Curriculum Development for Advancing Heritage Language Competence: Recent Research, Current Practices, and a Future Agenda

Abstract

In the last few decades, research on teaching heritage language (HL) learners has expanded enormously and encouraged language professionals to work toward responsible curriculum development for this specific type of learners. This article suggests ways to expand current curriculum research and practices with the goal of advancing the HL competence of learners. To this end, this article examines the scope, trends, and issues in recent theoretical and practical studies concerning curriculum development for HL learners from various language backgrounds, especially those in the United States. A definition of HL learners is presented first, which is followed by a discussion of general second language curriculum development frameworks with specific reference to HL instruction. Then, the article examines the contexts, challenges, and possibilities for teaching HLs to school-age children in precollegiate programs. Next, it turns to a discussion of issues and recommendations for teaching postsecondary HL students. The article concludes by discussing curricular and pedagogical recommendations for HL professionals as well as a future research agenda that could promote the advancement of HL competence in all educational institutions.

Chapter 7. Growing up in Hawai‘i as Japanese heritage language speakers: Language, culture and identity

“…We could also provide more support for Japanese HL instruction offered outside the formal education system, usually at after-school or weekend community-based schools. Elsewhere, in my work, I have suggested approaches and methods for developing responsible HL curriculum in and outside the formal educational system (Kondo-Brown, 2010; KonBrought to you by | New York University Bobst Library Technical Services Authenticated Download Date | 7/22/15 5:10 PM do- Brown & Brown, 2008). I hope that language professionals will continue working towards curricular innovations for HL students that will help them develop confidence and pride in their HL and cultural heritage.…”

“…Generally speaking, HL educators and policy makers are primarily concerned with how best to provide education that builds on the HL students' rich linguistic and cultural backgrounds (e.g. Brinton, Kagan, & Bauckus, 2008;Kondo-Brown, 2010;Kondo-Brown & Brown, 2008;Valdés, 1995).…”

Research on Heritage Spanish Phonetics and Phonology: Pedagogical and Curricular Implications

“…Beaudrie and Ducar (2005) find that low-level Spanish HLs enrolled in a first-semester HL course at the University of Arizona have strong receptive skills, but little to no production skills. However, while some HL users are limited in their oral production abilities, others are fully fluent (Helmer, 2011;Kondo-Brown, 2010). Polinsky and Kagan (2007) explain that HL users "fall within a continuum, from rather fluent speakers, who can sound almost like competent native speakers, to those who can barely speak the home language" (p. 371).…”

“…HL users of a particular language form a highly heterogeneous group, ranging from individuals with high levels of linguistic proficiency to those who barely speak the language but still identify with the culture associated with it (Helmer, 2011;Kondo-Brown, 2010;Van Deusen-Scholl, 2003). HL users are also widely diverse as regards their cultural background and home language variety.…”

Aproximaciones a la enseñanza del español como lengua de herencia

“…ej., Jo, 2001;Kondo-Brown, 2010;Rouchdy, 2002;Valdés, 2005Valdés, , 2006, entre muchos otros); no obstante, cada vez más investigaciones apuntan hacia la necesidad de enseñar dialectos alternativos para expandir el repertorio lingüístico de los EELH mediante (a) la adquisición del conocimiento lingüístico pertinente para promover el entendimiento de la conexión entre lenguaje y poder por parte de los estudiantes; (b) el desarrollo de una conciencia lingüística a través de técnicas contrastivas para identificar y adquirir formas lingüísticas adicionales; (c) la promoción de la multialfabetización, que contribuye a la competencia translingüística y transcultural; y (d) la interacción con la comunidad.…”