Second Language and Heritage Learners in Mixed Classrooms

Patricia Bayona is Associate Professor of Spanish, Elementary Spanish Coordinator, and Director of the Language Resource Center in North Central College, USA. Her work focuses on serving Spanish heritage students by providing theoretical knowledge and empirical wisdom to pre-service and professional teachers. She is the author of “Saber español sí sirve” Academic Validation of Spanish as a Heritage Language (De Gruyter, 2018).Elena García-Martín is Associate Professor of Spanish and Coordinator of the Professional Spanish Minor at North Central College, USA. Her research explores issues of cultural identity and multilingualism. Some of her latest work deals with performative teaching and cultural proficiency, crucial aspects to heritage language acquisition.

This much-needed volume presents key research and practical applications for addressing the challenges and reaping the rewards of mixed classes. Written by specialists from different educational levels, language backgrounds, and geographical locations, this is a must-read for current and future language teachers.

• Contributors         Elena García-Martín: Introduction: Addressing the Cognitive, Affective and Sociolinguistic Challenges in the Mixed Language ClassroomPart 1: Language Pedagogy: Promoting Student Engagement through DifferentiationChapter 1. Patricia Bayona: Bi-Directional Scaffolding: Heritage Speakers and L2 Learners Complementing Each Other in the Mixed ClassroomChapter 2. Ruben Benatti: Advanced and Heritage Learners of Italian in Mixed Language Classrooms: Methods and Strategies to Teach Derivational MorphologyChapter 3. Paola Guerrero-Rodríguez and Avizia Long: Feedback in the Mixed Classroom: What are Students’ Preferences and Perceptions?Part 2: Sociolinguistic and Psychological Investigations: Language Identity in Mixed ClassroomsChapter 4. Marta Ramírez Martínez: Bridging Gaps in Mixed-Class Settings  Chapter 5. Evelyn Gámez and Mirna Reyna: Dismantling Raciolinguistic Ideologies: Más Allá del Aula de HerenciaChapter 6. Rosti Vana: Countering Negative Attitudes toward Heritage Students’ Spanish in Mixed L2-H2 ClassesChapter 7. Naraina de Melo Martins Kuyumjian: Intercultural Education in Early Childhood Education or How to Enhance Language Learning and Social Cohesion in a Mixed Language ClassroomPart 3: Cognitive Approaches to Language Learning: Metalinguistic Competency and Language VariationChapter 8. Justin P. White and Paul B. Mandell: Processing Instruction in Mixed Language ClassroomsChapter 9. Eftychia Damaskou: Promoting Multilingual Metalinguistic Awareness within Young Foreign Language LearnersChapter 10. Emily Bernate: Incorporating Lessons on Language Contact for Grammar Instruction in HL and L2 Mixed ClassroomsPart 4: Plurilingualism, Translanguaging and Translation: Enhancing Language Learning through Multilingualism Chapter 11. Sibhekinkosi Anna Nkomo and Erasmos Charamba: Translanguaging for Academic Success: A Strategy for Accessing Disciplinary Discourse in a Multilingual Undergraduate ClassroomChapter 12. Anna Krulatz, MaryAnn Christison and Koeun Park: Implementing the Multilingual Approach to Diversity in Education (MADE) as a Tool for Instructional Design in Mixed-Language ClassroomsChapter 13. Sandra Martini and Jacopo Torregrossa: Developing Compound Awareness by Translanguaging: The Design of Learning Activities for Multilingual ClassroomsIndex