Teaching Heritage and Domestic Language Learners in LCTL Courses

This project draws on the power of interactive multimedia technology and case-based learning to address two significant professional development needs unique to teachers who teach both heritage and domestic language learners in post-secondary LCTL classrooms. These needs are: to understand the pedagogical challenges created by the presence of both domestic and heritage language students in their LCTL classrooms and to use this understanding to create effectual learning communities in LCTL classrooms containing both heritage and domestic language students.

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Instructional Resources for LCTL Teacher Preparation Series:
The instructional resources in this series are designed to address two significant professional development needs unique to teachers who teach both heritage and domestic language learners in post-secondary LCTL classrooms. These needs are: to understand the pedagogical challenges created by the presence of both domestic and heritage language students in their classrooms; to create effectual language learning communities in their classrooms. CALPER's Instructional Resources for LCTL Teacher Preparation Series consists of: Teaching Heritage and Domestic Language Learners Understanding Teachers of Heritage and Domestic Language Learners Understanding Heritage and Domestic Language Learners (available 2010) These instructional resources combine case-based learning with the power of multimedia technology to showcase in real time both the complexities and dynamics of working with university-level domestic and heritage language students in LCTL classrooms. Case-based learning is an instructional design that uses real-world problems or cases to stimulate reflection, discussion and analysis and ultimately to enhance the teachers’ professional knowledge and problem-solving skills. Multimedia technology captures in rich detail the real-world challenges of teaching in ways that are not possible with static print-based materials, such as methods books or sets of lessons plans, and so, brings to life what language teaching and learning looks and feels like for both teachers and learners in university-level LCTL classrooms. CALPER's Instructional Resources for LCTL Teacher Preparation Series is primarily intended for use by post-secondary language program coordinators to supplement pre-semester orientation program and/or weekly meetings with novice teaching assistants. They can also be used to supplement the curriculum of language methods courses or by individual novice language teachers who wish to improve their professional knowledge and skills.
(1) Teaching Heritage and Domestic Language Learners by Karen E. Johnson and Joan Kelly Hall, The Pennsylvania State University, University Park, PA: CALPER Publications, 2008. More information	Teaching Heritage and Domestic Language Learners: Preview
(2) Understanding Teachers of Heritage and Domestic Language Learners by Karen E. Johnson and Joan Kelly Hall, The Pennsylvania State University University Park, PA: CALPER Publications, 2009. More information	Understanding Teachers of Heritage and Domestic Language Learners: Preview

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Summer Institute in Applied Linguistics

Second Language Teacher Education
July 6-17, 2009 ..... 10:45am - 12:45pm

Grounded in recent theory and research on second-language teacher education, this seminar will explore teacher learning and professional development throughout teachers’ careers; the process of teacher socialization that occurs in classrooms, schools, and the wider professional communities where teachers work; and the creation and viability of professional development communities through pre- and in-service activities. The seminar will be organized around the following questions: (1) What are the epistemologies that have informed the knowledge base of second-language teacher education? (2) What are the theoretical perspectives that have shaped our views of teacher learning? (3) What are the institutional, social, and cultural contexts that impact teacher learning and language teaching? (4) What are current innovations and reform movements in second-language teacher education?

Instructors: Karen E. Johnson, Penn State University and Paula Golombek, University of Florida

This course can be taken for credit or non-credit. For more information please visit Penn State Outreach: 2009 Summer Institute in Applied Linguistics Website

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Summer Institute in Applied Linguistics

Classroom Interaction and Language Teaching
July 6-17, 2009 ..... 2:00pm - 4:00pm

This course will provide an introduction to the study of second- and foreign-language learning in classroom interaction that is based on a perspective of language learning as discursive practice. In this view, the source of language learning in classrooms resides not in individual learners, but in what is done in activity with them, that is, in the interactionally instantiated discursive practices constituting language classroom communities. These interactional practices are what gives fundamental shape to what individuals come to know as language and language learning. Through your participation in a variety of activities, including in-class and out-of-class readings, and in-class data sessions and discussions, it is expected that you will develop (1) an enhanced understanding of the intricate link between classroom discursive practices and language learning, (2) some practical skills in the analysis of classroom interactional data, and (3) tools to reflect on your own teaching practices and your students’ learning. If you have classroom data you would like to share in the data sessions, please e-mail Professor Hall.

Instructor: Joan Kelly Hall, Penn State University

This course can be taken for credit or non-credit. For more information please visit Penn State Outreach: 2009 Summer Institute in Applied Linguistics Website

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Project Co-Directors: Karen E. Johnson and Joan Kelly Hall, The Pennsylvania State University