Valdés talks about language (linguistic) characteristics of heritage language speakers. How does she define bilinguals & bilingualism? What are some benefits and possible disadvantages of using these definitions?
You are asked to read chapters 2 and 3 from the book “Heritage Languages in America: Preserving a National Resource” edited by Peyton, Ranard & McGinnis (2001). Chapter 2 is by Terrence Wiley, and Chapter 3 is by Guadalupe Valdés. Please answer all the questions!
Chapter 2
- Wiley introduces three perspectives to define Heritage Language. Rewrite what they are in your own words. Were there any perspective/definition unexpected/surprising to you? Which one was it and why was it surprising?
- Why does the “Definition” matter?
Chapter 3
- Valdés (we will read her work again this week!) talks about language (linguistic) characteristics of heritage language speakers. How does she define bilinguals & bilingualism? What are some benefits and possible disadvantages of using these definitions?
- Valdés mentions possible learning goals that various approaches/associations suggest (e.g., Figures 7 & 8). What were your goals when you took heritage/second language class? Try to find a syllabus of a language course that you took (or find a friend who is taking a language course and ask for a syllabus). Look at the learning goals of that course. How are they similar/different from the goals that Valdés mentions? How are they similar/different from the goals of your own?
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