Developing language autonomy of heritage learners in classroom settingsSeventh Heritage Language Research InstituteUIC, 2013Irina Dubinina,Brandeis Universityidubinin@brandeis.edu

Gaps in HLs Linguistic PerformanceLimited range of contexts for language use, hence associated vocabulary and register gaps lack of precedented cultural knowledge (or background cultural knowledge) lack of knowledge of the world that exists in language X

and

Lack of attention to grammatical fine printPedagogical challengesHow can we create opportunities for students to use their HL in novel authentic contexts and how can we trace their skill development?

How do we connect the larger world of language X with whats happening in the classroom of X as HL?

How do we address each learners linguistic needs in a class of multiple and disparate proficiency levels?

Language PortfolioA graded semester-long project

A collection of documented student work using authentic language (paper folder or electronic format)

Language PortfolioStudents choose the topics of interest to them, but their choice is limited by the instructor and depends on the goals of the course.

Topics and assignments have various degrees of difficulty.

Students use their HL to solve real world tasks: e.g., receive factual authentic information (linguistic and cultural).

Students can work at different levels of difficulty and choose their own schedule for completing assignments.Examples of assignmentsFor this task, go to the website of a Russian MacDonald's: http://mcdonalds.ru/eat/mainmenu/sendvichi/Use the menu on the left and choose what you could have for one of the meals: (for breakfast) (for lunch) (for dinner)Make sure to use Russian (cursive letters) when making a list. (Your meal should include food and drink. Dessert is optional.)Now click on the " " (in red, right under the picture of the item) and count the total calories and percentages of fat, protein, carbs and fiber in your meal. Guess or look up the Russian equivalents of these words.You can add any other relevant information about your choices to your Portfolio.

Examples of assignmentsPortfolio Activity: !

For this task, you will play with colors as if you were choosing an official color for a website. You will see basic colors and various combinations. Go to the website: http://www.colorfor.narod.ru/First play with the two circles to find basic colors and combinations that you like, then make a list of them; pay attention to the spelling of these color names. Write down English equivalents of these words.Then make a list of 4-5 colors that are your favorites (either the color or the name looked attractive to you) AND that are adjectives (not a combination of an adjective and a noun as in " "). Write out the words on paper, then combine these adjectives with nouns , , , changing the endings of the adjectives appropriately.You can also find 2-3 colors whose names look very creative to you and write them down!NB: If the site above doesn't work, go to http://getcolor.ru/At the top of the page, click on " ", then type in some colors in English. Choose complex colors (not green, but "toad"; not pink, but "magenta"). Click on the tag that appears. The square below will change to the color you chose and right under it, there will be the name of the color in Russian.

Examples of assignments (Russian groceries)For this task, go to the website of a Russian store: http://www.utkonos.ru/cat/1/Explore the various categories of foods by clicking on the pictures. Write out (use cursive) words of that you don't know, but can figure out from the pictures or context. You can check yourself by using a dictionary.You can explore in each category further and figure out how much things that you love to eat cost in Russian rubles and in dollars (considering that the current exchange rate is about 30 rubles to $1).

Examples of assignmentsMcDonaldsGreat Patriotic War (WWII)Russian groceriesCheat sheets Russian-styleRussian horoscopeProfessionsHarry PotterStudent superstitionsWeatherParasitic wordsAdopting a pet in RussiaJewish life in MoscowColorsNewsMoscow metroPostcardsJewish last namesRussian holidaysFamily members killed in WW IIWinter Olympics 2014 in SochiExamples of assignmentsPortfolio Activity 4: , , , . : http://potterrus.hpn.ru "" ( ), "." 6 . (Check the spelling and word endings (as well as punctuation) against the text on the website). Alternate assignment: (spells) -, "" ( ""). 6 -, (Check the spelling and word endings (as well as punctuation) against the text on the website). (=explore) .

Examples of assignmentsPortfolio Activity 9: "" , ( ), : http://obd-memorial.ru/html/index.html , , ( ) . ** = missing in action. (, , , , = military rank). , , , , , . , "" , . - ( ) : , , ( ), ( , ?), = , , ( , ( )), , (army unit) .. .

GradingBased on rubricsQuantityQuality (grammar)VocabularyCreativity

Rubrics for Portfolio Assignment

I. Quantity25 pointsThis item is somewhat subjective, as the "number" will vary according to the length and complexity of the items included in the Portfolio. As a rule, however, you should have 12-15 short to medium length items in the final Portfolio on May 1 for the full credit.II. Use of Language30 pointsThis rubric measures not only the actual amount of Russian used in the items in the Portfolio, but also the accuracy of the language. The ratio of old material to newer (how much of the item is practicing familiar language, and how much delves into new forms that you are trying out?) is also taken into account.III. Semantic Complexity30 pointsHow many complex Russian words are actively used in each Portfolio item is the key question for this rubric. As the items increase in difficulty and complexity, the use of idiomatic Russian that is beyond what you normally use at home with your parents should rise in each item.IV. Creativity15 pointsFor this rubric your attempt to use the item to develop and expand vocabulary, reinforce grammar, and stretch the limits of your ability in the language is measured. Creative use of media incorporated into the item and reflecting more language use is rewarded. ______________________________________________________________________________TOTAL100 points

LogisticsAssignments are prepared ahead of time and are made available at the start of the semester.

Students work on items for the Portfolio all semester setting their own schedule.

Completed items are collected twice in a semester (whatever is completed); no grade is assigned.

Students can add new material to what has already been looked at; they dont have to correct mistakes identified by the instructor, but must take comments into account.

Students turn in their Portfolios at the end of the semester for a grade.Why is this useful?Portfolio helps broaden the context of authentic language use and increase students vocabulary & lingo-cultural knowledge.

Portfolio serves as a great motivator (development over time; controlled freedom of topic choice).

Portfolio allows everybody to work at their level.

Portfolio develops several skills: reading for detailed information, reading/scanning, writing, attention to linguistic details (spelling, capitalization, punctuation, cognates*).

Portfolio as one step toward becoming an autonomous heritage language learner.

HLs attention to morphologyHeritage speakers dont sweat the small stuff and pay dearly for that: they have a relatively poor control of morphology which cascades and escalates into a series of greater apparent deficitssuch as problems with long-distance dependencies, binding, or agreement

Heritage speakers have difficulty noticing and producing light functional elements (Polinsky, HLRI 2009, Urbana-Champaign, IL)

Pedagogical challenge: why are HSs unsuccessful in learning? new ways of explaining material (Polinsky, HLRI 2013, UIC)Challenges of teaching Russian case systemRussian has complex morphology (nouns gender, number, case)

Heritage Russian has reduced gender and case system (Polinsky 1995, 2008; Smyslova 2009)

HLs difficulty in recognizing unstressed endings (Sekerina, 2011)Data-driven approach to teaching casesAssignments that allow students to use their general cognitive skills and remaining intuition to form hypotheses about their HL

Guided step-by-step processPresenting a data setInitial observationFormulating hypothesisChecking hypothesisRefining hypothesisFinalizing and systematizingExercises .I write (a) letter to (my) grandmother.

. I love to walk around Boston.

. Misha gave Tania flowers.

. Masha likes jokes about Shtirlitz.

. Aleksandra is cold.

? Do you have (a) textbook on math?

. Misha calls (his) grandmother every day.

. On Saturday they are going to (visit) (their) aunt.

Presenting data set (Dative)Initial observationsAsk a question so that the underlined word serves as the answer.

Can we assume that if all the words answer the same question, they belong to the same case?

If yes, what does this case do? What meaning does it express?

What are the observed endings for this case?

Formulating hypothesisWhat are the observed endings for this case? Your hypothesis is when asking the question to/for whom (something is done), nouns must end in either _______ or _______.

Break down the endings by gender. Does the choice of the ending depend on the gender of the noun?

Are all three genders represented in the data set?

Analyze words of the missing gender. Do the endings fit in your hypothesis? Which previously observed gender do they fit?

Checking hypothesis (I call):, , , , , , , , , , , , , , , , , (we went for a walk around): , , , , , , ,

Checking hypothesisUse the nouns provided to complete the following sentences (orally): /I call .... (, , , , , , , )

What do you hear? What should you write if your hypothesis is correct?

Refining hypothesis (we walked up to):, , , (a book on):, , , (your attitude toward):, , , ,

Finalizing and systematizingWhat prepositions are associated with this case?

What does this case do? What functions does it have?

Summarize the system of endings in the form of a table.

ExercisesUse the nouns provided to complete the following sentences, using your hypothesis (orally): / We are going (to visit).... (, , , , , , , )

What do you hear? What should you write?ExercisesComparing case endings: /Ja podaril mainu podruge(I gave my girlfriend a car)VS

/ Ja podaril mainu podrugi (I gave my girlfriends car)ExercisesMixing prepositions/cases: , , U babuki, k babuke, pro babuku

Substitution:Replace a masculine word in Dative with a feminine word in Dative (singular with plural)

ExercisesSentence completion (provided nouns) controlled exercise

Sentence creation (write/say 5 sentences with the Dative case) free language useWhy is data-driven approach useful?Develops attention to both stressed and unstressed endings

Focuses learners attention to form and meaning of grammatical morphemes

Facilitates acquisition of grammatical norms?

Questions?