Second Language and Heritage Learners in Mixed Classrooms

Description

One of the first volumes to address the complexity of mixed language classrooms in which heritage learners and second language learners are taught together

This book addresses the complexity of mixed language classroom learning environments in which heritage learners (HL) and second language (L2) learners are concurrently exposed to language learning in the same physical space. Heritage speakers, defined widely as those exposed to the target language at home from an early age, tend to display higher oral proficiency and increased intercultural proficiency but lesser metalinguistic and grammatical awareness than L2 learners. The theoretical and pedagogical challenges of engaging both types of learners simultaneously without polarizing the classroom community dictates the need for well-defined, differentiated learning strategies; in response this book offers best practices and reproducible pedagogical initiatives and methodologies for different levels of instruction. The chapters address themes including translanguaging, linguistic identity, metalinguistic awareness and intercultural competence, with contributions from Europe, Africa and the United States.

Contributors         

Elena García-Martín: Introduction: Addressing the Cognitive, Affective and Sociolinguistic Challenges in the Mixed Language Classroom

Part 1: Language Pedagogy: Promoting Student Engagement through Differentiation

Chapter 1. Patricia Bayona: Bi-Directional Scaffolding: Heritage Speakers and L2 Learners Complementing Each Other in the Mixed Classroom

Chapter 2. Ruben Benatti: Advanced and Heritage Learners of Italian in Mixed Language Classrooms: Methods and Strategies to Teach Derivational Morphology

Chapter 3. Paola Guerrero-Rodríguez and Avizia Long: Feedback in the Mixed Classroom: What are Students’ Preferences and Perceptions?

Part 2: Sociolinguistic and Psychological Investigations: Language Identity in Mixed Classrooms

Chapter 4. Marta Ramírez Martínez: Bridging Gaps in Mixed-Class Settings  

Chapter 5. Evelyn Gámez and Mirna Reyna: Dismantling Raciolinguistic Ideologies: Más Allá del Aula de Herencia

Chapter 6. Rosti Vana: Countering Negative Attitudes toward Heritage Students’ Spanish in Mixed L2-H2 Classes

Chapter 7. Naraina de Melo Martins Kuyumjian: Intercultural Education in Early Childhood Education or How to Enhance Language Learning and Social Cohesion in a Mixed Language Classroom

Part 3: Cognitive Approaches to Language Learning: Metalinguistic Competency and Language Variation

Chapter 8. Justin P. White and Paul B. Mandell: Processing Instruction in Mixed Language Classrooms

Chapter 9. Eftychia Damaskou: Promoting Multilingual Metalinguistic Awareness within Young Foreign Language Learners

Chapter 10. Emily Bernate: Incorporating Lessons on Language Contact for Grammar Instruction in HL and L2 Mixed Classrooms

Part 4: Plurilingualism, Translanguaging and Translation: Enhancing Language Learning through Multilingualism

Chapter 11. Sibhekinkosi Anna Nkomo and Erasmos Charamba: Translanguaging for Academic Success: A Strategy for Accessing Disciplinary Discourse in a Multilingual Undergraduate Classroom

Chapter 12. Anna Krulatz, MaryAnn Christison and Koeun Park: Implementing the Multilingual Approach to Diversity in Education (MADE) as a Tool for Instructional Design in Mixed-Language Classrooms

Chapter 13. Sandra Martini and Jacopo Torregrossa: Developing Compound Awareness by Translanguaging: The Design of Learning Activities for Multilingual Classrooms

Index

Sujets

• Social Science
• Sociologie, société et politique
• Linguistics
• Language Acquisition: A Journal of Developmental Linguistics
• Multilingualism
• Professional
• Emigration
• Postgraduate education
• General officer
• Language acquisition
• General
• Research
• Postgraduate
• HL
• Migration
• Immigration

Informations

• Publié par: Channel View Publications
• Date de parution: 29 novembre 2022
• Nombre de lectures: 0
• EAN13: 9781800415034
• Langue: English

Extrait

NEW PERSPECTIVES ON LANGUAGE AND EDUCATION
Founding Editor: Viv Edwards, University of Reading, UK
Series Editors: Phan Le Ha, University of Hawaii at Manoa, USA and Joel Windle, Monash University, Australia.
Two decades of research and development in language and literacy education have yielded a broad, multidisciplinary focus. Yet education systems face constant economic and technological change, with attendant issues of identity and power, community and culture. What are the implications for language education of new ‘semiotic economies’ and communications technologies? Of complex blendings of cultural and linguistic diversity in communities and institutions? Of new cultural, regional and national identities and practices? The New Perspectives on Language and Education series will feature critical and interpretive, disciplinary and multidisciplinary perspectives on teaching and learning, language and literacy in new times. New proposals, particularly for edited volumes, are expected to acknowledge and include perspectives from the Global South. Contributions from scholars from the Global South will be particularly sought out and welcomed, as well as those from marginalized communities within the Global North.
All books in this series are externally peer-reviewed.
Full details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com , or by writing to Multilingual Matters, St Nicholas House, 31-34 High Street, Bristol, BS1 2AW, UK.

DOI https://doi.org/10.21832/BAYONA5010
Library of Congress Cataloging in Publication Data
A catalog record for this book is available from the Library of Congress. Names: Bayona, Patricia, editor. | García-Martín, Elena, editor.
Title: Second Language and Heritage Learners in Mixed Classrooms/ Edited by Patricia Bayona and Elena García-Martín.
Description: Bristol; Jackson: Multilingual Matters, [2022] | Series: New Perspectives on Language and Education: 112 | Includes bibliographical references and index. | Summary: ‘This book addresses the complexity of mixed language classroom learning environments in which heritage learners and second language learners are concurrently exposed to language learning in the same physical space. It offers best practices and reproducible pedagogical initiatives and methodologies for different levels of instruction’ – Provided by publisher.
Identifiers: LCCN 2022030336 (print) | LCCN 2022030337 (ebook) | ISBN 9781800415010 (hardback) | ISBN 9781800415003 (paperback) | ISBN 9781800415034 (epub) | ISBN 9781800415027 (pdf)
Subjects: LCSH: Language and languages – Study and teaching – Bilingual method. | Heritage language speakers. | Second language acquisition. | Translanguaging (Linguistics)
Classification: LCC P53.25 S43 2022 (print) | LCC P53.25 (ebook) | DDC 813/.6 – dc23
LC record available at https://lccn.loc.gov/2022030336
LC ebook record available at https://lccn.loc.gov/2022030337
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-80041-501-0 (hbk)
ISBN-13: 978-1-80041-500-3 (pbk)
Multilingual Matters
UK: St Nicholas House, 31-34 High Street, Bristol, BS1 2AW, UK.
USA: Ingram, Jackson, TN, USA.
Website: www.multilingual-matters.com
Twitter: Multi_Ling_Mat
Facebook: https://www.facebook.com/multilingualmatters
Blog: www.channelviewpublications.wordpress.com
Copyright © 2023 Patricia Bayona, Elena García-Martín and the authors of individual chapters.
All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.
The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.
Typeset by Riverside Publishing Solutions.
Printed and bound in the UK by the CPI Books Group Ltd.
Contents
Contributors
Introduction: Addressing the Cognitive, Affective and Sociolinguistic Challenges in the Mixed Language Classroom
Elena García-Martín
Part 1: Language Pedagogy: Promoting Student Engagement through Differentiation
1 Bi-Directional Scaffolding: Heritage Speakers and L2 Learners Complementing Each Other in the Mixed Classroom
Patricia Bayona
2 Advanced and Heritage Learners of Italian in Mixed Language Classrooms: Methods and Strategies to Teach Derivational Morphology
Ruben Benatti
3 Feedback in the Mixed Classroom: What are Students’ Preferences and Perceptions?
Paola Guerrero-Rodríguez and Avizia Long
Part 2: Sociolinguistic and Psychological Investigations: Language Identity in Mixed Classrooms
4 Bridging Gaps in Mixed-Class Settings
Marta Ramirez Martinez
5 Dismantling Raciolinguistic Ideologies: Más Allá del Aula de Herencia
Evelyn Gámez and Mirna Reyna
6 Countering Negative Attitudes toward Heritage Students’ Spanish in Mixed L2-H2 Classes
Rosti Vana
7 Intercultural Education in Early Childhood Education or How to Enhance Language Learning and Social Cohesion in a Mixed Language Classroom
Naraina de Melo Martins Kuyumjian
Part 3: Cognitive Approaches to Language Learning: Metalinguistic Competency and Language Variation
8 Processing Instruction in Mixed Language Classrooms
Justin P. White and Paul B. Mandell
9 Promoting Multilingual Metalinguistic Awareness within Young Foreign Language Learners
Eftychia Damaskou
10 Incorporating Lessons on Language Contact for Grammar Instruction in HL and L2 Mixed Classrooms
Emily Bernate
Part 4: Plurilingualism, Translanguaging and Translation: Enhancing Language Learning through Multilingualism
11 Translanguaging for Academic Success: A Strategy for Accessing Disciplinary Discourse in a Multilingual Undergraduate Classroom
Sibhekinkosi Anna Nkomo and Erasmos Charamba
12 Implementing the Multilingual Approach to Diversity in Education (MADE) as a Tool for Instructional Design in Mixed-Language Classrooms
Anna Krulatz, MaryAnn Christison and Koeun Park
13 Developing Compound Awareness by Translanguaging: The Design of Learning Activities for Multilingual Classrooms
Sandra Martini and Jacopo Torregrossa
Contributors
Patricia Bayona is Associate Professor of Spanish, Elementary Spanish Coordinator and Language Resource Center Director in North Central College. Her most recent publication, ‘Saber español sí sirve’ Academic Validation of Spanish as a Heritage Language (Open Linguistics, De Gruyter, 2018) summarizes the rationale and implications behind this new programmatic option for Spanish Heritage students.
Ruben Benatti is Italian Language Lecturer at University of Szeged, Hungary. He specializes in Italian Linguistics, Sociolinguistics, Psycho- linguistics and Intercultural Communication. His latest work appeared in Translation and Interpreting Studies and in Studia Anglica Posnaniensia .
Emily Bernate is Associate Professor of Spanish at St. Edward’s University. Her research focuses on gender and sociopgragmatics. She has published articles on politeness in United States Spanish and the rela- tionship between gender and phonological variation in Peruvian Spanish. She teaches grammar, linguistics and Spanish for Heritage Learners and advocates for home language instruction in public schools.
Erasmos Charamba having taught at primary, secondary and univer- sity levels, is currently a lecturer in the Foundation Studies Division in the School of Education, University of the Witwatersrand, South Africa. He writes and presents widely on issues of language education, multilin- gualism, multiculturalism, science education, decolonisation and trans- formation of education.
MaryAnn Christison is Professor of Linguistics in the Department of Linguistics at the University of Utah. Her research interests include second language teacher education, content-based instruction, neurolin- guistics and online language teacher education. She is a past president of TESOL International and serves as a trustee for TIRF (The International Research Foundation for English Language Education).
Eftychia Damaskou is a French teacher in the Greek public secondary edu- cation She is currently preparing her doctoral thesis on teaching material design for multilingual primary classes. Since 2015, she has been appointed as external expert in matters of teaching material design at the Greek Institute of Educational Policy. Her published research work focuses on teaching material design, young foreign language learners’ language atti- tudes and multilingual competence development within young learners.
Elena García-Martín is Associate Professor of Spanish and Coordinator of the Professional Spanish Minor in North Central College, where she specializes in Spanish Language and Cultural Studies, with interests in inclusion, cultural proficiency, social justice and Comparative Cultural Studies. Her latest work has appeared in Hispanic Research Journal and Romance Quarterly.
Anna Krulatz is Professor of English in the Department of Teacher Education at the Norwegian University of Science and Technology. Her research interests include multilingualism with English, pragmatic devel- opment in adult language learners, content-based instruction, English- medium instruction and language teacher education.
Avizia Long (PhD, Indiana University) is Assistant Professor of Spanish at San José State University. Her research focuses on the intersection of socio- linguistics and second language acquisition with attention given to non- English-speaking learners of Spanish. She is co-author of Sociolinguistics and Second Language Acquisition: Learning