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Interactional Competence in the Heritage Language during a Study Abroad Service-Learning Program: A Case Study 海外服务学习项目中传统语言的互动能力:个案研究
Heritage Language Journal Pub Date : 2022-10-11 DOI: 10.1163/15507076-12340026
C. Tocaimaza-Hatch, Dale A. Koike
{"title":"Interactional Competence in the Heritage Language during a Study Abroad Service-Learning Program: A Case Study","authors":"C. Tocaimaza-Hatch, Dale A. Koike","doi":"10.1163/15507076-12340026","DOIUrl":"https://doi.org/10.1163/15507076-12340026","url":null,"abstract":"\u0000 This case study describes the interactional competence of one U.S. Spanish heritage language learner (HLL), during a five-week study abroad program in Spain that included service-learning. Data were drawn primarily from audiotapes, reflection essays, and an exit interview. The audiotapes included “Mía’s” conversations at the service-learning site, a summer camp for young children. The three resource categories in Young’s (2019) model of Practice Theory of identity, linguistic, and interactional resources facilitated the analysis of Mía’s intercultural competence.\u0000 The qualitative analysis describes, first, Mía’s resources during discursive practices with children and peer teachers at the camp, reflecting the construction of her identity as an educator. Second, we examine possible connections between Mía’s resources and her Spanish learning history. We show that the linguistic and interactional resources observed in her interactions are congruent with her HLL background, as seen in her lexical choices and flexibility interacting with diverse interlocutors. These findings of one HLL’s linguistic activity shed light on her interactional competence in this context, thus contributing to the literature on HLL s in study abroad.","PeriodicalId":424930,"journal":{"name":"Heritage Language Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131105523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Hablar español en Estados Unidos: La sociopolítica del lenguaje, written by Jennifer Leeman and Janet M. Fuller 《在美国讲西班牙语:语言的社会政治》，詹妮弗·利曼和珍妮特·m·富勒著
Heritage Language Journal Pub Date : 2022-09-19 DOI: 10.1163/15507076-bja10003
Anna Marrero-Rivera
{"title":"Hablar español en Estados Unidos: La sociopolítica del lenguaje, written by Jennifer Leeman and Janet M. Fuller","authors":"Anna Marrero-Rivera","doi":"10.1163/15507076-bja10003","DOIUrl":"https://doi.org/10.1163/15507076-bja10003","url":null,"abstract":"","PeriodicalId":424930,"journal":{"name":"Heritage Language Journal","volume":"154 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123256454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
A Linguistic and Socio-affective Approach to Developing an Online Spanish Heritage Placement Exam 一个语言和社会情感的方法来开发一个在线西班牙语遗产安置考试
Heritage Language Journal Pub Date : 2022-09-08 DOI: 10.1163/15507076-12340025
Evelyn Durán Urrea, Beatriz Lado
{"title":"A Linguistic and Socio-affective Approach to Developing an Online Spanish Heritage Placement Exam","authors":"Evelyn Durán Urrea, Beatriz Lado","doi":"10.1163/15507076-12340025","DOIUrl":"https://doi.org/10.1163/15507076-12340025","url":null,"abstract":"\u0000 This article describes the development and validation of a placement exam designed to identify and place Spanish heritage language learners in the heritage language program at Lehman College, the City University of New York (CUNY), an urban institution located in Northeastern United States (Bronx, New York City). Building upon previous research (e.g., Fairclough et al., 2010; Potowski et al., 2012), we provide an overview of the process we followed, including selecting content, computerization of the exam, and reliability analysis. A combination of quantitative analyses and qualitative observations during the pilot phase allowed us to identify the linguistic areas that were better at discriminating among levels, and the socio-affective factors that had to be taken into account to understand learners’ needs. As we continue to improve subsequent versions of the exam, this approach will allow us to better place students while reassessing and redesigning the curriculum.","PeriodicalId":424930,"journal":{"name":"Heritage Language Journal","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114906898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Learning and Not Learning in the Heritage Language Classroom: Engaging Mexican-Origin Students, written by Kimberly Adilia Helmer 《在传统语言课堂中学习与不学习:吸引墨西哥裔学生》，作者金伯利·阿迪莉亚·赫尔默
Heritage Language Journal Pub Date : 2022-09-01 DOI: 10.1163/15507076-bja10002
A. Amezcua
{"title":"Learning and Not Learning in the Heritage Language Classroom: Engaging Mexican-Origin Students, written by Kimberly Adilia Helmer","authors":"A. Amezcua","doi":"10.1163/15507076-bja10002","DOIUrl":"https://doi.org/10.1163/15507076-bja10002","url":null,"abstract":"","PeriodicalId":424930,"journal":{"name":"Heritage Language Journal","volume":"08 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127043425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Default Grapheme and Language Transfer in the Spelling of /s/ in Spanish Heritage Language Learners 西班牙传统语言学习者中/s/拼写的默认字形和语言迁移
Heritage Language Journal Pub Date : 2022-08-30 DOI: 10.1163/15507076-12340024
Amàlia Llombart-Huesca
{"title":"Default Grapheme and Language Transfer in the Spelling of /s/ in Spanish Heritage Language Learners","authors":"Amàlia Llombart-Huesca","doi":"10.1163/15507076-12340024","DOIUrl":"https://doi.org/10.1163/15507076-12340024","url":null,"abstract":"\u0000This study investigates the spelling proficiency of Spanish heritage language learners (SHLLs) in the Spanish phoneme-grapheme correspondence that has been identified as the source of the greatest number of spelling errors: /s/ → s, c, z. Using a naturalistic corpus, this study aims to ascertain whether (1) s is SHLL’s default grapheme in the representation of /s/; (2) cognate status is a facilitative factor in spelling; and (3) previous Spanish language instruction affects individual performance in the spelling of /s/. The results show that the preference for s is mediated by difficulties with the c/z alternation and poor spelling in z words. In addition, cognate status was shown to have a facilitative effect in the three relevant graphemes. Finally, the results indicate that one or more years of previous language instruction in secondary school make a statistically significant difference, but that additional Spanish instruction beyond two years did not bring corresponding gains. The results of this study contribute to the scarce literature in Spanish spelling in this population and have pedagogical implications for orthographic patterns that merit particular instructional focus, as well as for strategies that take full advantage of cognates (including semi-cognates and false cognates) in spelling instruction.","PeriodicalId":424930,"journal":{"name":"Heritage Language Journal","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116919185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Chinese Immigrant Parents’ Attitudes, Expectations and Practices regarding Their Children’s Chinese Language Maintenance 中国移民父母对子女中文学习的态度、期望与实践
Heritage Language Journal Pub Date : 2022-08-30 DOI: 10.1163/15507076-12340023
Chunxuan Shen, Wenying Jiang
{"title":"Chinese Immigrant Parents’ Attitudes, Expectations and Practices regarding Their Children’s Chinese Language Maintenance","authors":"Chunxuan Shen, Wenying Jiang","doi":"10.1163/15507076-12340023","DOIUrl":"https://doi.org/10.1163/15507076-12340023","url":null,"abstract":"\u0000This study investigates the attitudes, expectations and reported practices of Chinese immigrant parents with respect to their children’s Chinese language maintenance in Brisbane, Australia. Data were collected by semi-structured interviews with 30 parents. The study found that these parents unanimously agreed on the benefits of maintaining the Chinese language for their children. However, their positive attitudes were neither fully reflected in their expectations nor enacted in their practices. Parental expectations of their children’s Chinese proficiency were not very high, with only four parents hoping that their children would acquire both oracy and literacy in Chinese. Home practices of cultivating Chinese literacy were largely lacking. Our findings suggest that future improvement of Chinese LOTE programs in Australian schools would induce Chinese parents to make more effort in promoting heritage language practices among their children, particularly literacy-related language practices at home.","PeriodicalId":424930,"journal":{"name":"Heritage Language Journal","volume":"196 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121740991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Syntactic Optionality in Heritage Language Use: Clause Type Preferences of German Heritage Speakers in a Majority English Context 传统语言使用中的句法选择性:德语传统使用者在多数英语语境中的子句类型偏好
Heritage Language Journal Pub Date : 2022-07-13 DOI: 10.1163/15507076-12340022
T. Pashkova, Wintai Tsehaye, S. Allen, R. Tracy
{"title":"Syntactic Optionality in Heritage Language Use: Clause Type Preferences of German Heritage Speakers in a Majority English Context","authors":"T. Pashkova, Wintai Tsehaye, S. Allen, R. Tracy","doi":"10.1163/15507076-12340022","DOIUrl":"https://doi.org/10.1163/15507076-12340022","url":null,"abstract":"\u0000This study focuses on the syntactic and pragmatic resources heritage speakers (HS s) use to structure their discourse according to register. Drawing on a corpus of narratives produced by German HS s living in the United States, as well as by monolingually-raised speakers (MS s) of English and German, we investigated HS s’ syntactic resources by analyzing how they approached clause type optionality across registers. Concerning overall clause type frequencies, HS s performed similarly to MS s in their majority English, but showed differences in their heritage German compared to German MS s. This can be attributed to the majority language dominance and different complexity of clause types in the heritage language. However, regarding the pattern of clause types across registers, HS s’ productions are similar to those of German MS s, and across HS s’ two languages. This suggests an underlying register awareness that HS s can draw upon in their heritage language.","PeriodicalId":424930,"journal":{"name":"Heritage Language Journal","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130715968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Psycholinguistic Approaches to Production and Comprehension in Bilingual Adults and Children, edited by Leigh Fernandez, Kalliopi Katsika, Maialen Iraola Azpiroz and Shanley E. M. Allen 《双语成人和儿童的生产和理解的心理语言学方法》，由Leigh Fernandez, Kalliopi Katsika, Maialen Iraola Azpiroz和Shanley E. M. Allen编辑
Heritage Language Journal Pub Date : 2022-07-13 DOI: 10.1163/15507076-bja10001
Tania Leal
{"title":"Psycholinguistic Approaches to Production and Comprehension in Bilingual Adults and Children, edited by Leigh Fernandez, Kalliopi Katsika, Maialen Iraola Azpiroz and Shanley E. M. Allen","authors":"Tania Leal","doi":"10.1163/15507076-bja10001","DOIUrl":"https://doi.org/10.1163/15507076-bja10001","url":null,"abstract":"","PeriodicalId":424930,"journal":{"name":"Heritage Language Journal","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126659205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Refusal Strategies among Spanish-English Bilinguals: Comparing Adolescents with Hearing Loss to Adolescents with Typical Hearing 西英双语者的拒绝策略:听力损失青少年与正常听力青少年的比较
Heritage Language Journal Pub Date : 2022-02-21 DOI: 10.1163/15507076-12340021
Carolina Gutiérrez-Rivas, Stacey R. Lim, Alliete Rodriguez Alfano
{"title":"Refusal Strategies among Spanish-English Bilinguals: Comparing Adolescents with Hearing Loss to Adolescents with Typical Hearing","authors":"Carolina Gutiérrez-Rivas, Stacey R. Lim, Alliete Rodriguez Alfano","doi":"10.1163/15507076-12340021","DOIUrl":"https://doi.org/10.1163/15507076-12340021","url":null,"abstract":"\u0000This study compares the sociopragmatic competence demonstrated by adolescents with hearing loss to that of adolescents with typical hearing raised in a bilingual Spanish-English context. We examine the speech act of refusals made by sixteen subjects, 12–19 years old, from the city of Miami, Florida. Eight of them were typically hearing. The other eight were diagnosed with bilateral severe to profound prelingual hearing loss before 2 ½ years of age and used spoken language as their primary method of communication. Our main objectives were: 1) to describe the preferred politeness strategies of these individuals while performing refusals in English and in Spanish; 2) to assess the degree of (in)directness with an interlocutor depending on power and distance; and 3) to determine if some pragmatic transfer occurs from one language to the other. The pragmatic abilities of both groups appeared higher in English than in Spanish, but it cannot be concluded that adolescents with hearing loss lack pragmatic abilities in either language.","PeriodicalId":424930,"journal":{"name":"Heritage Language Journal","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132089239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Adaptive Bilingual Mind: Insights from Endangered Languages, written by Evangelia Adamou 《适应性双语思维:来自濒危语言的见解》，作者:Evangelia Adamou
Heritage Language Journal Pub Date : 2021-12-14 DOI: 10.1163/15507076-12340018
Michael T. Putnam
{"title":"The Adaptive Bilingual Mind: Insights from Endangered Languages, written by Evangelia Adamou","authors":"Michael T. Putnam","doi":"10.1163/15507076-12340018","DOIUrl":"https://doi.org/10.1163/15507076-12340018","url":null,"abstract":"","PeriodicalId":424930,"journal":{"name":"Heritage Language Journal","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133958978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
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