Strengthening la identidad in the heritage learner classroom:: Pedagogical approaches

被引：3

作者：

Duran-Cerda, Dolores ^{[1
]}

机构：

[1] Pima Community Coll, Tucson, AZ 85709 USA

来源：

HISPANIA-A JOURNAL DEVOTED TO THE TEACHING OF SPANISH AND PORTUGUESE | 2008年 / 91卷 / 01期

关键词：

ethnographic portfolio; framework of communicative modes; heritage language; heritage learner; identity; oral history; pedagogy; post-secondary; self-esteem; Spanish for Spanish speakers; standards;

D O I：

10.2307/20063622

中图分类号：

H0 [语言学];

学科分类号：

030303 ; 0501 ; 050102 ;

摘要：

By using the Framework of Communicative Modes found in the Standards for Foreign Language Learning in the 21(st) Century (ACTFL 1999), this article examines pedagogical approaches that strengthen the personal and collective identity in the post-secondary Spanish-speaker or heritage-learner classroom while offering suggestions on teacher preparation and proven successful activities and projects, thus fostering the acquisition of academic, high-level registers in Spanish. Results from student surveys, background questionnaires, oral interviews, and proficiency diagnostics are included as well as sample elements from an oral history ethnographic portfolio. These results originate from beginning and intermediate levels of Spanish heritage-learner courses offered at a community college in the Southwest.

引用

页码：42 / 51

页数：10