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33 - Issues and Practices in Community-Based Experiential Learning for Heritage Speakers in the United States

from Part IV - Heritage Language Education

Published online by Cambridge University Press:  04 November 2021

By
Paola Guerrero-Rodriguez ,
Adriana Ojeda  and
Diego Pascual y Cabo
Edited by
Silvina Montrul  and
Maria Polinsky
Silvina Montrul
Affiliation:
University of Illinois, Urbana-Champaign
Maria Polinsky
Affiliation:
University of Maryland, College Park
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Summary

A key issue in the field of heritage language education is to ascertain which instructional practices most effectively address heritage language learners’ unique linguistic and socio-affective needs. Previous research on these learners’ profiles has deepened our understanding of the diverse linguistic competencies as well as the cultural backgrounds and experiences that they bring to the classroom. Likewise, recent socioeducational and sociolinguistic scholarship has also underscored the critical roles that identity, attitudes, and motivations play in the development of the heritage language. Combining insights from both research strands, experiential learning/community-based heritage language curricula has recently emerged as an effective pedagogical model that aims to draw on heritage speakers’ knowledge and experiences for the benefit of both the local community and learners. With this in mind, the goal of this chapter is to introduce the reader to the field of community-based experiential learning as it specifically relates to heritage language instructional practices. To this end, we will (i) provide an overview of core topics and relevant research findings, as well as (ii) examine main challenges and opportunities for the field in the years to come.

Keywords

Experiential learningservice learningcommunity engagement
Type
Chapter
Information
The Cambridge Handbook of Heritage Languages and Linguistics , pp. 851 - 866
Publisher: Cambridge University Press
Print publication year: 2021

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