Serving the Heritage Speaker across a Five-Year Program

Pino, Bárbara González; Pino, Frank

doi:10.1632/adfl.32.1.27

Cited by 34 publications

(6 citation statements)

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“…For example, in North America, separate tracks for the HL versus FL groups are available in a variety of immigrant languages, such as Chinese (McGinnis, 1996), Japanese (Kondo, 1998), Korean (Sohn, 1995(Sohn, , 1997, South Asian languages (Gambhir, 2001;Moag, 1995), Spanish (McQuillan, 1996;Webb & Miller, 2000), and Russian (Kagan & Dillon, 2003;Kagan & Rifkin, 2000). One strong rationale for this strategy is that the language learning behaviors and needs of HL learners are distinctly different from those of traditional FL students (Andrews, 2000;Campbell, 1996;Campbell & Rosenthal, 2000;King, 1998;Mazzocco, 1996;Pino & Pino, 2000). The other rationale is that there are affective variables unique to HL learners, such as heritage-related motivation and attitude toward one's heritage (e.g., Cho, Cho, & Tse, 1997;Krashen, 1998;Tse, 1998).…”

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confidence: 99%

Differences in Language Skills: Heritage Language Learner Subgroups and Foreign Language Learners

Kondo‐Brown¹

2005

Modern Language J

113

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Using both proficiency tests and self‐assessment measures, this study investigated (a) whether 3 subgroups of Japanese heritage language (JHL) learners would demonstrate language behaviors distinctively different from those of traditional Japanese as a foreign language (JFL) learners, and (b) which domains of language use and skills would specifically identify such differentiation. Statistical analyses of data collected from 185 JFL and JHL students aged 17–22 indicated that there were striking similarities between the JFL Learner group and 2 JHL groups (JHL students with at least 1 Japanese‐speaking grandparent but without a Japanese‐speaking parent as 1 group, and JHL students of Japanese descent without either a Japanese‐speaking parent or grandparent as the other). In contrast, another group of JHL students (those with at least 1 Japanese‐speaking parent) proved to be substantially different from other groups in (a) grammatical knowledge, (b) listening and reading skills, (c) self‐assessed use/choice of Japanese, and (d) self‐ratings of a number of can‐do tasks (Clark, 1981) that represented a wide range of abilities.

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confidence: 99%

Differences in Language Skills: Heritage Language Learner Subgroups and Foreign Language Learners

Kondo‐Brown¹

2005

Modern Language J

113

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“…Pino and Pino (2000) documented the same sentiment at the University of Texas at San Antonio, which eliminated all heritage language class offerings because students "objected strongly to being 'segregated" (p. 30). Pino and Pino (2000) documented the same sentiment at the University of Texas at San Antonio, which eliminated all heritage language class offerings because students "objected strongly to being 'segregated" (p. 30).…”

Section: Pedagogical Implicationsmentioning

confidence: 90%

“…In my experience as a Spanish language program director at the university, some students from Spanish-language backgrounds (i.e., those whose parents, grandparents, or extended family members actively use the language) have expressed to me their feel-ing that it is socially and ethically unjust that they be expected to take a class different than the ones taken by every other English-speaking American at the university. Pino and Pino (2000) documented the same sentiment at the University of Texas at San Antonio, which eliminated all heritage language class offerings because students "objected strongly to being 'segregated" (p. 30). Of 200 first-through fourth-year students of Spanish surveyed by Pino and Pino in San Antonio (45% of whom identified as heritage speakers), 94% felt that a single language track was sufficient for everyone; 72% expressed that, if they were to be offered, heritage language courses should be optional.…”

Section: Pedagogical Implicationsmentioning

confidence: 90%

The Linguistic Similarities of Spanish Heritage and Second Language Learners

Lynch

2008

Foreign Language Annals

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This article addresses the situation of lower‐proficiency heritage language learners of Spanish in terms of their linguistic similarities to second language learners. The analysis highlights grammatical and lexical features in the oral discourse of Spanish heritage and second language learners at intermediate and advanced levels of study, establishing common linguistic ground between the two groups. Given the similarities, the article emphasizes the current need for courses designed to accommodate lower‐proficiency heritage learners, integrating principles and aspects of second language acquisition theory and pedagogy.

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“…Yet substantial need remains. For example, most postsecondary institutions do not offer any HL courses (Gonzalez Pino & Pino, 2000), and while calls for teacher training for HL learners date back more than 30 years (Valdés, 1981), there are few programs or standards for training teachers to instruct Spanish to native speakers.…”

Section: Us Language Policy For Heritage Languagesmentioning

confidence: 99%

Heritage Languages and Language Policy

King¹,

Ennser–Kananen²

2012

The Encyclopedia of Applied Linguistics

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The term heritage language (HL) was first used in the Canadian context to refer to any “language other than English and French,” and intended to reference the languages spoken by indigenous (First Nation) people or by immigrants (Cummins, 1991, pp. 601–2). Clyne (1991) modified the definition for the Australian context to include any language other than English (LOTE). US researchers and policy‐makers adopted this version in subsequent years.

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Serving the Heritage Speaker across a Five-Year Program

Cited by 34 publications

References 0 publications

Differences in Language Skills: Heritage Language Learner Subgroups and Foreign Language Learners

Differences in Language Skills: Heritage Language Learner Subgroups and Foreign Language Learners

The Linguistic Similarities of Spanish Heritage and Second Language Learners

Heritage Languages and Language Policy

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