Panel 5.1. Community-Based Learning

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

International Guidelines for Professional Practices in Community-Based Heritage Language Schools

• Marta McCabe (Duke University and Czech and Slovak School of North Carolina)
• Joy Peyton (Center for Applied Lingustics; Coalition of Community-Based Heritage Language Schools)
• Masako Douglas (California State University, Long Beach)

International Guidelines for Professional Practices in Community-Based Heritage Language Schools are the result of collaboration among five national organizations of heritage language schools. The Guidelines define the shared principles and excellent practices of professionalism and aim to (1) provide guidance to and (2) raise the status of these schools.

Heritage Languages: A Corpus Analysis of Community-Based and School-Based Classes Across the United States

• Valerie Garcia (Georgetown University)

This study aims to further understand the specific goals, challenges, and funding sources of HL classrooms throughout the United States. Importantly, how these domains compare across school-based and community-based HL classrooms. Findings suggest that there is variability amongst the domains; which was illustrated using qualitative and quantitative analyses.

Transforming Language Learning- An Innovative Community-based Language Learning (CBLL) Model for Heritage Students’ Learning Experiences and Outcomes

• Hsiang-ning Sunnie Wang (University of British Columbia)

This three-year multidimensional project builds a course model shifting away from classroom-based teaching and learning to community-based language learning and communication-focused pedagogy. This presentation shows how a language program can integrate community-engaged pedagogy and collaborative learning, particularly bringing heritage students and community members together in dynamic and authentic learning environments.

Panel 5.2. Grammar in the Heritage Context, Part 2

Moderator: Olesya Kisselev (University of Texas at San Antonio)

When Does DOM Begin to Fade Away in Heritage Romanian?

• Larisa Avram (University of Bucharest)
• Alexandru Mardale (Inalco Paris)
• Elena Soare (University of Paris 8)

Differential Object Marking in child Heritage Romanian in contact with French significantly decreases at age 10, when French becomes the dominant language. We account for this decrease in terms of the pressure of the dominant language which determines differential access to the two competing structures.

Resultative Verb Compounds in School-age Heritage Mandarin Children

• Mengyao Shang (The Chinese University of Hong Kong)
• Ziyin MAI (City University of Hong Kong)
• Virginia YIP (The Chinese University of Hong Kong)

This paper reports a study on heritage Mandarin and proposes the lexicalization of potentially phrasal structures as a strategy for a more economical grammar. The lexicalized RVCs were probably traces of early RVCs in child Mandarin, strengthened by cross-linguistic equivalents in the majority language.

Panel 5.3. Bilingualism and Cognition

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

Heritage Bilingualism as a Life Experience Induces Dynamic Changes in Resting State EEG Oscillations

• Maki Kubota (UiT The Arctic University of Norway)
• Sergio Miguel Pereira Soares (University of Konstanz)
• Eleonora Rossi (University of Florida)
• Jason Rothman (UiT The Arctic University of Norway)

Resting State EEG measured in 103 Bilinguals with different backgrounds. Main effect of L2/2L1 age of onset on high beta and gamma frequency power bands. Greater use of non-societal language at home and society modulate theta, alpha and gamma mean coherence measures. Diverse engagement with dual-language determinants influences brain oscillations.

Heritage Language as a Barrier or Opportunity? Acquisition of French (L3) Object Clitics by Greek-German and Italian-German Bilingual Students

• Marina Ruthmann (University of Wuppertal, Germany)

Nowadays, the domains of multilingualism and heritage language education play an important role in the sphere of applied linguistics in Europe and especially in Germany. In this presentation, the major advantages of Greek and Italian heritage language knowledge of Greek-German and Italian-German bilingual learners for the acquisition of French (L3) will be displayed.