Panel 1.1. Morphology and Heritage Languages

Moderator: Susan Bauckus(University of California, Los Angeles)

Morphological processing in Heritage and L2 English in Israel: Evidence from a Grammaticality Judgment Task

• Adina Livni (Bar Ilan University)
• Natalia Meir (Bar Ilan University)

This presentation will focus on differences in morphosyntactic skills between three groups of bilinguals aged 18-21: Heritage English speakers in Israel, Hebrew-dominant L2 English learners in Israel, as compared to baseline English-dominant speakers in English-speaking countries through an auditory grammaticality judgment task (GJT) of English inflectional morphology.

Creative Morphology and Cross-Linguistic Influence in L3 Brazilian Portuguese Learners: Spanish Native Speakers, Spanish Heritage Speakers, and L2 Spanish-background Classroom Learners

• Sarah Syamken (The University of Texas at Austin)
• Dale A Koike (The University of Texas at Austin)

This presentation depicts how heritage and second language learners of Spanish perceive morphologically conventional and creative words in L3 Brazilian Portuguese in an Acceptability Judgment Task and metalinguistic awareness responses. Preliminary results show that question type (Spanish vs. non-Spanish ending), had the greatest role in determining student responses.

Facilitative Use of Word Order and Case Morphology in Heritage Turkish

• Fatih Bayram (UiT The Arctic University of Norway)

This study presents an online (web-based) eye-tracking study using the Visual World Paradigm that tests whether participants' can access and interpret morphological case making to determine the thematic roles of arguments and predict upcoming structure during online language comprehension. A comparison of adult heritage speakers (HS) of Turkish (N= 267) with control Turkish monolingual speakers (N=98) suggests that the HSs’ performance on this task is qualitatively similar to that of the baseline.

Panel 1.2. Technological Innovation and Pedagogy

Moderator: Claire Hitchins Chik(University of California, Los Angeles)

The Key Factors for Heritage Language Education during the Pandemic and post Pandemic

• Thuba Nguyen (University of California, Los Angeles)

Half of the students who returned a class survey stated that they missed the social aspect of the classroom setting by learning online, but still were able to learn the course material and succeed in the class. One third stated that remote learning’s flexibility made it easier to succeed. Only a handful of students responded that it was difficult to learn without being in the classroom. This indicates that online teaching can be an effective way to teach SEA languages and cultures to college students. My presentation will share how the language was taught virtually in my class during the pandemic and the key factors that accounted for students learning, benefiting and enjoying the course, including new assignments, “Organic ways” to integrate language and culture, and new technologies that improve the quality and power of online language learning.

From Noticing to Acknowledging: Siftr as a Socio-affective Tool in the Spanish as a Heritage Language Classroom

• Paola Guerrero-Rodriguez (Texas Tech University)

This presentation focuses on the implementation -in an intermediate class for Spanish heritage speakers- of the Siftr app to explore the presence of Spanish and the Hispanic community in the US. Results suggest that this project helped participants reflect on the influence that their heritage has on their lives and their identities as Hispanic-American individuals.

Extensive Reading in the Heritage Language Classroom with StoryWeaver

• Huy Phung (University of Hawai`i at Manoa)

In this presentation, I will present a project, Extensive Reading using StoryWeaver, a digital open-access repository of multilingual stories for children. I will share my experience using StoryWeaver to promote reading in Vietnamese heritage language classrooms through read-aloud, read-more, and read-together activities.

Discussion 1.3. Centering the Personal and Local in post-secondary Spanish Language Education: Pedagogical and Programmatic Examples in a Pandemic Era

• Chair: Adam Schwartz (Oregon State University)
• Devin Grammon (University of Oregon)
• Dalia Magaña (UC Merced)
• Sergio Loza (University of Oregon)

This four-part discussion challenges participants to reconsider Spanish language education as an anti-racist, institutional project guided by social responsibility and critical meta-linguistic awareness.