Teaching Strategies: "What If I Don't Speak It?" Classroom Strategies to Nurture Students' Heritage Languages

Autor/inn/en	Szilagyi, Janka; Giambo, Debra; Szecsi, Tunde
Titel	Teaching Strategies: "What If I Don't Speak It?" Classroom Strategies to Nurture Students' Heritage Languages
Quelle	In: Childhood Education, 89 (2013) 2, S.117-121 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2013.774248
Schlagwörter	Bilingualism; Self Concept; Immigrants; Language Maintenance; Parent Child Relationship; Academic Achievement; Native Language; Second Language Learning; Cultural Background; Grandparents; Teacher Role; Parent Teacher Cooperation; Classroom Techniques; Mentors; Writing (Composition); Cultural Maintenance; Parent Role; Teaching Methods; Literacy Education; Web Sites; Educational Games + Suchen Sie Ihr Suchwort? Bilingualismus; Selbstkonzept; Immigrant; Immigrantin; Immigranten; Sprachpflege; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Schulleistung; Zweitsprachenerwerb; Großeltern; Lehrerrolle; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Klassenführung; Schreibübung; Parental role; Elternrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Web-Design; Educational game; Lernspiel
Abstract	Is it an asset or a burden to be bilingual? Although bilingualism is appreciated by many people worldwide, immigrant families often struggle with the maintenance of their heritage language (HL) and culture. In the United States. For example, the HL in most families is completely lost within three generations (Fishman, 1991). The loss of a child's HL negatively impacts their cultural identity development, relationships with parents and grandparents, and academic performance (Wong-Fillmore, 2000). Conversely, the maintenance of a child's HL produces many positive attributes. Although the benefits of bilingualism are acknowledged, teachers who want to promote their students' HL may wonder how they can do this when they do not speak the HL themselves. This article supports the position that teachers, regardless of their ability to speak another language, play a vital role in the maintenance of the HL through effective partnerships with families. First, the authors review literature on parents' and teachers' role in HL maintenance, and then they provide specific classroom strategies for teachers who might not speak the HL of the children in their class. (Contains 1 note.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10