||Thursday, June 13, 2019
||8 am – 5 pm
UNM Conference Center, Room D
1634 University Blvd NE
Albuquerque, NM 87131
||Maria M. Carreira, PH.D.; Professor, Department of Romance, German, and Russian Languages and Literatures California State University, Long Beach; Co-director, National Heritage Language Resource Center, UCLA; Maria M. Carreira (California State University, Long Beach; Co-director, National Heritage Language Resource Center, UCLA)
You can register using the Institute's regular registration form, accessible through "Register Here" on the menu.
Part 1: (8 am – 12 pm)
Principles and Practices of Heritage Language Teaching and Project-Based Learning: What every language teacher should know
This workshop begins with an overview of the research that informs current approaches to heritage language (HL) teaching, focusing on how life experiences impact the development of HL grammars and functional abilities, as well as the development of attitudinal and aspirational stances that bear on HL learning. Following this overview, the workshop will take participants through the step-by-step process of creating projects for HL-only as well as mixed classes (classes with HL and second language learners). Participants will learn how to select project topics and materials, how to structure the creation of products for students at different levels of proficiency, and how to assess learning. Sample projects will be presented and possible modifications will be considered.
Presentation files: Introduction, Mixed classes - Part I
Part 2: (1 pm – 5 pm)
Strategies for Meeting the Needs of Heritage and Second Language Learners in Mixed Classes
Mixed classes (classes with heritage and second language learners) are the most common instructional context in which HL learners study their home language. From a teaching standpoint, they are also the most challenging due to the considerable differences that exist between these two populations of learners. In this workshop, I will present a general approach to teaching mixed classes that is responsive to the needs of each type of student and also taps into their complementary skills to foster collaborative learning. Participants will see examples of different types of activities to implement in their mixed classes, and they will also have the opportunity to practice applying the tools of differentiation to advance both of these goals. Participants will also receive a handout with a summary of strategies and sample activities, as well as a list of other resources for further exploration.
Presentation files: Mixed classes - Part II, Mixed classes - Part III