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• Offers advanced students, researchers, and university
administrators with the state of the art in research and practical,
evidence-based insights on heritage language program
administration/direction and curriculum development, in order to
understand and provide quality education to HL learners through
effective HL program direction. • Meets a need for synthesis of
the great increase in work on heritage language learners and
university-based programs, heretofore covered in articles and
individual chapters but not all in one place on the book level.
Makes much-needed connections between the research literature and
practice in developing programs and curricula. • The first book
that discusses this subject, full stop. A few books focus on L2,
ESL, or FL language program direction but they lack any attention
to heritage language learners.
• Offers advanced students, researchers, and university
administrators with the state of the art in research and practical,
evidence-based insights on heritage language program
administration/direction and curriculum development, in order to
understand and provide quality education to HL learners through
effective HL program direction. • Meets a need for synthesis of
the great increase in work on heritage language learners and
university-based programs, heretofore covered in articles and
individual chapters but not all in one place on the book level.
Makes much-needed connections between the research literature and
practice in developing programs and curricula. • The first book
that discusses this subject, full stop. A few books focus on L2,
ESL, or FL language program direction but they lack any attention
to heritage language learners.
This innovative, timely text introduces the theory, research, and
classroom application of critical approaches to the teaching of
minoritized heritage learners, foregrounding sociopolitical
concerns in language education. Beaudrie and Loza open with a
global analysis, and expert contributors connect a focus on
speakers of Spanish as a heritage language in the United States to
broad issues in heritage language education in other contexts -
offering an overview of key concepts and theoretical issues,
practical pedagogical guidance, and field-advancing suggestions for
research projects. This is an invaluable resource for advanced
students and scholars of applied linguistics and education, as well
as language program administrators.
This innovative, timely text introduces the theory, research, and
classroom application of critical approaches to the teaching of
minoritized heritage learners, foregrounding sociopolitical
concerns in language education. Beaudrie and Loza open with a
global analysis, and expert contributors connect a focus on
speakers of Spanish as a heritage language in the United States to
broad issues in heritage language education in other contexts -
offering an overview of key concepts and theoretical issues,
practical pedagogical guidance, and field-advancing suggestions for
research projects. This is an invaluable resource for advanced
students and scholars of applied linguistics and education, as well
as language program administrators.
The first volume to explore the effectiveness of instructional
methods for college-level Spanish heritage learners In the United
States, heritage language speakers represent approximately 22
percent of the population and 29 percent of the school-age
population. Until now, though, few studies have examined the
outcomes of classroom teaching of heritage languages. Outcomes of
University Spanish Heritage Language Instruction in the United
States sheds light on the effectiveness of specific instructional
methods for college-level heritage learners. The first of its kind,
this volume addresses how receiving heritage classroom instruction
affects Spanish speakers on multiple levels, including linguistic,
affective, attitudinal, social, and academic outcomes. Examining
outcomes of instruction in the Spanish language—the most common
heritage language in the United States—provides insights that can
be applied to instruction in other heritage languages. These
thematically linked empirical studies and their pedagogical
implications build a foundation for heritage language instruction
and directions for future research. Scholars and educators alike
will welcome this volume.
Heritage language (HL) learning and teaching presents particularly
difficult challenges. Melding cutting-edge research with
innovations in teaching practice, the contributors in this volume
provide practical knowledge and tools that introduce new solutions
informed by linguistic, sociolinguistic, and educational research
on heritage learners. Scholars address new perspectives and
orientations on designing HL programs, assessing progress and
proficiency, transferring research knowledge into classroom
practice, and the essential question of how to define a heritage
learner. Articles offer analysis and answers on multiple languages,
and the result is a unique and essential text-the only
comprehensive guide for heritage language learning based on the
latest theory and research with suggestions for the classroom.
The first volume to explore the effectiveness of instructional
methods for college-level Spanish heritage learners In the United
States, heritage language speakers represent approximately 22
percent of the population and 29 percent of the school-age
population. Until now, though, few studies have examined the
outcomes of classroom teaching of heritage languages. Outcomes of
University Spanish Heritage Language Instruction in the United
States sheds light on the effectiveness of specific instructional
methods for college-level heritage learners. The first of its kind,
this volume addresses how receiving heritage classroom instruction
affects Spanish speakers on multiple levels, including linguistic,
affective, attitudinal, social, and academic outcomes. Examining
outcomes of instruction in the Spanish language—the most common
heritage language in the United States—provides insights that can
be applied to instruction in other heritage languages. These
thematically linked empirical studies and their pedagogical
implications build a foundation for heritage language instruction
and directions for future research. Scholars and educators alike
will welcome this volume.
Heritage language (HL) learning and teaching presents particularly
difficult challenges. Melding cutting-edge research with
innovations in teaching practice, the contributors in this volume
provide practical knowledge and tools that introduce new solutions
informed by linguistic, sociolinguistic, and educational research
on heritage learners. Scholars address new perspectives and
orientations on designing HL programs, assessing progress and
proficiency, transferring research knowledge into classroom
practice, and the essential question of how to define a heritage
learner. Articles offer analysis and answers on multiple languages,
and the result is a unique and essential text-the only
comprehensive guide for heritage language learning based on the
latest theory and research with suggestions for the classroom.
There is growing interest in heritage language learners -
individuals who have a personal or familial connection to a
nonmajority language. Spanish learners represent the largest
segment of this population in the United States. In this
comprehensive volume, experts offer an interdisciplinary overview
of research on Spanish as a heritage language in the United States.
They also address the central role of education within the field.
Contributors offer a wealth of resources for teachers while
proposing future directions for scholarship.
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