Friday, June 17, 2022

Nuosu Yi as a Heritage Language in China: Three Types of Heritage Speakers

• Yunchuan Chen (Duke University)
• Tingting Huan (Sichuan Normal University)
• Shigu Jiaba (Sichuan Normal University)

Q-Neg sentences are like "All teachers did not use Sandy’s car." English and Nuosu Yi allow an inverse scope reading whereas Chinese does not. This poster examines whether Chinese-dominant heritage Nuosu Yi speakers allow the inverse scope in their Nuosu Yi and Chinese Q-Neg sentences and identified three different groups.

Fostering Russian Heritage Learner Enrollments in College-level Courses: Institutional, Programmatic, and Pedagogical Challenges

• Irina Dubinina (Brandeis University)
• Olesya Kisselev (The University of Texas at San Antonio)

The poster presents the results of a study that surveyed college-level instructors and program administrators working with heritage language learners (focusing on Russian language programs) with the goal of gaining better understanding of how the teaching and learning of heritage languages is supported at the programmatic and institutional levels.

Coping with Vocabulary Deficiencies: a case of Swedish-Russian and Finnish-Russian Heritage Speakers: From Early Childhood to Adulthood

• Olga Nenonen (Tampere University)
• Natalia Ringblom (University of Stockholm and Umeå University)
• Galina Dobrova (Herzen State Pedagogical University)

Heritage speakers (HS) use various compensation strategies to cope with lexical deficiencies. The study examines the strategies of lexical gap-filling in adult and child HS of Russian with dominant Swedish and Finnish. We investigate the possible strategy changes from childhood to adulthood. This presentation reports findings from spontaneous speech.

Textbook and Classroom Activities at Japanese Hoshuko in America

• Masashi Otani (University of Florida)

The study investigates the gap between Saturday Japanese school students’ needs and Japanese Ministry of Education’s curriculum. The study provides important data to parents, teachers, administrators, and policy makers so that Saturday Japanese school students in America can be better supported in their schooling experience.

Language Domains and Family Language Policy in Russian speaking families in (Post?)-Pandemic Germany

• Maria Sulimova (University of Leipzig; University of Wuppertal)
• Tatjana Atanasoska (University of Wuppertal)

This presentation provides an insight into how teenagers used their heritage Russian during the pandemic in Germany. We have carried out a longitudinal qualitative study. Particularly interesting are the results concerning adolescents, who moved all their life online due to and during the pandemic, blurring the borders of language domains.

The Effects of Foreign Language Anxiety on Spanish Heritage Students: A Pilot Study

• Michael Tallon (University of the Incarnate Word)

This study examined the effects of foreign language anxiety on Spanish heritage students by correlating their scores on four anxiety scales with their oral and written language production in terms of the quantity and quality of language output produced. Implications for teaching and areas for future research will be discussed.