Selected Reading

Friday, January 26, 2007

Photo for Selected Reading

This section contains a selection of volumes, doctoral dissertations, websites, articles published traditionally or electronically, and papers presented at heritage language conventions on heritage languages and heritage language teaching. A brief list of foreign language teaching references can be found at the end of the section.

Some of the articles listed discuss very specific issues, and as such have been entered under one or two of the headings below. Others have a broader coverage; therefore, they appear under several headings. In some of these cases, a list of the topics discussed follows the title. The same approach has been used for the articles with generic titles.

All the bibliographic lists were compiled in 2005.

Sources on HL Theory and Practice

Anderson, N. (Project Ed.) (2000). The American Association of Teachers of Spanish and
Portuguese (AATSP) professional development series: Handbook for teachers K-
16:Vol 1. Spanish for native speakers. Orlando, FL: Harcourt College Publishers.
Andrews, David R. (1999). Sociocultural Perspectives on Language Change in Diaspora.
Soviet Immigrants in the United States. Amsterdam: John Benjamins.
Baker, C. (Ed.), & Hornberger, N. H. (Guest ed.). (2005). Heritage/community language
education: US and Australian perspectives (special issue). International Journal
of Bilingual education and bilingualism, 8 (2, 3).
Cho, G. (1998). Consequences of heritage language loss and maintenance and factors
that affect heritage language development: Voices from second generation
Korean American adults. Doctoral dissertation, University of Southern California.
Colombi, M. C., & Alarcón, F. X. (Eds.). (1997). La enseñanza del español a
hispanohablantes: Praxis y teoria [The teaching of Spanish to native Spanish
speakers: Practice and Theory]. Boston, MA: Houghton Mifflin.
Cummins, J. (Ed.). (1991). Heritage languages [Special issue]. The Canadian Modern
Language Review/La Revue Canadienne des langues vivantes, 47 (4).
Diamond, B. J., & Moore, M. A. (1995). Multicultural literacy: Mirroring the reality of
the classroom. White Plains, NY: Longman USA.
Durgunoðlu, A. Y., & Verhoeven, L. (Eds). (1998). Literacy development in a
multilingual context: cross-cultural perspectives. Mahwah, NJ: L. Erlbaum
Associates.
Ethnic heritage and language schools in America. (1988). Washington, D.C.: American
Folklife Center, Library of Congress.
Heritage Language Journal. http://www.heritagelanguages.org/
Heritage language research priorities conference report. UCLA, September 21-23, 2000.
http://www.cal.org/heritage/priorities.html
Heritage languages in America: Home of the alliance for the advancement of heritage
languages. http://www.cal.org/heritage/
Li, J. J. (1995). Heritage language retention in second-generation Chinese Americans.
Doctoral dissertation, University of California, Los Angeles.
Lutz, A. (2002). Bilingualism in the USA: Language outcomes and opportunities for
Latinos. Doctoral dissertation, State University of New York, Albany.
Martínez, E. A. (1993).Morpho-syntactic erosion between two generational groups of
Spanish speakers in the United States. New York: P. Lang.
Merino, B. J., Trueba, H. T., & Samaniego, F. A. (Eds). (1993). Language and culture in
learning: teaching Spanish to native speakers of Spanish. Washington, D.C.:
Falmer Press.
Morimoto, T. (1997). Japanese Americans and cultural continuity: Maintaining language
and heritage. New York: Garland Publishing.
NEH focus group report: Curriculum guidelines for heritage language classrooms at the
University of California. UCLA, February 14-15, 2003.
//www.international.ucla.edu/lrc/focus/focusgroup.htm
Peyton, J. K., Ranard, D. A., & McGinnis, S. (Eds.). (2001). Heritage languages in
America: Preserving a national resource. McHenry, IL: Delta Systems.
Roca, A., & Colombi, M. C. (Eds.). (2003). Mi lengua: Spanish as a heritage language in
from the classroom. Yonkers, NY: The American Council on the Teaching of
Foreign Languages.
Webb, J. B., & Miller, B. L. (Eds.). (2000). Teaching heritage language learners: Voices
the United States, research and practice. Washington, D.C.: Georgetown
University Press.
Wolfram, W., Adger, C., & Christian, D. (1999). Dialects in Schools and Communities.
Mahwah, NJ: Lawrence Erlbaum Associates.

Readings on Heritage Languages

Brecht, R. D., & Ingold, C. W. (2002). Tapping a national resource: heritage languages
in the United States. Washington, DC: ERIC Clearinghouse on Languages and
Linguistics.
Campbell, R. N., & Lindholm, K. J. (1990). Conservation of language resources. In B.
VanPatten & J. F. Lee (Eds.), Second language acquisition—foreign language
learning (pp. 226-239). Philadelphia: Multilingual Matters.
Carrasco, R. L., & Riegelhaupt, F. (2003). META: Continued acquisition of Spanish by
Spanish/English bilinguals in the United States. In: Roca, A., & Colombi, M. C.
(Eds.). (2003). Mi lengua: Spanish as a heritage language in the United States,
research and practice (pp. 170-97). Washington, D.C.: Georgetown University
Press.
Cho, G. (1998). Consequences of heritage language loss and maintenance and factors
that affect heritage language development: Voices from second generation
Korean American adults. Doctoral dissertation, University of Southern California.
Draper, J. B., & Hicks, J. H. (2000). Where we've been; what we've learned. In J. B.
Webb & B. L. Miller (Eds.), Teaching heritage language learners: Voices from
the classroom (pp. 15-35). Yonkers, NY: The American Council on the Teaching
of Foreign Languages.
Fishman, J. A. (2001). 300-plus years of heritage language education in the United States.
In J. K. Peyton, D. A. Ranard, & S. McGinnis (Eds.), Heritage languages in
America: Preserving a national resource (pp. 81-97). McHenry, IL: Delta
Systems.
Heritage languages in the US: indigenous, colonial, immigrant; before and after the ethnic revival;
the early 1980s; Spanish in the 1990s; other heritage languages and the American public school.
Gutiérrez, J. (1997). Teaching Spanish as a heritage language: A case for language
awareness. ADFL Bulletin 29, 33-36.
Li, J. J. (1995). Heritage language retention in second-generation Chinese Americans.
Doctoral dissertation, University of California, Los Angeles.
Morimoto, T. (1997). Japanese Americans and cultural continuity: Maintaining language
and heritage. New York: Garland Publishing.
Peyton, J. K., Ranard, D. A., & McGinnis, S. (2001). Charting a new course: Heritage
language education in the United States. In J. K. Peyton, D. A. Ranard, & S.
McGinnis (Eds.), Heritage languages in America: Preserving a national resource
(pp. 3-26). McHenry, IL: Delta Systems.
Interest in heritage languages; the Heritage Languages Initiative; defining and shaping the field;
educational issues; research and practice.
Roca, A. & Colombi, M. C., (2003). Insights from research and practice in Spanish as a
heritage language. In: Roca, A. & Colombi, M. C. (Eds.), Mi lengua: Spanish as a
heritage language in the United States, research and practice (pp. 1-21).
Washington, D.C.: Georgetown University Press.
Roca, A., & Gutiérrez, J. (2000). Sociolinguistic considerations. In N. Anderson (Project
Ed.), The American Association of Teachers of Spanish and Portuguese (AATSP)
professional development series: Handbook for teachers K-16: Vol 1. Spanish for
native speakers (pp. 21-28). Orlando, FL: Harcourt College Publishers.
Spanish in the New World; speech behavior of US Spanish speakers (dialect, prestige/stigmatized
features, diglossic community), English influence (semantic extension, borrowing, code-
switching).
Roca, A., & Gutiérrez, J. (2000). Sociolinguistic considerations. In N. Anderson (Project
Ed.), The American Association of Teachers of Spanish and Portuguese (AATSP)
professional development series: Handbook for teachers K-16: Vol 1. Spanish for
native speakers (pp. 21-28). Orlando, FL: Harcourt College Publishers.
Spanish in the New World; speech behavior of US Spanish speakers (dialect, prestige/stigmatized
features, diglossic community), English influence (semantic extension, borrowing, code-
switching).
Valdés, G. (2000a). Introduction. In N. Anderson (Project Ed.), The American
Ed.), The American Association of Teachers of Spanish and Portuguese (AATSP)
development series: Handbook for teachers K-16: Vol 1. Spanish for native
speakers (pp. 1-20). Orlando, FL: Harcourt College Publishers.
Heritage languages, language maintenance, and English-only; the AATSP and the teaching of
Spanish to heritage language learners: a brief history; the standards for foreign language teaching.
Webb, J. B., & Miller, B. L. (Eds.). (2000). Teaching heritage language learners: Voices
from the classroom. Yonkers, NY: The American Council on the Teaching of
Foreign Languages.
Language minorities in the US; language maintenance among language minority groups;
definition of a heritage language learner; achieving success with heritage language learners;
teacher and student attitudes and expectations; pedagogical considerations; implications for
teacher preparation; assessment.
Wiley, T. (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: Delta Systems.

Readings on HL Learners and Classes

Beckstead, K., & Toribio, A. J. (2003). Minority perspectives on language: Mexican and
Mexican-American adolescents' attitudes toward Spanish and English. In A. Roca
& M. C. Colombi (Eds.), Mi lengua: Spanish as a heritage language in the United
States, research and practice (pp. 154-169). Washington, D.C.: Georgetown
University Press.
Campbell, R. N., & Rosenthal, J. W. (2000). Heritage languages. In J. W. Rosenthal (Ed.),
Handbook of undergraduate second language education (pp. 165-184). Mahwah,
NJ: Lawrence Erlbaum Associates.
Characteristics of “typical” heritage and foreign language learners, and a comparison of the two;
description of existing university-level heritage language programs.
Carreira, M. M. (2003). Profiles of SNS students in the twenty-first century: Pedagogical
implications of the changing demographics and social status of U.S. Hispanics. In
A. Roca & M. C. Colombi (Eds.), Mi lengua: Spanish as a heritage language in
the United States, research and practice (pp. 51-77). Washington, D.C.:
Georgetown University Press.
Cummins, J. (1989). Heritage language teaching and the ES student: Fact and friction. In
J. H. Esling (Ed.), Multicultural education and policy: ESL in the 1990s (pp. 3-
17). Ontario, Canada: The Ontario Institute for Studies in Education.
Draper, J. B., & Hicks, J. H. (2000). Where we've been; what we've learned. In J. B.
Webb & B. L. Miller (Eds.), Teaching heritage language learners: Voices from
the classroom (pp. 15-35). Yonkers, NY: The American Council on the Teaching
of Foreign Languages.
Language minorities in the US; language maintenance among language minority groups;
definition of a heritage language learner; achieving success with heritage language learners;
teacher and student attitudes and expectations; pedagogical considerations; implications for
teacher preparation; assessment.
Draper, J. B., & Webb, J. B. (Project directors). (2000). Getting to know the heritage
language learner. In J. B. Webb & B. L. Miller (Eds.), Teaching heritage
17). language learners: Voices from the classroom (pp. 37-68). Yonkers, NY: The
17). American Council on the Teaching of Foreign Languages.
Gambhir, S. (2001). Truly less commonly taught languages and heritage language
learners in the United States. In J. K. Peyton, D. A. Ranard, & S. McGinnis (Eds.),
Heritage languages in America: Preserving a national resource (pp. 207-228).
McHenry, IL: Delta Systems.
Kagan, O. (2005). In support of a proficiency-based definition of heritage language
learners: the case of Russian. Heritage/community language education: US and
Australian perspectives (special issue). International Journal of Bilingual
education and bilingualism, 8, 213-221.
Kagan, O., & Dillon, K. (2004). Heritage speakers' potential for high-level language
proficiency. In: H. Byrne & H. Maxim (Eds.), Advanced foreign language
learning: A challenge to college programs. (pp. 99-112). Boston, MA: Heinle &
Heinle.
Polinsky, M. (2000). A composite linguistic profile of a speaker of Russian in the U.S. In
O. Kagan & B. Rifkin (with Bauckus, S.) (Eds.), The learning and teaching of
Slavic languages and cultures (pp. 437-465). Bloomington, IN: Slavica.
Valdés, G. (2001) Heritage language students: Profiles and possibilities. In J. K. Peyton,
D. A. Ranard, & S. McGinnis (Eds.), Heritage languages in America: Preserving
a national resource (pp. 37-77). McHenry, IL: Delta Systems.
Wang, S. C., & Green, N. (2001) Heritage language students in the K-12 education
system. In J. K. Peyton, D. A. Ranard, & S. McGinnis (Eds.), Heritage languages
in America: Preserving a national resource (pp. 167-196). McHenry, IL: Delta
Systems.

Readings on HL Programs

Campbell, R. N., & Rosenthal, J. W. (2000). Heritage languages. In J. W. Rosenthal (Ed.),
Handbook of undergraduate second language education (pp. 165-184). Mahwah,
NJ: Lawrence Erlbaum Associates.
Characteristics of “typical” heritage and foreign language learners, and a comparison of the two;
description of existing university-level heritage language programs.
Compton, C. J. (2001). Heritage language communities and schools: Challenges and
recommendations. In J. K. Peyton, D. A. Ranard, & S. McGinnis (Eds.), Heritage
languages in America: Preserving a national resource (pp. 145-165). McHenry,
IL: Delta Systems.
de Courcy, M. (2005). Policy challenges for bilingual and immersion education in
Australia: Literacy and language choices for users of Aboriginal languages,
Auslan, and Italian. Heritage/community language education: US and Australian
perspectives (special issue). International Journal of Bilingual education and
bilingualism, 8, 178-187.
Hernández, E. P., Takahashi-Breines, H., & Blum-Martínez, R. (2003). “Spanish in my
blood”: Children's Spanish language development in dual-language immersion
programs. In A. Roca & M. C. Colombi (Eds.), Mi lengua: Spanish as a heritage
language in the United States, research and practice (pp. 123-153). Washington,
D.C.: Georgetown University Press.
Samaniego, F., & Pino, C. (2000). Frequently asked questions about SNS programs. In N.
Anderson (Project Ed.), The American Association of Teachers of Spanish and
Portuguese (AATSP) professional development series: Handbook for teachers K-
16: Vol 1. Spanish for native speakers (pp. 29-64). Orlando, FL: Harcourt College
Publishers.
Establishing SNS courses; enrolling and motivating SNS students; developing good listeners;
developing good readers; developing good speakers; developing good writers; addressing culture;
involving the community; developing accuracy; assessing SNS students; selecting appropriate
instructional materials.
Teschner, R. (2000). Trade secrets: Advising, tracking, placing, and progressing through
the college-level Spanish-for-native-speakers sequence. In N. Anderson (Project
Ed.), The American Association of Teachers of Spanish and Portuguese (AATSP)
professional development series: Handbook for teachers K-16: Vol 1. Spanish for
native speakers (pp. 99-108). Orlando, FL: Harcourt College Publishers.
Tucker, G. R. (2005). Innovative language education programmes for heritage language
students: The special case of Puerto Ricans? Heritage/community language
education: US and Australian perspectives (special issue). International Journal
of Bilingual education and bilingualism, 8, 188-195.
Valdés, G. (1995). The teaching of minority languages as academic subjects: Pedagogical
and theoretical challenges. Modern Language Journal, 79, 299-328.

Readings on HL Curricula and Syllabi

Carrasco, R. L., & Riegelhaupt, F. (2003). META: A model for the continued acquisition
of Spanish by Spanish/English bilinguals in the United States. In A. Roca & M. C.
Colombi (Eds.), Mi lengua: Spanish as a heritage language in the United States,
research and practice (pp. 170-197). Washington, D.C.: Georgetown University
Press.
Compton, C. J. (2001). Heritage language communities and schools: Challenges and
recommendations. In J. K. Peyton, D. A. Ranard, & S. McGinnis (Eds.), Heritage
languages in America: Preserving a national resource (pp. 145-165). McHenry,
IL: Delta Systems.
Draper, J. B., & Webb, J. B. (Project directors). (2000). Statement of shared goals and
fundamental beliefs. In J. B. Webb & B. L. Miller (Eds.), Teaching heritage
language learners: Voices from the classroom (pp. 83-85). Yonkers, NY: The
American Council on the Teaching of Foreign Languages.
Giacone, M. C. (2000). Standards and the teaching of heritage languages. In J. B. Webb
& B. L. Miller (Eds.), Teaching heritage language learners: Voices from the
classroom (pp. 99-110). Yonkers, NY: The American Council on the Teaching of
Foreign Languages.
McGinnis, S. (1996). Teaching Chinese to the Chinese: The development of an
assessment and instructional model. In J. E. Liskin-Gasparro (Ed.),Patterns and
policies: The changing demographics of foreign language instruction (pp. 107-
121). Boston, MA: Heinle & Heinle.
Scalera, D. (2000). Teacher beliefs and the heritage language learner: What will you
teach your students? In J. B. Webb & B. L. Miller (Eds.), Teaching heritage
language learners: Voices from the classroom (pp. 71-82). Yonkers, NY: The
American Council on the Teaching of Foreign Languages.
Sohn, S.-O. (1995). The design of curriculum for teaching Korean as a heritage language.
Korean Language Education, 1, 19-35.
Sohn, S.-O. (1996). Issues and concerns in teaching multi-level classes: Syllabus design
for heritage and non-heritage learners. Korean Language Education, 2, 139-158.
Valdés, G. (1995). The teaching of minority languages as academic subjects: Pedagogical
and theoretical challenges. Modern Language Journal, 79, 299-328.
Valdés, G. (2000c). The teaching of heritage language: An introduction for Slavic-
teaching professionals. In O. Kagan & B. Rifkin (with Bauckus, S.) (Eds.), The
learning and teaching of Slavic languages and cultures (pp. 375-403).
Bloomington, IN: Slavica.
Instructional goals and frequently used pedagogies; a framework for planning instruction for
heritage language speakers; heritage languages and the Slavic-teaching profession.

Readings on HL Classes and Instruction

Achugar, M. (2003). Academic registers in Spanish in the U.S. In: Roca, A., & Colombi,
M. C. (Eds.). Mi lengua: Spanish as a heritage language in the United States,
research and practice. (pp. 213-234). Washington, D.C.: Georgetown University
Press.
Gutiérrez, J. R. (1990). Overcoming Anarchy in the Advanced Language Class. ADFL
Bulletin 21, 41-45.
Hancock, Z. (2002). Heritage Spanish speakers' language learning strategies.
Washington, DC: ERIC Clearinghouse on Languages and Linguistics.
Kondo-Brown, K. (Spring 2003). Heritage language instruction for post-secondary
students from immigrant backgrounds. In Heritage Language Journal, 1 (1), 1-18.
Kono, N., & McGinnis, S. (2001). Heritage languages and higher education: Challenges,
issues, and needs. In J. K. Peyton, D. A. Ranard, & S. McGinnis (Eds.), Heritage
languages in America: Preserving a national resource (pp. 197-206). McHenry,
IL: Delta Systems.
Leeman, J. (2005). Engaging critical pedagogy: Spanish for native speakers. In Foreign
Language Annals 38, 21-31.
Learning Scenarios (2000). In N. Anderson (Project Ed.), The American Association of
Teachers of Spanish and Portuguese (AATSP) professional development series:
Handbook for teachers K-16: Vol 1. Spanish for native speakers (pp. 65-84).
Orlando, FL: Harcourt College Publishers.
Lynch, A. (2003). Toward a theory of heritage language acquisition: Spanish in the
United States. In A. Roca & M. C. Colombi (Eds.), Mi lengua: Spanish as a
heritage language in the United States, research and practice (pp. 25-50).
Washington, D.C.: Georgetown University Press.
Peyton, J. K. (2001). Spanish for Spanish speakers: developing dual language
proficiency. Washington, DC: ERIC Clearinghouse on Languages and Linguistics.
Rifkin, B., & Malone, M. E. (2003, January). Attaining High Levels of Proficiency:
Challenges for Language Education in the United States. Paper presented at the
Duke University Center for Applied Linguistics, Conference on Global
Challenges and US Higher Education, Durham, N.C. Available from
http://www.duke.edu/web/cis/globalchallenges/research_papers.html
Roca, A. (1992). Spanish for U.S. Hispanic bilinguals in higher education. ERIC Digest
(Report No. EDO-FL-92-06). Washington, D.C.: Center for Applied Linguistics.
Rodríguez P. C. (1997). Teaching Spanish to native speakers: A new perspective in the
1990s. ERIC/CLL News Bulletin, 21, 4-5.
Romero, M. (2000). Instructional practice in heritage language classrooms. In J. B. Webb
& B. L. Miller (Eds.), Teaching heritage language learners: Voices from the
classroom (pp. 135-158). Yonkers, NY: The American Council on the Teaching
of Foreign Languages.
Samaniego, F., & Pino, C. (2000). Frequently asked questions about SNS programs. In N.
Anderson (Project Ed.), The American Association of Teachers of Spanish and
Portuguese (AATSP) professional development series: Handbook for teachers K-
16: Vol 1. Spanish for native speakers (pp. 29-64). Orlando, FL: Harcourt College
Publishers.
Establishing SNS courses; enrolling and motivating SNS students; developing good listeners;
developing good readers; developing good speakers; developing good writers; addressing culture;
involving the community; developing accuracy; assessing SNS students; selecting appropriate
instructional materials.
Valdés, G. (1997). The teaching of Spanish to bilingual Spanish-speaking students:
Outstanding issues and unanswered questions. In M. C. Colombi & F. X. Alacón
(Eds.), La enseñanza del español a hispanohablantes. Praxis y teoría. Boston,
MA: Houghton Mifflin.
Valdés, G. (2000a). Introduction. In N. Anderson (Project Ed.), The American
Association of Teachers of Spanish and Portuguese (AATSP) professional
development series: Handbook for teachers K-16: Vol 1. Spanish for native
speakers (pp. 1-20). Orlando, FL: Harcourt College Publishers.
Heritage languages, language maintenance, and English-only; the AATSP and the teaching of
Spanish to heritage language learners: a brief history; the standards for foreign language teaching.
Van Deusen-Scholl, N. (1998). Heritage language instruction: Issues and challenges.
AILA Newsletter, 1, 12-14.
Winke, P. (2002). Selecting materials to teach Spanish to Spanish speakers. Washington,
DC: ERIC Clearinghouse on Languages and Linguistics.

Readings on HL Assessment

Draper, J. B., & Hicks, J. H. (2000). Where we've been; what we've learned. In J. B.
Webb & B. L. Miller (Eds.), Teaching heritage language learners: Voices from
the classroom (pp. 15-35). Yonkers, NY: The American Council on the Teaching
of Foreign Languages.
Language minorities in the US; language maintenance among language minority groups;
definition of a heritage language learner; achieving success with heritage language learners;
teacher and student attitudes and expectations; pedagogical considerations; implications for
teacher preparation; assessment.
Elder, C. (2005). Evaluating the effectiveness of heritage language education: What role
for testing? Heritage/community language education: US and Australian
perspectives (special issue). International Journal of Bilingual education and
bilingualism, 8, 196-212.
McGinnis, S. (1996). Teaching Chinese to the Chinese: The development of an
assessment and instructional model. In J. E. Liskin-Gasparro (Ed.), Patterns and
policies: The changing demographics of foreign language instruction (pp. 107-
121). Boston, MA: Heinle & Heinle.
Mercado, C. I. (2000). Monitoring the progress of heritage language learners: Assessment
trends and emerging practices. In J. B. Webb & B. L. Miller (Eds.), Teaching
heritage language learners: Voices from the classroom (pp. 209-230). Yonkers,
NY: The American Council on the Teaching of Foreign Languages.
Otheguy, R., & Toro, J. (2000). Tests for Spanish-for-native-speaker classes. In N.
Anderson (Project Ed.), The American Association of Teachers of Spanish and
Portuguese (AATSP) professional development series: Handbook for teachers K-
16: Vol 1. Spanish for native speakers (pp. 91-98). Orlando, FL: Harcourt College
Publishers.
Samaniego, F., & Pino, C. (2000). Frequently asked questions about SNS programs. In N.
Anderson (Project Ed.), The American Association of Teachers of Spanish and
Portuguese (AATSP) professional development series: Handbook for teachers K-
16: Vol 1. Spanish for native speakers (pp. 29-64). Orlando, FL: Harcourt College
Publishers.
Establishing SNS courses; enrolling and motivating SNS students; developing good listeners;
developing good readers; developing good speakers; developing good writers; addressing culture;
involving the community; developing accuracy; assessing SNS students; selecting appropriate
instructional materials.

Readings on Heritage Course Content

Achugar, M. (2003). Academic registers in Spanish in the U.S. In: Roca, A., & Colombi,
M. C. (Eds.). Mi lengua: Spanish as a heritage language in the United States,
research and practice. (pp. 213-234). Washington, D.C.: Georgetown University
Press.
Andrews, D. R. (1999). Sociocultural perspectives on language change in diaspora.
Soviet Immigrants in the United States. Amsterdam: John Benjamins.
Christopher, R. (1992). The unheard: Vietnamese voices in the literature curriculum. In: J.
Trimmer & T. Warnock (Eds.), Understanding others: Cultural and cross-
cultural studies and the teaching of literature (pp. 201-212). Urbana, IL: National
Council of Teachers of English.
Diamond, B. J., & Moore, M. A. (1995). Multicultural literacy. Mirroring the reality of
the classroom. White Plains, N.Y.: Longman.
Garcia, I., & Blanco, G. (2000). Spanish for native speakers: K-12 considerations. In N.
Anderson (Project Ed.), The American Association of Teachers of Spanish and
Portuguese (AATSP) professional development series: Handbook for teachers K-
16: Vol 1. Spanish for native speakers (pp. 85-90). Orlando, FL: Harcourt College
Publishers.
He, A. W. (2005). Discipline, directives, and deletions: Discourse in Chinese heritage
classes. In: J. Frodesen & C. Holten (Eds.), The power of context in language
teaching and learning (pp. 115-128). Boston, MA: Heinle & Heinle.
Leeman, J. (2002). Critical language awareness as content based instruction for SNS.
Paper presented at the 8th Annual Conference on Teaching Spanish to Native
Speakers, Las Cruces, NM.
Macera-Aloia, Adriana L. (2000). Students share the voices of their cultures. In J. B.
Webb & B. L. Miller (Eds.), Teaching heritage language learners: Voices from
the classroom (pp. 197-201). Yonkers, NY: The American Council on the
Teaching of Foreign Languages.
Martínez, E. A. (1993). Morpho-syntactic erosion between two generational groups of
Spanish speakers in the United States. New York: P. Lang.
Martinez, G. A. (2003). Classroom based dialect awareness in heritage language
instruction: a critical applied linguistic approach. In Heritage Language Journal,
1 (1), 10 pp.
Morimoto, T. (1997). Japanese Americans and cultural continuity: Maintaining language
and heritage. New York: Garland Publishing.
Polinsky, M. (2000). A composite linguistic profile of a speaker of Russian in the U.S. In
O. Kagan & B. Rifkin (with Bauckus, S.) (Eds.), The learning and teaching of
Slavic languages and cultures (pp. 437-465). Bloomington, IN: Slavica.
Roca, A., & Gutiérrez, J. (2000). Sociolinguistic considerations. In N. Anderson (Project
Ed.), The American Association of Teachers of Spanish and Portuguese (AATSP)
professional development series: Handbook for teachers K-16: Vol 1. Spanish for
native speakers (pp. 21-28). Orlando, FL: Harcourt College Publishers.
Spanish in the New World; speech behavior of US Spanish speakers (dialect, prestige/stigmatized
features, diglossic community), English influence (semantic extension, borrowing, code-
switching).
Samaniego, F., & Pino, C. (2000). Frequently asked questions about SNS programs. In N.
Anderson (Project Ed.), The American Association of Teachers of Spanish and
Portuguese (AATSP) professional development series: Handbook for teachers K-
16: Vol 1. Spanish for native speakers (pp. 29-64). Orlando, FL: Harcourt College
Publishers.
Establishing SNS courses; enrolling and motivating SNS students; developing good listeners;
developing good readers; developing good speakers; developing good writers; addressing culture;
involving the community; developing accuracy; assessing SNS students; selecting appropriate
instructional materials.
Valdés, G. (2000a). Introduction. In N. Anderson (Project Ed.), The American
Association of Teachers of Spanish and Portuguese (AATSP) professional
development series: Handbook for teachers K-16: Vol 1. Spanish for native
speakers (pp. 1-20). Orlando, FL: Harcourt College Publishers.
Heritage languages, language maintenance, and English-only; the AATSP and the teaching of
Spanish to heritage language learners: a brief history; the standards for foreign language teaching.
Wolfram, W., Adger, C., & Christian, D. (1999). Dialects in Schools and Communities.
Mahwah, NJ: Lawrence Erlbaum Associates.
Yokoyama, O. T. (2000). Teaching heritage speakers in the college Russian language
classroom. In O. Kagan & B. Rifkin (with Bauckus, S.) (Eds.), The learning and
teaching of Slavic languages and cultures (pp. 467-475). Bloomington, IN:
Slavica.
Suggestions for teaching two types of students: 1) heritage students with grammar, and 2) heritage
students without grammar.

Readings on HL Skills

Beaudrie, S., & Ducar, C. (2005). Beginning level university heritage programs: creating
a space for all heritage language learners. In Heritage Language Journal, 3 (1), 1-
20.
Bermel, N., & Kagan, O. (2000). The maintenance of written Russian in heritage
speakers. In O. Kagan & B. Rifkin (with Bauckus, S.) (Eds.), The learning and
teaching of Slavic languages and cultures (pp. 405-436). Bloomington, IN:
Campbell, R. N., & Rosenthal, J. W. (2000). Heritage languages. In J. W. Rosenthal (Ed.),
Handbook of undergraduate second language education (pp. 165-184). Mahwah,
NJ: Lawrence Erlbaum Associates.
Characteristics of “typical” heritage and foreign language learners, and a comparison of the two;
description of existing university-level heritage language programs.
Chevalier, J. F. (2004). Heritage language literacy: Theory and practice. In Heritage
Language Journal, 2 (1), 1-15.
Durgunoðlu, A. Y., & Verhoeven, L. (Eds). (1998). Literacy development in a
multilingual context: cross-cultural perspectives. Mahwah, NJ: L. Erlbaum
Associates.
Kagan, O., & Dillon, K. (2004). Heritage speakers' potential for high-level language
proficiency. In: Byrnes, H., & Maxim, H. H. (2004). AAUSC issues in language
program direction. Advanced Foreign language learning: A challenge to college
programs. Boston, MA: Heinle & Heinle.
Matsunaga, S. (Spring 2003). Instructional needs of college-level learners of Japanese as
a heritage language: performance-based analyses. In Heritage Language Journal,
1 (1), 1-13.
Samaniego, F., & Pino, C. (2000). Frequently asked questions about SNS programs. In N.
Anderson (Project Ed.), The American Association of Teachers of Spanish and
Portuguese (AATSP) professional development series: Handbook for teachers K-
16: Vol 1. Spanish for native speakers (pp. 29-64). Orlando, FL: Harcourt College
Publishers.
Establishing SNS courses; enrolling and motivating SNS students; developing good listeners;
developing good readers; developing good speakers; developing good writers; addressing culture;
involving the community; developing accuracy; assessing SNS students; selecting appropriate
instructional materials.
Schwartz, A. M. (2003). ¡No me suena!: Heritage Spanish speakers' writing strategies. In
A. Roca & M. C. Colombi (Eds.), Mi lengua: Spanish as a heritage language in
the United States, research and practice (pp. 235-256). Washington, D.C.:
Georgetown University Press.
Valdés, G. (1992a). Bilingual minorities and language issues in writing. Written
Communication, 9, 85-136.

Readings on HL Teacher Development

Draper, J. B., & Hicks, J. H. (2000). Where we've been; what we've learned. In J. B.
Webb & B. L. Miller (Eds.), Teaching heritage language learners: Voices from
the classroom (pp. 15-35). Yonkers, NY: The American Council on the Teaching
of Foreign Languages.
Language minorities in the US; language maintenance among language minority groups;
definition of a heritage language learner; achieving success with heritage language learners;
teacher and student attitudes and expectations; pedagogical considerations; implications for
teacher preparation; assessment.
McCallister, C. (2000). The new essence of “teacher stuff”: An orientation to language
arts instruction. In J. B. Webb & B. L. Miller (Eds.), Teaching heritage language
learners: Voices from the classroom (pp. 111-125). Yonkers, NY: The American
Council on the Teaching of Foreign Languages.
Potowski, K. (2000). Educating university foreign language teachers to work with
heritage Spanish speakers. Carla Working Papers.
http://carla.acad.umn.edu/ workingpaper pdfs/potowskipaper.pdf
Potowski, K. (2002). Experiences of Spanish heritage speakers in university foreign
language courses and implications for teacher training. ADFL Bulletin 33, 35-42.
Potowski, K., & Carreira, M. (2004). Teacher development and national standards for
Spanish as a heritage language. In: Foreign Language Annals 37, 427-37.
Schwartz, A. M. (2001). Preparing teachers to work with heritage language learners. In J.
K. Peyton, D. A. Ranard, & S. McGinnis (Eds.), Heritage languages in America:
Preserving a national resource (pp. 229-252). McHenry, IL: Delta Systems.
Sylvan, C. E. (2000). Teachers' belief systems in exemplary heritage language classes. In
J. B. Webb & B. L. Miller (Eds.), Teaching heritage language learners: Voices
from the classroom (pp. 159-168). Yonkers, NY: The American Council on the
Teaching of Foreign Languages.
Valdés, G. (1992b). The role of the foreign language teaching profession in maintaining
non-English languages in the United States. In H. Byrnes (Ed.), Languages for a
multicultural world in transition (pp. 29-71). Skokie, IL: National Textbook.
Valdés, G. (2000b). The ACTFL-Hunter College FIPSE Project and its contributions to
the profession. In J. B. Webb & B. L. Miller (Eds.), Teaching heritage language
learners: Voices from the classroom (pp. 235-251). Yonkers, NY: The American
Council on the Teaching of Foreign Languages.

Foreign Language Teaching (FLT) References

Bell, J. (1991). Teaching multilevel classes in ESL. Carlsbad, CA: Dominie Press.
Brown, H. Douglas. (2001). Teaching by principles. An interactive approach to language
pedagogy. Second edition. White Plains, NY: Longman.
Brown, James Dean. (1995). The elements of language curriculum: a systematic
approach to program development. Boston, MA: Heinle & Heinle.
Brumfit, C. J., & Carter, R. A. (Eds.). (1986). Literature and language teaching. Oxford,
UK: Oxford University Press.
Byrnes, H., & Maxim, H. H. (2004). AAUSC issues in language program direction.
Advanced Foreign language learning: A challenge to college programs. Boston,
MA: Heinle & Heinle.
Celce-Murcia, M. (Ed.). Teaching English as a second or foreign language. Third edition.
Boston, MA: Heinle & Heinle.
Ferris, D. R. (2002). Treatment of error in second language student writing. Ann Arbor,
MI: University of Michigan Press.
Grabe, W., & Stoller, F. L. (2001). Reading for academic purposes: Guidelines for the
ESL/EFL teacher. In: M. Celce-Murcia (Ed.), Teaching English as a second or
foreign language. Third edition. (pp. 319-332). Boston, MA: Heinle & Heinle.
Hess, N. (2001). Teaching large multilevel classes. Cambridge, UK: Cambridge
University Press.
Jensen, L. (2001). Planning lessons. In: M. Celce-Murcia (Ed.), Teaching English as a
second or foreign language. Third edition. (pp. 403-14). Boston, MA: Heinle &
Heinle.
Kolb, D. (1984). Experiential learning. Experience as the source of learning and
development. Englewood Cliffs, NJ: Prentice Hall.
Lazar, G. (1993). Literature and language teaching: A guide for teachers and trainers.
Cambridge, UK: Cambridge University Press.
Lund, R. J. (1990). A taxonomy for teaching second language listening. In: Foreign
Language Annals 23, II, 105-15.
McKay, S. L. (2001). Literature as content for ESL/EFL. In: M. Celce-Murcia (Ed.),
Teaching English as a second or foreign language. Third edition. (pp. 319-332).
Boston, MA: Heinle & Heinle.
Moran, P. R. (2001). Teaching Culture. Boston, MA: Heinle & Heinle.
National standards in foreign language education project. (1996). Standards for foreign
language learning: preparing for the 21st century. Lawrence, KS: Allen Press.
Omaggio Hadley, A. (2001). Teaching language in context. Third edition. Boston, MA:
Heinle & Heinle.
Slavin, R. E. (1991). Synthesis of research on cooperative learning. In: Educational
leadership, 48, pp. 71-82.
Thornbury, S. (1999). How to Teach Grammar. Harlow, UK: Longman.
Thornbury, S. (2002). How to Teach Vocabulary. Harlow, UK: Longman.
Ur, P. (1991). A course in language teaching. Practice and theory. Cambridge, UK:
Cambridge University Press.
Woodward, T. (2001). Planning lessons and courses: designing sequences of work for
the language classroom. Cambridge, UK: Cambridge University Press.

(Bibliographic list compiled by Barry Griner.
Additions in blue by Georgiana Galateanu and Myriam Gonzalez-Smith)

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