Using HLL's as a Resource for DLL's

Listen to So-Eun describe a particular way that she relies on her heritage students to provide help to her domestic students.

T:	Available in full version only.

Reflections - How effective do you think So-Eun’s use of heritage students is in giving time to domestic students to prepare their answers? Do you feel it is appropriate to use heritage learners in this way? Please explain.

As a follow up from the previous class, So-Eun asked the student to get into pairs and practice the dialogues they had created based on a strip story.

Available in full version only.

Reflections - How effective do you think So-Eun’s use of heritage students is in giving time to domestic students to prepare their answers? Do you feel it is appropriate to use heritage learners in this way? Please explain.

Listen to So-Eun describe how she pairs her students for small group work.

T:

Well, there’s another group um do the dialogue but it’s mix like heritage student and one domestic students mix um and I think they’re great and sometimes (yakn-)whenever they’re doing work to- they’re working together heritage students a little help domestic students (.) so in that case their dialogue or their stories er a little bit better than just domestic and domestic pair. So (.) so I try to you know mix them like that but um I can feel (.) a little bit of resistance to (.) um but since you know there are two twin sisters they’re not wanna these two sisters wanna do everything together. So I just cannot sometimes I ask them to work separately (.) but (.) usually they prefer doing together all the time. So but um whenever I pair them up with um (.) um (.) um heritage students I think um that’s good experience for them too and their actually output is a little better. So that’s also really interesting and it totally depends on heritage students’ personality too. If they like to help you know that’s really you know I can use them like a resource. So ok could you go and help them.

Reflections - How effective do you think pairing domestic and heritage students for small group activities is? Do you feel, like So-Eun, that heritage students’ helpfulness depends on their personalities? What other components do you feel are necessary for effective small group work?

Two students perform their dialogue based on a strip story.

A:	yeah 냉면을 먹고 싶어 [(I) want to eat cold noodles] 아이구 지갑이 없어 [Oh, I don’t have my wallet] 지갑을 가지러 가야 돼 [(I) need to go get my wallet] 냉면을 주세요 [Give me cold noodles (ordering)]
L:	같이 앉을 수 있어요 [We can sit together]
A:	네 앉으세요 [Yes, sit]
L:	불고기 오인분 주세요 [Five servings of roast meat please]
A:	와 불고기가 아주 맛있다 [Wow, the roast meat is good]
L:	제 불고기를 먹어 [Eat my roast meat]
A:	냉면 [cold noodles]
L:	냉면이 나왔어요 [cold noodles came out]
A:	아저씨 미안합니다 [I am sorry]
L:	괜찮아요 [It’s okay]
T:	uh huh very good very good

Reflections - How effective do you think pairing domestic and heritage students for small group activities is? Do you feel, like So-Eun, that heritage students’ helpfulness depends on their personalities? What other components do you feel are necessary for effective small group work?