HERITAGE LANGUAGE LEARNERS AND LANGUAGE ATTITUDE IN CLASS - AND

The linguistic composition of the population in the
United States continues to change and schools
continue to experience a significant growth in the
enrollment of heritage language learners.
Unfortunately, it is becoming increasingly evident
that the linguistic needs of these students are not
being adequately addressed.
In many situations, students only have formal
instruction in their heritage language through
enrollment in a foreign language class with students
learning that language for the first time. The
result is that world languages teachers find
themselves teaching classes that are unlike the
traditional world languages classes that they were
trained to teach. Furthermore, the methodology they
have employed successfully for years is no longer
adequate, resulting in frustrated instructors as
well as heritage language learners.
The need for this study is significant since one of
the greatest challenges identified by world language
teachers is addressing student diversity, in
particular, is meeting the needs of heritage
language learners. This study will help teachers
identify and better address the needs of heritage
language learners.

Autorentext

ROSA RAMA grew up in Spain and moved to the United States at the age of twelve. She graduated from Saint Peter's College with a degree in Business Administration and years later received a Master's degree in Urban Education from New Jersey City University. She now lives in New Jersey with her daughter Arianaand works as a teacher of Spanish.

Klappentext

The linguistic composition of the population in the United States continues to change and schools continue to experience a significant growth in the enrollment of heritage language learners. Unfortunately, it is becoming increasingly evident that the linguistic needs of these students are not being adequately addressed. In many situations, students only have formal instruction in their heritage language through enrollment in a foreign language class with students learning that language for the first time. The result is that world languages teachers find themselves teaching classes that are unlike the traditional world languages classes that they were trained to teach. Furthermore, the methodology they have employed successfully for years is no longer adequate, resulting in frustrated instructors as well as heritage language learners. The need for this study is significant since one of the greatest challenges identified by world language teachers is addressing student diversity, in particular, is meeting the needs of heritage language learners. This study will help teachers identify and better address the needs of heritage language learners.