HL Teaching Course

The link above goes to a course designed to support teachers of heritage learners.


Resources

Bibliography

  • Cammarata, L., & Tedick, D. J. (2012). Balancing Content and Language in Instruction: The Experience of Immersion Teachers. The Modern Language Journal, 96(2), 251–269. https://doi.org/10.1111/j.1540-4781.2012.01330.x
  • Curdt-Christiansen, X. L. (2016). Conflicting language ideologies and contradictory language practices in Singaporean multilingual families. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2015.1127926
  • De Costa, P. I., & Norton, B. (2017). Introduction: Identity, transdisciplinarity, and the good language teacher. Modern Language Journal, 101(Supplement), 3–14. https://doi.org/10.1111/modl.12368
  • Duff, P. A. (2015). Transnationalism, Multilingualism, and Identity. Annual Review of Applied Linguistics, 35(2015), 57–80. https://doi.org/10.1017/S026719051400018X
  • Engman, M. M. (2015). For Arabic heritage language learners (HLLs) the question of identity is fraught with complexities across linguistic (Ryding. Heritage Language Journal (Vol. 12). Abu-Rabia.
  • García, O., & Sylvan, C. E. (2011). Pedagogies and practices in multilingual classrooms: Singularities in pluralities. Modern Language Journal, 95(3), 385–400. https://doi.org/10.1111/j.1540-4781.2011.01208.x
  • García, O., Sylvan, C. E., & Witt, D. (2011). Special Issue: Toward a Multilingual Approach in the Study of Multilingualism in School Contexts. Source: The Modern Language Journal (Vol. 95).
  • García, O., Sylvan, C. E., Witt, D., & García, O. (2016). Pedagogies and Practices in Multilingual Classrooms : Singularities, 95(3), 385–400.
  • Kubota, R. (2014). The Multi/Plural Turn, Postcolonial Theory, and Neoliberal Multiculturalism: Complicities and Implications for Applied Linguistics. Applied Linguistics, 37(August 2014), 1–22. https://doi.org/10.1093/applin/amu045
  • Leeman, J. (2015). Heritage Language Education and Identity in the United States. Annual Review of Applied Linguistics, 35, 100–119. https://doi.org/10.1017/s0267190514000245
  • Loewen, S., & Sato, M. (2017). The Routledge handbook of instructed second language acquisition. Routledge New York.
  • Macintyre, P. D., Burns, C., & Jessome, A. (2011). Ambivalence About Communicating in a Second Language: A Qualitative Study of French Immersion Students’ Willingness to Communicate. The Modern Language Journal, 95(1), 81–96. https://doi.org/10.1111/j.1540-4781.2010.01141.x
  • Polinsky, M. (2018). Heritage languages and their speakers (Vol. 159). Cambridge University Press. Retrieved from https://books.google.com/books?id=GnNqDwAAQBAJ&printsec=frontcover#v=onepage&q&f=false
  • Reinhardt, J. (2019). Social media in second and foreign language teaching and learning: Blogs, wikis, and social networking. Language Teaching, 52(1), 1–39. https://doi.org/10.1017/s0261444818000356
  • Ronald Ferguson, G. (2013). Language practices and language management in a UK Yemeni community. Journal of Multilingual and Multicultural Development, 34(2), 121–135. https://doi.org/10.1080/01434632.2012.724071org/10.1080/01434632.2012.724071
  • Spolsky, B. (2012). Family language policy – the critical domain. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2011.638072
  • Wu, M.-H., & Chang, T. P. (2012). Designing and implementing a macro-approaches-based curriculum for heritage language learners. Innovation in Language Learning and Teaching, 6(2), 145–155. https://doi.org/10.1080/17501229.2011.634913
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