The Undergraduate Curriculum in Italian: Coping with Linguistic Diversity at the University of Toronto

Iannucci, Amilcare A.; Danesi, Marcel

doi:10.1632/adfl.19.1.16

Cited by 2 publications

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“…Another study analyzed an undergraduate cumculum in Italian language and discussed how to deal with linguistically diverse students (Lannucci Q Danesi, 1987). The authors considered the tracking system an effective way to deal with linguistically diverse students.…”

Section: Introductionmentioning

confidence: 99%

A Comparison of Written Chinese Achievement Among Heritage Learners in Homogeneous and Heterogeneous Groups

Shen

2003

Foreign Language Annals

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This paper examines the effects of grouping practice on written Chinese achievement among heritage learners in college Chinese classes. Subjects were two groups of heritage students: a homogeneous group (heritage students only) and a heterogeneous group (heritage students mixed with nonheritage students). Students' performance in written Chinese was measured by an instructor‐made vocabulary test and the SAT II Chinese Test with Listening. Quantitative analysis of their performance showed that heritage students in the homogenous group performed significantly better in written Chinese with one year of study than did heritage students in the heterogeneous group with two years of study. This result suggests that in college‐level Chinese language classes, tracking based on linguistic background can improve heritage students' academic achievement, because it provides them an environment in which they can learn to their maximum capacity.

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Section: Introductionmentioning

confidence: 99%

A Comparison of Written Chinese Achievement Among Heritage Learners in Homogeneous and Heterogeneous Groups

Shen

2003

Foreign Language Annals

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Heritage Language Instruction for Post-secondary Students from Immigrant Backgrounds

Kondo‐Brown

2001

HLJ

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The “intergenerational transmission” of heritage languages (HLs) is crucial to the vitality of heritage language communities (especially for indigenous communities, where immigration is not a source of new speakers). We know, however, that HLs in the United States often do NOT survive well from one generation to the next as the shift to English takes place. In conjunction with the Second National Conference on Heritage Languages in America, a small group of researchers met to discuss priorities for research on intergenerational transmission of languages. Each of the ten researchers who participated prepared a short paper, posing research questions with some commentary to guide future research. Those papers form the major part of this article, covering topics related to language ecological patterns (in communities, families, and institutions), language ideology, measurement issues, and literacy.

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The Undergraduate Curriculum in Italian: Coping with Linguistic Diversity at the University of Toronto

Cited by 2 publications

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A Comparison of Written Chinese Achievement Among Heritage Learners in Homogeneous and Heterogeneous Groups

A Comparison of Written Chinese Achievement Among Heritage Learners in Homogeneous and Heterogeneous Groups

Heritage Language Instruction for Post-secondary Students from Immigrant Backgrounds

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