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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 (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.
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