Languages Join the
Center for Applied Linguistics (CAL), the
National Foreign Language Center (NFLC), and
other language educators and researchers
  Visit the Web site http//www.cal.org/heritag
e/programs/profiles.html Contact Joy Peyton
(joy_at_cal.org)  Join the HL listserv Write to
Scott McGinnis, (sm167_at_umail.umd.edu)
26
Conclusion (1)
  • All languages and cultures interact in a
    ecological system
  • Everyone has a linguistic and cultural heritage
    that needs to be nurtured in the macro micro
    environments
  • The development of the HL requires attention to
    the continua of context, content, media, and
    development

27
Conclusion (2)
  • Biliteracy resource is capitals to be used in the
    global context
  • Human capital enable us to advance educationally
    and economically
  • Cultural capital help us claim our identities
    and rich cultural inheritance
  • Social capital allow us to engage people in
    achieving our social, economic and political
    goals

28
??
  • Thank you!
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