Heritage Speakers: A unique challenge for instructors

1. Heritage Speakers Panel Heritage Speakers: A unique challenge for instructors

2. Goals of Heritage Speaker course • Present different scenarios and strategies that are being applied to meet these goals. • Identify three to five core foundations that a Heritage Speaker program should be built on Session Overview/Panel Discussion

3. The increase of Heritage speakers (primarily Spanish) in both large and mid-size metropolitan areas Diversity of backgrounds The Heritage Speakers of today are by no means the same as 15, 10, or even 5 years ago. Heritage Speakers

4. Hispanics, accounted for over 25 percent of population growth in non-metro areas during the 1990s. The Hispanic population in rural and small-town America has doubled from 1.5 to 3.2 million and is now the most rapidly growing segment of non-metro county residents. Heritage Speaker Growth

5. Non-metro Hispanic population more than doubled in 20 mostly Southern and Midwestern States, with growth rates as high as 416 percent. *2000 Census Heritage Speaker Growth

6. This course is designed: • specifically for heritage speakers of Spanish with oral proficiency but little or no formal training in the language. • for learners who were raised in homes or brought up in a community where Spanish was spoken. • to build on the formal aspect of the language that students already possess. • to further develop reading and writing skills, although all of four language skills (listening, speaking, reading, and writing) are emphasized via cultural and community activities. Heritage Speaker Program Description:

7. Development of lexicon • Further develop listening, reading, and writing skills • Students will communicate fluently • Inspire a sense of pride in their heritage/identity Goals of Heritage Speaker Course

8. "I have not studied Spanish formally. I grew up hearing Spanish (home or community). I don't know how to speak it, though." • "Several of my family members are Spanish-speaking. I want to learn to read and write in Spanish." • "I am a U.S. Latino/Latina and I want to improve my speaking, reading and writing skills in Spanish. I also want to learn more about my culture." Heritage Speakers would say…

9. Representation of Higher Ed Programs with large Heritage Speaker student populations California, Florida, and Texas 2-year and 4-year colleges Interactive session Heritage Speaker Panel

10. Douglas Duno Heritage Speaker ProgramChaffeyCollege

11. Courses • Spanish 1 SS and Spanish 2 SS (1st year) • Composition Class • Hispanic Literature 1800 – Present (Survey) • Mexican Literature in Translation • Latin American Literature in Translation

12. Studentsbackground • Regular American Kids • 18-25 years old • Watch Desperate House Wives, Lost, and “los culebrones de las telenovelas” • Glued to the Iphone • Short Attention Span • Communicate mainly in English

13. Studentsbackground • Technologically savvy • Academically underprepared • First in family to attend college

14. ChallengesthataffectourHeritageProgram • Lack of physical space to offer more Heritage speakers classes (we have to compete with regular language classes) • Well trained teachers specially in the target subject. • Interactive and pertinent software or a system like Blackboard, webct

15. ChallengesthataffectourHeritageProgram • A true Heritage speaker friendlytextbook. • Changingthelexicontheyhaveusedalltheirlife.

16. What has beensuccessful in ourprogram? • Thenumber of studentswith a C o better has improved in thelasttwoyears. • Thenumber os sectionsoffered has increased as well • Thecreation of new differentclasses (composition) becausetheincrease of Heritage Speaker Population • ThecollaborationwiththeLanguageResource Center (Lab) which has becomeanextension of thecourse. Students are requiredto complete Directed Learning Activities (complementthe material taught in theclassroom

17. Whatelseneedstohappentomakethisthe ideal program? • Create non-transferable basic foundation classes before allowing students to enroll in the transferable courses. (English/math) • Establish a relation with public four year institutions to allow students to continue the study of the language without interruptions.

18. Yolanda Gonzalez, Valencia Community College Dina Fabery, University of Central Florida Heritage Speakers Courses

19. State of Florida : Census Bureau 2000 • Hispanic o Latino: 16.8% • Mexican: 2.3% • Puerto Rican: 3.0% • Cuban: 5.2% • Others: 6.3% Hispanic Population in Florida

20. Valencia Community College • Hispanics – 20.7 % • University of Central Florida • Hispanics – 14.8 % Student Profile Valencia Community College (VCC) and University of Central Florida (UCF)

21. An increase of Heritage Speakers students enrolling in introductory and intermediate courses. Need for Heritage Speakers to fulfill a Foreign Language Requirement Interest in pursuing a minor or major in their Heritage Language Majority of our heritage students come from Puerto Rico, Dominican Republic and Cuba. Unique needs of VCC/UCF students

22. Students enroll in at VCC to complete their introductory courses. Students from VCC have guaranteed acceptance at UCF once they complete their AA. For that reason, many students from VCC transfer to UCF. Students at VCC are required to fulfill a foreign language requirement with an introductory language course. Collaboration

23. The FL curriculum are the same at both schools. Transition is easier for students who fulfilled their language requirement at VCC. Learning objectives are designed in collaboration for students to achieve the level of proficiency gradually The first year courses are offered at the community college so students can use the course to fulfill their requirement. Benefits

24. Aymara Boggiano University of Houston Heritage Speaker PanelWorld Languages Experience

25. Spanish 1505: Intensive Elementary Spanish Spanish 2307: Spanish for Hispanic Heritage Learners I Spanish 2308: Spanish for Hispanic Heritage Learners II Spanish 3307: Public Speaking in Spanish Spanish 3308: Written Communication for Hispanic Heritage Learners Why the three levels? Benefits and Challenges The Heritage Language Program

26. Two Placement Tests • 30- 38% Classified as Heritage • Data from Placement tests: • In 1505 ¼ are HL • 20% to 1505 • 60% to Intermediate • 15% to 3000 level • 5% to 4000 level Student Characteristics

27. A. Separate true beginners from High Beginners • Separate L2 students from HL • Make smooth transition until they are again united B. Convince administration of the need • Majority of students are Latino/a • Students did not feel comfortable in L2 classes • Get approval for 1505 C. Create 2307/2308 • Make Heritage Track attractive to reluctant HL Goals and Challenges at

28. Make Placement test as Credit by exam • Get through Lang. requirement in less time • Attend to the needs of the two groups separately • Consider the affective component • Raise their confidence in their ability to use the language • Address cultural, linguistic and affective needs Instructional Strategies

29. Books w/ on-line component Puentes 5th ed. Conozcámonos + CivilizacionyCultura or Literaturay Arte Hablar Bien Instituto Cervantes PorEscrito Course Materials

30. Spanish language teacher education programs prepare teachers to teach Spanish as FL or SL not HL • Whatismissing? • Instructor ‘s sensitivity to cultural and affective needs of HL student • Recognize and value dialects • Recognize distinct needs and differences between HL & L2 • Recognize and create activities that build on their knowledge of the language and can improve HL competence Training

31. List top 3 -5 core building blocks for developing a heritage speaker program. Where do we begin?

32. Questions…