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4801 Massachusetts Avenue NW Washington, DC 20016-8030 United States2023 Community-Based Heritage Language Schools Conference Full Program Reflecting on the Past and Moving into the Future
Conference Presentations [PDF]
Conference Presentation Recording Playlist
Bios of plenary speakers can be found here.
Friday, October 13 – 1:00 to 6:15 p.m. Eastern time
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Conference Opening - 1:00-1:30 p.m. | |
Workshops - 1:45-2:45 p.m.
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Using Technology in Instruction
Adam Lee, PhD, Professor, Robert H. Smith School of Business, University of Maryland Teaching and learning can be art and acts of communication in many forms. Artificial intelligence (AI) has combined various technologies that enhance and improve such communications. AI models and tools are based on natural language processing and deep learning. We explore together how AI tools may be used in teaching and learning human languages in these ways: Practice Conversational Skills: Students can engage in conversational practice with AI tools to improve their speaking and listening skills. They can initiate conversations in a target language, and AI tools can respond as a native speaker, providing feedback and corrections as needed. Vocabulary Expansion: Students can ask AI tools for translations of words or phrases they are unsure about. They can also practice using new vocabulary by incorporating it into their conversations with AI tools. Grammar and Sentence Structure: Students can ask AI tools for assistance with grammar rules, sentence structure, and word order. They can ask for help with verb conjugations, adjective agreements, or word placement. Writing Practice: Students can practice their writing skills by asking AI tools to provide prompts or by requesting feedback on their written work. They can also engage in dialogue-based writing exercises, where they write conversations with AI tools. Cultural Knowledge: AI tools can provide insights into the target language's culture, customs, and traditions. Students can ask questions about cultural topics, such as greetings, holidays, or social etiquette, and AI tools can provide explanations and examples. It is important to note that while AI tools can provide valuable assistance, they are still AI language models and may not always provide perfect or contextually accurate responses. Therefore, it is crucial to combine their use with traditional language learning methods and the guidance of qualified language instructors. |
Administering a Heritage Language School: Successfully Leading a Team of Professionals and Volunteers
Angela Hasheva, MBA, Executive Director, Association of Bulgarian Schools in America (ABSA); Director, Bulgarian School of Seattle Renate Ludanyi, PhD, Founder, Board Member, German School of Connecticut; Co-Founder, President, German Language School Conference; Director, German Studies Center, Western Connecticut State University Marta McCabe, PhD, Instructor, English for International Students, Duke University Graduate School; Founder and President, Czech and Slovak School of North Carolina; Board Member, Coalition of Community-Based Heritage Language Schools Heterogeneity is one of the hallmarks of community-based heritage language (CBHL) schools. Choosing a CBHL school for children often involves finding not only a place for language instruction but also a place where students mix with others, of the same linguistic and cultural background, and spend time in an organized and productive environment. Strong school administration is one of the key aspects that make a school successful. Independent of the established governance of mainstream education, CBHL schools must create their own ways of managing. One aspect of school governance is finding and working with volunteers. This workshop describes the structure of HL school administration and discusses the pros and cons of working with paid professionals and volunteers as part of the school team. Participants will be invited to share their experiences and ask questions that pertain to their specific situations. |
Workshops – 3:15-4:15 p.m. | |
Early Childhood Education and Language Learning
Sigrid Belluz, Vice President, German Heritage Language Schools in the United States; Principal, German School of Charlotte, NC Antonella Cortese, PhD, Director/Teacher , Comitato Promotore della Lingua Italiana-Scuola Italiana and Past President, International and Heritage Languages Association, Edmonton, Alberta Canada With the rise in appreciation of heritage language learning in North America, research addressing heritage language learning is becoming more visible, particularly in early childhood educational settings (Escudero, et. al., 2020; Li, 2012). This workshop employs this research as a “jumping off” point and will focus on the facets for creating a successful heritage language learning environment for young children that includes the role of parents, the importance of the “how” of employing HL teaching materials, and above all, keeping students (and their families) engaged in the lifelong learning of heritage languages. References Escudero, P., Diaz Jones, C., Hajek, J., Wigglesworth, G., & Smit, A.E.. (2020). Probability of heritage language use at a supportive early childhood setting in Australia. Frontiers in Education, The Home Language Goes to School: Heritage Language Classroom Learning Environments, Volume 5. Li, L. (2012). How do immigrant parents support preschoolers’ bilingual heritage language development in a role play context? Australian Journal of Early Childhood, 37(1), 142-151. |
Engaging Teachers of Community-based Schools in Professional Development and Growth Opportunities Masako Douglas, PhD, Professor Emerita, California State University Long Beach Eva Prionas, PhD, Lecturer, Stanford University (Ret); American Association of Teachers of Modern Greek, Founder and President; Coalition of Community-Based Heritage Language Community-based heritage language schools rely on teachers who serve diaspora communities and are dedicated to maintaining and preserving language and cultural heritage. They usually work on a part-time basis, or they volunteer as needed. Professional development programs that offer guidance and support to teachers and their schools, although much needed, are rarely accessible due to limited resources. Professional development initiatives, as ongoing mechanisms built into community-based school programs, can enhance teacher motivation and retention, provide personal and professional growth, and inform and update best educational practices that result in improved student learning outcomes. In this workshop, the presenters discuss how community-based schools can include an ongoing professional development component in their programs to engage teachers in self-reflection and professional growth, and how they can assess the impact and implications of this professional development. Examples include professional development initiatives of Japanese and Modern Greek language programs, for novice teachers and experienced teachers respectively. Participants will engage in a process of reflecting on their own teaching practices. |
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Saturday, October 14 – 10:00 a.m.–5:45 p.m. Eastern time | |
Opening and Review of the Day – 10:00-10:15 a.m. | |
This presentation provides an overview of the Seal of Biliteracy and its implementation across the United States. Awarded to individuals proficient in two or more languages, the Seal of Biliteracy serves as an indicator of an individual’s bilingualism and biliteracy. As one of the first language education policies to promote the learning of languages other than English in the United States, the Seal has the potential to bolster multilingualism across the country. In this talk, I describe how some community-based heritage language schools have begun to leverage the Seal of Biliteracy initiative to motivate their students to continue studying their heritage language. I describe how these schools design courses aligned to proficiency guidelines, manage the Seal of Biliteracy assessment process, and, in some cases, provide college scholarships to recipients. I conclude with the voices of students, sharing their perspectives on what the Seal of Biliteracy means to them. |
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Workshops – 11:15 a.m.-12:15 p.m. | |
Building Extensive Reading Practices in the Classroom
Jim Anderson, PhD, Visiting Research Fellow, Goldsmiths, University of London; Co-Director of Critical Connections: Multilingual Digital Storytelling Project; Member, Home Heritage Language Group in the UK; Association for Language Learning Paul S. Frank, PhD, Bloom Program Director, SIL International, Explore Bloom > > > (google.com) Renata Emilsson Peskova, PhD, Assistant Professor, University of Iceland; President, Móðurmál, the Association on Bilingualism, Iceland Huy Phung, Lecturer of Vietnamese, Heritage Language Program, Department of Linguistics, University of California, San Diego Extensive reading is critical for developing literacies, rich vocabularies, and multifaceted understandings of the world. Pleasure reading and reading for academic purposes are often practiced in community-based heritage language (CBHL) schools. To reach high levels of reading competencies, students need to be engaged in intensive and extensive reading throughout their school years, from a very young age through university. This workshop covers topics such as making reading meaningful and connected to students´ lives; making connections through bi-/multilingual digital storytelling; developing the practices of Read aloud, Read together, and Read more; engaging students in pleasure reading; accessing free online books in over 600 languages, and ways to use them in CBHL schools; incorporating literature into CBHL program curricula; building libraries; and using existing multilingual digital libraries.
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Empowerment Through Collaboration: Motivating and Supporting HL Teachers
Melissa Bowles, PhD, Director, National Heritage Language Resource Center (NHLRC), UCLA, California Meagan Driver, PhD, Assistant Professor, Department of Romance and Classical Studies, Second Language Studies PhD program, Michigan State University, Lansing, Michigan Sara Roca-Ramirez, Student, Spanish Linguistics; Assistant Director, Spanish Language Program, Department of Spanish and Portuguese, Georgetown University, Washington, DC In this workshop, we begin by engaging with participants to explore some of the challenges related to motivation and support that community-based school teachers face, in order to identify general and language-specific barriers to heritage language education. Through a series of self-reflection activities on personal and pedagogical experiences, we aim to empower teachers to discover their own strengths and agency in building and maintaining engagement and motivation as educators within community-based school contexts. Among the topics discussed are (1) methods for promoting a HL teacher pipeline, particularly for those who themselves identify as HL speakers; (2) reflections on how teachers can use their lived experiences to positively shape the classroom and affect student, teacher, and community wellbeing; and (3) group-led suggestions for teachers on how to foster collaboration with HLLs to identify classroom goals and challenges. We will also discuss two NHLRC initiatives that aim to make the important work in community-based schools more visible. The first is our recently launched nationwide survey of heritage learners, which seeks to understand the extent to which a series of factors, including community school enrollment, are significant predictors of 1) HL maintenance and 2) increased proficiency in the four skills. This will be the largest collection of data on community-based school outcomes to date. The second is an initiative to pair community-based school teachers with HL researchers to work collaboratively to design classroom-based studies that document the impact that instruction has on students’ motivation, affect, and language abilities. Such collaborations will lead to increased knowledge about teaching and learning in community-based schools and contribute to a greater understanding of the methods that are most effective for HL learners in this context. We will show an example of a research project conducted in a Turkish community school in Chicago to showcase and demystify the research process. By working together, teachers and researchers can collaboratively maximize learning opportunities for HL learners in community-based schools without adding undue burden to the demanding job. |
Lunch – 12:15-1:15 p.m. | |
Workshops – 1:15-2:15 p.m. | |
Features of High-Quality Instruction An Chung Cheng, PhD, Chair and Professor of the Department of World Languages and Cultures, the University of Toledo Susana Benites, ISLA Program Director of Educational Programs, ISLA Board of Directors Education Committee; and Aerin Benavides, ISLA Board of Directors Education Committee; Adjunct Assistant Research Professor, School of Education, University of North Carolina
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Creating Outreach Materials to Raise Awareness Gisi Cannizzaro, PhD, Managing Director, HLE Network, Netherlands Amanda Seewald, Executive Director, JNCL/NCLIS Targeted and engaging outreach is crucial for running a successful HL school. In addition to helping you build a clear image of your school to facilitate finding new students and teachers, the resources you create for outreach can serve as advocacy tools to garner support by attracting sponsors! This workshop explains why outreach is so important for running an HL school and describes who the primary audiences are. It also highlights an example of a successful outreach campaign and provides tools and resources you can use in the context of your own school. Participants have the opportunity to share their experiences and ask questions. |
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10th Anniversary Celebration – 4:30-4:50 p.m | |
Networking Workshops - 5:00-5:30 p.m. What Schools Are Doing to Engage Students in Learning the Language They Teach: Art and Songs
Shahid Iqbal, President, Indus Arts Council (Urdu)
Afaf Ali, Research Fellow, National Heritage Language Resource Center (NHLRC) (Arabic) Melissa Bowles, PhD, Director, National Heritage Language Resource Center (NHLRC), UCLA, California
Masako Douglas, PhD, Professor Emerita, California State University Long Beach
Rajiv Ranjan, PhD, Department of South Asian Studies, Michigan State University
What International Organizations Are Doing With Community-Based Schools
Renata Emilsson Peskova, PhD, Assistant Professor at the School of Education, University of Iceland
Gisi Cannizzaro, PhD, Managing Director, Heritage Language Education Network (HLE Network), Netherlands
Antonella Cortese, PhD, Director/Teacher, Comitato Promotore della Lingua Italiana-Scuola Italiana and Past President, International and Heritage Languages Association, Edmonton, Alberta Canada
Susana Benites, ISLA Program Director of Educational Programs, ISLA Board of Directors Education Committee; and Aerin Benavides, ISLA Board of Directors Education Committee; Adjunct Assistant Research Professor, School of Education, University of North Carolina
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Conference Closing – 5:30-5:45 p.m. | |
Reception – 5:45- 6:30 p.m. |