Heritage Speakers Panel

 Goals of Heritage Speaker course  Present different scenarios and strategies that are being applied to meet these goals.  Identify three to five core foundations that a Heritage Speaker program should be built on

 The increase of Heritage speakers (primarily Spanish) in both large and mid-size metropolitan areas  Diversity of backgrounds  The Heritage Speakers of today are by no means the same as 15, 10, or even 5 years ago.

 Hispanics, accounted for over 25 percent of population growth in non-metro areas during the 1990s.  The Hispanic population in rural and small-town America has doubled from 1.5 to 3.2 million and is now the most rapidly growing segment of non-metro county residents.

 Non-metro Hispanic population more than doubled in 20 mostly Southern and Midwestern States, with growth rates as high as 416 percent. *2000 Census

 This course is designed:  specifically for heritage speakers of Spanish with oral proficiency but little or no formal training in the language.  for learners who were raised in homes or brought up in a community where Spanish was spoken.  to build on the formal aspect of the language that students already possess.  to further develop reading and writing skills, although all of four language skills (listening, speaking, reading, and writing) are emphasized via cultural and community activities.

 Development of lexicon  Further develop listening, reading, and writing skills  Students will communicate fluently  Inspire a sense of pride in their heritage/identity

 "I have not studied Spanish formally. I grew up hearing Spanish (home or community). I don't know how to speak it, though."  "Several of my family members are Spanish- speaking. I want to learn to read and write in Spanish."  "I am a U.S. Latino/Latina and I want to improve my speaking, reading and writing skills in Spanish. I also want to learn more about my culture."

 Representation of Higher Ed Programs with large Heritage Speaker student populations  California, Florida, and Texas  2-year and 4-year colleges  Interactive session

Douglas Duno

 Spanish 1 SS and Spanish 2 SS (1st year)  Composition Class  Hispanic Literature 1800 – Present (Survey)  Mexican Literature in Translation  Latin American Literature in Translation

 Regular American Kids  years old  Watch Desperate House Wives, Lost, and “los culebrones de las telenovelas”  Glued to the Iphone  Short Attention Span  Communicate mainly in English

 Technologically savvy  Academically underprepared  First in family to attend college

 Lack of physical space to offer more Heritage speakers classes (we have to compete with regular language classes)  Well trained teachers specially in the target subject.  Interactive and pertinent software or a system like Blackboard, webct

 A true Heritage speaker friendly textbook.  Changing the lexicon they have used all their life.

 The number of students with a C o better has improved in the last two years.  The number os sections offered has increased as well  The creation of new different classes (composition) because the increase of Heritage Speaker Population  The collaboration with the Language Resource Center (Lab) which has become an extension of the course. Students are required to complete Directed Learning Activities (complement the material taught in the classroom

 Create non-transferable basic foundation classes before allowing students to enroll in the transferable courses. (English/math)  Establish a relation with public four year institutions to allow students to continue the study of the language without interruptions.

Yolanda Gonzalez, Valencia Community College Dina Fabery, University of Central Florida

 State of Florida : Census Bureau 2000  Hispanic o Latino: 16.8%  Mexican: 2.3%  Puerto Rican: 3.0%  Cuban: 5.2%  Others: 6.3%

 Valencia Community College  Hispanics – 20.7 %  University of Central Florida  Hispanics – 14.8 %

 An increase of Heritage Speakers students enrolling in introductory and intermediate courses.  Need for Heritage Speakers to fulfill a Foreign Language Requirement  Interest in pursuing a minor or major in their Heritage Language  Majority of our heritage students come from Puerto Rico, Dominican Republic and Cuba.

 Students enroll in at VCC to complete their introductory courses.  Students from VCC have guaranteed acceptance at UCF once they complete their AA. For that reason, many students from VCC transfer to UCF.  Students at VCC are required to fulfill a foreign language requirement with an introductory language course.

 The FL curriculum are the same at both schools.  Transition is easier for students who fulfilled their language requirement at VCC.  Learning objectives are designed in collaboration for students to achieve the level of proficiency gradually  The first year courses are offered at the community college so students can use the course to fulfill their requirement.

Aymara Boggiano University of Houston

 Spanish 1505: Intensive Elementary Spanish  Spanish 2307: Spanish for Hispanic Heritage Learners I  Spanish 2308: Spanish for Hispanic Heritage Learners II  Spanish 3307: Public Speaking in Spanish  Spanish 3308: Written Communication for Hispanic Heritage Learners  Why the three levels?  Benefits and Challenges

 Two Placement Tests  % Classified as Heritage  Data from Placement tests:  In 1505 ¼ are HL  20% to 1505  60% to Intermediate  15% to 3000 level  5% to 4000 level

A. Separate true beginners from High Beginners  Separate L2 students from HL  Make smooth transition until they are again united B. Convince administration of the need  Majority of students are Latino/a  Students did not feel comfortable in L2 classes  Get approval for 1505 C. Create 2307/2308  Make Heritage Track attractive to reluctant HL

 Make Placement test as Credit by exam  Get through Lang. requirement in less time  Attend to the needs of the two groups separately  Consider the affective component  Raise their confidence in their ability to use the language  Address cultural, linguistic and affective needs

 Books w/ on-line component  Puentes 5 th ed.  Conozcámonos + Civilizacion y Cultura or Literatura y Arte  Hablar Bien Instituto Cervantes  Por Escrito

 Spanish language teacher education programs prepare teachers to teach Spanish as FL or SL not HL  What is missing?  Instructor ‘s sensitivity to cultural and affective needs of HL student  Recognize and value dialects  Recognize distinct needs and differences between HL & L2  Recognize and create activities that build on their knowledge of the language and can improve HL competence

 List top 3 -5 core building blocks for developing a heritage speaker program.