National Heritage Language Resource Center
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Transcript of National Heritage Language Resource Center
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National Heritage Language National Heritage Language Resource CenterResource Center
Director: Olga KaganDirector: Olga KaganCo-Directors: Co-Directors:
Maria Polinsky, Maria CarreiraMaria Polinsky, Maria Carreira
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National Heritage Language Resource
Center
• Funded by the Title VI U.S. Department of Education (2006-2010; refunded 2010-2014)
• One of 15 NLRCs• The only one dedicated to
heritage languages
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The Center’s Mission
• Research into heritage language acquisition
• Innovative teaching practices and professional development
• Design of HL specific– instructional materials – assessment instruments
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The White Papers
Prolegomena to Heritage LinguisticsE. Benmamoun, S. Montrul, M. Polinsky•http://nhlrc.ucla.edu/pdf/HL-whitepaper.pdf (NHLRC website)•NEW! Position Paper: The Advanced Speaker: An Overview of the Issues in Heritage Language Teaching by M. Carreira
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A CALL FOR PAPERSA CALL FOR PAPERS
• Second International Conference on Heritage/Community Languages
• March 7-8, 2014, UCLA• http://www.nhlrc.ucla.edu/
events/conference/2nd/
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Gratitude (1)
• Kim Potowski • Sara Stefanich• Maria Polinsky• Maria Carreira• Claire Chik• Kathryn Paul
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• All presenters!EspeciallyEspecially, to our loyal faculty , to our loyal faculty Silvina MontrulAbbas BenmamounWilliam O’GradyAnd to Tanja Anstatt who came from Germany
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Gratitude (2)
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A Retrospective: Six Institutes Later
• Shaping the field• Encouraging dissertation research• Having some impact on professional
development• Having some impact on teaching
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Rethinking the curriculum
• Stressing vocabulary development• Targeting certain grammatical areas• Developing pragmatic competence• Being cognizant of relearning effect• Understanding the differences between -
HL baseline language and Full L1- HL and FL
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The Charge and ImpactThe Charge and Impact
Our Charge• Funded by the U.S.
Department of Education
• To have impact on the educational system
Impact• Linguistic research >
teaching:(1) College Level
(2) Pre-college level –K-12–Community schools
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HIGH SCHOOL PROGRAMS
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K-12 and Heritage K-12 and Heritage CommunitiesCommunities
• Multilingual Los Angeles: The Impact of Immigrant Language Communities on the Educational System
• Rationale: LA demographics > a high percentage heritage speakers in K-12
• Do LA schools (1) meet the needs of HL speakers and/or (2) take advantage of community resources?
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U.S. Census:U.S. Census:Los Angeles and VicinityLos Angeles and Vicinity
Speakers of a Language Other than English at Home, age 5+, by percent (2006-2010)
US CA City of LA
LA County
Orange County
20% 43% 59.7 56.4% 44.4%
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Language CommunitiesLanguage Communities
• Los Angeles – English, Tagalog, Korean, Armenian• Alhambra – Chinese, English, Spanish, Vietnamese• Glendale – Armenian, English, Spanish, Korean• Long Beach – English, Spanish, Khmer, Tagalog • West Hollywood – English, Russian, Spanish • Westminster – English, Vietnamese, Spanish
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Immigrant Languages in LA Immigrant Languages in LA SchoolsSchools
• "We speak 109 different languages and we translate everything into five on a regular basis inside the system.”
J. Deasy, Superintendent, J. Deasy, Superintendent, LA Unified School District LA Unified School District
Sept 16, 2011http://eaglerock.patch.com/articles/lausd-chief-a-tale-of-two-school-
systems-part-i#photo-7784780
Official data: 96 languages spoken
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LA Unified School District: LA Unified School District: Speakers Vs HS Programs (1)Speakers Vs HS Programs (1)
B16001 2006-10 ACS 5-year estimate
City of LA: Speakers of Languages other than English (age 5+)
High Schools teaching High Schools teaching these languagesthese languages
Total:Total: 3,515,5463,515,546Spanish or Spanish Creole:Spanish or Spanish Creole: 1,515,4091,515,409 94 94
TagalogTagalog 90, 48490, 484 ----
KoreanKorean 89,18389,183 1414
ArmenianArmenian 62,67362,673 -- (private schools)-- (private schools)
ChineseChinese 54,66054,660 1717
PersianPersian 43,51643,516 ----
RussianRussian 32, 52732, 527 1 1
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LA Unified School District: LA Unified School District: Speakers Vs HS Programs (2)Speakers Vs HS Programs (2)
Languages: Between 10-20 Thousand Speakers
Number of Schools
Japanese 9Vietnamese --Hebrew 1 (+ private schools)
Arabic 3 (non-heritage) + 1 HL
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LA: High Schools and LA: High Schools and HLLsHLLs
• There is no master plan for offering WLs, and in particular HLs
• Some schools take advantage of community resources/respond to community interest
• Smaller school districts are more responsive• In schools where HLs are taught, the curriculum
depends on the teacher’s/coordinator’s decisions• Three large immigrant communities are not
represented: Persian, Russian, Tagalog
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How do high schools How do high schools make decisions?make decisions?
A school’s decision may be based on•Principal’s vision•Resources (Is there a credentialed teacher of language x? Is s/he teaching another subject?)•Community interest•Grant opportunities•Ability to fill a class of 40 studentsInterviews with William Chang, World Languages Coordinator of the LAUSD, August 2012
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COMMUNITY SCHOOLS
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NHLRC Spring Conference
Challenges and achievements in community language schools
Saturday, April 13, 2013UCLA
http://www.nhlrc.ucla.edu/events/communityschools/sp13/
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Community Language Community Language SchoolsSchools
• 8,000 community-based heritage language schools in U.S.• Teaching over 200 languages• These schools are largely invisible to society and even to
public schools in the communities in which they function. • They are an important part of the lives of the students,
families, and communities that they serve. • They are usually not mentioned in discussions of the nation’s
need for language proficiency. Community-based language schools in the national educational
landscape Joy Kreeft Peyton, CAL, Washington, DC
Community School Conference, April 13, 2013, UCLACommunity School Conference, April 13, 2013, UCLA23
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Japanese Community School,
Orange County
R. Uriu and M. Douglas
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Japanese Community School, O.C. R. Uriu and M. Douglas
Home language Background of Children Types Japanese Language Teaching approach
Have just come from Japan;Have an experience of formal education in Japan;Japanese is spoken at home
First languagePrimary language
Teaching Japanese as a native language (JNL)
Were born outside Japan or have been in outside Japan for more than 4-5 years;Japanese is spoken at home
First languageSecondary language (with listening & speaking skills)
Teaching Japanese as a heritage language(JHL)
Were born outside Japan or have been outside Japan for more than 4-5 years;Japanese is not spoken to children at home even parents are native speakers of Japanese
First languageSecondary language (only listening skills)
Teaching Japanese as a heritage language (JHL) or teaching Japanese as a foreign language (JFL)
Were born outside JapanJapanese is not spoken at home by anyone, but Japanese culture is inherited
Second languageSecondary language
Teaching Japanese as a foreign language (JFL)
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Workshops Contents Covered
First Year (July, 2010) * Targeted to JHL parents
• New curriculum for JHLContent Based Instruction; four skill integration,
integration of subject matters; learner-centered curriculum; activity-based learning (“learning is fun”)
First Year (August , 2010) *Targeted to JFL parents
• Learner types (oral assessment results of OCG students) JFL vs JHL
• Language acquisition Adult learners vs Young learners
• Pedagogical issues Placement to JHL/JFL classes, principles of new curricula
First Year (April, 2011)* Targeted to all parents
• Teaching Japanese culture
Parents’ Workshops
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K-12 and Community K-12 and Community Schools: Research NeedsSchools: Research Needs
Urgent Needs•Research into younger HL speakers•Effective curricular models for different levels of students in different settings•Models of teacher training•Models of parent education
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The Next Seven YearsThe Next Seven Years
Applying for a new cycle of funding–Continuing research –Having an impact on educational institutions
• Friday morning Roundtable• IfIf we can hope for a real impact we need to connect
all the dots: linguistic research and pedagogical needs of all levels of HL teaching
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