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Pedagogical conclusions

Pedagogical conclusions. Kim Potowski The University of Illinois at Chicago. 2013, The University of Illinois at Chicago. Linguistic vs. pedagogical research. This Institute has been morphing and increasingly including the concerns of teachers . Pedagogy is also research-driven.

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Pedagogical conclusions

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  1. Pedagogical conclusions Kim Potowski The University of Illinois at Chicago 2013, The University of Illinois at Chicago

  2. Linguistic vs. pedagogical research • This Institute has been morphing and increasingly including the concerns of teachers. • Pedagogy is also research-driven. • Implications of linguistic research for language teaching: Sometimes. Not required to “justify” linguistic research!

  3. When you have a separate program for heritage speakers • Figure out what students already know. • Decide what you want them to learn.  The names of verb tenses? All case declinations? Reading & writing? Prestigious vocabulary? A good point of departure for ‘proficient’ heritage learners: language arts. • Develop curriculum. • Devise placement procedures based on the chosen curriculum.

  4. Teacher training in teaching heritage languages is still sorely lacking all around the U.S. • Excellent resource for online teacher preparation: http://startalk.nhlrc.ucla.edu/default_startalk.aspx • We are pursuing an Illinois state endorsement in HL teaching. This would force school districts to hire only endorsed teachers, which would put pressure on universities to offer coursework in teaching heritage learners.

  5. When separate programs are not possible • Differentiated instruction and materials see work of Maria Carreira.

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