General principles in teaching heritage speakers (Kim Potowski)

Asuna no and AdWords have a memory una miss methodological developments in pitching of a Spanish as a second on foreign language they mean good studs of Arnold a simpler compared and one young

Kim Podolski apheresis Co decima be a heavy burns cocoa mazaya estrus I guess to Russia are a local error on Tony Fernandez para de entrada a la doctora

Kim Petoskey Moltres gracias / sake even being goats hi good morning who knows the españa and so I will start

the buyer in English Kim Petoskey is a professor of Hispanics linguistics in the Department of Hispanic and Italian Studies at the University of Illinois at Chicago she obtained her PhD in Spanish

linguistics in 2002 at the University of Illinois at urbana-champaign with a certificate in second language acquisition and teacher education she is a faculty affiliate in the Latin

American and Latino Studies Program the Department of curriculum and instruction and him in the social justice initiative she is the founding director of the language in context

research group and the Spanish heritage language program since 2009 she has served as executive editor of the Journal of the journal Spanish in context and she has been co-editor of

the heritage language journal dr. Podolski spell of journal boards such as the Spanish Journal of applied linguistics or the journal the Journal of language identity and education

she is the author of books such as language and identity in Dual Immersion school fundamentals Alliance adele espanol possible intensity versus Estados Unidos

or intra latino language and identity mexican spanish in addition to publishing a wide array of articles and books she's also the author of several talks including the Ted TEDx talk no

children No Child Left monolingual at the University of Illinois at Chicago doctor Petoskey has been awarded 13 grams and fellowships including a Fulbright including a full break for

work related to educational experiences of spanish-speaking youth she has been part of three federal grants with the Chicago schools including training best

practices in teaching Spanish to heritage speakers she's interested in the promotion of mono minority languages and multilingualism but particularly via elementary schooling her for her work

focuses on Spanish in the United States including factors that influence intergenerational language transmission connections between language and identity and heritage language education

some of her research topics include language development in Dual Immersion schools Mexican Puerto Rican Spanish in Chicago and the language and identity of mixed Mexican individuals teaching

heritage languages particular Spanish in the u.s. Spanish use in Chicago

the u.s. Spanish use in Chicago Quintanilla celebrations the use of Spanish in commercially published greeting cards and today she will present about general principles in

teaching heritage speakers linguist linguistic and curricular considerations so we know further ado dr. Kim Podolski great well good morning and thanks for coming out today I would like to

officially thank hey what happened here that used to say well sorry about that but I wanted to thank you for having me out here and thank everybody for coming

here today especially because it's going to snow in Chicago tonight yes yes it won't snow that much that's my kid I always tell him we tell him that's why

we had them so that they could shovel the snow and we also have really big temperature swings in Chicago it could be like zero in the morning and 60 in the afternoon and you know what big

temperature swings create potholes so we have a pothole problem in Illinois but you don't have that bad potholes here because I went you know I grew up very

close I grew up on Long Island so very close by and something I've never done is ride a bicycle in Manhattan and I did that yesterday this was probably ill-advised because if you think about

it I'm taking a selfie and then I'm going like this so I'm riding with no hands in the rain but here I am I made it I survived and you don't have a lot

of potholes here so way to go Manhattan so I want you to quickly write down your answers to these questions how many miles did you travel to be here how long have you taught Spanish as a heritage language and what is one concrete question you

hope will get answered today real quick 30 seconds write down your answer right now right this instant what happened to that slide there it is

look see I told you you were there that was just super weird see I was not gonna take no for an answer okay so who

travelled less than a mile to be here you less than a mile okay anybody travel more than 10 miles more than 10 miles keep your hands up if it's more than 20

keep them up keep them up more than 30

more than 40 miles 50 50 miles 60 60

miles 70 80 90 miles to be here 100 110 110 miles three people four people five

six feet 120 130 140 it is an auction because you're gonna win something 150

160 how far did you travel to be here

185 miles and up now so buddy hey what from Utah holy cow she wins from where

Chicago okay mm-hmm where else Wisconsin okay where else the two ladies over here you had your hands up what Providence

Rhode Island okay um so all of your people who traveled over a hundred miles to be here today I thought I'd give you a copy of this book is language TJ yeah PDF is that okay yeah all right I'll

send it to you PDF so come up to me afterwards and you not to show me your travel receipts or anything like that I will believe you and I'll give you the copy of the book okay so well we're gonna talk about today and do we have

till one o'clock why though is that right till 1:00 okay and then do we have a break before Heidi's talk or are you gonna mush them right through

okay okay yeah we did start a little late so I will try to do it about 11:30 or CCMS and I've wheat down po-po that's when I'll say all right vamonos a tomato

cafe so here are the topics for today who are heritage speakers what do they look like linguistically academically and effectively and what are some of the best practices in working with them I

teach a 16 week course on this using the green book that I just showed you a second ago okay 16 weeks and we're gonna do it in three hours okay so necessarily that means that there are some topics we're not gonna

really have time to delve into oh wait I forgot to answer the third question that I asked you to write down which is one thing that you hope to learn today I'll walk around later and I'll ask you what what question you wrote down there and

then finally why I think this information is important for everybody now does anybody here teach a heritage language other than Spanish so here at teach Polish heritage Greek heritage Chinese Korean okay

I wasn't sure the series title does say Spanish but because it was in English I thought maybe I'd get some folks who taught other languages so you'll see a couple of examples sprinkled throughout with other languages so here's the

canonical definition that we've all been using in the field since well they look about this proposed it the heritage speaker is someone who grows up in the US okay in a home where a non English

language is spoken so they may speak the heritage language or they may only understand it okay so they are some degree bilingual okay and I think it's important to point this out this is what we call the narrow definition why do we

say it's narrow because they must have some degree of competence here even if they're only receptive bilinguals notice we don't use the word passive there's nothing passive about understanding a

language is there but even if you're only receptive and you understand something you have you know a system in your head that allows you to do that so this makes you different from somebody

in the broader definition of heritage language the broad definition is a person who has a heritage motivation so let's say you're a fifth sixth seventh removed generation speaker of something

right you your brain looks exactly like the brain of somebody who has write monolingual with zero but it's in that language but you're from your families from that place so you have that motivations that make

sense so there are a lot of Navajo for example folks who are heritage motivated people but they have no Navajo in their head whatsoever and I want it to be clear that I'm gonna be using this more

strict I'll do it this more strict definition because I think it's important when we're talking about teaching in the classroom um and because I wasn't sure if there would be speakers of other languages I thought I would

bring in the other one Spanish is the number one non English language in the US just for fun do you know what the others are what's after spit Chinese very good what's after Chinese now this

is not New York this is national actually it's Tagalog that's what they speak in the Philippines then comes Vietnamese and he guesses what's next I'll give you a hint it's it started we

could call it a European language I

guess mm-hmm French I know where do we have a lot of French speakers New York yes you have a lot of african

francophone folks Louisiana and up in the border with Quebec we have quite a few okay next is an Asian language Korean very good next is another

European origin language this is gonna shock you nope German yeah okay next is

Arabic then comes Russian then comes Portuguese okay that's the last census

probably it always does and they don't have to redo the book so all of the non-english languages are indicated here in the darker the color the greater the proportion of speakers of non-english

languages and just for fun I thought I'd show you some stuff from Brooklyn and Queens okay we've got Spanish we've also got Chinese Russian Creole Girish cetera and then over in Manhattan you can see

your I don't have to tell you that your hurry linguistically diverse place now here we're focusing on Spanish right we know that Latinos currently form 18% of the US population some people are predicting it's going to

be a quarter it's a 1 out of 4 people in this country are gonna be Latino by 2050 is the prediction I think it's gonna happen before 2050 I think it's

gonna be around 20 39 or 40 you heard it here first okay we should start a pool we should make it online pool and see I'm gonna use the terms Latino and Hispanic interchangeably I'm very aware of the

political issues surrounding these two terms and I hope you'll just sort of forgive me we're already there we're already at one out of four when it comes to our children okay people under 18 in

this country one out of four are of Hispanic origin and if you look at urban areas there's tons of urban areas that have majority Latino schools so a third of schools where I live in Chicago

majority that's it that means 50 to 100 percent of the kids are Latino and that's the same here in New York City we've got half of Miami schools and Los Angeles Nisei there you go

it's like mehico over there now this map I'm about to show you surprises absolutely no one okay when you ask even the person who pays no attention to anything about Spanish in the US and you

ask them where a Spanish spoken in the US what are they gonna say they're gonna say the Southwest right they might say California state Florida

they might say New York right this map really doesn't surprise anybody does it was anybody surprised by this no okay the next map might actually surprise you the next map I'm going to show you the darker the color is the

greater the growth okay in the Latino population this is 1990 to 2000 okay so what we notice here is that in the areas that traditionally did not have large

populations just exploded like I read somewhere in North Carolina was like 436 percent growth so you've got these kindergarten classrooms 2500 man he can eat those who don't know any English and there's nobody in the school district

that knows any Spanish leave all that I know mañana penguin than me though that this has a lot to do with the meatpacking industry right and a lot of agricultural work okay so this is 1992

2000 now I'm going to show you 2000 2010 and again what you see is that the growth is occurring in areas now sure if there were Michael McConnell say nope well in 2000 a 400 percent growth maybe

doesn't mean all that much but what I do mean to say is that on this if you were a teacher a Spanish teacher in in some region of the country where you can just

say it's probably the case no matter where you are now you can't hide you cannot hide there's a high probability that you will have heritage Spanish

speakers in your classes in spite of the fact that you probably you must you might have run to the best second language acquisition program in the universe and had fantastic professors great methodology read everything looked

at everything right did you get anything about heritage speakers did you get any professional preparation about heritage speakers raise your hand if you did okay some days my needs si quite little

single way no okay so you weren't you I know you're with Andrew Lynch so you know it's slowly starting to happening but if you notice the majority 92 percent of the people in this room received no professional preparation I

hope to convince you today if you're not already that that has to change that app that they are extremely different things that we're working on so let's talk about why it's so different so I like to

say that heritage speakers are like apples and second language learners are like oranges okay all of our students are kind of fruity right but they're different they're different and they're different linguistically effectively and

academically linguistically how are they different if you're familiar with the work of sylvia month rule and other folks like are the psycho linguists who examine what's going on in in the brain

right of these speakers you can take in fact i've taught a 16 week course on heritage speakers Spanish grammar and again and do it in two slides okay so it's gonna be really compact but the idea is

that the path the way they get to their proficiency is totally different so you can take a heretic speaker and a second language learner and give them some kind of proficiency test all right like the daily or something and then you could

say okay they are matched in proficiency are they really are they really matched because the way they got there is different and that test only tests certain things so let's take a look at some of the ways in which they are

different which of the two groups when they're learning Spanish they almost always are going to be learning the terminology when they learn a platitude they learn que se llaman pretend Ito when they learn the souvent Evo aprenden

que se llaman souvent Evo etc which group is that that's the heretic it's very rare for a heritage speaker is a second language it's rare for a heritage

speaker to learn that stuff cuz it weird cuz where do you learn that in school right no so still it's like when I'm Limpy and Eleanor dientes I'm easy cause I don't tell them okay L party CP o

pasados l very welcome here s comedo you just don't do that although I will say my younger son for some reason he got obsessed with adverbs so any time you send an adverb like do that quickly he'd go and he would run around shouting at

her all the time which was but he has a linguist for a mother I don't know he's a weirdo but most people don't learn grammatical terminology unless they go to school and study it okay great so which of the two groups the variety of

Spanish that they're gonna learn almost always is gonna be a prestigious variety and it's gonna be a monolingual variety and I'll come back to what I mean by that in just a moment but which of the two groups do you think it is it is the

l2 this does not mean that heritage speakers never learn a prestigious modeling writing what it does mean is that heritage speakers frequently learn a stigmatized variety and/or a bilingual

variety okay great which of the two groups at least in this country when they're learning Spanish is almost always going to be exposed to reading and writing in the language again this

doesn't mean here two speakers are never exposed to reading and writing but I'm gonna show you data in a moment that suggests that it's it's quite infrequent okay finally you know what the critical period is right and we'll say that I

have it in quotes okay what's a quick definition of the critical period turned it the person and see if you can figure out a quick definition of the critical period

okay five four three two one okay yes question am i sharing these slides since you asked so nicely yes I

will share the slides with you I'll turn in your PDF and send it to whoever wants it that sounds good or why don't I give it to where's whether loopy I'll give it to while a loop a unless I buy the shares and then they can write you and then get the

slides does that work okay so you can write to her and she'll she'll give you these slides okay what is the critical pedagogy I've noticed that when I turn my head it comes out louder sorry about that um how do you understand this

concept of the critical period voluntario vickima so you know I wrote

an audio Abra víctima MFC it won't be native like I like the way you said that okay

can you learn a language at any point in your life of course you can but this idea is and the reason it's in quotes is because we can argue about is there one critical period or are there many

critical periods we know that the critical period for phonology for sounds is very very young for morphosyntax it's later for lexicon for vocabulary there

is none you can learn a new word at any point right but we basically we have evidence that yes the human brain can process language there's more and more evidence now that the brain can process

a second language the same way at any age but does it produce language the same way at any age let's imagine three

siblings who arrived from I don't know China one is 10 one is 8 and one is five who's gonna end up with a strongest most robust English system do you think

probably the five-year-old yes uh-huh right okay what about that what did I say 10 or 12 the older one 10 what is that person's English going to look like do you think

native-like okay they might have an accent okay there might be certain morphosyntactic structures that never quite converge on okay it could happen but what we find is

that the majority of cases it doesn't happen okay so I think that's a fair enough discussion of what we mean by critical period which of the two groups of learners in the United States

typically begins their study of Spanish after these critical periods are long gone that's right because heritage speakers begin learning when when

they're born or maybe before it's true there's some evidence they took I believe it was french-speaking babies and german-speaking babies and studied there crying intonation and it was different so language learning may begin

in utero we're not really sure and yes it's true here in the United States when do we typically begin studying Spanish or French or German or any other language I actually attends to be in high school

and how old are you in high school fourteen is that a good time to start learning another language no so we start really too late we do too little too late okay which of the two groups

typically is more fluent orally which of the two tends to have a larger vocabulary right I had to mix these up a little better next time I think which of the two tens have greater

sociolinguistic accuracy for example some will understand the difference between two instead mm-hmm and which of the two tends to have a more native-like pronunciation that would be the heritage

now I promised you I was in a come back to this topic right here I said that l2 students learned a prestigious and a monolingual variety okay we all know I don't care how tiny the place is okay it

could be like Puerto Rico you know Puerto Rico is thirty miles by a hundred miles and if you go to different parts of Puerto Rico they speak Spanish differently it doesn't matter how small the places they will speak the language

differently okay which of the many ways of speaking a language is gonna have the most prestige it's real simple to figure out let's say we go to Mars and we discover there's Martians okay and

because we're linguists and we're nerds and we're interested we might say okay I want to know which form of Martian which way of speaking Martian has the most prestige you know how I'm gonna do that I'm gonna hire a real estate agent it's

true my real estate they didn't want to say take me to the most exclusive neighborhood here on Mars then I'm gonna go to that exclusive neighborhood on Mars and I'm gonna listen to people and you better believe that the way they're

speaking is what's gonna be on the news it's what's gonna be in the textbooks it's what's gonna be considered correct Martian and if you don't speak that way you're gonna be told these seasons that

you speak incorrectly right that's how it works with languages all over the place so which is the prestigious variety it's the variety spoken by the people with prestige period end of story

super super simple okay and who are the people with prestige well they tend to be people from the upper class people in urban areas people with high levels of formal education and guess what these things tend to go hand-in-hand don't

they okay also the prestigious variety is gonna be that which does not show any sign of recent contact why do I say recent contact is there any language that's never been in contact ever with

any other language no simply not the case we do have some languages that have right now a long period of time in which they have not been in contact with another language so German might be a

good example okay if you've got a German variety that has not been in recent contact with another variety and then you've got one that's been in contact with Turkish for example right the

monolingual one is gonna have more prestige now I think that's really interesting because do you know a percent of people on this planet are bilingual or multilingual take a wild

guess yeah five five percent no much higher it's not 85 it's not that I what percent

of human beings seven sick what is it how many billions of people do we have seven point seven billion people how

many of them are bilingual half the answer is we don't know sorry but friend Francois Grosjean if you're familiar with his work he works on bilingualism

he puts it between 50 to 65 okay so let's let's be conservative let's say 60 60 % of human beings on this planet speak more than one language okay most

of them is not all of them are gonna engage in practices that show language contacts so why do we privilege the monolingual varieties why do we think that's speaking just one language and

this sort of pure which is a terrible word it doesn't make sense but people think that okay we think that's better than a variety that shows signs of contact with another language I think it

dates back to when we started forming nation states you know like in the 1800s all right we started making countries this is a country now and then we said one nation one language it's this one

nation one language philosophy that we came up with I think it comes from there anyway so what's the flip side of this coin the flip side of this coin is a varieties that we stigmatized if it's spoken by people who are stigmatized

period end of story if you're working class if you come from rural area if you have lower levels of formal education and there's one that I forgot to put on here

what about african-american English you can be very wealthy very very wealthy be from an urban area and have seven PhDs but if you speak African American

English people are gonna consider that stigmatized okay so what should I add to this to this box here ethno racial

ethnic at aghori right it can absolutely be a reason why a variety of language is considered less important so I brought a couple of examples here what we have in

this column is a prestigious variant so to navigate but I see B if we stay ayah and set that up raise your hand if you've heard her in any of these here valiant row hey I

seen V they which ones have you seen or heard from your students I got I guess super yeah what else Christus come is this by lastest now I'm

not talking about the vosotros here I'm talking about the - what else applicant have you ever heard fellow NIA

Malian through head through his um super old Spanish right you hear it a lot from mexicanos okay and I just put a Russian example here because I didn't know how many people you would have from other

languages so these variants here the stigmatized variants the reason why they're stigmatizes for these okay and then these examples here like Philomena which I love and a pretty God are

stigmatized because they come from a contact rights that make sense so there's different reasons why language varieties can be stigmatized there's a lot of different ways that language can vary we're only going to be

focusing on these today and I'm gonna come back to this a little later on maybe after we've had coffee and I'm gonna give you some examples of us Spanish one of the hardest jobs for a

Spanish teacher in the US who teaches heritage speakers is which varieties to say okay that's us Spanish and which varieties you say or variants which

variants you should say uh you know what instead of that you should probably use this really really tough and there's no magic guidebook out there unfortunately okay so we've gone through some of the linguistic stuff let's move into the

affective stuff parity speakers are different from second language learners effectively okay they have this family connection to the language right so when you tell us that the language learners

mostly they say ICC they say Assad they go out okay fine whatever they expect to be corrected don't they right you tell the hair of the speaker no say they said true hey they go wait a minute

me my mother said throw him in pop Ali said true hey mister man knows isn't true hey everybody says true over here you see I was different you're not so that kids supposed to go home and tell Isabella que habla mal

this is something we really have to take into consideration unfortunately many of these young people have been ridiculed for the way they speak Spanish okay

and sometimes that comes from the subordinate status of the language have you ever been I notice in New York City okay but it probably has happened here I know it's happened to me in Chicago

you're in public speaking a language other than English in our case Spanish and you get the stink eye from somebody raise your hand if that has happened to you or somebody said so look around see how many hands are up where somebody

said something to you yeah what did they say to you yeah we don't speak Spanish

here they're constructing a we okay what else what else do people say speak American that's a great one what else do

people say you're in America speak English that kind of stuff right what do you reply if it's pg-13 what do you reply to those people what do you

say what do you say what do you say or do you just not say anything don't say anything why do you think they say that

to you there did you say they're I agree with you oh sorry I

thought she said what did you say did uh ha they're jealous yeah yes they think

you're talking about them I've got nothing better to do than talk about you really like isn't that kind of a superiority complex there I don't know

uh uh I think it has to do with fear it has to do with you know we have this white fear of being taken over now all

right what else what does one language one nation yep that's right let's make America monolingual again you know what

it never was never was monolingual oh yeah so all these reasons that there's a lot of fear that white hegemonic power is going away so you got a lot and and not just whites you get it from

african-americans so you get it from a lot of different kinds of folks who don't want other languages here okay um and these students have grown up here now maybe some of you who have grown up here speaking in on English language and

you know what that feels like when we are either a white hegemonic us person like me who went abroad and learn Spanish and came back that provides me with a certain status and a certain

power that I can push back on that kind of ideologies if you were raised in Latin America or Spain speaking other language and you came here you to maybe feel empowered to push back on that ideology but when you're a

child raised here and you're minoritized like that it's no wonder that a lot of not a lot all those languages that I showed you here in the u.s. they're all

lost by the third generation all of them you will occasionally see a fourth generation person who maybe can understand something but the u.s. is a

linguistic graveyard y'all my name would just come here to die okay we are doing a terrible job and that's a separate talk loop but you can have me back and I'll give that talk about how you can promote heritage languages and elementary schools but for now what I

want us to get from this discussion is that these young folks that we're teaching in our classrooms have grown up with linguistic bullying their whole lives okay we show up you know the white

girl who went to Spain and learned Spanish or the person from Venezuela who comes here death you know we're enthusiastic we're good-natured we're good people and we're liking this but yo and vamos and they've got some baggage

okay we got to keep that in mind okay so that's one thing how the hegemonic society bullies our heritage speaker students you know else kind of bullies them and makes fun of them

their own families their own families they're pretty much back in Mexico or in dominicana right we'll tell them I bet okay failed

to our lap on Y como gringo a lesbian porch or cafe ah blast their own parents sometimes we'll tell them this so they get this message right they get the

message from hegemonic society we don't like Spanish stop speaking it and then in their own families they get the message your Spanish is terrible okay this is a lot of stuff that's going on

okay so their linguistic self-esteem and stop what else well now we as teachers we have a number of ways to approach this we can show up with the red pen and go I see no

say this I see no say they say right kick a guy when he's down right what I'm about to you know propose to you over the next couple hours here today is that I think that's a terrible way to go about it and I think there's much better

ways that we can approach our students so that they expand their repertoires okay well we'll come back to this topic later finally there's the academic piece okay we know that most of the folks who

immigrated from Latin America are not doing so because they are wealthy political refugees some of them are but most of them are coming for economic reasons okay so sometimes the parents

themselves do not have very high levels of formal education okay we know that when you read to a kid they are going to be better readers when they grow up and here is the proportion of folks who

are reading to their children and different in Spanish and in English now when I put this up here I'm not finger-wagging Latino parents okay there's probably a lot of reasons why

Latino parents are not reading to their children in Spanish or in English really quickly I want you to turn to the person next you come up with three reasons why you as a Latino immigrant parent here in

the US might not be reading to your kid in Spanish learn english real quick call up with three reasons [Applause] okay five four three two one

okay who could share one reason why a Latino parent might not read to their kids more than 3000 V Kadima I didn't they don't have to read number one right if you don't have strong literacy skills

you're not gonna be reading to your kid in any language very good okay oh thought awesome yeah they're very tired cuz they work how many hours a day right if we had a living wage don't get me

started that's a whole separate topic if we had a living wage where parents could work an eight-hour day and survive and

take care of their children of course because they don't have time right but it's also true that a lot of our immigrant families are not being paid a

living wage and they're having to work two or three jobs the people I know who are working you know more than 12 hours a day are not my white friends it's just

that's not what I'm seeing at least where I live so I think it's more common along among these families to have that problem so yes you don't have time to do

it all right what else yes that would be a reason why they would not read to them in Spanish perhaps it might not explain this but it would certainly explain that

okay yes that's right our books always free do you know where to get them you

have to have access to these materials

right other reasons right right there and not only are there certain cultures where it's more of an oral tradition

there are certain cultures where there's just not a tradition of reading it's a pretty at least in this country I think it's safe to say my friends in the College of curricula instruction tell me it's a pretty white middle class value

to sit down with your kid every night with a book and read them their story before they go to bed and when I lived in Mexico City I taught it's kind of prestigious University for a couple of years and I would go to my friends houses and there's no

books in the house not because they weren't smart their parents had college degrees and they were going to college it just wasn't something that they did they didn't read they didn't read to their kids you just didn't do that okay

its latest some of the reasons why finally poverty we know has brutal effects on the achievement of our young people okay I don't know if you can see this here it's a young fella whose it

says hunger sickness and homelessness and he's saying could someone help me with these please I'm late for my math class it's very difficult to do well in school when your teeth hurt or you are

hungry or you're in a family with domestic violence or you're homeless all these issues affect our use of color in in tremendous ways okay what percent of

Latino used in the u.s. drop out of high school do you think and what about in

New York State what do you think okay here is the data that I found this is

the dropout rate okay y'all ain't doing so good here in New York okay you're doing even worse than we are in Illinois okay

this is why some people do not use the term dropout rate do you know what some people use instead of dropout in colleges of education they use the term

push out because drop out sort of suggests that it's this oh I just choose to drop out when you have a third of your youth of color leaving school this

is a systemic problem whenever I give this talk in another country I'm mortified this is absolutely mortifying to me we are failing our youth of color in this country okay now that's super depressing there is a little bit of

variety so lucky some scholars do suggest that a high quality Spanish course right a heritage speaker course can contribute to our Latino youth graduation rates to their recruitment

and retention in college and eventually their college graduation so how many people here are high school heritage Spanish teachers raise your hands place high school and how many are university level ok some of y'all didn't raise your

hands we got to do that again how many are teaching in high school high schools university level is anybody came through K through eight Zack who

I'm missing K through eight okay lower than K preschool okay great pre-k through sixteen we need to have a pipeline where we're working with our

heritage speakers on getting them through the educational system so not only our heritage speakers really different from second language learners I hope you're convinced right the apples and the oranges are very very different

skills okay but guess what heritage speakers can be very different from each other on the count of three I want you to shout out a kind of Apple that you

are familiar with ready one two three wow that was a lot of different kinds of apples okay now what makes our students

difference you can be born in the US or you can be born abroad there's a lot of different you can arrive at a different age you can have different schooling experiences so I'm gonna show you five examples right now this is Martha okay

Martha NASA mehico gala Ossetia knows her family comes from moon ranchito rooted in Michoacan she does have some non prestige features in her Spanish the Eiger in the free space stuff like that

and where the nose instead of podamos right she did spend three years in a quote bilingual education program why do I say quote bilingual porque de bilingüe

no tiene nada laid ocasion bilingüe en este pi is transitional bilingual education the name says it all transitional the goal of tbe of bilingual education in this country is

what english socket on emulator programa and put him in all english as soon as possible what happens to his spanish afterwards nobody cares nobody cares right

his spanish escena de una Violeta i wanna toss in no habla espanol you could be normal like all the other kids and advancing in your coursework but you're in this remedial bilingual thing

hopefully we can get you out real soon that's right it's like wound upon Pittacus it has the regard boom same way okay now there are some programs that

are truly bilingual que Samaritan el nombre bilingual monday dural immersion programs teach la matado mas del día en espanol throughout all of the grades e

and after the kid has learned English they are truly bilingual okay but Athenian you know she was in one of these transitional dealing with you know B lingua okay um she speaks 100% Spanish at home with her

parents and she mixes languages with her siblings do you have any students like this you do yeah okay then we have a kid like Luis Luis nice and Estados Unidos but you know Puerto Ricans are citizens

and we have his body Ben all right so he spent very very young years in Puerto Rico he did not attend any school over there cuz he was little right me too I go through a TV program and he speaks

like me Tommy talked on a purpose but all English with his siblings who's gonna have stronger Spanish Luis Oh Martha

madatha porque but why does she speak Spanish you know we have to go back further she spent seven years in a monolingual country I went to school over there

right so her Spanish is gonna be a lot stronger than Louis's piddle guess what they're both heritage speakers let's say they're both 20 years old now and they're both in your heritage speaker

class yeah that's they're very very different so do you see why it's important to at least separate these two months Ana's away from the house how you gonna deal with those two and then they're on cuts on top of it that's

crazy okay then you have kids like Roberto Roberto NASA in Argentina she was the assign use regular schooling middle class family speaks a variety of

Spanish that everybody thinks is muy lindo so de todos Argentina's cranky I'm just kidding sorry where they argentinos I'm sorry I always I always I always

mess with the Argentine um so who's gonna have stronger Spanish Roberto or luis llorente Roberto Roberto Oh Marta Daniel Roberto but when they're all 20

years old you might have them in your class okay um then you have somebody like Carlina I don't see a lot of Catalina's but I'm starting to see more she's born in the US and so are her parents okay her

grandparents are from Honduras she speaks a hundred percent English all day long but every night because I'm well I lives in the house they watch novellas together yes tammini npn de todo novellas en tiendas lo que dicen la

well a pedo contest an English I don't know how they communicate pero la baleine en de lo que dicen la nieta and they got their thing going on okay so you have Catalina robot about 20 years

old and your heritage speaker class whoo you got some different stuff going on but they're both heritage speakers okay and then finally we get a kid like Jose this is the most typical kid in Chicago

okay he is either born in the US to immigrant parents or they bring him here before 5:00 because what happens at 5:00 you go to school so all this kids school has been in the

u.s. okay he speaks 100% in a Pinocchio

u.s. okay he speaks 100% in a Pinocchio no Papa's me Tameka no school no sir Manos um this is actually very interesting when you look at birth order birth order

absolutely is correlated with proficiency kid 1 and kid too so it's all CNM we come Tito's tend to speak Spanish better than kids three four and

five why is that talk to your partner real quick why is that [Applause] [Applause]

okay five four three two one four okay s can primero o Segundo have stronger

Spanish kilter cerro el cuarto yo Quinto why is it ideas ideas other than T okay right

and they won't do it yeah did you all hear this answer so it's super typical to the first and the second ones so rhetorical purpose being here on the trapeze right the Papas are

cusamano linguist so those kids are growing up in a modeling will household they go after school they learn English they come back and now here's hermano bonito three or

four and they speak English to the other manitos exactly it's also true that mom and dad well I'm assuming you know a heterosexual couple here but they're just two parents okay when they first

have those kids they first arrive they don't speak a lot of English ten twelve thirteen years down the road they've learned more English so if me no one talks English - mom mom says gay nothing

thin thin though right that's all right Oh better mean you're praising your cuatro comes along speaking English not only is not I'm tired by now am i right okay um but she also understands my

English so she's more likely to accept that English okay also I have a grad student who did a study on this we had seen this pattern in other parts of the country but she just wanted to see is it also true in Chicago let me do a study

so she did found the same thing but she also found that kids 1 and 2 tend to have very ethnically marked names so they're called Guadalupe and Rosati on

kazoos kids three four and five were you know Britney Bryan Jonathan right is this acculturation that's happening it's

super common yes uh-huh yes they bring their friends - yep that's a good point

yes right sure

right right that's not what we sitter I don't talk about chemistry to my kids to be honest other things that will affect how strong his their Spanish will be is

did they go to a dual language school did their parents take them to Mexico every summer yeah if you went to Mexico every summer till you were seven years old your Spanish will be stronger does

your abuela live in the house I'm well a factor it's very importantly I well a factor okay now here's the final point and here's what's fascinates me this kid very frequently so the thought is that

primero say won't go shows up to school Kassie monolingual Marlene way of casting rolling with NF annual by the time this kid hits third grade is English just stronger than his Spanish now this to me is super super important

it's important to me as a person who's looking to preserve languages because it just talks about how quickly these kids are losing their Spanish and it's also a political all language issues are political okay and we have a lot of

politicians running around saying oh immigrants need to learn English where are they looking they're looking at the awareness I think and that's it because everywhere I look I see this rapid shift to English people are now shifting not

only in a three-generation pattern that we talked about before sometimes two generations I've heard this is true among a lot of Vietnamese families in California right so mom and dad are working 600 hours a day they're not

learning English or they're trying right and the kids are not home with their parents learning Vietnamese and they're learning English in school so as a parent I can think of nothing more devastating and not being able to talk

to your own kids at all like they can't communicate so English if they in this bus I mean throw the shift language loss and language shift is absolutely happening it's happening very very quickly here so we need to push back

when we hear these discourses okay um so here's what I thought we would do now I showed you five different kinds of kids and what I did and this is important when you're gonna create a heritage speaker program so how many of you okay we said that you're teaching

who's in the high schools high schools and universities okay and then the pre-k through eight was over here how many of you already have a hair to speak of program setup you've already

got it how many of you want to set one up okay only a couple alright hopefully this information will be useful to to everyone here I thought I would show you what we have at my university at the

University of Illinois at Chicago this is approximately the kind of breakdown we see of each of these five students so what I what I'd like me to do is I want to know in your context how many of

these students you have and if you have a different flavor of student a different kind of Apple that's not mentioned here I want you to describe that for me too okay so I'm gonna give

you about a minute okay for you to write down the different kinds of the percentages of these kinds of students

that you have your institution okay well same katalina so your it sounds like

you're like one percent Roberto zero

Martha I can't do math wait I'm missing

some people this has to turn [Music]

I'm just going to put 5050 and then like

okay interesting and of your horses and your Catalina's

where do they what countries to their families tend to be from interesting

okay thank you Boston University now can

I get a high school please high school

yes yes have you seen this term before

cite students with interrupted formal education something a lot of school districts you at the universities maybe you've never heard of it and it haven't had to deal with it those who are

working in pre-k through 12 have to deal with this with some frequency with with safe kids so you've got a lot of site kids but I'm sorry I'm sorry high school

you read anywhere Cedar's where's that Oh is it is it Nassau okay okay so tell me again what you think the breakdown is

ninety percent coming after ten from where and so the other 10% you think might be from might be what oh

yeah I know that he's the only one who really so none of your kids are born here in the US House we had a new kind of kid then but they're coming before 10

you're saying no but that was that was that we already talked about that actually this this kid is born in the u.s. who arrives before age six so maybe

u.s. who arrives before age six so maybe they fall in here how old are they when they're coming I won't say that they're

between a Jose no Roberto kind of okay so you've got nobody here ten do you see

how different these contexts are okay this is why when people write me emails and say hey cam I know you have a heritage speaker program can you send me

your syllabus I go sure I'll send you my syllabus my text with my place book exam I'll give you everything but if you don't have this exactly what I have is

my syllabus gonna make any sense for you there's my placement test gonna make any sense for you is anything I'm doing it to make any sense for you the projects are super different

that's why they pay us so much that's why they pay us so much yes and and I bet your classrooms are reflecting political realities in Latin America right

right right that's a very different context right okay so what we have said thus far is that hair two speakers linguistic affective and educational needs are very different right are you

convinced of this yeah they're very different however they can be a very heterogeneous group in and of themselves so that's me a lot of work that we have

to tore down now here's the thing when you go to college and you say let's say a young woman shows up to college and says I want to be an English teacher I figured out my life's purpose I want to be an English teacher okay the college says great fantastic you

want to be an English teacher do you want to be an ESL teacher or do you want to be a native English language arts teacher because those are two different things two different certifications the program is in two different colleges

right and when you get to high school your principal can't say oh you're an ESL teacher cool come with me I need you to teach this native English language arts class it's illegal you can't do it

you don't have the license to teach it you're not allowed but in Spanish what we're doing every single year all around this country is we're taking people who are trained to teach SSL Spanish the

second language I don't care how good you are at it you are not trained to teach Spanish as a heritage language which I'm about to carve you should look more like native language arts than it

should like an l2 class so well we're doing in a state of Illinois there are 33 institutions of higher learning in the

state of Illinois that licensed teachers 33 33 places where you can get a college degree and then get a license to teach K through 12 in the state of Illinois do

you know how many of them teach a course on teaching here at his speakers out of 33 universities you're looking at her that's it University of Illinois Chicago is the

only place in the whole state where you can take a class on that so all around the state all right and not all counties have strong populations every two speakers but there are some that really do have really strong populations and

those kids are sitting there in buenos dias Spanish right there sitting in Spanish oranges surrounded by oranges with an orange curriculum right and they really don't belong there so this is

something that we're that we're here to work on so what can we do we can do this what we're doing right here why little bit has organized for you here this is what we can do just grab professional development

wherever we can get it okay if I have my way before I retire when I grow up I want the state of Illinois to create an endorsement an endorsement and teaching

Spanish as a heritage language that way the principles they can still take a person who's only studied l2 teaching and stick them with the hair they still could do that but they're more likely to say oh wait a minute there's this thing

called an endorsement I'm gonna take you cuz you have the endorsement you come and teach the hair to speakers please and so if we do it hopefully New York will follow and in California right that's how it always works needing you y'all do something first and then

California does it and then then comes Illinois like with so many things the seal of biliteracy right first first was California then was New York then came us it's like we're the three of us are always in this you know neck-and-neck

thing so hopefully Illinois will finally be first in something and we'll get our endorsement and teaching heritage Spanish and then you guys can follow us anyway so we know that these two groups

of students are different and there are some institutions that get it they drank the kool-aid they understand it and they separate the apples and the oranges at

those introductory levels okay 60% of colleges and universities do this which is great but you know what that also means 40% do not

40% of colleges and universities have heritage speaker populations that would warrant a separate program a separate class but they don't do it they only

have Spanish for oranges and all the apples gotta go there okay now when you get to the upper levels they can come together I don't know anybody who says they have to be separated their entire

major nobody does that but the beginning levels when the oranges are just learning how to say buenos Diaz on this Taliban you and things like that that's where heritage speakers should

not be wasting your time okay later on then they can come together okay however some mix the two types of students from the very beginning okay

this is a problem the mixed classroom is a problem for all of the reasons we talked about earlier how many of you have taught heritage speakers in l2 class a mixed class oh my god look

around look at all those hands that's the saddest thing I've seen all day and you're all here it's to survive and I have some Kleenex over here we can have a group cry later on because that's

really rough that is super super rough I'm just gonna say this if you do have a separate course your Dean or your department said okay I get it you're gonna have a separate course let me just

emphasize heritage speakers should not go into the l2 class I don't care if they want to I don't care if they're scared I mean I do care but you know I'm

all about student agency students need to be able to specially the college level make decisions about what they want to study okay but nobody questions the algebra test when you take the algebra test and it tells you you should

go to geometry nobody questions that you took a placement test and it told you where to go period you took my Spanish placement test it told you your hair to speaker you go to the Heritage Program

period right I'm sorry I'm the one with the PhD in language stuff like I kind of know what I'm talking about and that's where you go are you hearing this there heritage

speakers are taking a placement test and since they don't know the difference between the preterite and the imperfect they don't pass this placement test and then and they end up in Spanish for

oranges yep where's she why isn't she here I'm just saying she's the one who

needs to be here yeah that's a different story that's a completely different story you can mix children together who are

acquiring each other's languages if you know what you're doing and if you're doing a well executed dual language program that's the only time when you can mix those two groups of students together because they're younger because

they're acquiring very sort of basic content but if you got the istil you don't let somebody into a dual language program who's monolingual in English

after second grade it's not allowed and that's the reason why it shouldn't be I'm gonna call Chiron son have a chat with him no I'm just kidding just go I

wish I could call Carranza yeah no that's a very good question I hope I'm getting to that in just a minute it's not because they are you this came in is or you're my my is from no sé donde it's not it's it's what I

had said was if you but I should I should unpack it more if you took the placement exam and it said you belong there then you go there this is not racial or ethnic profiling its linguistic

profiling I got no problem saying it it is linguistic profiling but when they gave you a math placement test their math profiling you I do I'm gonna come

back to that later yeah yeah absolutely placements a big issue so do you see the point I'm getting out here if your department drank the kool-aid got the money separated of course made a hair to

speaker class then people who should go there gotta go there period now I've heard of some campuses where they say we're not allowed to force them out I

it took me it was a battle but I got the right to drop them I can drop them because they took the placement test it said they had to go there and my Dean was convinced that the placement test is

not ethnic profiling its linguistic profiling and then he he gave me the green light so I can if somebody gets a placement score and says no I don't want to do that and they go to the basic program you know we will sit down with

them and talk to them and see you know what it is they're scared and I get it because Maryland stuff we talked about how their whole lives they've been told that their Spanish sucks excuse me is

bad right so I get it they think you have to write like Fabio pasta be in that class right John oh boy yeah yeah yeah right and then I tell them no no the top kids like you born and raised in Chicago here take the book go check it

out tomorrow tell me what you think and then they do and they go oh see you sit in the other zone it's all it's cool I like it right now you can't get somebody who's a little on the fence they place and I'm gonna show you my program a little bit later somebody placed into

Heritage one but they're on a really really weak side if they come to me like with tears in their eyes and go I will then send them to the basic program I'm not trying to torture the students okay

yeah question yep absolutely well because I am I am because you have a foreign language requirement right right but what about the folks who yep

they need to be you know yeah we'll come back to that um now I think this is super important for the same reason that a native English speaker is not permitted to fulfill their English

requirement in an ESL course what do I mean by this who went to college here in the u.s. okay

the u.s. okay

when you got to college you had to take like you had a freshman English like requirement right some kind of something they call it Rhett they call it whatever they want to call it right a lot of

college campuses today have a section of that which is for folks who have English as a second language okay so they don't take even if you were raised in the u.s. maybe you spoke a

different language at home your English isn't quite where it needs to be to take the freshman English yada-yada class so they've created a separate section did your college have this okay because mine

does my University you take one six two English 160 all the freshmen take English 160 unless they have some ESL issues then they take 161 okay now what

would happen if I showed up I'm raising Long Island I show up I go I want to take the 161 I want to take the ESL support version yeah

what would my college adviser say to me of course not well you can't take that

why can't I take that because it's not made for me what if I said but I want to sorry

yeah um we're discriminating against me what if I said that cuz these are the arguments that are Harwich speakers say you're discriminating against me you're

forcing me to go into this class you know what the other one fits my schedule better you should let me take what I want I'm the consumer here I'm just throwing

this all out because you might hear this at some point okay and my response is always I think somebody over here said it tough luck too bad you took the placement test you placed here it's where you go nobody fights with the algebra you know

the math department of the chemistry department don't fight with me this is where you belong

yeah the question is if you don't have a lot of them you don't have enough to create a hair to speaker course what do

you do with them should you just bump them up to the higher level some college campuses do this with Spanish they don't have enough hair to speakers to create a program so they just bump them up higher but then you get complaints from the

faculty over here that they're really not prepared for that so I would have to look more closely at your program to answer that my instinct is to say no I would keep them maybe in the last level

of second language and then differentiate your instruction we're actually gonna talk about differentiating in a second yeah yeah no I know I get it

absolutely well you know that's why we get paid so much yeah um now here's what I hear from some places we don't have enough exactly what you were saying we don't have enough heritage speakers

right or the Dean won't budget it right okay so I say okay your Dean budgeted one two three four five to seven or 12 your Dean budgeted 12 sections of basic Spanish let's say I don't know I just

work with me here okay you got 12 here let's say there's like to hear speakers here there's one here there's none here there's three here they're hiding there there's a couple so take them all out of there and

make one of your already budgeted sections the Heritage speaker section now you might have a wide range of apples but at least you've got them out of the oranges you put all the apples in

here now the students kind of get angry sometimes why were the students get angry certain time this is awkward at nine ten eleven twelve

yep absolutely now what you can do if you're able to force that I want to use the word force but that's kind of what it is if you're

able to require sorry you placed here you're taking it I recognize that it's when I des ventaja for you because of the schedule what are some carrots that you could offer the students because

you're forcing them to take heed at nine o'clock instead of offering 10:00 11:00 12:00 1:00 2:00 o'clock what could you offer them lenient absent

policy what else yeah fewer days if these all meet four days a week maybe this needs three days a week

and has an online hybridized component

what else could you do yeah that's right fast-track to completing the language requirement there's an even juicier one

you know what you can give up if they get a B or higher in this they get three or four retroactive credits look into it

your campus probably offers it they get retroactive credits if they get a B or higher so that's that's money it's a lot of money and if you're at the high school level you can put honors on it

put honors on it and that gives them an additional incentive yeah you took this heritage huh mm-hmm

correct correct if they get a B or higher that's right that's right now you might not be able to my University does

that a lot of universities do that anybody else do that retroactively credits in this room oh good for you so talk to I'll bet I thought she'll give

you the magic potion to get your Dean to agree to that um okay so there we have it now here's the reality we have a lot of mixed classes I'm not gonna spend too much time talking about this reality

because I think it's a very sad one but it is out there it's pedagogically unsound as you can imagine the l/2 kids are intimidated right they're like oh my god what is he doing here he speaks

Spanish so well he just wants an easy a how come nobody says that to English speakers who take English in college oh you're gonna get

an easy eggs you speak English nobody says that right but we say it in Spanish okay um but guess what not only are they l2 kids intimidated you know who else is intimidated the hairier speakers are

intimidated because they don't know how to fill in the blanks with the participar tcpo pasado or the Palouse con perfect oval nose okay right so they get their test back they already thought their Spanish was bad they get a C and

they look at John Smith and they're like oh la libido sarcone ah ah I said my Spanish is worse than I thought all right or they tell you I don't know

grammar I want to start from the beginning I want to learn it correctly and orange Spanish classes are gonna teach me correctly that easy a does not

materialize they are very very intimidated right and then of course there's the instructor who goes crazy right that's an actual picture of me teaching a mixed class I'm just gonna give you some general advice and then

I'm gonna talk a little bit about differentiate instruction if you do have some apples in your orange class first of all do not assume that they want to be treated as the spokesperson okay I

did some qualitative research on my campus in Urbana on this topic ass inherited speakers because we didn't we were not allowed to force them into the heritage course exactly what you just

described we had this robust nice heritage program but if they didn't want to take it they just didn't take it and then it wouldn't make and then I would say why are we opening this program for you when none of the students I said

because you won't let me force them in there that's why and I'm sorry to have to phrase it that way but that's just there's a number of reasons why that's the case okay it's one kid I remember he was very

eloquent he said every time the teacher asked anything talking about culture whatever and she would say Ian do familia you know it's to say I said do familia time into I mean my guy he knows

and you know he was like oh Lord leave me alone so just be careful not to do that I've also had teachers say to me I put if I wanna make it to Sammy's along this there ain't been can't at the

narrow side so no zone equals come in at the end celery and cut miss Jesus yeah you dollars burritos I use analyst

burritos I love blanket dos right and I said well that's great if you position that in a certain way que la grande de este i you then low in spanish a sus compañeros that is really great but

guess what they didn't pay college tuition to be your unpaid labor okay if you can make that help go both ways then you're talking about something pay don't know made by another state okay I

need them to be tutors that that's I think that's unethical completely unethical finally and I think this is clear do not assume they're gonna know grammatical terminology if you say

quality Leuven people they're gonna be like what if you say okay para format a 70 vote imagine infinitive ol Akitas a terminus you kneel upon a la boca la

puesta they're gonna say what's it infinity know what to tell me now see on TV ah you never come up Wednesday but

where's the key right so what I discovered worked was I said okay put ojala in front of the word see that's one of yin it's this whole people

and so they would do it so I would say I a word by Lee they would say Oh Halle by you see it says it will take oh good all right now um comemos Oh hot lap go

mean what no no noise when I'm out very good that's not the saloon Devo and you do that for a while but I keep on hand if you gotta soup on people then you go from there so don't assume that you're l2 grammar explanations are going to

work but I bet he don't even perfect oh good luck but here's the thing they use pathetic Toni perfecto all the time why are you teaching them preterite Oh

anybody know why why you know why porque estas a Fernando a - el - book that's why okay and we're gonna come back to that in just a minute this is probably a good time to take our break I've been told that there's coffee out there so

what should we start in ten minutes okay I'm gonna set my little timer and when he saw we just got through talking and I got this thing check me out I can point

to stuff um okay so we were talking about these are some basic things what not to do if you've got here two speakers in your orange Spanish class

now let's talk about what you should do if you've got heritage speakers in your orange Spanish class what you need to do is differentiate your instruction has anybody heard of this term

differentiated instruction usually my high school people have and my university people we don't learn about this a lot when we're studying in university contexts basically differentiated instruction I'm going to

sum it up for you in four words you ready more work for you it's absolutely

what it is it's a lot more work for you okay oh you're gonna take a picture okay thank you

put it on my facebook um I cannot take credit for the work I'm about to share with you it is by this is Maria cada Vida and Claire chick Medina is the Guru of applying differentiating instruction

to Harry speakers mighty Ekaterina has four kids and I forget which one of them was in a gifted program in school and when Maria started to look at the work surrounding how you deal with G and T

gifted and talented children it was all about differentiation and she kind of realized because she is a Spanish professor working with her speakers she connected the dots so she's the one that we with helping us in the heritage language

field to deal with this idea of differentiation here's the thing when your department head gives you a textbook and says go teach the Heritage speakers right it's assumed that one

size fits all okay now if you're teaching Spanish one Spanish to two oranges or all the orange is exactly the same well no we know that they're different human beings but for the most

part we can assume zero knowledge we can assume KC no saben a little Devo Tampopo sovereign irritated so we can make certain assumptions okay the thing is

with heritage speakers if you use a hair to speaker book it could end up being too big on some students and too small on other students most of our instruction in this country is actually

one-size-fits-all okay what we do is we say okay let's be fair everybody has to do the same thing everybody has to climb the tree and the tongue goes like oh nothing that's

awesome and the other guys really what this is this is a problem okay now some teachers may think okay fine I have this book I'm expected to use it with everybody what I'll do is you know tuck

and gather or let out of steam so you're gonna do only questions one through five you're gonna do all ten questions that's not differentiating instruction at all okay that would be like giving

the elephant a ladder and saying okay now climb the tree right the elephant shouldn't be climbing the tree elephant should be doing something different okay truly differentiated instruction entails

providing the right clothes that are the exactly right fit for each one of our students so you ask the elephant to do I don't know what do elephants do knock trees over I don't know you ask the shepherding dog to shepherd you ask this

guy to fit you you see what I mean you ask of each student what they're capable of doing so instead of show how you climb a tree show growth in what you are able to do so if the Harwich speaker is

good at one thing and then you want to grow then you can make that skill be grown now I'm not going to spend a lot of time on this because it's really really complicated the book that I put

up here is a really excellent book differentiated instruction also I have an article co-written by these two authors about how you differentiate and strut waste

ways to differentiate instruction with here two speakers I'd be happy to send that to anybody who asks for it okay most of what I'm gonna talk about here today is kind of a summary of that article which they published in 2018 so

there's a number of ways you can differentiate instruction you can differentiate the content differentiate the product you can differentiate the process and you can differentiate the pacing and again we won't have time to

go into all of this I'm just going to talk about content really quickly just to give you a taste of what this work is like this is the hardest thing to differentiate okay because it involves adjusting topics that are in the course

and if you've mess it up when the students go to the next level they might not be ready because you adjusted the content okay so this is really pretty tricky it's kind of an art and a science okay

a couple of ideas that they propose is when you've got two or three apples in your orange Spanish class you meet with them separately one day and you say okay we're gonna come up with a contract you and me you're gonna have this learning

contract we're gonna list all the stuff that you're gonna work on okay maybe that means they don't attend class one day a week and instead they're expected to carry out these activities cuz let's

face it for them to sit in the room practicing definite articles and leave it all off libros waste of time okay so if they can be off doing something else

that you and they have sat down and worked out I think that's a much better use of their time okay so in this contract the teacher lists a bunch of activities and they select from those activities what are the skills they're

going to acquire what are the conditions they must adhere to what are the outcomes and what are the consequences if they don't do it and this is especially useful if you've got a newly arrived student right in your Spanish

one class newly arrived to the country they often lack the age-appropriate content they're okay oh I guess I'm also going to talk about the product just a little bit what are they going to

produce that shows that they learned something okay if you just presented something and you have your other students take a test maybe your hair

speakers can write an essay instead more work for you to grade an essay then it is too great a multiple-choice test but this is what we're looking down the barrel of if you really want to meet the

heritage speakers needs it's going to be work for you okay they can put together a portfolio they could write a letter to the author we do this a lot on my campus they write letters like to the mayor now

he doesn't speak Spanish so we're not really sending them to him but the point is that everything we write should have an audience so frequently when we when kids write stuff in class who are

they're writing it for just for us and for what purpose to get a grade so instead of that and I'm gonna show you more about our program later we have a specific purpose in mind and a specific

audience in mind convince the mayor that Wi-Fi needs to be free in the city of Chicago because Latinos and African Americans we have a gap all right we call this the digital divide

right and we study we read about it bla bla and then they have to write an essay to the letter to the mayor now I don't send them to the mayor okay actually they had to write a letter to the

Secretary of Emma about the minimum wage who does that Secretary of Labor arguing either for or against raising the minimum wage now the Secretary of Labor at that time was Spanish so we did mail

these letters to Washington nobody read them I'm sure but that's kind of exciting right that they're using their Spanish for an authentic purpose okay I like to bring up one of my favorite authors as well someone said oh so if we

had more time I would have given you the text that you could look at that the students were going to read and then I wasn't asking you to come up with different things that they could do right you're stronger students could do

X you're weaker students could do Y with the same text so here you're not differentiating the content but you are

differentiating the product okay yes yes that is amazing that feels very very real I tried to update Wikipedia the

other day and they reject it there is it well because the the link so here's what happened you might know you know that we don't have a national language in the United States right we don't have it every single year somebody in Congress

tries to propose it and it always gets knocked down okay but the states of our 50 step fine states do you know how many have an official English law

who said 31 that's right how did you know that you just googled it just now okay that's why you know that's impressive

31 states have an official English law in Illinois is one of them okay and when I tell groups of people hey did you know we have Illinois has one since 1969 they don't know nobody knows because it

doesn't really affect anybody in Illinois other states this english-only law has really important effects but in Illinois it doesn't so what we did

before Mayor Daley left office we decided we don't like the symbolism of the official English state we're gonna fight symbolism with symbolism and we drafted a resolution that says Chicago

is an official multilingual city and he signed it so show Gago is an official multilingual city right and I don't know why I was poking around Wikipedia and looking at languages and it said

Illinois has this English only law and I said I'm gonna go on there and say but Chicago was officially a multilingual City and multilingual Chicago org is down so I couldn't link to that so I

link to their Facebook page and you're not allowed to link to a Facebook page on Wikipedia that's why they rejected me know what I have to do is get multilingual Chicago org back up I have

to talk to the webmaster he's my husband so I maybe I'll make you a sandwich if you fix this thing anyway yes so we want to engage our students in real life

activities okay we can differentiate processing is how they make sense of information you can have flexible grouping now this might seem obvious to you separate the second language learners from their separate the apples

and oranges in your class and have them work on different activities again they have very very very different backgrounds okay you can have a learning agenda a to-do list of exercises that

are not teacher-led you can have learning centers this is really more for the high school context usually universities we don't use the concept of centers but maybe they can have their own virtual Center a virtual space where the Harwich speakers are working on

things the idea is to support what their needs and interests are what I'm about to show you most of my pre-k through 12 people studied in their colleges of IDI before

they came teachers and most of us in post-secondary never saw this before in our lives the KWL chart yeah this is super common in elementary and high schools you list what you know about

something what you want to learn and then when you're done what you learned right so here's a KWL it's a hypothetical one what I know about the past tests the past tense excuse me what

I want to learn this is the Heritage speaker and as you see the l2 learner is kind of the opposite right so the KWL is are completely different

they're working on different things now I'm gonna add it on that list so any day that I'm gonna come back to a little bit later which is the following if your heritage speakers don't have problems

with the pathetic dough in the imperfect oh why are you working on it in class why are you working on it now you might say to me well they make mistakes

when they tell Cappadocia Roja they'll say a Lobo is to DeMarco Glasgow because where most people would say estaba and

you know what I say to that so what is that a big deal you have them for 16 weeks are you really gonna spend your time making them understand the difference between the pro toledo indian

perfecto como se llaman como se Foreman cuando se Goosen now if they're gonna go on to become Spanish teachers lo siento mijo you gotta learn that okay if they're majoring in Spanish sorry you need to learn all these little etiquette Basia como se Kameny como se

Foreman you got to be able to say que sube vu say Oso cuando I do da cuando el futuro blah blah blah but if you have them for 16 weeks or 32 weeks and they're fulfilling a language requirement and then they're gonna be

off on their way we talked about all those other issues earlier which I'm gonna put a name to it social justice heritage speaker courses have an important social justice mission I think right and I'm saying you have to

become a social worker and didn't know what I am saying is keep in mind all the things we talked about about these learners and the opportunity that you have to empower them through their

Spanish to help close the Latino achievement gap to help increase Latino graduation rates these are all super super important goals so if you want to do the protecting but effect oh I mean are they lanten but I think you're

wasting your time yeah mm-hmm also that's a good point also the word mistake we're gonna come back to that word in just a minute is it

really a mistake okay anyway let me finish up this point on on differentiating instruction assessment is another way that we can differentiate what we're doing a summative is again

muddy echo Nevada goes into it I'll send you her article this is usually what people do most language programs that I know of do summative assessment for

these reasons okay what cat vada and chick asked us to do is to also do formative assessment okay that's ongoing it's checking to see they're learning

self monitoring and things like that one thing that they like to do is an exit card it's literally a card like an index card when you leave the classroom amount of it every day or every other day

however frequently you want you have a question that you're supposed to write your answer to instead a bell ringer it's a what's the opposite of a bell ringer bill door closer it's your door

closer okay describe an aha moment and today's lesson a question something that you didn't get what was worth knowing from today's lesson how it is connected to your everyday life just something in an ongoing way no grade students

cool-lookin graded for this it's for you as an instructor to see how they're doing okay it gives voice to the quieter students promote self-reflection and it

helps you figure out where you need to spend extra time okay so now we're gonna move away from this differentiated instruction idea into some curricular stuff because I know a lot of you have

questions like okay I got my heritage speakers in a class now what do I do what do I actually teach them okay and this of course can vary but there's one point I want to get out of the way and

the point that I wanted to want to get out of the way is this concept of standard language okay the concept of standard of course among linguists has

been rejected we don't use this word standard either gonna see second there is no standard only a social or regional variety that for economic or political

reasons we saw this earlier right the people who have privileged the way that they speak is considered the prestigious variety okay Tommy and Alberto a school battle illegal standard language is an abstract

concept representing a variety that no one actually speaks now what Spanish does have is standardized spelling ESO no I do de Lappe says clear a

concept gonna Center in LA everywhere that I know of okay so Spanish has standardized spelling English doesn't do

I have any Canadians here or any Brits

and you put use in color in mm-hmm that's a good point you'll notice I did

use that Phoenix earlier I'm sort of on the fence about that one although my opinion doesn't matter um but that's it lexicon theories everybody in this room

probably has a joke berry empanada you know sent into the electro chaos hasta con otra persona de otro lugar enough in this day everybody's got one of those right morphology also berries don't have

any more say ante sake when I have my argentinos anybody else use boss any boss sayin yeah sure yeah so we have morphological different syntax can vary

where are my caddy manuals car even knows okay a lot of Katia venues will say instead of cake yet is to they'll say que tú quieres okay so we have variation every single

level of Spanish so what is standard Spanish there is none what we do have our prestigious I'm using the plural

prestigious varieties plural and stigmatized varieties what makes a variety stigmatized because the people

who speak it are stigmatized that's it that's it so what I like to show students because I want I want it to be clear I'm not promoting an anything-goes kind of pedagogy everybody shows up

heritage speakers we're all speaking and we just Pat each other on the back why don't they keep you in Oblast by but let's go let's go home I don't think you should get a salary for that that's not what we're here to do so I'm not saying everything you use is correct and should

and can be used anywhere you want it that's not what I'm saying what I am saying is that the concept of correct and correct standard non standard you might think I'm just nitpicking with words but I think it's very very important to keep

in mind so here's what I tell our students and I took this analogy I guess you'd call it an analogy or metaphor from honest Elias and Thea

does anybody know honest Elias Anthea's work she used to be here at a hunter college actually years ago and she came to my campus and gave this talk and I loved this so much that I stole it right

because imitation is the sincerest form of flattery and then one day I confess to her I'm like personas avec a Jolie rob a la metaphor a salute de la boda y la playa and you know she said to me she

goes I know the problem in your cell obey otra persona a lot okay - Kiara ok so it goes like this when you go to a beach what kind of cool and is not a

nude beach what kind of clothing do we wear what do you wear when you go to the

beach no I said it's not a nude beach you can't say nada bathing suit try to live on your own apply era right what

about on your feet jump class so if you are someone like oh I don't know let's say Justin Timberlake um maybe you would go to the beach like this ok ok Pass area see a senior team relate Leto Cara

a kuvira este lugar es a noche que parece ser un temprana glacial nugara sigmoid formal why would he wear tuxedo I kick his opponents core Banta yay very

own Oscar plus case a pond RIA it's a Pato levity right this okay que pasa es el Senor Timberlake's le courrier aku dear a la boda

mess TOC hmm ok de la gente we're apart today when I be like this

but okay give me a hint they choose me okay Rhydian que le pasa que de Caro como se lo cool a vanilla Seba tee-doe

tee-doe de manera totalmente an appropiate sorry I was pruning it you are not excited like my cat inappropriate our what would happen

they'll move Amado if he goes to the beach dressed like this annoying la bola they Brad Pitt getting remarried at the beach wedding or anything like that

que la gente CL en la playa b'stilla si pero que lo que como la città sandal tipo de lapa este vestido de manera

totalmente inappropriate ah that's why we're in a pro piada now here's the crux of my question can you say um traje de baño say in correcto puede ser una

prenda de ropa in Prince a comment a incorrect can you use that word to describe an article clothing no but you can't say is that it

is inappropriate okay you see where I'm going with this where am I going with this you realize that my talking about beaches and weddings I'm

talking about communicative acts okay anything that a person says that is from their community the community says it

you may not call it incorrect if you call it incorrect you are showing your ignorance what you may call it is in a pro piatto for a certain context and

don't talk about standard non-standard correct incorrect you can talk about formal and informal okay now here's the

thing a nuestros estudiantes Noriega and : upon Y all de la playa and when they come to our classroom which we think is a bola right we like to think of our

classroom is a place that's formal language right there's a couple of ways we can react when Juanita shows up in a bathing suit you can go Belloq on what happens get cut out

you said hey go free stays - no sorry Noddy gramática no saben are upon your kita peseta i have on your Kimmel oh I never want to see it again in my life okay so you could humiliate your

students see how well that works for you okay another option might be we know this is not naked okay I am working with saw me or nobody named quitter a thoroughly no tiene algo so I'll tell

you what come with me if I want oppa Macy's let's go eat dule I you that I'm pre-op swear to REO right here look you got to put a shirt on it goes like no no no the tie doesn't go on your head it

goes on your neck right and they're gonna mess it up the shoes will be on the wrong feet how long did it take you to speak and write a nice formal Spanish

did it take you 16 weeks or did it take you longer okay so what you're doing is instead of humiliating and taking away your adding does that make sense and

you're telling Amira to formally a Loretta perfectamente be any acceptable a solo quien ciertos context owes la gente es para otra cosa okay la gente

para otra cosa and I want you to make that choice what happens if they go out into the world and they decide um I want to use I go in these context you know what then they're making that choice Glenn Martinez I don't know if you're

familiar with his work Glenn Martinez is now at Ohio State he's got this great phrase he says if a student comes to your class saying I go which we know is stigmatized and leaves your class saying

only AIA you have added nothing of value you really haven't if your student comes saying eige and leaves with the knowledge okay I got is feisty Matt

asado because the people who use it because there's linguistic prejudice around the world people have prejudice against the people from rural communities poor communities who aren't

formally educated and say I got the prestigious form is AIA and I can make a choice then you have it does that make sense then you have added value to that

students repertoire okay now I told you that the students come to us with beach Spanish look at the students Spanish closet so nothing ever let a playa and the English class amel okay tiene los

dos tener ropa de la playa ropa de la moda porque the context was poor kid illicit Korean Aki okay every time he's had to go to a

wedding and again we're talking about formal situations writing a letter to a landlord maybe going to a bank writing a college essay it's always been in what

language English he knows he can't write coz see you Z in an essay in English he knows that because he's gone to school in English and they've told him that he

knows he can't write ain't right what he doesn't know is that eige or freeze this or no mas instead of solamente he doesn't know that those are considered informal uses and that they don't belong

in a college essay so our job is not to go but okoma wicked too much away so our job is to understand when Oklahoma my stop it is so it's my job to teach him and in the same way that I treat my

second language learners with respect I don't expect them to know like local or a low numero low da da la semana how would I expect this kid to know that he shouldn't use X or Y or Z in a class

okay and here's another example that I did not steal from anybody I came up with it myself you know who to pack is

right all right Tupac well this is dead

Pok the idea is you're getting okay here at home the photos ready you're getting

the students to see what formal language use is about okay and if you bring what I just showed you they'll burn in the playa I show this to them this isn't a secret thing that only teachers should

understand this is part of my curriculum at my university for them to understand these things and again I'm not saying to students okay what I am saying students is I'm sorry in my class you'll see that

I kicked out puntos if you use a form that I've told you we've talked about KF don't owe us a propia up out of that context oh it's my job to get you to see the difference I'm gonna take off points if you put your quarter back on your

head or if you don't wear a cord about that at all okay but out in the real world you can make your own choices about what you want to do is that make sense so I'm not telling them that anything is right or wrong okay I want

you Spanish teachers I always tell my students is I want you to think like a geologist okay why do I say a geologist a geologist does not go out into the

field and go poppy a dye ink or Ekta you're laughing cuz it's ridiculous that's a ridiculous thing to say isn't it we're not be other than up what I said incorrect uh okay um I want you to

question the concept of incorrect well what a geologist say when they see a rock that they've never seen before okay but I won't pass a assay why is it

this like almost a formal what was the pressure what was the chemical composition oh they would say so if you hear a new form right like when a

muchacho me dijo que la pantalla for her birthday for me up an entire system I was like para la abuela particular open he might do man

no bien look I didn't understand it so I could say is was incorrect oh and I have colleagues like that it tends to be but not always I remember this fella nice guy white guy

from the suburbs he went to Spain and he learned got me on and that was it Brokaw is wrong it's camión because that's what he learned in Spain okay so a better

approach would be to say Ave para ESO la pantalla some earrings in Puerto Rico yeah in Puerto Rico it doesn't pontius so you need to become a student of your students you can't possibly know every

single thing about Spanish the way it's spoken around the world I'm sorry y'all are smart people none of us knows everything so you've got to become students of your students okay so that's the kinds of when a student says

something try to figure out did he just make that up or does this whole community say it I got to learn these things it's very important okay so basically question the concept of

incorrect to talk about formal versus informal this is a question of respect it's a question of respecting what our students bring to the classroom okay I'm gonna give you another example I already told you that I was raised on

Long Island and here in the United States how do we refer to this metal box that you get into and it brings you up and down that's right it's an elevator and how do you refer to that back part

of the car we call it the trunk yeah you know what nobody ever said to me my whole life nobody ever said to me Kim you know what

you better start calling this a lift and you better start calling this a boot I get the npn done in Inglaterra nobody ever said that to me right see you're

voiding litera India maybe after a while I'll start using those words but a facility a comprehension but maybe I never will go to Inglaterra I'll keep using my words so me preguntas

is valid oh my dear little Aussie spine a blunt assess alone even says Kevin donors whose mother blah Nauticus Ellie's antenna mejora not alluette why do we consistently impose

somebody else's norm on us spanish-speakers PS do you know what number k numero coupe Estados Unidos en los países hispano blonde tease del

Planeta and cuanto al numero nah come on yo the pen de como cuentas I actually published in a book that we were sayin though but all right I'm gonna confess this right here I know I'm being filmed

I made a mistake I double counted the undocumented population I thought that the undocumented population does not answer the census so I was like you got to add in those nine million people I

also thought that non Latinos who speak Spanish at home like me were not included in a second day oh but they are they are on the census where it says I blossom the lingual papillae glaze in

Casas if you answer yes you're gonna be in that cone Theo and I thought they weren't and we're 2.8 million weirdos who are like that so I took the nine million plus the 2.8 million and that

put us in second place but I counted twice it says DAHS población s so the answer is so most number 5 so it's

Mexico Colombia Argentina Espania poor poquito and then us so we are the fifth largest but my point for bringing this up is that if you're not

from espana mehico what do I say Argentina or Colombia we got more Spanish speakers than you do right so there's something to be said for that our position in the world as a

spanish-speaking population maybe we should stop worrying lo que tienen los demás de noir espanol okay I'm not saying that you should never change the way you speak or write more formally so that an international audience can understand

you I'm not saying that what I am saying is that if you're in a community and they say things like la rue fatality and oh I'm sorry if you don't like it maybe you shouldn't be a Spanish teacher porque this is me he said I better

soma-rasa Sangalo so you go there's something that would sit is on my pony I get I get sick when I hear that this a key will go there professor Jung go do

something else please nobody wants you

in the classroom humiliating heritage

speakers right really really I get that

but is it the students job to be understood by everybody's mama around the world sure and if I go to England then I say elevator I'm gonna have the same problem

that's right that's right but while I'm

here why should I change come in here ah yes we will get there oh yes I walk the walk

yeah right I'm gonna come to that I'm gonna talk about language contact phenomenon so anyway this is the main point that I wanted to get across and PS they do see this in writing all the time

it's in the newspaper so maybe I'll send this to your mom so she'll know what it is this I've also seen with an eighth access right now again please don't interpret what I'm saying is anything

goes speak what you want where you want when you want how you want there are contexts I'm not saying we now to prepare our students for jobs we need I tell my students I didn't make the rules I'm sorry I know you say I got and it's

beautiful it's perfectly fine but it's a Duke Aiona huh you're gonna need to say I yeah that's just it's it's repressive and it repeats power structures but

that's the way it is for now okay um let's see what else so again I think this is one of the hardest jobs that we have is deciding what's okay at the wedding who is the

Bannister who's the judge who decides is it you is it me is it like I they're Mia okay I think these decisions need to be

locally grounded and based on the audience if you thought I had a magic bullet answer to give you I'm sorry I don't write and I'll give you another example my students very typically used at head only oh and you gotta get

infinite evil and position de su head toe so instead of saying foo matter is my low para la salud what do they say foo mando they take it from English and

I used to always say mean I saw de la playa in a ball that you have to say foo matter is not and they would go say okay format and they would write form out of it and then they'd outside class they would go right back to foo mando and you

know what I realized that is us Spanish period and I stopped teaching it I just stopped I leave it alone now I just don't think so the decision you have to

make is get Donna stigmata shadow esta la forma que estamos and Oh does it really mark them strongly or not and I don't think for mine with my love I lost

I'll order whatever it is I say I don't think it marks them that strongly it might a la mejor dicho God I went up here so I can know and these

are really really tough decisions we have to make okay um so here's what we think about curriculum so you've got your apples you've got them separated right this will be a really nice group of apples PS super homogeneous you never

see that I don't know I use that photo because they're all the same the first thing you have to figure out is what they already know salud and what do they not know

right I'm order Dean it'll get math give you an se yeah how do you place them in the correct course these questions are unproblematic in l2 right I mean it's not that there's completely

unproblematic but they're pretty straightforward we've got years and years and years and years and years of best practices around these questions in heritage classes it's very very challenging ok so again you need to figure out what

they can already do and then figure out what they can't do yet and what I want you to do and we're in have to do is pretty quickly I just want you to really quickly so there's that one sheet that I told you I want to collect from you later I asked you to put your name at

the top and to tell me the percentages of the students that you have of each the Hawaiian ethos and the my to consider if you could on the back of that look at your letter go ahead if you

could write four things that your students can already do okay and then three or four and then three or four things that they can't yet do when they

show up to your classroom okay Dannan only you know top out of seven okay let's get o anything out on a hand blow they mean you never see that people

ask me well I don't I don't know yet we want to start a Heritage Program they're running around the campus I know they're there I want to figure out who they are and yet I don't know I don't have the answers to this yet so for me the quick

and dirty way to do it is to have them write something just have them write something if they can't write then you've got a population that's more like like Adelina sequitur in the Catalina they want to watch the novellas going up

well ah then you've got to do something else but given my population this works it's quick and dirty they have three prompts they got to choose one thing muchacha really here

the minimum wage should be raised okay see say Davis Oviedo salario mínimo estate a sin cuenta la hora por que la gente lo necesita esta su viendo el precio de la comida a Selena yatras

necesidades I'm Mucha gente que solo Sokka lo miny mo etc etc etc so I'm gonna give you literally 30 seconds and

I want you to take out of here write down two things that this kid can do you see evidence that he can do it and I want you to write down one or two things that you think this kid cannot do well

yet real quick amen okay vamos a ver que cosa ya sabe hacer este muchacho express our own opinion

laissez muy bien what else yeah II put a t son what else does he know how to do what about Sarah style

does he have trouble serious dad tiene la Serna school play house nope renowned brace he's got that so how about you not have a lesson on progress

with this kid and you might think why is she saying is como got very well so maybe you shouldn't spend any time con jugando Vettel's con this kid and you might go that's ridiculous why are you

telling us that I spend a lot of time in chicago public schools high schools Spanish classes and I see so many teachers who will spend 50 precious

minutes of their curriculum doing article or defini those a lot of loss class and I'm like why are you doing that show up when OS care missus second funda like with collie Bri they don't

know if it's la la and I'm like really serene expensive s porque estas Fernando Sol to book look it's in the book she says it's in the book so I have to do it

don't use an l2 book I mean hello right what else can he do can L a sybian

que cosa it's to whom people owe money have a son Tavian blah Maya del tiempo mm-hmm it's all pretty good now this

this student ended up in our level two and I'm gonna show you my program in a minute what things can he not do well yet that maybe podría benefits cr7 poco

en una clase Santos yep que mas connect tourist a repeat a it's very simple

right Yaga este pais cañada tienen que empezar una vida Nova Kannada right there's a lot of repetition okay we focus vistas so if the majority

of your students were like this what would your Spanish program look like here's the thing we talked about this the apples are gonna be very very varied if you're lucky you will have one on my

saucony think up that looks a certain way and you will pitch your curriculum there some of them will be here some of them will be here and then you'll differentiate for them but you want to get to that masa pretty pika as much as you can

we have heritage speakers one and heritage speakers - oh and you asked me earlier about foreign language requirements so on my campus we have fourth semester not four semesters in a

chair fourth semester so if you place into third semester you only have two to complete if you place into fourth one semester and you're done so for in the

basic four the wit ethos we have 101 102 103 104 and then you're done with your language requirement adios and then for

heritage we have third semester and fourth semester and then you're done okay about half of my kids place here about half place here there's a couple

who their Spanish is very weak and they go over here I shouldn't say a couple it's probably about 10% of those who take the test and then there's a real small handful who place right into the

200 level okay then they're together for the rest of their lives all right for the rest of their major and minor except for one more time we separate them and

do you know what this course is composition and very good it's the writing course you have to I felt we had to separate them for the writing course but everything else linguistically that

or that cultural studies scene and blah blah blah okay get us they all come together okay so this kid placed here we do have some kids of course who plays here and what you'll see in there as if

I didn't bring one for you here today they will use the indicative where other people would use the subjunctive notice I didn't say they make a mistake I said they use the indicative or others use the subjunctive because guess what

there's a study they came out I don't know if it was in Buenos Aires or Rosario or Cordoba somewhere in Argentina somebody went down into the study on the civil people and monolinguals over there

are using L indicative Oh en lugar es donde usted se yo probablemente who study hemos l su phone TiVo okay so we got to be really careful when we think that's what I said earlier is it us

Spanish do we have too much I catalyst but okay produce connoisseur on people these are difficult questions and I'm

not gonna tell you the answer you have

to decide yeah yes right yeah yeah well

um we didn't use reading on so this is what we use to figure out what class they go into so this is part of our placement exam but you absolutely hit the nail on the head with the reading I think reading does a lot of things fall

into place so here's the thing wait I actually gonna come back to your question in a few slides if that's okay alright so basically I don't think we'll have time for you to generate at your institution what they can do well do we

do that already we did that already you wrote it that's right you wrote on the back and you're gonna turn it in to me okay so again I know I'm beating a dead horse here but get your curriculum from that column please don't take your

curriculum from the stuff they can already do okay and here's a in that green book that I told you about who are the people who won the green book because they were they travel okay so y'all will have the green book

so we already did this we identified their abilities okay what they can do what they cannot do what they cannot do we establish some learning goals now you let's say you and I have the exact same students the

things they can do things they cannot do exactly the same so this list let's say you and I we have this exact same list you may choose goals one and two and I

may choose goals three and four sometimes that's just how I you may say you know what they can't identify it but if they don't I mean perfecto I think that's important I'm gonna work

on that or you may say they can't spell very well I'm gonna have them do you know lists with B and V and with czs I think that's important and my students it was true for them to my students don't know that either but I might make

a different decision I might make the decision that says you know what I use a spell checker for every single thing I write so I'm gonna let them use a spell checker - I'm not gonna do bv & Z lists

what I am gonna do is teach them how to use a spell checker the spell checker catches Coquina no no 10th a Cinco por ciento - sororities see - is clear as Comey off Cena Center tail Australia and

then you right click and you fix it but if you wrote if you want to say me mama Leah blow I me Papa and you don't put any accents what you just said is me

mama I'll block on me Papa and that's not what you meant but the machine is not gonna underline anything why because those are all well-formed words so we teach our students the difference

between a blow and a blow right the difference between hablar um habla de and hablar ah the things lo que no pesky la macchina esto es lo que les ensign Janos but

everything else we don't teach them ok so that's where you get your learning goals from then after you've got your goals you develop your program structure and you select your materials then you do your placement test I'd get these

emails from people can I have your placement test I'm starting a new program can I have your placement test oh my god you're going so backwards ok that's the last thing you should be

doing ok what you got to be doing first is all these other things ok and I'm going to talk about placement a little more in a minute and here's the curriculum if you get one thing out of this talk today well no I'm gonna say

two things if you get two things out of this talk today one is what we just talked about correct versus incorrect not not a useful concept it's formal and informal okay and the other thing is that

heritage courses should take from language arts more than l2 now what do I mean when I say Language Arts let's see who was raised in a spanish-speaking country okay and you took espanol or

cassiano or whatever you want to call it there okay what did you do in those

classes reading writing some grammar hmm literature mm-hmm and you learn how to write about the literature stuff like

that okay that's what I mean when I say language arts okay here's the thing though you can't go to Venezuela take the book that they use at a university in Venezuela for custody no classes and

boom import it and use it here because that's not our students can't they they're just not strong enough to do that so we're gonna talk a little bit about what it should look like it should

look like language arts with some linguistic support okay it's what I'm gonna call l2 like l2 ish okay so if you've got a student like who's not very

strong a group of students and their Spanish isn't that strong maybe your class half of it has l2 ish support and structure to it really helping them get through stuff but the other half is a

more language arts approach and this comes back to the comment we had earlier about reading reading absolutely being important if your students are stronger like the one I just showed you the essay that I just showed you about I said I do

mean emo that kid placed into heritage too in my university and my program looks more like that it's a lot more language arts you see it's a bigger proportion with a little little bit of linguistic support okay because as I

mentioned to you most of my kids are like Jose we're about three-quarters reading and writing so writing reading reading reading reading writing writing reading because that's what they have trouble with okay and then the other 25%

is a language use focused goals this is the book we use it focuses on argument writing it doesn't do this mary voyage through the genres first narration then

description that no argue come up with a thesis statement and i'm i'm not criticizing chicago public schools teachers when i say what I'm about to say and it may be true across the country I don't know a lot

college students who show up especially at hispanic-serving institutions like mine they cannot write a strong essay and you and I were just talking about that a moment they can't do it in English much less in Spanish say a

thesis statement defend it with points of support the typical five paragraph essay which we might argue and whether it's important or not but they can't do it you know bunnies are cute is not a good thesis statement it has to be something

defensible it has to be something arguable it has to be so when I realized this I said what I really want is for these kids to be able to come up with argument writing what we're gonna do in Spanish and I'll tell you the biggest

compliment I ever get is when a student goes through our program and then they come back and they tell me profit so that's not okay I was writing a paper in my criminology class the other day and I

I write better now in English I thought about the thesis statement and the connecting points and I have to summarize with it and I was like oh my god that's whatever you know yes quiero que me according to espanol obviamente

is when I met al programa but another goal remember I talked about the social justice mission that I see in these programs is getting them to be stronger students and to be successful okay so what they're doing is they're reading

and writing every single chapter has a theme el mundo lab or a la tecnología El Hierro it'll be in a study that's eluded cetera it gives them essays so here's a

well-written essay in Spanish por que se tiene que sube de salario mínimo then there's another one that says por que no se they're a surreal is a lot anymore they have to read them both make up

their mind write an essay in Spanish and when they write that essay nobody is brilliant in a vacuum when you say said everyday so we decide on your meaning all you have to say por Kasich evoke and los que dicen que no right

let's just say I must say they say you're Vigo say they say you're Vigo okay and that's that's where this comes from okay they have a capital Tina and focus their

reduction what is a good thesis what is a good bit too low right if you want him to park a land to text oh you have to have a good Pedro como se hace una fuente electronica have you ever heard

students write an essay and right in the middle of a paragraph there's a six line long link that they just slap right in there okay my students do that all the time so you teach them how do you say what's a good website to

and what's not okay we talk we walk them through that we talk about oh that's Jonas complain house we talk about vocabulary oh so if I don't say 'i d ho EDSA IDI go he did say and write

use some other words besides this year use a thesaurus etcetera etcetera and then la última part a is grammatical you so even a we're crime will poke lucky

I'm walking either don't live in estas puntos del assessment porque en este momento yo tenía Uno's Diez años trabajando con estos Chico's and I knew

more or less don't attend problemas they have problems with gustar type verbs okay they have some problems with the pasado whom people so we work on it they

have problems with sino in pero they have problems with a bear and a bear and the spell checker doesn't catch that okay they have some issues with I sent

lassie on so we work on it we teach them how to use a spell checker we don't just say use a spell checker you'll figure it out no we teach them look at the best Kyle okay no de pesca we teach them so

we break it down first into a blade versus a blip those kinds and then we worked with a blow verses a blow things like that it's it that it's it that so

that's that's how the book works and our program has grown exponentially this is where it was about ten years ago and

this is where it is now and it just keeps growing and growing and growing another thing that we incorporate you'll see this in Chapter three cuestiones de

lengua we show them the rule govern nature and somebody asked me about code switching we actually teach them that this thing called Spanglish okay actually consists of four different

phenomenons we walk them through these different phenomena para que your step on right la próxima vez que Vienna Mexico y el primo d SE que habla como pocho right la persona puede rep on

there Joe acaba de empleo um cambio de Cody was improvisational seguido por una extensión semantics ax right para que tengan were who yo no geek a step and

this is rule governed behavior you can't come here de lengua right Kao sip on battery side if you're doing this it means your Spanish is strong and your English is strong if one

of them is weak no no study si si endo okay and so to go back to the question when they're writing I at this point in time feel that when you're writing a formal text

in la bola then I get said monolingual and I guess I'm on a linguist not because no I come use de código in context those formality Kilroy look at

Junot Diaz that guy want a pure surprise okay and he's got code-switching all up in his books okay so no es por si motivo C no porque en este momento if you're writing literature fine but if you're writing an argument texts like

the ones that we're talking about you may have someone like your mom who doesn't know any English and you want it to be understood now that doesn't so the cumbia the colonoscope está Claro lo que no está tan Claro son los pressed on

Mozilla sustains units right if they're saying aplicar do you tell them in there si sabes que tienes que hacer una palabra un poco más Internacional meant a conocida como

solicit are or do you say do you just point it out say solo para que se passe most people use so Lisa tan but this is fine here where do you not say anything

I'm not gonna know I'm not gonna tell you what to do no you got a what I would do it would depend on the audience who are they writing this for are they writing it for the head of the Dean of

Students or are they going to send it to n Coletti natal Campina right yeah there's a comment over here

all of them absolutely yep exactly so every single chapter they write to

carpets and they're called kata paths right escribió una carta tina zumba sino que se que ho por que otros vecinos Y

ustedes is is a gay couple he said Karen now you write a letter to the homeowners association saying why you don't think they should or what you think about situation they're always writing it's a

kind of tattoo somebody with some purpose always so right so depending if you're writing it to the homeowners association maybe IP cada would be fine I'm just using that example but if they're writing it to the Secretary of

State about raising I don't know something then maybe they wouldn't so it's all context-driven okay I told you that I don't like this term Spanglish I won't have time to go into it if you go

to my website you'll see so they said they attend Ricardo Peggy are the best of friends but they disagree on what to call it they don't disagree on the fact that this kind of language is great and

wonderful and fine it's not that we kind of don't think he's against Spanglish no no he's against the word Spanglish she's against the label Spanglish yeah no he wants to call it something

the term it says the term the term they're both absolutely Pro code-switching Pro us Spanish he does not like the word Spanglish he thinks we

should call it us Spanish because she says c2 narezo muchacho - habla Spanglish estás diciendo que no habla Spanish all proper your home and Katie

said you know how to respond Yahya to Spanglish they never say it with pride ask people about the term Spanglish and/or listen when somebody says I speak Spanglish are they really saying it with pride or are they saying is it to say

noise espanol you know me whose kiss okay so I would encourage you have your students go to the debate is in espanol so they can go to this website they could listen to the debate and make up their mind will they

use the term Spanglish from now on or not will you use the term Spain anymore after watching this debate or not okay that's something else you can do um it's been brought up what do we do with

grammar what does grammar mean when you when people say they don't know grammar they have to study grammar what do they mean

do they mean terminology or do they mean use now I'll bet if I brought up a good point earlier sometimes you confuse

students more when you give them these fancy grammatical explanations I would say don't work on stuff I'm I know I'm beating a dead horse here don't work on stuff they already no Yogo a filling in

the blank but the present right don't do that do work on stuff that they have trouble with they have trouble with gustave verbs my students my students have trouble with the pesalam table but

again is this really important I have you for 16 weeks am I gonna get you to produce wait I hear instead of Etta is that really keeping me up at night I don't know this one I already told you

I stopped doing I just leave that alone they do use aa in the present it's the first person singular then I don't know why but I do work on that so these are

choices that I've made you might make different choices about what you what grammar you want your students to do okay writing I think is super important they've got to read and write and write

and read writing is a process okay they have to do multiple versions they have to do always have an audience in a purpose we already talked about this

when providing feedback oh my god don't use a red pen and write a million things on the page it looks like an appendectomy took place on top of the paper right and I'm not saying you have

to use purple or a healing color what I am saying is they can't take all that in only respond to what impedes comprehension and what you already

studied if there's something you didn't study yet maybe don't give them feedback on it and here's the thing they have to in my class they have to write multiple versions plus I made that happen ever to see on your list like comentários Melo

Evan a screaming trigger let's do a mass comentarios but I don't want them to say hey you said no me dijo la primera viscous just 10 iakh a quarter here said I always tell them I'm not gonna crack every single thing how many times when

you write an essay in college how many times do you revise it you're always changing things don't say you're standing kitten anyway Claro is so I started at UIC they had to do three

compositions and do two versions each and then I got really deep into writing as a process and I thought no no boy I keep that ulna para que solo siendo Sparrow I could be transverse Yanis

Emeco locale - departamento de kento's many Cappadocia this is the University come on I can read solo composition a semester day and I said Mira 3 times 2 is the same as 2

times 3 it's still 6 y donde crane ustedes que la version final tenia muchísimo mejor Kalidas aqui es si who never shown is peer-reviewed won't have

time to talk about peer review if you're gonna do a peer review you've got to do it smartly don't put them together and say ok comment on each other's essays that's the blind leading the blind no

saben care save in Deacon courses can be any this time algo estaba bien right it's it can be a disaster if you don't do it very very carefully and I can send you some some guidelines for that if you're interested final point

that I'd like to mention my Benito cotillion so respond es muy bonito K students or electing americano Papa swab a loss or whatever but guess what it's also very

nice for them to study about the fifth largest spanish-speaking country on the planet okay miss Chico's and Chicago know nothing about the Nuyorican poets cafe they know nothing about your

communities that you have here they know nothing about all the Mykonos je Gondar Queens well you got it you got basically a little Puebla over in Queens right they know nothing about it they know nothing about lo Cubano in Miami they

know nothing about sis out of Chavez in the migrant farmworkers movement they don't know anything about those Myrtle mikanos who've been there for 400 years and they certainly don't know anything about the cherry pickers up in Washington State

there's a town up in actually an Oregon Woodburn Oregon 67% Mexicano and not just mihika no walk in you 67%

full of Oaxaca pne's the food must be divine out there so yeah you've been to Woodburn if they're so my thought is I really like what they're doing at Arizona State University they have this component called these

funny lettuce and what the kids do solidness is prepare comunidades and they make a digital storyboard gay of Natron about something then they put it online you gotta submit that you could you

collaborate with a different University I'm pretty sure Columbia's doing it who

did it you did it do you want to talk

about it okay okay oh it kind of if you don't have a good team I did it with Arizona State University too and I had a

TA who wasn't very with it so you got to be sure the people are good but okay penguin indeed okay some como Cinco seis when you versi itis and if you're lucky when you're doing it you can hook up with another campus somewhere in the US

was also doing it and then the students share I won't have time to do this with you they share their digital storyboards

with each other and they really learn

cool things about the other place right it's so fun it's just fantastic and that

you can imagine the value that it gives to write in a Spanish it's decolonizing our spanish curricula if you think about it and these debates still rage how

colonial and neo-colonial a lot of our spanish department curricula are dominated by a spain centric version right or even if it's Latin American centric we're trying to get a more

Latino perspective in these courses and this is a really good way to do it so finally I promised you I was gonna talk about placement that is the last thing you do after you have identified your students who they are and what they can

do what they can't do from the things they can't do you choose your roles you got your goals chosen then you got to pick your books okay oh by the way on my website I have scanned with the

publishers permission all the tables of contents of all the commercially published Spanish for heritage speakers books high school and college that I have found if you know of one and it's not on my website please scan it and

send it to me and I'll put it there this way you can sort of shop and look and see which books match your goals okay you develop your program structure is it one course is it to court

what is it then you do placement that's the last thing you should do now here's the thing about placement placement should be tied to your course content

some people treat placement like a thermometer I call it thermometer placement i Paulo at that moment throw if you score between this and this you go to heritage one if you score between

this and this you got a heritage to yes el mismo thermometric a osa todo el mundo a web Cape es una hemp law and a web caper soon ahem brother you enter mo Metro loss create others their web cape

los mismos crea daughters who are very good all right they're at at Brigham Young University and you know a lot more Mona's they're really good at language testing and teaching and learning porque Bonnie a census misiones and all of that

so this test Jerry Larson told me was not made for heritage speakers it's a thermometer and it's a

thermometer for l2 okay so even if you have l2 contents that's different from sort of mainstream regular l2 curriculum my thought would be don't use the abdicate the webcam so I advocate for

placement Kano said that they don't at a moment through what you do is you take what's in your program your goals and then you have your placement test be that so make sense

so my placement test asks a bunch of questions of what we do in this class right here and if they can answer those well then I feed him a bunch of the computer feeds them a bunch of questions

of stuff that we do right here and if they can answer them you know what move on does that make sense so your your placement is tied to your curriculum to me it doesn't make sense to use

thermometer placement based on some weird I don't know what and somebody over here mentioned that they had their students take this placement test but it really doesn't reflect what they actually know final notes if you want

more preparation you probably know that the national heritage language Resource Center is in Los Angeles they're always having workshops they're always having classes they're having a workshop in

I'll look at okay this summer if you can make it out there but they also have this this is online this is the best thing since sliced

bread you don't have to scramble the to write it down because I'll send you the powerpoints it has eight lessons and you click on the lesson and you see videos and then asks new questions and it's

amazing if you have a friend who's teaching here two speakers wasn't here today or just doesn't know what to do with their hair two speakers this is a really really really good place to start yeah you just have to create account 100%

free all you have to do is create an account and at the end they have a couple of modules in other languages too okay another question I get who is qualified

to be a heritage speaker teacher do you have to be a native speaker notice how I put that in quotes what does that mean sometimes it's easy to find the native speaker I think we all agree I'm a native speaker of English right but

other times it's not so clear who's a native speaker what that actually means doesn't mean you had to be raised monolingual in that language what does it mean so that's it's questionable anyway I will tell you that of the three

flavors of teachers I think there's three flavors of teachers generally there's those who were raised in Latin American Spain there's those who were raised here in the u.s. monolingual II I went and learned it as a second language

later in their life and then there's those who are here two speakers themselves right of all those three groups I have seen the best heritage speaker teachers and the worst heritage

speaker teachers so it doesn't matter which flavor you are you can be awful or you can be great and you're great when you have these ideas about sociolinguistic appropriately when you

have these ideas about respecting your students when you have ideas about what it means to grow a language that has been historically repressed and minoritized these are the kinds of things that make you a good teacher

this article is fantastic it's called here's the title you ready a gringa is gonna teach me Spanish that's the title of this article she does a great job

unpacking what does it mean to be a white person right teaching Spanish a language that has been systematically denied do a whole population of people

what are some of the things we need to think about and unpack when you're occupying that position of language expert with a group of people who have been denied their own language right so

these are the concepts think we have to keep in mind Laborde la playa hey all of us etc that's what makes us good teachers here is a moderately shameless self-promotion for the Green Book and you know what you

guys were so good today how about everybody gets a copy of the Green Book [Applause] keys to a car anyway so these that's my

website where you can get all the stuff that I told you about do we have time I wanted to remember I talked about the exit quiz Aloha Stadium

a monadic on Las Damascus muy rápido que me cribben algo de aqui una pregunta que le Honora pregunta kami creeron surah cuesta I'll just give you about 30

seconds to do that because I know I have to get off the stage here jackin it from Italy Promethean can trigger I was there come on okay so your way and Posada Sudoku lot

is reco here so so he does and I think now is probably a good time for me to say thank you very much for your attention [Applause]