Teaching Heritage Language Learners: An Online Workshop
Register here: http://startalk.nhlrc.ucla.edu/default_startalk.aspx
This online professional course for teachers of heritage language learners, developed by the National Heritage Language Resource Center (NHLRC), is a one-semester course, with 5 self-paced modules, that can be taken when the participant chooses. As you complete the first module, you will gain a better understanding of important differences between heritage language learners (HLLs) and foreign language learners (FLLs). In the second module, you will learn about strategies for working with heritage language students in the classroom. Module 3 focuses on issues that are language specific. For each language, you will hear a scholar discuss topics that s/he has found relevant and challenging in the teaching of that language to heritage language students.
Project-Based Learning: Background and Instructional Strategies
Project-based learning -- which includes curriculum, instructional materials, classroom activities, and assessment of learning -- is a proficiency-oriented approach to using and learning a language that supports language use in the real world. Here we provide a handbook and a brief video by Dr. Maria Carriera (25 minutes long) that describe the key components of project-based learning, and a document with instructional strategies that teachers in community-based schools can use.
Project Based Learning Handbook
What Does It Take for a Project to be Authentic?
PBL Works Gold Standard Essential Project Design Elements
Below are two examples of project-based learning plans, which were developed and used in a community-based Portuguese school in Virginia, and a template that you can complete to develop and implement a project-based learning unit in your school. Please review the examples, use the template to plan your own project-based learning activity, and send what you have developed to Joy Peyton (firstname.lastname@example.org). We will collect these and share them with each other. In the process, we will learn a great deal about ways to implement project-based learning in community-based heritage language schools!
Project-Based Learning Project - Denise Corte (ABRACE Portuguese School)
Project-Based Learning Project - Claudia Da Costa (ABRACE Portuguese School)
Project-Based Learning - Project planning template
2019 Report on U.S. Employers' Demand for Language Skills
The American Council on the Teaching of Foreign Languages (ACTFL) and Lead with Languages, ACTFL's public awareness campaign regarding the need for proficiency in languages for global engagement, have published this report, Making Languages Our Business: Addressing Foreign Language Demand Among U.S. Employers, which shares the findings of a survey of 1,200 U.S. employers and their views about the need for language proficiency. Teachers and students in your schools will find inspiration from reading this report. It is available at www.leadwithlanguages.org/report.
Handbook for Portuguese Instructors, Gláucia Silva and Ivian Destro Boruchowski (2017). Available at: https://www.researchgate.net/profile/Glaucia_Silva7/publication/314171728_Heritage_Learners/links/58b8350445851591c5d7f6a7/Heritage-Learners.pdf
The Heritage Language Schools of Eindhoven (HLSE) seek to maintain and develop the heritage languages of children in the Netherlands.