Year: 2010
Type: article
Abstract: Researchers have argued that macro-approaches to heritage language (HL) teaching that take into account heritage language learners' (HLLs) global knowledge of the HL are particularly effective; such macro-approaches are often characterized as discourse-based, content-based, genre-based, task-based, or experiential (Kagan & Dillon, 2001, 2008, 2009).This paper describes a set of Mandarin HL curriculum and instructional methods that utilized the notion of macro-approaches to teach secondary students in a STARTALK summer program in 2009.The curriculum built on learners' prior strengths in speaking and listening to improve their writing and reading abilities and validated their hybrid identities as Chinese Americans.Class topics included the Chinese Exclusion Act and Chinese immigration, history and personal memories of Chinatown, intergenerational relationships, personal border-crossing experiences, and pop music in Mandarinspeaking regions.A class blog was used to further enhance HLLs' motivation and language production.Through the camp, students eventually took active ownership of their learning, dispelling the image of adolescent heritage language learners as lacking motivation to learn about their cultural roots and heritage languages, as portrayed in the literature.It is hoped that this paper will initiate more interest in developing research-based HL curricula and pedagogies.
Authors: Ming-Hsuan Wu, Tzumin Peter Chang
Institution: University of Pennsylvania
Language: English
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2337968063