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Descriptors:
Immigrants; Literacy; Self Esteem; Community Programs; Heritage Education; Second Language Instruction; Native Language Instruction; Literacy Education; Cultural Maintenance; Language Maintenance; English (Second Language); Second Language Learning; Chinese; Chinese Americans

Abstract:
English literacy skills are important in order to participate fully in public life; however, the heritage-based literacy skills learned outside of the classroom also are critical in the P-12 classroom. School teachers are important advocates for immigrant students--to preserve their first language and heritage, to integrate knowledge of their two or more languages and cultures with their literacies and content knowledge development, and to help develop their full potential and positive self-esteem. This article explores what a community-based heritage language (HL) school is, as well as advocates for its recognition in the American education system. Additionally, Chinese HL schools are used as an example to illustrate what cultural and literacy resources HL schools hold that can be incorporated into P-12 schools. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Language Minorities; Community Schools; Literacy; Bilingualism; Japanese; Language Maintenance; Statistical Analysis; Language Usage; Questionnaires; Parent Attitudes; Community Role; Cultural Context; Foreign Countries; Heritage Education; Native Language Instruction; Second Language Learning; English (Second Language)

Abstract:
When linguistic minority parents wish to develop and maintain their children's literacy in heritage languages (HLs), what can they do to help? How and to what extent do the individual contexts of language use and background affect the development and maintenance of HL literacy, compared with the sociocultural context of community? What are the effects of ethnolinguistic community contact on individuals' language use? This article uses a quantitative approach to investigating these issues, focusing on general and specific aspects of Japanese literacy among school-age children of Japanese heritage in Sydney. The sample consists of two groups of bilinguals who differ in their degree of community contact and attend different Japanese community schools at the weekend. Data on individual factors were collected from parental questionnaires and data on literacy from free-style writings and a written test. Statistical analyses examined the effects of language use, background and community contact on literacy, in addition to the effect of community contact on language use. The results indicate that while language use has a more significant effect than background, community contact contributes most to the development of the HL literacy, especially since it significantly promotes literacy-enhancing private language use. (Contains 1 figure, 12 notes and 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Language Minorities; Language Maintenance; Foreign Countries; Literacy; English (Second Language); Bilingualism; Heritage Education; Second Language Learning; Japanese; Monolingualism; Statistical Analysis; Instructional Materials; Native Language Instruction; Cultural Context

Abstract:
What factors support linguistic minority children in developing and maintaining literacy in their heritage languages (HLs)? Very few quantitative studies have explored the role of sociocultural factors, especially in the development and maintenance of HL literacy. This paper addresses this gap by examining how the sociocultural context affects general and specific aspects of Japanese literacy among school-age children of Japanese heritage living in Sydney. Specifically, it investigates the effects of society, community, and school on literacy development through three contrasting analyses: (1) Bilinguals vs. Monolinguals to examine the effects of the wider society; (2) Community bilinguals vs. Individual bilinguals to investigate the effects of community contact; and (3) Contact monolinguals (attending a full-time Japanese school in Sydney) vs. Non-contact monolinguals (in Japan) to study the effects of school. Free-style writing and a written test were used as data for the statistical analyses which highlight the characteristics of Japanese HL learners' literacy, and the need for mainstream support and appropriate teaching materials/methods. The results indicate that while the wider sociocultural context contributes significantly to HL literacy maintenance, community also plays an important role, and formal schooling in Japanese has the potential to override negative influences from the wider sociocultural context. (Contains 6 notes, 12 tables, and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Bilingualism; Multilingualism; Russian; Native Language Instruction; Second Language Learning; Language Proficiency; Language Minorities; Interdisciplinary Approach; Role; Educational Change; Geographic Regions; Language Maintenance; Language of Instruction; Languages

Abstract:
Subtractive bilingualism is widespread throughout Siberia, with indigenous youth often more proficient in Russian than in their non-Russian local languages. Siberia's national schools, which are secondary schools offering instruction in local languages of Russia, provide critical institutional support for minority languages. The goal of this interdisciplinary regional study is to present an overview of national schools' development in two neighboring southern Siberian republics, Altai and Tyva, up to the present, and to evaluate the role of national schools' local language programs in promoting language vitality. The study examines a shift in priorities and challenges in local language education since 1991, the factors contributing to the shift, particularly federally-enacted educational reforms, and what has been done in these regions to meet these challenges. (Contains 2 tables and 16 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Semitic Languages; Jews; Workshops; Foreign Countries; Communicative Competence (Languages); Cultural Background; Inservice Teacher Education; Bilingualism; Qualitative Research; Second Language Learning; Self Concept; Nationalism; Academic Achievement; Ideology; Teaching Methods; Cultural Maintenance; Intercultural Communication; Conflict; Teacher Attitudes; Bilingual Schools; Language Maintenance; Second Language Instruction; Native Language Instruction

Abstract:
This study is based on data from teachers' research reports in the context of an in-service workshop for professional development for teachers of the bilingual-integrated Palestinian-Jewish Schools in Israel. We used conventional qualitative methods, looking for patterns and thematic issues of relevance, which were then coded to allow for further analysis and triangulated with field notes taken during workshop discussion sessions. Findings point to the dominance of Hebrew in Israeli society as being replicated in the schools, to the detriment of Arabic language learning among the pupils. This situation stems from three major themes as perceived and reinforced by the participant teachers: national identification versus coexistence, scholastic achievements versus ideology and traditional pedagogy versus teaching for retention of the cultural heritage. Based on the results, we suggest a pedagogical model of inter-comprehension and inter-cultural communicative competence as an initial stage in bridging the gap between declared policy and practical results in conflict-ridden contexts. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; English (Second Language); Second Language Learning; Spanish; Heritage Education; Native Language Instruction; Second Language Instruction; Grammar; Communicative Competence (Languages); Course Descriptions

Abstract:
The current debate in second language acquisition and heritage language learning is no longer about whether communicative language teaching should include a focus on form, but rather "how" and "when" this is most effective. The proposals for Spanish for heritage language learners (HLLs) courses show a marked preference for an integrated approach to syllabus design, such as content-based and community-based courses. In this article, I explore on theoretical grounds the suitability of Ellis's (2002) modular approach to syllabus design in developing Spanish for HLLs syllabi as an alternative to the integrated syllabus. I explain how some of the limitations of the integrated syllabus are even greater in Spanish for HLLs courses. I also provide a rationale for the implementation of a modular approach, based on two fundamental properties: 1) a place for isolated form focused instruction (FFI) and 2) the specific timing in which this isolated FFI is introduced. I argue here that the type of target features that need to be (re)acquired by HLLs, as well as the characteristics of the HLLs, make the presence of a component for isolated FFI particularly beneficial for Spanish for HLLs courses. (Contains 7 notes and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
American Indians; Multilingualism; Ideology; American Indian Languages; Language Maintenance; American Indian Culture; Case Studies; Language Usage; Second Language Learning; Second Language Instruction; Heritage Education; Cultural Pluralism

Abstract:
While American Indian language reclamation efforts are often motivated by a desire to learn and embrace traditional culture, they generally occur within multicultural populations in which community members speak the dominant group's language(s), practice its ways, and use contemporary technologies. For this and related reasons, some mixture of the "traditional" and the "modern" is a natural trend and outcome of such efforts. However, indigenous communities are nonetheless confronted with ideologies that their cultures cannot or should not change, especially with respect to language structure and usage patterns. This paper deconstructs this paradox through a case study of Miami language reclamation. An Algonquian language termed "extinct" in the 1960s, Miami started to be learned from written documentation and successfully reincorporated into daily usage in the early 1990s and now has many second-language speakers who use the language on a regular basis and in a variety of domains. However, the presence and legitimacy of this Miami speech get challenged not just because wider society recognizes only a limited set of language practices--usually framed around a perceived past--as Indian, but also because many still claim that Miami is extinct and hence must not be spoken at all, let alone in modern contexts. I show how Miami people confront these ideologies not only by speaking "myaamia" but also by extending the language into new patterns of usage that are guided by the contemporary lives and needs of its speakers, all of whom are English dominant and live within "mainstream" society around the United States and strongly identify as Miami. I argue that these outcomes exemplify a legitimate and expected series of practices that reflect how the Miami are a contemporary, multicultural, and increasingly multilingual people. (Contains 45 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Public Health; Language Maintenance; Patients; Language Variation; Heritage Education; Spanish; Teaching Methods; Second Language Instruction; Second Language Learning; Native Language Instruction; Community Programs; College Students; Majors (Students); Biology; Nursing Education; Health Education; Internship Programs; Health Services; Poverty; Questionnaires; Student Attitudes; Medical Services; Native Speakers

Abstract:
Critical approaches to Spanish heritage language (SHL) pedagogy have called for more meaningful engagement with heritage language communities (Leeman, 2005). In a recent survey, furthermore, SHL students expressed a desire for more community-based activities in SHL curricula (Beaudrie, Ducar, & Relano-Pastor, 2009). This paper reports on the outcomes of a community-based SHL program for medical purposes. SHL college students majoring in biology, nursing and other health-related programs participated in a semester-long mini-internship in a community health center serving indigent patients in Hidalgo County, Texas. Faculty and clinic staff collaborated to create an integrated experience for the students. The experience was assessed through a reflection questionnaire completed by the students. An analysis of the assessment data suggests that students emerged from the experience with a heightened commitment to Spanish language maintenance, an expanded bilingual range, and an understanding and respect for language variation in Spanish. (Contains 1 table and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Bilingualism; Curriculum Implementation; Ethnic Groups; Multilingualism; Foreign Countries; Statistical Analysis; Mandarin Chinese; Teaching Methods; Educational Policy; Native Language; Language Maintenance; Instructional Innovation; Elementary Schools; Correlation; Asians; Language Proficiency; Oral Language; Communication Skills; Educational Technology; Teacher Education; Educational Change; Teacher Surveys; Teacher Attitudes; Second Language Instruction; Native Language Instruction; Second Language Learning

Abstract:
In a multiracial and multilingual society where bilingualism is adopted as the cornerstone of education policy, mother tongue maintenance is a significant issue. An innovative initiative termed as "modular curriculum" was introduced in Singapore primary schools to cater to Chinese students, the major ethnic group, with varying Chinese language proficiencies. Surveys with teachers (N=107) found positive correlations of the modular curriculum, but negative correlations of traditional Chinese teaching, with support for oral communicative skills and the use of technology. Analysis of variance found that teachers with longer experiences of the modular curriculum were less inclined to using traditional approaches. The findings may serve as empirical evidence to help policy-makers consider teachers' needs and set proper pace for implementing the new curriculum with adequate support for both pre-service and in-service teacher training. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Language Maintenance; School Activities; Immersion Programs; Elementary Secondary Education; Malayo Polynesian Languages; Hawaiians; Program Descriptions; Heritage Education; Native Language Instruction; Values; Cultural Maintenance; Second Language Learning; Language of Instruction; Family Relationship; Interviews; English (Second Language); Language Usage; Bilingualism

Abstract:
Papahana Kaiapuni is a K-12 public school program in which the Hawaiian language is the medium of instruction. In 1987, parents and language activists started the program in response to the dwindling number of speakers that resulted from a nearly century-long ban on the indigenous language. This study examined how participation in this indigenous heritage language program influenced students and their families. Data included interviews with 12 adolescent students and their family members. Results suggested that the program promoted students' learning about and practicing traditional Hawaiian values, and influenced cultural pride among family members. Participation in the program also encouraged youths and their family members to become politically active around Hawaiian cultural issues. Unlike the more typical process in which culture is passed down from the older to the younger generations, participants viewed Kaiapuni students as the carriers of the culture and language, teaching older family members about these topics. Informants also reported that Kaiapuni promoted positive community views about both Hawaiian language and culture revitalization efforts. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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