Handbook of Research and Practice in Heritage Language Education / / edited by Peter Pericles Trifonas, Themistoklis Aravossitas

• Pubblicazione: Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018
• Edizione: 1st ed. 2018.
• Descrizione fisica: 1 online resource (42 illus., 35 illus. in color. eReference.)
• Disciplina: 418.0071
• Soggetto topico: Language and languages - Study and teaching; Applied linguistics; Learning, Psychology of; Educational sociology; Education and state; Language Education; Applied Linguistics; Instructional Psychology; Sociology of Education; Educational Policy and Politics
• Persona (resp. second.): TrifonasPeter Pericles; AravossitasThemistoklis
• Nota di contenuto: Intro -- Contents -- About the Editors -- Contributors -- Part I: Introduction -- 1 Heritage and Language: Cultural Diversity and Education -- References -- Part II: Heritage Language Learners -- 2 Developing Metacognition and Interculturality in Heritage Language Learners -- Introduction -- Literature Review -- The Nature of Heritage Language Learners of Chinese -- Understanding Motivation in Chinese HL Learners -- Understanding Autonomous and Intercultural Learning for Chinese HL Learners -- Understanding Metacognitive Beliefs and Strategies for Chinese HL Learners -- Methodology -- The Project -- Participants -- Data Analysis -- Findings -- Quantitative Data -- Qualitative Data -- Qualitative Data Set 1: Students´ Learning Logs -- Qualitative Data Set 2: Reflective Essays -- The Metacognitive Value of Reflection in Learning -- Ability and Appetite for Opportunities in Autonomous Learning -- Enthusiasm in Intercultural Enquiry -- Findings from Data Set 3: Focus Group Interviews -- Discussion -- Conclusion -- Appendix 1 -- Appendix 2 -- References -- 3 Heritage Language Speakers in the University Classroom, Doing Research -- Introduction -- Context of the Course -- The City -- The University -- The HLVC Research Project -- Overview of the Course: Exploring Heritage Languages -- Pedagogical Outcomes of the Course -- Course Concepts -- Skill Development -- Description of Pedagogical Activities -- Group Assignments -- Wikipedia Assignment: Macrosociolinguistic Description of HLs -- Primary Research Project #1: Analyzing Linguistic Structure -- Primary Research Project #2 (HL): Changing Complexity of a HL -- Primary Research Project #3 (Non-HL): Ethnic Orientation Survey -- Primary Research Project #2 (Non-HL): Neighborhood Profile -- Individual Assignments -- Evaluating Course Outcomes -- Outcome 1: Train Students in Aspects of Research. ; Outcome 2: Develop Digital Information Literacy -- Outcome 3: Provide Opportunities to Write for a Real Audience -- Outcome 4: Connect Research, Teaching, and the Community -- Outcome 5: Develop General Academic Skills -- Outcome 6: Increased Ethnolinguistic Pride Leading to Increased Language Use -- Pedagogical Contributions to Globalizing Variationist Sociolinguistics -- Conclusion and Future Directions -- Cross-References -- References -- 4 Heritage Language Learners in Mixed University Classes: Language Skills, Attitudes, and Implications for Curriculum Developm... -- Introduction -- Research Objectives -- The Sample -- Research Methodology -- The Background for Teaching Modern Greek in Canada -- Data Analysis -- Social and Cultural Characteristics of the Students -- Educational Parameters: Previous Greek Language Experience -- Academic Orientation -- Assessment of Language Skills -- Listening and Speaking -- Reading and Writing -- Comparative Findings in Developed Skills -- Teaching Parameters: Attitudes, Preferences, Challenges -- Reasons for Choosing the Program and Learning Motivation -- Educational Needs, Aspirations and Learning Particularities -- Course Organization and Planning -- Language and the Modern Greek Culture Course -- Discussion-General Conclusions -- Conclusion and Future Directions -- Cross-References -- References -- Bibliography in Greek -- 5 Unacknowledged Negotiations: Bilingual Students Report on How They Negotiate Their Languages Within the Monolingual Primary ... -- Introduction -- The Cypriot Educational System and Bilingual Education -- Bilingual Students in a Monolingual School System -- The Study -- State Primary Schools in Cyprus -- Findings -- Lack of Recognition -- Keep Languages Separate -- Relying on Others for Help -- Parents Report Children Need Help with Greek -- Rationale for the Lack of Acknowledgment. ; Conclusion -- References -- 6 Cultural, Linguistic Knowledge and Experiences Among Learners of Chinese Origin in Spain -- Introduction -- Short History and Some Data on the Chinese Immigrant Community in Spain -- Review of the Literature and Research on Chinese Immigrant Community and Their Descendants in Spain -- Heritage Language Learning and Teaching and Complementary Community-Based School -- Conclusions -- References -- 7 Russian Heritage Learners´ Goals and Motivation -- Theoretical Background -- Description of the Study -- Discussion of the Results -- Self-Perception of HL Learners -- Cultural Identity and Integrative Orientation of HL Learners -- Self-Reported Strengths, Challenges, and Learning Strategies of the HL Learners -- Personal Long-Term Goals and Motivation of HL Learners -- What Are Your Goals in Studying Your HL? -- Conclusion and Curriculum Implications -- References -- 8 Identity and Motivation Among Heritage Language Learners of Italian in New Zealand: A Social Constructivist Perspective -- Introduction -- Laying Out a Theoretical Framework -- Heritage Languages, Identity, and Motivation -- Social Constructivist Perspectives on Language Learning Motivation -- The Sociolinguistic Context: Languages in New Zealand -- Italian Language in New Zealand -- Overview of the Study -- Discussion of Findings -- Stage 1: Italianità and Reasons for Studying the HL -- Stage 2: Italianità and Deciding to Study the HL -- Stage 3: Italianità and Sustaining Motivation -- Conclusions and Future Directions -- Cross-References -- References -- Part III: Teaching Heritage Languages -- 9 Why Should Formal Linguistic Approaches to Heritage Language Acquisition Be Linked to Heritage Language Pedagogies? -- General Introduction -- Understanding HS Linguistic Outcomes: Cognitive-Based Approaches to HS Studies. ; From the Wild to the Classroom: Pedagogical Approaches to HL Teaching -- Minding and Bridging the Gaps -- Conclusion Final Section -- References -- 10 Plurilingualism: Vision, Conceptualization, and Practices -- Introduction -- Plurilingualism: The Historical Perspective -- Categorization, Frontiers, and Borders -- From Bilingualism to Multilingualism to Plurilingualism -- Plurilingualism and Complexity: Towards a New Theoretical Framework -- Use of Different Languages and Metalinguistic Awareness -- Mediation -- The Action-Oriented Approach -- Conclusion and Future Directions -- References -- 11 The Multiplicity Framework: Potential Applications for Heritage Language Education and Pedagogy -- Introduction -- The Communicative Repertoire -- The Framework -- The Threads Across Each Dimension -- The Elements Within the Dimensions -- Modes -- Mediations -- Varieties -- Purposes -- Conclusion -- Implications for Teachers -- Cross-References -- References -- 12 Culturally Responsive Pedagogy: Modeling Teachers´ Professional Learning to Advance Plurilingualism -- Introduction: Cosmopolitanization and Heritage Languages -- Culturally Responsive Pedagogy -- Culturally Responsive Instruction -- Culturally Responsive and Competent Teachers -- Teachers´ Intercultural Competence and Responsiveness -- Intercultural Training Implications -- Conclusion and Future Directions -- References -- 13 Professional Development of Heritage Language Instructors: Profiles, Needs, and Course Evaluation -- The Context -- Significance and Outline of the Study -- Situating the Study and Methodological Remarks -- Greek HL Teachers: Profile and Practice -- Studies, Teaching Experience, and Working Conditions -- Educational Challenges and Recommendations -- Technological Profile -- Professional Development Needs and Challenges: The Administrators´ Perspective. ; Organization and Evaluation of a Professional Development Course -- Discussion and Conclusions -- References -- 14 Language Teachers´ Ideologies in a Complementary Greek School in Montreal: Heteroglossia and Teaching -- Introduction -- Language Teachers´ Ideologies in Complementary Greek Schools -- Contexts for the Study: Montreal and Complementary Schools -- Research Design and Methodology -- Results -- Being Multilingual in Montreal: The Four Teachers -- Being a Greek Teacher in Multilingual Montreal -- Anna: The Nonmultilingual Gardener -- Fotis: The Multilingual Greek Social Actor -- Evi: The Cross-linguistic Greek-Canadian Multilingual Model and Thinker -- Kostas: The Global Translanguaging Companion and Pragmatist -- Conclusion and Future Directions -- References -- 15 A Language Contact Perspective on Heritage Languages in the Classroom -- The Importance of Variation Awareness in the Heritage Classroom -- Possible Outcomes of Language Contact -- Stability/Absence of Change (Box 1) -- A Subset of Options (Box 2) -- Crosslinguistic Influence (Box 3) -- Contact-Induced Additive Complexity (Box 4) -- Universal Principles (Box 5) -- References -- 16 Linguistic and Cultural Diversity in Language Education Through Plurilingualism: Linking the Theory into Practice -- Introduction -- The Theory of Plurilingualism -- Plurilingualism and Multilingualism -- The Practice of Plurilingualism -- France -- France and Germany -- Spain -- Portugal -- Greece -- United Kingdom and Australia -- Australia -- Canada -- Uganda -- Mexico -- Considerations and Challenges -- Conclusion and Future Directions -- References -- Part IV: Educational Systems, Policies, and Resources -- 17 Encouraging the Use and Activation of Heritage Languages in the Broader Educational System -- Introduction -- Context: Heritage Language Education in Research. ; Empirical Studies of Heritage Language Education.
• Sommario/riassunto: This volume covers the multidimensional and international field of Heritage Language Education, including concepts, practices, and the correlation between culture and language from the perspectives of pedagogy and research. Heritage Language Learning is a new dimension in both the linguistic and pedagogic sciences, and is linked to processes of identity negotiation and cultural inheritance. It is a distinct pedagogical and curricular domain that is not exhausted within the domains of bilingualism and second or foreign language education. A heritage language is not a second or foreign language, it is the vehicle whereby cultural memory is transmitted over time, across distances, communities, and generations. Heritage languages play an important role ensuring the balance between coherence and pluralism in contemporary societies that have come to realize that diversity is an advantage for social, cultural, and economic reasons. The volume includes topics like First Nation indigenous languages, languages in diaspora, immigrant and minority languages, and contributions from North, central and South America, Europe, Africa, Asia, and Australia. It addresses the social, linguistic, and cultural issues in educational contexts in a new way by taking up questions of globalization, difference, community, identity, democracy, ethics, politics, technology, language rights and cultural policies through the evolving field of Heritage Language Education.
• Titolo autorizzato: Handbook of Research and Practice in Heritage Language Education
• ISBN: 1-78785-241-5; 3-319-44694-0
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910299526703321
• Lo trovi qui: Univ. Federico II
• Serie: Springer International Handbooks of Education, . 2197-196X