temout/ling

/LING

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.

Lista de candidatos sometidos a examen:
1) heritage language (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: heritage language

Is in goldstandard

1
paper corpusSignosTxtLongLines523 - : Second, language and literature departments have also worked hard to provide their student population with a meaningful and pragmatic language experience (^[38]Brown & Thompson, 2018). To this end, those individuals who identify ethnically as Hispanic are defined as heritage language learners (HLL) of Spanish, whose degree of proficiency in Spanish and cultural connection to the language differs significantly from that of second language learners (SLL) for linguistic, cognitive, cultural, and social reasons. In ^[39]Valdés’ (2000) words, a heritage language learner is an individual:

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paper corpusSignosTxtLongLines523 - : “Who is raised in a home where a non-English language is spoken, who speaks or merely understands the heritage language, and who is to some degree bilingual in English and the heritage language” (^[40]Valdés, 2000: 1 ).

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paper corpusSignosTxtLongLines524 - : Heritage language learners and Spanish for specific purposes: Bridging the gap through community service learning

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paper corpusSignosTxtLongLines524 - : “who is raised in a home where a non-English language is spoken, who speaks or merely understands the heritage language, and who is to some degree bilingual in English and the heritage language” (^[29]Valdés, 2000: 1 ).

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paper corpusSignosTxtLongLines524 - : More recently, heritage learners of all languages have been defined as “heritage speakers are bilingual native speakers of their heritage language, except that the degree of ultimate attainment in the heritage language is variable” (^[30]Montrul, 2016: 249 ). Montrul, like Valdés, focuses on the language abilities of the students as a principal component of the definition. However, ^[31]Fishman (2001) expands this definition beyond the scope of linguistic proficiency to include passive language skills as well as personal and familial connections to the culture. For Fishman, heritage languages present two main characteristics in the United States context: (1) they are those other than English, and (2) they are languages that “have a particular family relevance to the learners” (^[32]Fishman, 2001: 81). Given the increasing numbers of SHLs in the university setting, research has been forthcoming regarding how to best help these learners improve their language skills as well as how to better

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paper corpusSignosTxtLongLines524 - : Beaudrie, S. (2012). Research on university-based Spanish heritage language programs in the United States: The current state of affairs . In S. Beaudrie & M. Fairclough (Eds.), Spanish as a Heritage Language in the United States: The State of the Field (pp. 203-221). Washington, DC: Georgetown University Press. [ [116]Links ]

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paper corpusSignosTxtLongLines525 - : Beaudrie, S. M. & Fairclough, M. (2012). Introduction: Spanish as a heritage language in the United States. In S. M. Beaudrie & M. Fairclough (Eds.), Spanish as a Heritage Language in the United States: The State of the Field (pp . 1-17). Washington, DC: Georgetown University Press. [ [220]Links ]

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paper corpusSignosTxtLongLines526 - : Perhaps one of the greatest challenges facing HL speakers in the interpreting classroom is language proficiency. HL speakers are typically raised in homes in which the heritage language is the dominant language; however, these speakers do not typically demonstrate full parity between the heritage and societal languages.^[125]^4 Instead, HL speakers may be less proficient in the heritage language for two main reasons: (1 ) HL learners receive less input in the heritage language than in the societal language, and (2) many HL speakers do not receive formal schooling in the heritage language (^[126]Potowski, Jegerski & Morgan-Short, 2009). This description of language proficiency is usually referred to as ‘incomplete acquisition’ (e.g., ^[127]Montrul, 2002) or ‘bilingual acquisition’ (e.g., ^[128]Beaudrie, Ducar & Potowski, 2014), which suggests that not all the grammatical features from a monolingual system are acquired.^[129]^5

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paper corpusSignosTxtLongLines526 - : Fairclough, M. (2016b). Incorporating additional varieties to the linguistic repertoires of heritage language learners: A multidialectal model . In M. Fairclough & S. M. Beaudrie (Eds.), Innovative Strategies for Heritage Language Teaching: A Practical Guide for the Classroom (pp. 143-165). Washington, DC: Georgetown University Press . [ [206]Links ]

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paper corpusSignosTxtLongLines526 - : Hornberger, N. H. & Wang, S. C. (2008). Who are our heritage language learners? Identity and biliteracy in heritage language education in the United States. In D. M. Brinton, O. Kagan & S. Bauckus (Eds.), Heritage Language Education: A New Field Emerging (pp . 3-35). New York, NY: Routledge . [ [226]Links ]

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paper corpusSignosTxtLongLines526 - : Leeman, J. & Serafini, E. J. (2016). Sociolinguistics for heritage language educators and students. In M. Fairclough & S. M. Beaudrie (Eds.), Innovative Strategies for Heritage Language Teaching: A Practical Guide for the Classroom (pp . 56-79). Washington, DC: Georgetown University Press . [ [234]Links ]

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paper corpusSignosTxtLongLines528 - : Beaudrie, S. (2012). Research on university-based Spanish heritage language programs in the United States: The current state of affairs . In S. Beaudrie & M. Fairclough (Eds.), Spanish as a Heritage Language in the United States: The State of the Field (pp. 203-221). Washington, DC: Georgetown University Press. [ [130]Links ]

13
paper corpusSignosTxtLongLines528 - : Carreira, M. (2012). Meeting the needs of heritage language learners: Approaches, strategies, and research . In S. M. Beaudrie & M. Fairclough (Eds.), Spanish as a Heritage Language in the United States: The State of the Field (pp. 223-240). Washington, DC: Georgetown University Press . [ [136]Links ]

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paper corpusSignosTxtLongLines529 - : Despite the fact that intercultural competence development is recognized as a critical element in language learning (^[36]Chui & Dias, 2017; ^[37]Wagner, Perugini & Byram, 2017), ^[38]Kagan (2012) notes that not much attention is paid to “the intercultural side of heritage language learners’ circumstances either within or outside of the classroom” (^[39]Kagan, 2012: 72 ). Each heritage language learner enters the language classroom with unique needs and interests that must form integral components of an educator’s methodologies in order to facilitate learning. For instance, this author notes that an individual that experiences embarrassment (which constitutes the affective dimension) as a result of various factors (e.g., lack of motivation, perceived inadequate language skills, instructional practices, etc.) can impede learning or result in ‘cognitive dissonance’ (^[40]Kagan, 2012). Drawing upon learners’ previous knowledge, linguistic backgrounds, and language varieties can support diverse

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paper corpusSignosTxtLongLines529 - : Although service-learning programs may seem to easily make these connections accessible to learners, strategic development and implementation are critical pedagogical components that can affect learner attitudes and motivation in both language learning and service-learning. Moreover, these essential pedagogical aspects can also foster individual learner connections of course topics to the community and promote meaningful connections between heritage language learners and the community. Specifically, ^[41]Valdés (2014) asserts that among the many challenges educators face is constructing a pedagogy that “capitalizes on personal connections to the heritage language” (^[42]Valdés, 2014: 27 ), examining heritage language learners’ linguistic proficiencies, and integrating methods that enable learners to enhance these skills.

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paper corpusSignosTxtLongLines529 - : The following research questions were examined in order to identify heritage language learners’ perspectives on the role of service-learning programs on their development of these key areas, evaluate learners’ professional and linguistic goals in language courses, and examine overall learner grammatical and lexical performance and development in service-learning courses:

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paper corpusSignosTxtLongLines529 - : Kagan, O. (2012). Intercultural competence of heritage language learners: Motivation, identity, language attitudes, and the curriculum . In B. Dupuy & L. Waugh (Eds.), Proceedings of the Third Conference on the Development and Assessment of Intercultural Competence (pp. 72-84). Tucson, AZ: University of Arizona Center for Educational Resources in Culture, Language and Literacy. [ [66]Links ]

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paper corpusSignosTxtLongLines529 - : Valdés, G. (2014). Heritage language students: Profiles and possibilities . In T. G Wiley, J. K. Peyton, D. Christian, S. C. K. Moore & N. Liu (Eds.), Handbook of Heritage, Community, and Native American Languages in the United States: Research, Policy, and Educational Practice (pp. 27-35). New York, NY: Routledge. [ [80]Links ]

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paper corpusSignosTxtLongLines530 - : In order to further our knowledge social-service engagement impact on the multicultural and professional profiles of Spanish heritage language learners, the following research questions (RQs) were addressed:

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paper corpusSignosTxtLongLines530 - : This case study sheds some light on how multiculturalism, developed by experiences afforded by interpreting tasks, can play a determining role in the professional goals of a HLL-that aspires to be a bilingual physician in a rural area in Kansas. Additionally, this work offers some understanding of the heritage language learner’s professional formation evidenced by both: artifacts (i .e., linguistic and translation formal training) and tools (i.e., online and computerized visual resources) interlinked with an outreach endeavor: serving as interpreter at a medical presentation regarding licensing in childcare affairs. Specifically, the artifacts accounted for the development of linguistic knowledge (i.e., specialized lexicon) and professional skills (i.e., interpretation/translation techniques). These results, therefore, call for further implementation of service-learning endeavors particularly embedded in Spanish language and professional courses, especially in those classes with a

Evaluando al candidato heritage language:

1) learners: 20 (*)
4) beaudrie: 10
5) fairclough: 8
7) linguistic: 8 (*)
8) valdés: 7
9) speakers: 7 (*)
12) georgetown: 6
13) professional: 6
14) learner: 6 (*)
15) washington: 6
17) classroom: 5 (*)
19) kagan: 5
20) connections: 5

heritage language
Lengua: eng
Frec: 191
Docs: 10
Nombre propio: 9 / 191 = 4%
Coocurrencias con glosario: 5
Puntaje: 5.890 = (5 + (1+6.64385618977473) / (1+7.58496250072116)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)

heritage language

: Abbott, A. & Martínez, G. (2018). Spanish for the professions and community service learning: Applications with heritage learners. In K. Potowski (Ed.), The Routledge Handbook of Spanish as a Heritage Language (pp. 389-401). London, UK: Routledge.
: Beaudrie, S. & Ducar, C. (2005). Beginning level university heritage language programs: Creating a space for all heritage language learners. Heritage Language Journal, 3(1), 1-26.
: Beaudrie, S. (2018). Key issues in Spanish heritage language program design and administration. In K. Potowski (Ed.), The Routledge Handbook of Spanish as a Heritage Language (pp. 375-388). London, UK: Routledge .
: Beaudrie, S. M. (2011). Spanish heritage language programs: A snapshot of current programs in the southwestern United States. Foreign Language Annals, 44(2), 321-337.
: Beaudrie, S. M. (2017). The teaching and learning of spelling in the Spanish heritage language classroom: Mastering written accent marks. Hispania, 100(4), 596-611.
: Beaudrie, S. M., Ducar, C. & Potowski, K. (2014). Heritage Language Teaching: Research and Practice. Columbus, OH: McGraw-Hill Education.
: Beaudrie, S., Ducar, C. & Relaño-Pastor, M. (2009). Curricular perspectives in the heritage language context: Assessing culture and identity. Language, Curriculum and Culture, 22, 157-174.
: Burgo, C. (2017). Meeting student needs: Integrating Spanish heritage language learners into the second language classroom. Hispania, 100(5), 45-50.
: Carreira, M. & Deusen-Scholl, N. (Eds.) (2010). Special issue on identity. Heritage Language Journal, 7(2) [on line]. Retrieved from: [192]http://www.heritagelanguages.org
: Carreira, M. & Kagan, O. (2011). The results of the National Heritage Language Survey: Implications for teaching, curriculum design, and professional development. Foreign Language Annals, 44(1), 40-64.
: Carreira, M. (2004). Seeking explanatory adequacy: A dual approach to understanding the term “heritage language learner”. Heritage Language Journal, 2(1), 1-25.
: Carreira, M. (2014a). Professional opportunities for heritage language speakers. In T. G. Wiley, J. K. Peyton, D. Christian, S. C. K. Moore & N. Liu (Eds.), Handbook of Heritage, Community, and Native American Languages in the United States (pp. 66-75). New York, NY: Routledge .
: Carreira, M. (2014b). Teaching heritage language learners: A study of programme profiles, practices and needs. In A. Themistoklis & P. Trifonas (Eds.), Rethinking Heritage Language Education (pp. 20-44). Cambridge, UK: Cambridge University Press.
: Carreira, M. (2016a). Supporting heritage language learners through macro-based approaches. In M. Fairclough & S. M. Beaudrie (Eds.), Innovative Approaches in Heritage Language Pedagogy: From Research to Practice (pp. 123-142). Washington, DC: Georgetown University Press.
: Carreira, M. (2016b). A general framework and supporting strategies for teaching in mixed classes. In D. Pascual y Cabo (Ed.), Advances in Spanish as a Heritage Language (pp. 159-176). Philadelphia, PA: John Benjamins.
: Colombi, M. C. & Harrington, J. (2012). Advanced biliteracy development in Spanish as a heritage language. In S. Beaudrie & M. Fairclough (Eds.), Spanish as a Heritage Language in the United States (pp. 241-258). Washington, DC: Georgetown University Press.
: Correa, M. (2011). Advocating for critical pedagogical approaches to teaching Spanish as a heritage language: Some considerations. Foreign Language Annals, 44(2), 308-320.
: DuBord, E. & Kimball, E. (2016). Cross-language community engagement: Assessing the strengths of heritage learners. Heritage Language Journal, 13(3), 298-330.
: Fairclough, M. & Beaudrie, S. M. (2016). Innovative Strategies for Heritage Language Teaching: A Practical Guide for the Classroom. Washington, DC: Georgetown University Press .
: Fairclough, M. & Belpoliti, F. (2016). Emerging literacy in Spanish among Hispanic heritage language university students in the USA: A pilot study. International Journal of Bilingual Education and Bilingualism, 19(2), 185-201.
: Fairclough, M. (2015). Spanish as a heritage language. In M. Lacorte (Ed.), Routledge Handbook of Hispanic Applied Linguistics (pp. 134-149). New York, NY: Routledge.
: Fairclough, M. (2016a). Emerging trends with heritage language instructional practices: Advances and challenges. In D. Pascual y Cabo (Ed.), Advances in Spanish as a Heritage Language (pp. 221-235). Philadelphia, PA: John Benjamins .
: Fernández, V. M. & Osa-Melero, L. (2017). Community engagement pedagogy: A tool to empower heritage language and second language integration. Hispania, 100(5), 53-54.
: Fishman, J. (2001). 300-plus years of heritage language education in the United States. In J. Peyton, D. Ranard & S. McGinnis (Eds.), Heritage languages in America: Preserving a national resource (pp. 81-97). McHenry, IL: Center for Applied Linguistics and Delta Publishing.
: Isabelli, C. & Muse, S. (2016). Service-learning in the Latino community: The impact on Spanish heritage language students and the community. Heritage Language Journal, 13(3), 331-353.
: Kagan, O. & Dillon, K. (2008). Issues in heritage language learning in the United States. In N. Van Deusen-Scholl & N. H. Hornberger (Eds.), Encyclopedia of Language and Education (2^nd ed.) (pp. 143-156). New York, NY: Spring Science & Business Media.
: Kagan, O. E., Carreira, M. M. & Chik, C. H. (Eds.) (2017). The Routledge Handbook of Heritage Language Education: From Innovation to Program Building. New York, NY: Routledge .
: King de Ramírez, C. (2016). Creating campus communities for Latin@s through service-learning: Heritage learners’ broadcast university Spanish-Language radio. Heritage Language Journal, 13(3), 382-404.
: Leeman, J. (2012). Investigating language ideologies in Spanish as a heritage language. In M. A. Fairclough & S. M. Beaudrie (Eds.), Spanish as a Heritage Language in the United States: The State of the Field (pp. 43-59). Washington, DC: Georgetown University Press.
: Leeman, J. (2015). Heritage language education and identity in the United States. Annual Review of Applied Linguistics, 35, 100-119.
: Leeman, J. (2018). Critical language awareness and Spanish as a heritage language: Challenging the linguistic subordination of US Latinxs. In K. Potowski (Ed.), Handbook of Spanish as a Minority/Heritage Language (pp. 345-358). New York, NY: Routledge .
: Leeman, J., Rabin, L. & Román-Mendoza, E. (2011). Critical pedagogy beyond the classroom walls: Community service-learning and Spanish heritage language education. Heritage Language Journal, 8(3), 1-22.
: Llombart-Huesca, A. & Pulido, A. (2017). Who needs linguistics? Service-learning and linguistics for Spanish heritage language learners. Hispania, 100(3), 348-360.
: Lowther Pereira, K. (2015). Developing critical language awareness via service-learning for Spanish heritage speakers. Heritage Language Journal, 12(2), 159-185.
: Lynch, A. (2018). A historical view of US Latinidad and Spanish as a heritage language. In K. Potowski (Ed.), The Routledge Handbook of Spanish as a Heritage Language (pp. 17-35). London, UK: Routledge .
: MacGregor-Mendoza, P. & Moreno, G. (2016). Connecting Spanish heritage language students with the community through service-learning. Heritage Language Journal, 13(3), 405-433.
: Magaña, D. (2015). From pedagogy to communities: Issues within and beyond the Spanish heritage language classroom. Studies in Hispanic and Lusophone Linguistics, 8(2), 375-388.
: Magaña, D. (2021). Modality across genres in Spanish as a heritage language. Revista Española de Lingüística Aplicada.
: Martínez, G. & Schwartz, A. (2012). Elevating ‘low’ language for high stakes: A case for critical, community-based learning in a medical Spanish for heritage learners program. Heritage Language Journal, 9(2), 37-49.
: Martínez, G. (2003). Classroom based dialect awareness in heritage language instruction: A critical applied linguistic approach. Heritage Language Journal, 1(1), 1-14.
: Montrul, S. (2008). Second language acquisition welcomes the heritage language learner: opportunities of a new field. Second Language Research, 24, 487-506.
: Montrul, S. (2012). The grammatical competence of Spanish heritage speakers. In S. M. Beaudrie & M. Fairclough (Eds.), Spanish as a Heritage Language in the United States: The State of the Field (pp. 101-120). Washington, DC: Georgetown University Press .
: Montrul, S. (2014). Bilingualism and the heritage language speaker. In T. K. Bhatia & W. C. Ritchie (Eds.), The Handbook of Bilingualism and Multilingualism (pp. 168-189). Malden, MA: Wiley Blackwell.
: Pascual y Cabo, D. (Ed.). (2016). Advances in Spanish as a Heritage Language. Philadelphia; PA: John Benjamins.
: Pascual y Cabo, D., Prada, J. & Lowther Pereira, K. (2017). Effects of community service learning on heritage language learners’ attitudes towards their language and culture. Foreign Language Annals, 50(1), 71-83.
: Pereira, K. L. (2015). Developing critical language awareness via service-learning for Spanish heritage speakers. Heritage Language Journal, 12(2), 159-185.
: Potowski, K., Jegerski, J. & Morgan-Short, K. (2009). The effects of instruction on linguistic development in Spanish heritage language speakers. Language Learning, 59(3), 537-579.
: Tocaimaza-Hatch, C. C. & Walls, L. C. (2016). 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.
: 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.