Saturday, October 19, 2002 11:00 AM - 12:30 PM
BREAKOUT SESSIONS: Heritage Language Program Models
Breakout 1 — Pavilion 21
Training Heritage Language Speakers in Translation and Interpretation
Alexander Rainof, California State University, Long Beach [BIO]
Four language policy models emerge from a study of language policies throughout the world. This presentation describes which of these models applies best to the United States, the key role and value of heritage language speakers in our society, and a model for training heritage language speakers in translation and interpretation. The audience will participate in translation and interpretation training exercises.
Breakout 2 — Pavilion 22
Heritage Language Education: Using Our National Resources and the Theory of Multiple Intelligences
Marjorie Hall Haley, George Mason University [BIO]
This session provides an interactive forum for information on best practices and successes. The presenter focuses on the research and practices of teachers who use the theory of multiple intelligences to provide heritage language speakers with opportunities to learn and acquire knowledge in the manner in which they are most receptive, and she discusses how those practices maximize learners potential to learn successfully. Tips on collecting data, modeling strategies, and designing interactive activities for cooperative learning are highlighted. A comprehensive handout is provided.
Breakout 3 — Pavilion 23
Creating Policies to Support Heritage Language Development: The Bilingual Cities Initiative and School Reform Agendas
Laurie Olsen, California Tomorrow [BIO]
Jhumpa Bhattacharya, California Tomorrow [BIO]
In an era of powerful English-only forces, how can we put into place policies that support heritage language and bilingualism? This workshop presents policy models and a school reform agenda that is derived from national research and gives participants a set of tools and strategies being used successfully in the Bilingual Cities Initiative campaign.
Breakout 4 — Mezzanine 2
Spanish for Fluent Spanish Speakers: Programs for Academic Language Success
Melvy Jensen, George C. Marshall High School, Falls Church, Virginia [BIO]
In 1988, a task force of language teachers and administrators in the Washington, DC metropolitan area was formed out of concern that Spanish-speaking students were not experiencing success in regular Spanish language courses because the focus and methods of instruction did not address their needs. After participating in the task force, Fairfax County Public Schools implemented a Spanish for Fluent Speakers (SFS) program based on a whole language approach, with the inclusion of other learning strategies, in order to meet these students special language needs. The major emphasis in the program is reading and writing and the further development of communication skills through oral presentations of assigned projects.
Breakout 5 — Mezzanine 3
The WRITE Institute/Project ASPIRE:Heritage Speaker Literacy and Academic Language Acquisition in Secondary Schools
Silvia Dorta-Duque de Reyes, San Diego County Office of Education [BIO]
Project ASPIRE is a standards-based program that accelerates the acquisition of written and oral language skills of English language learners in secondary school through explicit, systematic direct instruction of academic language that focuses on literacy and the effective transfer of writing skills from the primary language to English. This workshop includes multimedia presentations, interactive demonstrations of instructional strategies, and handouts on this program. Five-year matched data on student achievement are shown.
Breakout 6 — Mezzanine 4
The Educators Journey: Its Significance in Developing a New Heritage Filipino Language Class
Juanita Santos Nacu, University of California, San Diego [BIO]
This session focuses on the significance of the educators background in the development of a heritage language program that meets the needs of students with different levels of comprehension. Participants have an opportunity to discuss experiences and to share their reasons for becoming heritage language educators, their successes and challenges, and feedback they have received from their students.
Breakout 7 — Mezzanine 1
Indigenous/Heritage Language Programs That Integrate the Development of Literacy Skills
Duarte Silva, Stanford University [BIO]
This session describes how the California Foreign Language Project, through its mission of "advocating for the retention and expansion of indigenous/heritage languages across all educational levels," has established numerous professional development programs for educators of indigenous/heritage languages and cultures. The presenter also discusses how these programs integrate the development of literacy skills into heritage language programs to improve the overall academic performance of heritage language speakers across the curriculum. Participants are encouraged to share their ideas, issues, and experiences.