Panel 4.1. Using New Approaches

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

Partially Integrating PBLL in Heritage Learner Courses: The Case of Arabic

• Hossam Ahmed (Leiden University)

In contexts where fully embracing project-based language learning in a Heritage Language course is not possible due to institutional or other restrictions, it can still be partially adopted. This presentation demonstrates techniques whereby PBLL has been employed alongside traditional, textbook-based, course design to conduct HLL-oriented Arabic courses.

A Multiliteracies Approach to Heritage/Community Language Instruction

• Michelle Smith (University of California, Los Angeles)

This presentation examines the importance of a multiliteracies pedagogical approach to heritage/community language instruction. It explains what is involved in this approach and illustrates how the language instructor can utilize this approach to help linguistically and culturally diverse students create multiple modes of expression to achieve communicative ends.

Read to Write: Building Chinese Literacy through Heritage Landscapes

• Hsiu-hsien Chan (Yale University)

Heritage Landscapes are those inevitable elements from target heritage language culture that can identify, inspire or resonate with heritage language learners. This paper will discuss how to build up Chinese literacy and the scaffolding of read-to-write syllabus and activities, student samples and projects through the application of Heritage Landscapes in CHL teaching materials.

Panel 4.2. Teaching Cultural Identity in the Classroom

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

Cultural Identity and Critical Thinking Skills in Sign Language Interpreting: A Guide for Heritage Learners

• Babetta Popoff (Sorenson Communications)

This presentation provides an overview of the analysis, design, development, implementation and evaluation of asynchronous, online modules created for Heritage Learners of American Sign Language.

I’m Probably the Only One Who Says This, Right? A Cross-linguistic Comparison of Heritage Language Learner Identities

• Caitlyn Pineault (Georgetown University)
• Valerie Garcia (Georgetown University)

The presentation discusses the results of a preliminary investigation on cross-linguistic heritage language learner identity markers. An analysis of autobiographical essay and interview data reveal similarities and differences among the self-perceptions of 21 heritage language learners. Emergent trends within themes like “language maintenance” can inform future resource development and distribution.

Panel 4.3. Confidence, Competence and the Heritage Spanish Learner

Moderator: Julio Torres (University of California, Irvine)

A Spanish Heritage Speaker’s Interactional Competence during Study Abroad: A Case Study

• Carmen Cecilia Tocaimaza Hatch (University of Nebraska at Omaha)
• Dale A. Koike (University of Texas at Austin)

This case study describes one Spanish heritage language learner's intercultural competence during study abroad. The qualitative analysis, which included data in the form of reflections and recorded interactions with locals, is conducted through the lens of Practice Theory. Findings highlight the participants’ communicative resources, including identity, linguistic, and interactional resources.

“Pero yo también estoy aprendiendo”: A Case Study of Heritage Learners’ Positioning in HL-L2 Interaction

• Ana Fernández Dobao (University of Washington)

Drawing on Positioning Theory, this study examines the discursive processes through which expert and novice positions are assigned, appropriated, or rejected in mixed HL-L2 learner interactions, and how these processes shape classroom interaction and ultimately determine what types of learning opportunities are created and for whom.

Understanding Linguistic Insecurity in the Heritage Language Classroom: An Exploration of Shame and Shaming Practices among Spanish Heritage Speakers

• Saul Moreno (Florida State University)
• Anel Brandl (Florida State University)
• Paola Guerrero-Rodriguez (Texas Tech University)
• Angelica Amezcua (University of Washington)
• Julie Torres (Arizona State University)

This study investigates the effect of shame and shaming practices on heritage speakers’ Spanish speech production and linguistic confidence in heritage language classrooms, by analyzing participants’ fluency and proficiency self-ratings. Preliminary results suggest that participants’ linguistic insecurity is directly proportional to the level of shame they feel when speaking in the heritage language.