Update: February 24, 2023 The new version of Termout.org is now online, so this web site is now obsolete and will soon be dismantled. |
heritage |
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Service-learning as a means of vocabulary learning for second language and heritage language learners of Spanish. Hispania, 99(4), 650-665. : Trifonas, P. P. & Aravossitas, T. (2014). Rethinking Heritage Language Education. Cambridge, UK: Cambridge University Press . : Tse, L. (1998). Ethnic identity formation and its implications for heritage language development. In S. Krashen, L. Tse & J. McQuillan (Eds.), Heritage Language Development (pp. 15-29). Culver City, CA: Language Education Associates. : Valdés, G. (2001). Heritage language students: Profiles and possibilities. In J. K. Peyton, D. A. Ranard & S. McGinnis (Eds.), Heritage Language in America Preserving a Natural Source (pp. 37-77). Washington, DC, and McHenry, IL: Center of Applied Linguistics and Delta Systems. : Villa, D. J. (2004). Heritage language speakers and upper-division language instruction: Findings from a Spanish linguistics program. In H. Byrnes & H. H. Maxim (Eds.), Advanced Foreign Language Learning: A Challenge to College Programs (pp. 88-98). Boston, MA: Heinle. : Wen, X. (2011). Chinese language learning motivation: A comparative study of heritage and non-heritage learners. Heritage Language Journal, 8(3), 333-358. : Wiley, T. G. (2001). On defining heritage languages and their speakers. In J. K. Peyton, D. A. Ranard & S. Mcginnis (Eds.), Heritage Languages in America: Preserving a National Resource (pp. 29-36). McHenry, IL: Center for Applied Linguistics . : Wiley, T. G., Peyton, J. K., Christian, D., Moore, S. C. K. & Liu, N. (Eds.). (2015). Handbook of Heritage, Community, and Native American Languages in the United States. New York, NY: Routledge . : Wong, K. F. & Xiao, Y. (2010). Diversity and difference: Identity issues of Chinese heritage language learners from dialect backgrounds. Heritage Language Journal, 7(2), 153-187. : Wu, M., Lee, K. & Lung, G. (2014). Heritage language education investment among Asian American middle schoolers: Insights from a charter school. Language and Education, 28(1), 19-33. : “a certain degree of proficiency is deemed necessary to justify the separation of second or foreign language learners from heritage learners on linguistic grounds” (^[81]Fairclough & Beaudrie, 2016: 2). |