Putting the back in ola ! Nieshl 2010 Presenter Kathy Bellavia © 2010 Kathy Bellavia HH

Putting the back in Putting the back in olaola!!

Nieshl 2010Nieshl 2010

PresenterPresenter

Kathy BellaviaKathy Bellavia

© 2010 Kathy Bellavia

H H

A look into the futureA look into the future

Between 2000 and 2025 the Between 2000 and 2025 the white working age populationwhite working age population

-- 5,000,0005,000,000 Latino working age populationLatino working age population

+18,000,000+18,000,000

Pew Hispanic Center, 2000 studyPew Hispanic Center, 2000 study

Who are the students?Who are the students?

http://www.gwinnett.k12.ga.us/HopkinsES/Alfonso_Web/ESOL%20Modification%20Research/Valdes_bilingualism_Heritage_language_learners_SLA_opp.pdf

Home background speakers?

Heritage language speakers?

Native speakers?

Depths of Linguistic Patterns Depths of Linguistic Patterns

(children of Mexican (children of Mexican descentdescent

Pease-Alvarez) Pease-Alvarez) Depth 1:Depth 1:

Depth 2: Depth 2:

Depth 3:Depth 3:

Depth 4:Depth 4:

Student born is US, parents born in Mexico, mother immigrated at age 15 or older

Student born in Mexico, parents born in Mexico

Student born in US, parents born in Mexico, mother immigrated at age 15or younger

Student born in US, at least 1 parent born in US

http://www.ncela.gwu.edu/miscpubs/ncrcdsll/rr6/index.htm


A common pattern for A common pattern for immigrant languages inimmigrant languages in

the US:the US:

early fluencyearly fluencylanguagelanguage lossloss

sometimes sometimes followed in turn by resumed contactfollowed in turn by resumed contact

Factors of Linguistic ShiftsFactors of Linguistic Shifts

Attitude toward the languageAttitude toward the language

Attitude toward the cultureAttitude toward the culture

Circumstances of language Circumstances of language choicechoice

Development of academic Development of academic literacy through Spanishliteracy through Spanish

Students need

Students have

strong receptive capabilities.

to increase productive capabilities.

Language acquisition

+Cognitive development

Academic growth

Guadalupe Valdes argues that the Guadalupe Valdes argues that the term term

L1/L2 userL1/L2 user

is a better choice thanis a better choice than

L2 userL2 user

for the heritage language learner.for the heritage language learner.


Development of academic Development of academic literacyliteracy

Teaching for L1/L2 Transfer:

Metalinguistic Learning Model

http://edweb.sdsu.edu/people/jmora/TransitionMMdl/sld002.htm

Awareness

Knowledge

Analysis/Control

Elizabeth Howard is among a group of researchers who think that teaching native Spanish speakers about cognates may facilitate the process.

http://www.advance.uconn.edu/2008/080303/08030312.htm

Where to begin in developing Where to begin in developing multicompetence…multicompetence…

awareness!awareness!

Local Spanish language/bilingual newspapers (Reflejos, Hoy, El Conquistador, Impact News, etc.)

AwarenessAwareness

What it can look What it can look like like

in classroom in classroom activitiesactivities

(view the (view the ortografía ortografía

presentation)presentation)

Nombre ___________________________________________ Clase ____ Fecha __________________

Encuentra las palabras que contienen las letras siguientes. Acentos P 84 ll p 85/86

h p 86 ñ p 86/87

b p 84 v p 84

Nombre______________________________ Clase_______ Fecha____________________ Favor de poner la palabra en la columna correcta con el acento encima de la letra correcta.

á é í ó ú

KnowledgeKnowledge

“B” o “V”

BDespués de la letra “m”

Antes de la “l” y la “r”

En las sílabas bu-, bur- y bus-

El los sufijos –able, -ible

V

Después de la letra “b” y la “n”

En muchas palabras que comienzan con de- y di-

(menos dibujar y deber)

Después de lla-,lle-,llo- y llu-

Después del prefijo ad- y en los prefijos vi- o vice

Latinos’ use of written Latinos’ use of written SpanishSpanish

Classroom observations-McCollumClassroom observations-McCollum

Students switch to English to avoid Students switch to English to avoid having their Spanish “corrected”.having their Spanish “corrected”.

Students refuse to write in Spanish Students refuse to write in Spanish when papers are returned bathed when papers are returned bathed in red.in red.

Students judge the quality of their Students judge the quality of their Spanish vs. the Anglos’ learning Spanish vs. the Anglos’ learning Spanish.Spanish.

http://brj.asu.edu/v2323/articles/art2.html

The focus is not to “fix” the The focus is not to “fix” the Spanish of bilingual students, Spanish of bilingual students,

but rather but rather

to teach them to teach them

additional, more formal speech additional, more formal speech styles. styles.

By far the most mentioned By far the most mentioned uses for written Spanishuses for written Spanish

translationtranslation

Martínez, G. A. (2007). Writing back and forth: The interplay of form and situation in heritage language composition. Language Teaching Research, 11(1), 31-41. c

Interviewees reported performing translation for Interviewees reported performing translation for friends and family members, the informant would friends and family members, the informant would read a form or letter written in English, and then give read a form or letter written in English, and then give a verbal translation into Spanish.a verbal translation into Spanish.

Writing occasional Writing occasional correspondencecorrespondence

***Oral proficiency does not ***Oral proficiency does not indicate written aptitude.***indicate written aptitude.***

Martínez finds more evidence of Martínez finds more evidence of English influence in student narratives English influence in student narratives written for a grade written for a grade than in those produced during a free than in those produced during a free writing session.writing session.

Martínez, G. A. (2007). Writing back and forth: The interplay of form and situation in heritage language composition. Language Teaching Research, 11(1), 31-41.

How do students write in How do students write in Spanish?Spanish?

Martínez, G. A. (2007). Writing back and forth: The interplay of form and situation in heritage language composition. Language Teaching Research, 11(1), 31-41.

1. Writing in Spanish 1. Writing in Spanish

by means of translationby means of translation

Writing strategies most Writing strategies most frequently usedfrequently used

http://www.international.ucla.edu/media/files/vol7-1-R-Callahan.pdfhttp://www.international.ucla.edu/media/files/vol7-1-R-Callahan.pdf

2. Writing what they heard.

Students’ goal:Students’ goal:

to be able to think directly in to be able to think directly in Spanish without having to filter Spanish without having to filter an utterance through English. an utterance through English.

What can speakers do with What can speakers do with written Spanish once they written Spanish once they are no longer in school?are no longer in school?

Unlike English, which is not only the Unlike English, which is not only the

vehicle of instruction but also the vehicle of instruction but also the language of the workplace for most language of the workplace for most people raised in the United States, people raised in the United States, acquisition and maintenance of written acquisition and maintenance of written Spanish comes at a higher cost in that Spanish comes at a higher cost in that it requires an even more conscious it requires an even more conscious and concerted effort.and concerted effort.

BibliographyBibliographyCallahan, L (2010, Winter). Callahan, L (2010, Winter). U.S. Latinos’ Use of Written Spanish: U.S. Latinos’ Use of Written Spanish:

Realities and Aspirations. Realities and Aspirations. Heritage Language JournalHeritage Language Journal, 7(1). , 7(1). Retrieved from http://www.international.ucla.edu/media/files/vol7-1-Retrieved from http://www.international.ucla.edu/media/files/vol7-1-R-Callahan.pdfR-Callahan.pdf

Chevalier, J. F. (2004). Heritage language literacy: Theory and Chevalier, J. F. (2004). Heritage language literacy: Theory and practice. practice. Heritage Language JournalHeritage Language Journal, , 22(1). Retrieved from (1). Retrieved from http://www.heritagelanguages.org http://www.heritagelanguages.org

Fernández, E. (2008, March 1). The erosion of español. Fernández, E. (2008, March 1). The erosion of español. Miami Herald. Miami Herald. Retrieved from Retrieved from http://juantornoe.blogs.com/hispanictrending/2008/03/the-spanish-http://juantornoe.blogs.com/hispanictrending/2008/03/the-spanish-spo.html Rpt.from Miami Herald. spo.html Rpt.from Miami Herald.

Fox-Alston, J. (2007, August 15). Staffing issues at Spanish-language Fox-Alston, J. (2007, August 15). Staffing issues at Spanish-language publications. publications. Newspaper Association of America. Newspaper Association of America. Retrieved from Retrieved from http://www.naa.org/Resources/Articles/Diversity-Fusion-Staffing-http://www.naa.org/Resources/Articles/Diversity-Fusion-Staffing-Issues-at-Spanish-Language-Publications/Diversity-Fusion-Issues-at-Spanish-Language-Publications/Diversity-Fusion-Staffing-Issues-at-Spanish-Language-Publications.aspx Staffing-Issues-at-Spanish-Language-Publications.aspx

Martínez, G. A. (2007). Writing back and forth: The interplay of form and situation in heritage language composition. Language Teaching Research, 11(1), 31-41. Retrieved from http://www.advance.uconn.edu/2008/080303/08030312.htmhttp://www.advance.uconn.edu/2008/080303/08030312.htm

McCollum, P., (1999). Learning to value English: Cultural capital in a two-way bilingual program. Bilingual Research Journal, 23, 1-20. Retrieved September 22, 2002, from http://brj.asu.edu/v2323/articles/art2.htmlPease-Alvarez, L (1993). Moving in and out of bilingualism; Investigating native language

maintenance and shift in Mexican-Descent children. Santa Cruz, CA,: National Center for Research on Cultural Diversity and Second Language Learning. Retrieved November 10, 2002, from http://www.ncela.gwu.edu/miscpubs/ncrcdsll/rr6/index.htm

Spanish for native speakers (SNS) education: The state of the field: Center for Applied Linguistics. Retrieved November 17, 2002, from http://www.cal.org/heritage/sns/sns-fieldrpt.html

Valdes, G. (2005). Bilingualism, Heritage Language Learners, and SLA Research: Opportunities Lost or Seized? Modern Language Journal, 89 (3). Retrieved April 15, 2010 from http://www.gwinnett.k12.ga.us/HopkinsES/Alfonso_Web/ESOL%20Modification%20Research/Valdes_bilingualism_Heritage_language_learners_SLA_opp.pdf

© 2010 Kathy Bellavia

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Putting the back in ola ! Nieshl 2010 Presenter Kathy Bellavia © 2010 Kathy Bellavia HH