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"Spelling acquisition and development has been identified as a major obstacle for Spanish Heritage Language Learners (SHLLs). Instructors, too, struggle to find the best strategies to help their students internalize orthographic rules. Llombart argues that spelling is not simply the "cherry on top" of good writing or a mere editing issue; rather, the skills behind the acquisition of spelling lie beneath literacy development in general. The skill helps to improve other crucial literacy aspects, such as reading fluency, reading comprehension, and vocabulary growth. Written for instructors of SHLLs and researchers of SHL education, this book demonstrates why and how to address this critical skill, including the cognitive skills underlying spelling, the role of age and bilingualism, and a thorough description of the different types of spelling errors students make and their causes. In addition, instructors will find guidelines, recommendations, and ideas for creating spelling activities and meaningfully integrating them into their curricula. Combining novel research and practical strategies, Spelling in Spanish Heritage Language Education will be a valuable addition to Spanish instructors' and researchers' bookshelves"--
Spanish Heritage Learners' Emerging Literacy: Empirical Research and Classroom Practice introduces a comprehensive, multi-level empirical study on the writing abilities of Spanish Heritage Learners at the beginner level; the findings guide a broad selection of instructional activities and pedagogical resources to support writing development in the heritage language classroom. This is the first book dealing exclusively with writing competence among Spanish Heritage Language Learners through the integration of empirical evidence and instructional perspectives to address core questions on heritage language literacy. In addition to the in-depth analysis of Spanish production—spelling, verb usage, grammatical features, vocabulary, and discourse organization—the volume revises the latest perspectives within the Heritage Language Education field, and provides effective teaching approaches, innovative classroom implementations, and up-to-date resources. This versatile volume, designed for researchers and practitioners in the fields of Bilingual Education, Language Teaching Methods, and Heritage Language Pedagogy, integrates empirical evidence, global perspectives on heritage language teaching, and suggestions for further research.
There is growing interest in heritage language learners—individuals who have a personal or familial connection to a nonmajority language. Spanish learners represent the largest segment of this population in the United States. In this comprehensive volume, experts offer an interdisciplinary overview of research on Spanish as a heritage language in the United States. They also address the central role of education within the field. Contributors offer a wealth of resources for teachers while proposing future directions for scholarship.
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.
"This book documents the latest research findings about the success of free voluntary reading in developing high levels of literacy"--Provided by publisher.
Russian as a Heritage Language: From Research to Classroom Applications brings together linguistically and pedagogically oriented research traditions in a comprehensive review of current Russian heritage language (HL) studies. Divided into three parts, the collection offers a variety of frameworks and approaches spanning research on HL speakers’ linguistic and pragmatic competence, literacy development, and sociocultural characteristics of Russian in diaspora. Presenting a wide range of new empirical findings, the volume explores topics at the forefront of HL studies, from assessment of HL learners’ linguistic competence and language attitudes to research on communities and institutional affordances impacting HL acquisition and maintenance. Each chapter connects current research with specific classroom applications, presenting Russian as a global language in various sociopolitical and majority-language contexts. Combining methodological rigor with theoretical insights across diverse areas of language study, Russian as a Heritage Language advances the field of HL pedagogy and serves as essential reading for HL educators and researchers as well as for linguists studying bilingualism.
This book is the first volume to be devoted to the examination of the application of the multiliteracies pedagogical framework to the teaching of Spanish to heritage language learners in higher education institutions in the United States. The Hispanic population is a growing minority, and the presence of heritage speakers can be observed in second language Spanish classes in all levels of education, which presents unique challenges for practitioners. This collection focuses on differing populations of learners in educational settings in a variety of geographical areas, such as Arizona, California, Maryland, Massachusetts, Ohio, Tennessee, and Texas. The studies included in the volume offer invaluable data and methodological insights into the instructional advantages of multiliteracies pedagogies in heritage language classrooms, and they will appeal to Spanish practitioners and researchers, as well as those interested in the education and practice of heritage languages.
The purpose of this book is to present recent studies in the field of multilingualism and L3, bringing together contributions from an international group of specialists from Austria, Canada, Germany, Portugal, Spain, Switzerland, Turkey, and United States. The main focuses of the articles are three: language acquisition, language learning and teaching. A collection of theoretical and empirical articles from scholars of multilingualism and language acquisition makes the book a significant resource as the papers present a wide perspective from main theories to current issues, reflecting new trends in the field. The authors focus on the heterogeneity and complexity that characterize third language acquisition, multilingual learning and teaching. As the issues addressed in this book intersect, it represents an asset and therefore the texts will be of great relevance for the scientific community. Part I presents different topics of L3 acquisition, such as syntax, phonology, working memory and selective attention, and lexicon. Part II comprises texts that show how the research on language acquisition informs pedagogical issues. For instance, the role of the knowledge of previous languages in the teaching of L3, the attitudes of multilingual teachers to plurilingual approaches, and the benefits of crosslinguistic pedagogy versus classroom monolingual bias. In sequence, Part III consists of texts on individual learning strategies, such as motivation and attitudes, crosslinguistic awareness, and students’ perceptions about teachers’ “plurilingual nonnativism”. All these chapters include several different languages in contact in an acquisition/learning context: Basque, English, French, German, Italian, Ladin, Portuguese, Russian, Spanish, and Turkish.
As the first text to present, in one place, a comprehensive and systematic overview of Spanish Language Acquisition research, The Acquisition of Spanish: A Research Overview in Multilingual Learning Contexts discusses a range of theoretical perspectives that outline issues surrounding language learning and the gaps in its research and teaching. Drawing on classic and current empirical studies on learner cohorts at different proficiency stages all over the world, the authors aim to bring bi-/multilingualism to the forefront to provide the reader with a deeper conceptual understanding of the challenges faced by different groups of Spanish learners in various learning contexts. Eve Zyzik and Melissa A. Bowles expertly synthesize and analyze a range of linguistic features and factors affecting learning, connecting these insights from Spanish to key theoretical and applied questions in SLA research more broadly. The text concludes with observations about research methodology, indicating the gaps in the literature and setting an agenda for future work in Spanish SLA to move the field forward. This unique, cohesive volume will be an invaluable foundational resource to advanced students and researchers in SLA, bilingualism/multilingualism, Hispanic & Romance studies, applied linguistics, education, and related areas who are interested in LOTEs (languages other than English) and Spanish SLA in particular. It will also be useful to those studying to become Spanish second language educators.
The first book-length treatment of the phonetics and phonology of heritage languages, spanning a range of linguistic areas and communities.