wang, hl development, 01061 heritage language development: suggesting some strategies and a...
TRANSCRIPT
Wang, HL Development, 0106 1
HERITAGE LANGUAGE DEVELOPMENT: Suggesting Some Strategies and
a Conceptual Framework
Heritage Language ProgramUniversity of Washington
Shuhan C. Wang, Ph.D.Delaware Department of Education
January 30, 2006Seattle, WA
Wang, HL Development, 0106 2
What Does it Take to Develop Speakers
at High Proficiency Levels? High Proficiency Levels: individuals who can function
at the professional level in the target language
Hours of instruction needed for a native English speaker: --Commonly Taught Languages: 720 hours--Less Commonly Taught Languages: 1320 hours (Omaggio-Hadley, 2001)
Malone, M. E.; Rifkin, B., Christian, D. & Johnson, D. E., 2005. Attaining High Levels of Proficiency: Challenges for Foreign Language Education in the United States. http://www.cal.org/resources/digest/attain.htm.
Wang, HL Development, 0106 3
Pathways to Proficiency
Start language learning early to build a strong base for second, third, and fourth language learning
Provide intensive immersion experiences for students at the postsecondary level, including overseas study in a target-language culture
Build on the language background of heritage language speakers
(Malone, et al., 2005, p. 2, 10/26/05)
Wang, HL Development, 0106 4
Who Are Heritage Language Learners?--A National Debate
Sociolinguistic Perspective: (1) colonial languages; (2) indigenous American Indian or Alaska Native languages; and (3) immigrant languages brought by recent influx of immigrants (Fishman (2001)
Linguistic Perspective: home language, may or may not understand the heritage language, may be to some degree bilingual (Valdés, 1999, also see 2001)
Ecological Perspective: Any of the above and those who self-identify as heritage language learners of a particular language (Hornberger & Wang, in press)—e.g., multi-racial marriages; multi-national adopted families
Wang, HL Development, 0106 5
The Big Question:
How Do We Help
Heritage Language Learners
Develop High Levels of Proficiency?
Wang, HL Development, 0106 6
Strategy 1:Frame Heritage Language Issues in
the US To engage in public discourse, we can’t simply
talk about HL without mentioning English, the Dominant Language in the US (Crawford, 2003)
In reality, we are not “Reversing Language Shift” (Fishman, 1991)
Rather, we are concerned with moving HL proficiency forward along with English language development—Biliteracy Development (Hornberger & King, 1996)
Wang, HL Development, 0106 7
Strategy 2:Rethink Heritage Language
in the Global Context (Layering of Languages & Cultures)
Along with globalization, there comes localization of language and culture
In the global context, one’s native language and culture becomes one’s HL and HC, and so on—Everyone has a heritage language & culture
While one is developing competencies in a world-wide language of communication and global culture, one’s own sense of heritage becomes more salient and cherished
Wang, HL Development, 0106 8
Strategy 3:Advocate the Notion of Biliteracy
Biliteracy refers to heritage learners’ competencies in the literacies of the dominant society and their own heritage community. Biliteracy is at the juncture where bilingualism across modalities and biculturalism meet, and this competence can be used as learners’ human, cultural, and social capital (Wang, 2004).
Wang, HL Development, 0106 9
Strategy 4:Be Mindful of Two Big Ideas about
Heritage Language Learning
1. HL competence develops in a language eco-system
2. Build and use biliteracy as a reservoir of human, cultural, and social capitals
Wang, HL Development, 0106 10
Strategy 5:Consider Critical Elements in
Heritage Language Development
Proposing A Conceptual Framework
of Heritage Language
Transmission and Development
Wang, HL Development, 0106 11
Biliteracy Resource Eco-System of Intergenerational Language and Culture Transmission
Language Environment:Heritage and Dominant Discourses-in-Contact
Language Evolution:Biliteracy in Development
Continua of Biliteracy
Biliteracy Resource Reservoir
Heritage Language Counter-Endangerment:Biliteracy in Use
Human CapitalCultural CapitalSocial Capital
Her
itag
e D
isco
urs
es
Dom
inan
t D
isco
urs
es
Wang, HL Development, 0106 12
Language Environment:Discourses-in-Contact (Wang, 2004)
An expansion of the notion of Languages in contact
Discourses (Paul Gee, 1996): Discourses with a capital D, which encompasses the language, culture, and the use of these systems in a group/society
Discourses shift: expanding from language shift
Wang, HL Development, 0106 13
Identity/ies
Situated and performed (Erickson & Schultz, 1982)
Identity Kits (Gee 1996): multiplicity and shifting
perform chosen identities at different times in different places with different people
Heritage Discourses and Dominant Discourses Identities (Wang, 2004)
Wang, HL Development, 0106 14
Sociolinguistic Deconstruction of a Native Speaker
Expertise in a language; e.g., in heritage or dominant language, or both or none
Allegiance --Inheritance toward the heritage group --Affiliation to the dominant group
Rampton, 1995
Wang, HL Development, 0106 15
Language Environment: Heritage and Dominant Discourses-in-Contact
Heritage
Discourses
(HD)
Inheritance
Identity Kit Dominant
Discourses
Hybrid (DD)
Expertise Affiliation
Wang, HL Development, 0106 16
Language Evolution:Biliteracy in Development
Heritage Discourses and Dominant Discourses exist in the language environment
Individuals must internalize these Discourses in order to turn them into personal biliteracy capital reservoir
How do we internalize the HD and DD?--
Via the Continua of Biliteracy
Wang, HL Development, 0106 17
Build Biliteracy Capital Reservoir via
Continua of Biliteracy (Hornberger, 1989; Hornberger & Skilton-Sylvester, 2000
Continua of Context (micro to macro, oral to literate, & monolingual to bilingual)
Continua of Media (linguistic structures, orthographic systems, & exposures to the languages)
Continua of Content (minority to majority perspectives, vernacular to literary use, & contextualized to decontextualized texts)
Continua of Development (receptive to productive skills, oral to writing, & L1 to L2)
Wang, HL Development, 0106 18
Heritage Language Counter-Endangerment:Biliteracy in Use
Biliteracy capital exists in All Levels from individuals to the society
The more we use these capitals, the more we possess them
Wang, HL Development, 0106 19
Three types of biliteracy capitals can be deconstructed in language education
Human Capital (including linguistic capital)
Cultural Capital (including family’s and ethnic group’s educational and cultural heritage)
Social Capital (how we use language & culture to engage others in achieving our social goals)
Wang, HL Development, 0106 20
Implications for Practice
How do we enable heritage language learners to develop high levels of proficiency in the heritage language?
A checklist for intergenerational language and culture transmission
Wang, HL Development, 0106 21
Align the Curriculum and Practice with the Five Goals of the National Foreign
Language Content Standards
Communication Cultures (Products, Practices, and
Perspectives) Connections (to Subject Matters) Comparisons (of Cultures and Languages) Communities
Wang, HL Development, 0106 22
1. Anchoring in Contexts:Make communities front and center
2. Tracking Language Development
3. Analyzing Language Exposure to theHeritage and Dominant Discourses
4. Incorporating majority & minority content and connecting language use to all
disciplines
Wang, HL Development, 0106 23
5. Adopting Community-Based Pedagogy: Examples
Linguistic biography studies: Make family language trees; role play multi-generational/multilingual/multiethnic family reunion
Cultural biography studies: trace the cultural backgrounds of the families or the group; delineate their cultural heritage or important values or beliefs; interview different generations of the family and write down their stories
Identity journaling: keep a log of one’s feelings and ideas about self in different situations and figure out the reasons why one feels in certain ways
Family photo-journalism: compile families’ pictures from the homeland to the host society; make oral or written histories about relatives
Wang, HL Development, 0106 24
Community-Based Pedagogy (2)
Community funds of knowledge projects: explore/document ways of making things, doing math, cooking food, making home remedies, playing games, making crafts and trades, celebrating or commemorating important dates; to name some examples
Multiple literacies projects: make a video, film, digital movie, or album involving multiple languages and different modalities, images, sounds, and media
Multiple voices projects: tell/record/write stories from the dominant and minority sources and perspectives
Wang, HL Development, 0106 25
Become Involved With the Alliance for the Advancement of
Heritage Languages
Join the Center for Applied Linguistics (CAL), the National Foreign Language Center (NFLC), and other language educators
and researchers
Visit the Web site: http://www.cal.org/heritage/programs/profiles.html
Contact Joy Peyton ([email protected])
Join the HL listserv: Write to Scott McGinnis, ([email protected])
Wang, HL Development, 0106 26
Conclusion (1) All languages and cultures interact in a
ecological system
Everyone has a linguistic and cultural heritage that needs to be nurtured in the macro & micro environments
The development of the HL requires attention to the continua of context, content, media, and development
Wang, HL Development, 0106 27
Conclusion (2) Biliteracy resource is capitals to be used in
the global context:
Human capital: enable us to advance educationally and economically
Cultural capital: help us claim our identities and rich cultural inheritance
Social capital: allow us to engage people in achieving our social, economic and political goals
Wang, HL Development, 0106 28
谢谢
Thank you!