ELAN7045

Spring 2009

ELAN 7045 Heritage Language Education in Georgia

Instructor: Viktoria Driagina-Hasko

Tuesdays 5:00 pm—7:45 pm

This graduate seminar (designed for both MA- and PhD-level students) explores the state of heritage language education in Georgia. Participants will not only engage in academic study of theory and research on heritage language learning and teaching but will also participate in community-based research and hear from speakers representing the Georgia Department of Education, refugee services, instructors of heritage language courses, school administrators, and heritage families. Participants will learn new ways to support and promote heritage language education in Georgia. This innovative service learning course is supported by a grant from the Office of the Vice President for Public Service and Outreach.

Through a combination of readings, outreach activities, and assignments, students completing this course should be able to demonstrate knowledge and critical awareness of:

> demographic stats on heritage language (HL) communities in the US and in GA;

> linguistic and extra-linguistic characteristics of HL acquisition;

> research methods for studying and analyzing HL development;

> factors that promote or inhibit retention of HL;

> major scholarly, research, community perspectives on HL education;

> efforts of various language HL groups to maintain their languages;

> various types of programs in the local communities in Georgia;

> agendas (or lack of thereof) for K-16 study of HLs in GA and the nation;

> opportunities for further research and potential university involvement in the study and promotion of HLs,

particularly through increasing access to HL careers in FL education;

> conducting case studies and survey research used to create historic-to-contemporary sketches of heritage

language communities;

> developing funding proposals to support HL education in Georgia.

Main text:

Brinton, D., Kagan, O., & Bauckus, S. (2008). Heritage Language Education: A New Field Emerging. New York: Routledge.

Additional readings will be provided via WebCT. Sample readings include:

Byrnes, H., Cummins, J., McGinnis, S., Wiley, T.G., García, O., Hornberger, N.H., Brutt-Griffler, J. & Makoni, S. (2005). Perspectives. Modern Language Journal, 89(4), pp. 582-616.

Hinton, L. & Hale, K. (Eds.) (2001). The green book of language revitalization in practice. San Diego, CA: Academic Press.

Olsen, L., et al. (Eds.) And still we speak: Stories of communities sustaining and reclaiming language and culture. Oakland, CA: California Tomorrow.

Peyton, J. K., McGinnis, S., & Ranard, D. A. (Eds.). (2001). Heritage Languages in America: Preserving a National Resource. McHenry, IL/Washington, DC: Delta Systems/Center for Applied Linguistics.

Wiley, T.G. & Guadalupe Valdés (Eds.) (2000), Special issue: Heritage language instruction in the United States: A time for renewal, Bilingual Research Journal, 24(4).

McCarty, T.L. (2002). A place to be Navajo: Rough rock and the struggle for self-determination in indigenous schooling. Mahwah, NJ: Lawrence Erlbaum.

McKay, S. L., & Wong, S.-L. C. (Eds.). (1999). New immigrants in the United States. Cambridge: Cambridge University Press.

Selected Readings from the Heritage Language Journal http://www.international.ucla.edu/lrc/hlj/volume1.asp