Download Free The Shifting Purpose And Audience Of Community Based Heritage Language Education Making Space For Mixed Heritage Families Book in PDF and EPUB Free Download. You can read online The Shifting Purpose And Audience Of Community Based Heritage Language Education Making Space For Mixed Heritage Families and write the review.

This dissertation explores the construction of the “mixed-heritage” category in Polish community-based heritage language education (HLE) and its effect on school purposes and school operations. As the number of heritage language speakers in the US who identify with multiple ethnicities grows (Parker et al., 2015; Alba et al., 2018), the community-based language programs that serve these students often struggle to redefine who and what should be included in the version of heritage they aim to transmit. At the same time, families whose backgrounds fall outside of monoracial or monocultural norms often struggle to find their place within educational institutions that protect static notions of cultural identity (Francis et al., 2009; Doerr & Lee, 2016). The increased visibility of families with multiple heritage affiliations in HL schools underscores the need for research on how these schools conceptualize this demographic shift, and how they understand their responsibility to this group of students and to their diasporic community more broadly. Complementary to that goal is the need for research on how different groups involved in HLE, namely families representing different heritage backgrounds (i.e. single vs. multiple heritage affiliations) and different immigrant generations understand their place within the HLE system and how their experience is affected by educators’ constructions of essentialized vs “mixed” identities. To date, very few studies have explored the intersection of mixedness and HL development (Pao et al., 1997; Shin, 2010; Tsai et al., 2021) and none have specifically focused on how the notion of mixedness functions with a community-based HLE context.Therefore, this study explores how recent demographic shifts within the Polish-American community have influenced the renegotiation of purpose and audience in Polish HLE, and how stakeholders’ understandings of cultural purity, authenticity, patriotism, and mixedness impacted the experience of families positioned within and outside of normative identity categories. Taking an ethnographic approach, I conducted classroom observations within a focal Polish HL school, completed interviews with school administrators, teachers, and parents, and analyzed policy and promotional documents from three key Polish HLE institutions in order to understand how institutions and stakeholders construct the intended purpose and audience of Polish HLE, and how they respond to demographic changes within the student population.Findings suggest that central Polish HLE institutions and HL school leadership share a protective orientation towards Polish community identity, which seeks to ensure cultural survival through safeguarding against outside influence, erasing internal diversity, and counteracting historically negative portrayals of the community. Within this orientation, families constructed as mixed along ethnic, racial, or religious boundaries are often also positioned as unpatriotic, driven primarily by neoliberal concerns, culturally deprived, and disruptive in their need to have community-based HLE fulfill the primary role in Polish linguistic and cultural transmission. However, an alternative, minority view among educators and parents is one of ensuring cultural survival through recognizing internal diversity and cultivating civic responsibility for the local and transnational HL community. Within this storyline, mixed-heritage students and families are constructed as possessing significant cultural capital, though it is often acknowledged that the school is not yet prepared to meet their instructional needs. Overall, the school showed resistance to demographic change through practices of avoidance and silencing around salient axes of difference. However, it also took curricular action to address growing linguistic diversity by employing new textbooks and new teaching methods. I discuss the implications of these findings for the field of heritage language education and for heritage language programs aiming to create a more inclusive environment for their students. This dissertation presents a step forward towards systematically investigating how discursive mechanisms of inclusion and exclusion impact mixed-heritage families involved in HLE, and I hope it sets the stage for more research on the nuances of the mixed-heritage experience in HLE and on the challenges and opportunities of community identity shift in HL schools.
A collaborative series with the University of Cambridge Faculty of Education highlighting leading-edge research across Teacher Education, International Education Reform and Language Education. Rethinking Heritage Language Education is an edited collection that brings together emerging and established researchers interested in the education field of Heritage Language Education to negotiate its concepts and practices, and investigate the correlation between culture and language from a pedagogic and cosmopolitical point of view. The scholars, who have contributed to the growth of Heritage Language Education as a discipline, reconsider and enrich their findings by drawing new lines across the boundaries of research and practice. It complements the previous work of these theorists, filling a void in the current literature around the question of Heritage Language Education.
This innovative, timely text introduces the theory, research, and classroom application of critical approaches to the teaching of minoritized heritage learners, foregrounding sociopolitical concerns in language education. Beaudrie and Loza open with a global analysis, and expert contributors connect a focus on speakers of Spanish as a heritage language in the United States to broad issues in heritage language education in other contexts – offering an overview of key concepts and theoretical issues, practical pedagogical guidance, and field-advancing suggestions for research projects. This is an invaluable resource for advanced students and scholars of applied linguistics and education, as well as language program administrators.
The Routledge Handbook of Heritage Language Education provides the rapidly growing and globalizing field of heritage language (HL) education with a cohesive overview of HL programs and practices relating to language maintenance and development, setting the stage for future work in the field. Driving this effort is the belief that if research and pedagogical advances in the HL field are to have the greatest impact, HL programs need to become firmly rooted in educational systems. Against a background of cultural and linguistic diversity that characterizes the twenty-first century, the volume outlines key issues in the design and implementation of HL programs across a range of educational sectors, institutional settings, sociolinguistic conditions, and geographical locations, specifically: North and Latin America, Europe, Israel, Australia, New Zealand, Japan, and Cambodia. All levels of schooling are included as the teaching of the following languages are discussed: Albanian, Arabic, Armenian (Eastern and Western), Bengali, Brazilian Portuguese, Chinese, Czech, French, Hindi-Urdu, Japanese, Khmer, Korean, Pasifika languages, Persian, Russian, Spanish, Turkish, Vietnamese, and Yiddish. These discussions contribute to the development and establishment of HL instructional paradigms through the experiences of “actors on the ground” as they respond to local conditions, instantiate current research and pedagogical findings, and seek solutions that are workable from an organizational standpoint. The Routledge Handbook of Heritage Language Education is an ideal resource for researchers and graduate students interested in heritage language education at home or abroad.
The emergence of newer international standards and the focus on STEM education are transforming entire educational sectors. Yet, as schools focus more attention to developing global competencies and 21st century skills in their pedagogy, it has become critical to re-engage educators and school communities with the goals of language education, multilingualism, and multiliteracy while promoting interconnectedness, empathy, and mutual comprehension among our youth. With this in mind, it is important to understand the potential of multilingual education as it can serve our societies’ new expectations, and provide the right tools for success to our younger generations. The Gift of Languages: Paradigm Shift In U.S. Foreign Language Education explores the many advantages of multilingual education and sets the stage for a new paradigm in our approach to teaching and learning languages. The book touches on the issue of foreign language deficit in the United States and the changes that need to occur in our schools to better serve our children and our linguistic communities. The book also explores the growth of dual-language education in recent years and explores the connection between both multilingual programming and solving the United States’ foreign language problem. The discussion on language education in the United States has never been neutral; moreover, it has traditionally provided substantive direction and exerted significant authority over educational policy. Yet, this debate needs to move towards viewing multilingual education as an essential approach for our society, and as something that should be prevalent among educational policymakers. The audience for this book includes educators, language teachers, school leaders, school boards, program directors, scholars, and policy makers particularly if they want to join forces in building the future of education and investing in the multilingual capital of our nation. This book is part of The Bilingual Revolution Series. Praises We are at a critical point in our nation in which we can continue to hold on to our monolingual past, or embrace a multilingual and more inclusive future. The Gift of Languages helps us prepare and understand the necessary paradigm shift to adopt and implement a multilingual curriculum and mindset in our schools and communities. Co-authored by two pioneers and experienced experts in the bi- and multilingual education space, the book is a must read for educators, policy makers, community leaders, students, and interested parents who want to make meaningful changes now. – Andrew H. Clark, Ph.D. Chair, Dept. of Modern Languages & Literatures, Fordham University The Gift of Languages should awaken all Americans, especially the policy makers, for the need to raise future generations of multilingual citizens to compete and thrive in our global community. One of our founding fathers and presidents, Thomas Jefferson, spoke to and acted upon the need for teaching languages when he founded the University of Virginia; as a nation, we have not lived up to his words and actions. Let us remind ourselves that we started out a linguistically and culturally diverse group of peoples that came together to build a strong nation over the years. Linguistic diversity is the gift that our nation needs to give itself! – Francesco L. Fratto President, The Foreign Language Association of Chairpersons and Supervisors “Mastering languages is essential for communicating with and understanding others, respecting each other, and appreciating our heritages and our roots. The Gift of Languages offers an invaluable toolbox for policy makers, educators, families and students who are already working in the field of language and those who hope to create the kind of paradigm shift that the authors advocate. The book provides cogent arguments in favor of expanded language learning at all levels, and especially argues in favor of expanding the breadth and variety of multilingual educational opportunities already spreading in public school systems from Utah to Louisiana to New York and beyond. The authors cite examples of the “Bilingual Revolution” already underway and provide the kinds of arguments and examples that resonate for educators and drive policy towards furthering the way we value language education in the United States. The book is indispensable for anyone interested in the future of foreign language education.” – Jane F. Ross, Ph.D. President and Founder, French Heritage Language Program Over 60% of people on the planet are bilingual or multilingual — which suggests that this is the norm for human beings — and multiple studies demonstrate the cognitive, social, political, and financial benefits of bilingualism. Yet in the United States, we regularly hear news stories about people being shamed, bullied, and sometimes violently harmed for speaking other languages, even when they also speak English. Accessibly written, this book offers detailed arguments for both why and how the nation should embrace and promote linguistic diversity. Options for adults are expertly addressed, yet the authors invest even greater passion and detail in promoting early educational programs in which no child is left monolingual. I can think of no better way to shift our nation’s view of itself from “English Only” to “English Plus” and create a more inclusive society. We need a roadmap, and this book clearly lays out the territory and possible trajectories as it motivates us to make the journey. – Kimberly J. Potowski, Ph.D. Professor in the Department of Hispanic and Italian Studies, University of Illinois at Chicago About the Authors Fabrice Jaumont is the author of The Bilingual Revolution: The Future of Education is in Two Languages (TBR Books, 2017), which provides inspirational vignettes and practical advice for parents and educators who want to create a dual-language program in their own school. He has also published several books and articles on philanthropy, higher education, heritage languages, cinema, and the arts. Fabrice Jaumont is Education Attaché for the Embassy of France to the United States, a Program Director for FACE Foundation in New York, and the founder of New York in French. He is also a Senior Fellow at Fondation Maison des Sciences de l’Homme in Paris. Fabrice Jaumont holds a Ph.D. in Comparative and International Education from New York University. For more information, visit the author’s blog: fabricejaumont.net Kathleen Stein-Smith is the author of The U.S. Foreign Language Deficit: Strategies for Maintaining a Competitive Edge in a Globalized World (Palgrave-MacMillan, 2016), The U.S. Foreign Language Deficit and How It Can Be Effectively Addressed in the Globalized World: A Bibliographic Essay (Edwin Mellen Press, 2013), and The U.S. Foreign Language Deficit and Our Economic and National Security: A Bibliographic Essay on the U.S. Language Paradox. (Edwin Mellen Press, 2013). Kathleen Stein-Smith is Associate University Librarian at Fairleigh Dickinson University, Chair of the American Association of Teachers of French Commission on Advocacy, and member of the American Translators Association Education & Pedagogy Committee. She has taught foreign languages at high school and college level, taught adult learners, delivered TEDx talk on the U.S. foreign language deficit. She holds a Ph.D. in Interdisciplinary Studies from Union Institute & University. For more information, visit the author’s blog: kathleensteinsmith.wordpress.com
This edited book offers a new look at community and heritage languages schools around the world, providing a comprehensive and nuanced portrait of language education and cultural understanding in and beyond school contexts. Covering research and practice, the contributors survey the global landscape of community and heritage language schools and explore new developments in the field to understand the challenges the schools face and discuss the impact they have on their students and surrounding communities. Chapters address key topics including language development, academic achievement, professional development, learner identity and agency, online learning and teaching disruptions. Contributors highlight learners’ voices throughout, with special attention to overlooked minority language communities and Indigenous voices. Through this wealth of thorough and insightful analysis, the contributors of this book position students of community/heritage languages schools as citizens of a plurilingual world who are central to global change. Abounding with original research, innovative ideas and cutting-edge teaching practices, this book is ideal for courses on multilingualism and language and culture.
This volume presents a multidisciplinary perspective on teaching heritage language learners. Contributors from theoretical and applied linguistics, sociolinguistics, psychology, educational policy, and pedagogy specialists explore policy and societal issues, present linguistic case studies, and discuss curricular issues, offering both research and hands-on innovation.
Heritage language policies define the context in which heritage languages are maintained or abandoned by communities, and this volume describes and analyzes international policy strategies, as well as the implications for the actual heritage language speakers. This volume brings together heritage language policy case studies from around the world, foregrounding globalization by covering five regions: the Americas, Europe, Africa, Asia, and Australasia. The countries profiled include the United States, Canada, Argentina, Norway, Sweden, Ireland, Uganda, Namibia, Morocco, Japan, South Korea, Singapore, New Zealand, Australia, and Fiji. This volume also highlights an expanded definition of ‘heritage language’, choosing to focus on individual and community identities, and therefore including both Indigenous and immigrant languages. Focusing specifically on language policy relating to heritage languages, the chapters address key questions such as Are heritage languages included or excluded from the national language policy discourse? What are the successes and shortcomings of efforts to establish heritage language policies? What is the definition of ‘heritage language’ in official usage by the local/regional government and stakeholders? How are these language policies perceived by the actual heritage language communities?
This book discusses literacy development in heritage language speakers and presents the results of four different quantitative studies that investigate the transfer of literacy skills in bi- and multilingual language development. The empirical studies focus on different populations of pupils, most of them located in various parts of Switzerland, and emphasise the potential residing in shared or transferred resources between their heritage languages and the languages spoken in the region to which their family has immigrated. The goal of all studies was to gain an understanding of the factors, both linguistic and non-linguistic in nature, that contribute to the development of language skills in both the heritage and school languages. Theoretical assumptions are put to the test via hypothesis testing and the generally shared assumptions on bilingual education are questioned based on the data. Furthermore, methodological problems in the investigation of linguistic interdependence are discussed. This book contributes to the scholarly investigation of potential beneficial effects in academic proficiency across languages in migrant children.
Heritage speakers are a fascinating group of bilinguals with a unique profile. Living abroad as immigrants of the second generation, they speak the language of their own speech community (the heritage language) at home, and the societally dominant language in most other domains. What exactly they know about their heritage language continues to fascinate the research community as well as teachers and other practitioners working with this group. The different contributions cover a large variety of studies into heritage languages spoken in Europe and North America (including Chinese, Norwegian, Russian, Spanish and Turkish). The volume makes a key contribution to the description and explanation of variability in the outcomes of heritage language acquisition, taking into account a wide range of factors which impact on language acquisition. As comparisons are frequently made with monolinguals and foreign language learners, the volume is also highly relevant for researchers working in monolingual language acquisition and foreign language learning and teaching.