Browsing by Subject "Heritage language learners"
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Item The art of saving a language : heritage language learning in America(2013-12) Matis, Anna Flora; Pulido, Diana C.The term heritage language (HL), which only emerged in the context of language policy during the 1990’s, refers to immigrant, refugee, and indigenous languages whose target group of learners have either previously learned the language as a first language (L1) or home language, or have some form of heritage connection to the language (Cummins, 2005). The bilingual nature of these individuals is ambiguous, as variables related to literacy and oral proficiency in the first language are significantly influenced by geographical, cultural, academic, and sociolinguistic factors prevalent to the context in which the speaker is situated. The topic of HL is the subject of a growing number of studies in second language acquisition as well as bilingual education. Given that an increasing number of immigrants from around the world continue to make the United States their place of permanent residence, the country’s educational focus needs to take into account the needs of heritage language learners (HLL), especially as that focus shifts from the exclusive teaching of foreign languages to incorporating the maintenance and linguistic competence of our multilingual inhabitants.Item Conditioning variables at interfaces for Spanish pronominal subject expression : heritage language learners across proficiency levels(2012-05) Witte, Jennifer Lauren; Koike, Dale April; Toribio, Almeida JacquelineContributing to a more detailed understanding of heritage language (HL) learner levels of Spanish competence, this study examines the first-person singular Spanish pronominal subject expression by 17 HL learners across three levels of proficiency in oral interviews – as rated by modified ACTFL Proficiency Guidelines: intermediate (n = 3), intermediate-advanced (n = 4), and advanced (n = 10). Using a variationist approach, I analyze five conditioning variables (including discourse function and verb class) that have been found to affect pronominal expression in native speaker Spanish (Bentivoglio, 1980; Cameron, 1992, 1994; Cacoullos & Travis, 2010; Otheguy et al, 2007; Silva-Corvalán, 1989, 2001; Travis, 2005, 2007), as well as two additional variables (correct verbal inflection and presence of hesitation phenomena) seen in second language acquisition studies. Following theories of interface vulnerability (cf. Montrul, 2011b; Sorace, 2004, 2005; Sorace & Serratrice 1995), I hypothesized that the incremental development of sensitivity to conditioning variables would be reflective of the complexity of the interface at which the variable is conditioned. Based on previous studies of HL leaners (Montrul, 2004; Montrul & Rodríguez-Louro, 2006) and second language learners (Geeslin & Gudmestad, 2010a, Rothman, 2007a, 2007b, 2009), I predicted that the variables related to the more vulnerable and complex interface of syntax-discourse/pragmatics would be acquired only by the advanced proficiency group. My analysis indicated that HL pronominal expression is in free variation and unconstrained by any of the interface-related variables at the intermediate-advanced proficiency level. Neither the intermediate-advanced nor the advanced proficiency level HL leaners showed native-like sensitivity to variables conditioned at the syntax-discourse/pragmatic interface. Importantly, the only variable that was significant in first-person singular subject expression by HL leaners of all proficiency levels was the presence of hesitation phenomena. These results support the claim (Evans, 1985; Fehringer & Fry, 2007; Kormos, 1999; Riazantseva, 2001; van Hest 1996a, 1996b; Verhoeven, 1989) of a relationship between hesitation phenomena in oral speech and anxiety and increased processing demands while speaking the heritage language. Comparing the results across three proficiency levels, I analyze when and to what degree HL learners show sensitivity to these variables. The findings illustrate the benefits of extending the application of sociolinguistic methodology (specifically the comparative multivariable analysis and the stepwise logistic regression procedure) to HL and second language acquisition studies because it facilitates a fine-grained examination and comparison of leaners across proficiency levels.Item A new understanding of heritage : a case study of non-Arab Muslims in the Arabic classroom(2011-08) Husen, Anita Amber; Al-Batal, Mahmoud; Brustad, KristenFor decades, the heritage language learner has been the topic of research in the field of second language acquisition for commonly taught languages such as Spanish. However, in the field of Arabic second language acquisition, little research has been done on this learning community. This report seeks to fill this gap in scholarship by reporting the survey results of religious heritage language learners of Arabic, defined as non-Arab Muslim students. This report analyzes a qualitative survey of fourteen religious heritage students of Arabic. The analysis helps characterize this community with regards to trends in previous exposure to Arabic before enrolling in university courses, motivations for learning Arabic and shifts in motivations, attitudes and preferences towards teachers, and the effect their studies has had on their personal spirituality and perceptions about their spirituality. Each section of this report presents suggestions for further research and implications on teaching and learning. Finally, I propose suggestions for curriculum development based on the results of the survey. Given the geopolitical importance of the Middle East and the prevalence of misperceptions about the region amongst Americans, competence in Arab cultural literacies is especially timely and critically urgent. A closer look at religious heritage students of Arabic can help educators strategize the teaching of cultural literacy. For instance, religious heritage students can help their peers learn about Islam and the religious significance of Arabic. At the same time, religious heritage students in particular may benefit most from being taught about the religious diversity of the Arab world and other aspects of the rich Arab cultures to which they may not previously been exposed. By re-envisioning the role of religious heritage learners of Arabic, the hope is that educators can create curricula that effectively and efficiently convey cultural literacy to all students in the Arabic language classroom. The study of religious heritage also has potential for targeted improvement of pedagogical praxis for teaching the four skills of speaking, listening, reading and writing to these students.Item The study abroad experiences of heritage language learners : discourses of identity(2009-05) Moreno, Kirstin Heather; Abrams, ZsuzsannaThis study highlights the complexities associated with learning a heritage language (HL) abroad, specifically with regard to identity, expectations, and beliefs about language and language learning, by examining the ways that HL learners talk about themselves. These are important topics to study because perceptions of language learning have been shown to influence language acquisition in the study abroad context (Wilkinson, 1998). In addition, study abroad programs are becoming more popular and so are attempts to design language courses to meet the unique needs of HL learners. The study explores the experiences of 17 HL learners who chose to study abroad in 2007 or 2008 to improve their HL proficiency. These HL learners had at least a basic ability to comprehend and communicate in the language that their parents or grandparents speak natively, and were themselves dominant in English. The participants included 5 males and 12 females who went abroad to 14 different countries to study Spanish (7), Hebrew (1), Tigrinya (1), French (1), German (1), Korean (1), Cantonese (1), or Mandarin (4). Data collected include 17 hours of interviews both before and after the sojourns, 34 email reflections written while abroad, blog entries, and a focus group. Data were analyzed using discursive psychology, which views discourse as being variable, co-constructed, purposeful, and context-dependent. By analyzing the data to find the interpretive repertoires, ideological dilemmas, and subject positions used (Reynolds & Wetherell, 2003; Edley, 2001), a deeper understanding of studying abroad as a HL learner was attained. Findings include that the participants lack interpretive repertoires to discuss their HL and being a HL learner, used their HL as a resource to access other learning opportunities while abroad, encountered difficulties fully immersing themselves in the HL while abroad, received insufficient pre-departure support from the study abroad offices, and had backgrounds and HL learning experiences that varied considerably. The study's findings have implications for what topics to cover in classes and study abroad advising sessions that may help HL learners make decisions about where to study abroad, as well as help students process the experiences they have learning their HL and studying abroad.