WebQuest: Heritage Speakers
Señora Trinidad
Christopher Columbus HS
The
Problem:
A fourteen year old boy walks
into the Second Language Department at
Definition: The term Heritage Speakers refers to
someone who has had exposure to a non-English language outside the formal
education system. It most often refers
to someone with a home background in the language. Other terms used to describe this population
include “Native speakers” Bilingual and “Home background”. While these terms are often used
interchangeably, they can have very different interpretations. (source: Teaching
Language heritage language learners: voices from the classroom)
Task: 
You
are an investigator for the newspaper your task/objective is to do a research
on the causes and effects of the lack of Heritage language classes in your school community and use the
six steps of the Public Policy Analyst to find evidence that will allow you to
develop public policies that you think will reduce or eliminate this problem.
Process
(2) Gather evidence
(3) Identify causes
(6) Select best
solution
For
this assignment you must:
1.
Complete all worksheets provided
in each link (6).
2. Write a two page report on your findings
(double spaced) based on the PPA system
3. Cite at least 3 on-line sources where you
obtained this information
4. Make a PowerPoint presentation
Process:
Use
the following guidelines for the completion of the product.
Guidelines:
1.
Research the sources
listed below in order all the following questions.
2.
Use the six step
public policy analysis work sheets before writing your report.
i.
www.maxwell.syr.edu/plegal/TIPS.html
3.
After you complete your six worksheets, begin writing a first
draft.
Gathering
evidence of the problem
The goal of these activities is to develop problem solving skills through using
the Internet. Therefore, this step requires your group to use the Internet to
locate at least three different types of evidence to support the existence of
your problem.
Statistics that focus directly on
your specific problem within your specific geopolitical location are usually
the best source of evidence. However, sometimes the data is from national
statistics and your problem location is for your city or state. Then, you may
sometimes use that data with a statement that the problem in your city or state
is consistent with the national data. Also, you may do a search with keywords
from the social problem combined with the name of your city or state to locate
additional web resources and data.
Resources: 
1. LINGUIST List 14.3056: Film About Heritage Language Learners LINGUIST List
14.3056
www.linguistlist.org
2. Heritage Language Journal A New Perspective on Teaching
Russian: Focus on the Heritage Learner Olga Kagan,
UCLA, and Kathleen Dillon, UC Consortium for Language Learning and Teaching
This article is reprinted with ...
www.isop.ucla.edu
3. Turning on Heritage Language Learners to Higher Education and
Language Study: The Professional Language Development Prog Dr. Roseann Duenas Gonzalez Professor
of English, University of Arizona 825 East Via Entrada
Tucson, Arizona 85718 Turning on Heritage Language Learners to Higher Education
and Language Study: The ...
www.hichumanities.org
4. Heritage Languages Initiative Center for
Applied Linguistics Heritage Language Research Priorities Conference Report
www.cal.org
5. American Council on the Teaching of Foreign Languages ACTFL Quick
Menu Home About ACTFL What’s New Membership Special Interest Groups Awards
Scholarships and Grants Members Only Publications Workshops Proficiency
Guidelines Proficiency Testing ...
www.actfl.org
6. Heritage Language Journal Heritage
Language Instruction for Post-secondary Students from Immigrant Backgrounds Kimi Kondo-Brown, University of Hawai'i
at Manoa Abstract Special instruction for heritage
language (HL) ... ... 1. Introduction: The definition of 'heritage language
learners' and the present research purpose ...
www.isop.ucla.edu
7. Heritage Languages in America: Preserving a National Resource Joy
Kreeft Peyton, Donald A. Ranard
and Scott McGinnis (ed ... picture of how the diverse population of
heritage language learners could be ...
calstore.cal.org
8. CLEAR Research: Feedback & Heritage Learners ... Feedback to
Learners: The Case of Heritage Language Learners ...
www.nwav.lin.msu.edu
9. Alliance for the Advancement of Heritage Languages This is the
website for the
www.cal.org
10. UCLA Foreign Language Resources EVENTS NEWS QuickLinks February 7, 8, Technology for the Foreign Language
Classroom and Beyond: Symposium June 22-26, UC Language Consortium Workshop on
Heritage Language Education Senator Paul ... ... emphasize the need to nurture
America's heritage language learners and speakers as a vital national resource.
...
www.humnet.ucla.edu
Policies
websites:
- http://www.neirtec.org/statepolicy/documents/chart0112.pdf
- http://nces.ed.gov/pubs2003/tech_schools/chapter1_2.asp#3
- http://www.ed.gov/index.jsp
Search Engines
EVALUATION
Guidelines
for your typed report.
- Your
three page typed report must be based on the 6 step public policy analyst
format
- You
may include graphics in addition to the typed 3 pages
- You
must use paragraphs and follow the conventions of standard written English
- A
cover sheet with your name, class, date, and title of your project
- Report is necessary.
EVALUATION:
|
|
A(100-90) |
B(89-80 |
C(79-70) |
D969-60 |
F(59-<) |
|
Step 1-Intro |
Background information Thesis statement and
examples |
Thesis statement and examples of
racial discrimination |
Thesis statement and 1 example |
Thesis statement |
Background information |
|
Step 2-Evidence |
Show evidence from text to prove
thesis (at least 3 for each character) |
Show evidence from text to prove
thesis (at least 3 for each character) |
Show evidence from text to prove
thesis( at least 2 for each character) |
Show evidence from text to prove
thesis ( at least 1 for each character) |
Provides evidence and thesis
statement as a unit |
|
Step 3-Causes |
From research show possible
causes for problem(at least 3 causes |
From research show possible
causes (at least 2) |
From research show possible
causes(at least 1) |
From research show possible
causes (at least 1) |
Shows one possible cause of
problem |
|
Step 4-Policies which existed |
Cite at least 2 policies which
helped the |
Cite at least 2 policies which
helped the |
Cite 1 policy which helped the |
Cite 1 policy, which helped the |
Does not Cite a policy that
verifies claim |
|
Step 5- Reform possibilities |
Give at least 3 possibilities |
Give 3 possibilities |
Give 2 possibilities |
Give 2 possibilities |
N/A |
|
Step 6- Best solution |
Of the three choose the best one |
Of the three choose the best one |
Choose the better of the two
choices |
Choose the better of the two
choices |
Gives a recommendation |
|
Spelling, grammar and
punctuation |
There should be a minimum of 5 |
There should be a minimum of 6 |
There should be a minimum of 8 |
There should be a minimum of 10 |
There should be a minimum of 11 |
Standard
How this
research integrates the standards of Foreign Language Learning:
Source: http://www.isbe.state.il.us/ils/foreignlanguage/foreignlang.html
http://www.emsc.nysed.gov/ciai/lote/pub/lotelea.pdf
APPLICATIONS OF LEARNING
Through
Applications of Learning, students demonstrate and deepen their understanding
of basic knowledge and skills. These applied learning skills cross academic
disciplines and reinforce the important learning of the disciplines. The
ability to use these skills will greatly influence students' success in school,
in the workplace and in the community.
SOLVING PROBLEMS
Recognize and investigate problems; formulate and propose solutions supported
by reason and evidence.
Learning a
foreign language develops the tools for dealing with various types of survival
challenges, technical skills and interpersonal exchanges across and among
cultures. Students use the process of forming a hypothesis, testing that
hypothesis, eliminating nonessential information and drawing conclusions, aided
by and further developing the four skills which are at the core of
communication: listening, speaking, reading and writing. Knowledge of other
cultures and world issues helps students temper their communication about the
problems they endeavor to solve.
COMMUNICATING
Express and interpret information and ideas.
The four basic
skills essential for oral and written communication are enhanced by an
understanding of non-verbal gestures, cultural symbols and rituals, global
trends, regional varieties of language, and local traditions and contexts. For
students of language to contribute to society, they must learn the academic,
technical and workplace uses of language and how those realms of knowledge
relate to other fields of study. Students learn to communicate for a complete
range of purposes including personal, school-based, community, vocational,
recreational and professional. In modern languages, curricular designs reflect
the importance of students developing simultaneously all four communication
skills—listening, speaking, reading and writing.
USING
TECHNOLOGY
Use appropriate instruments, electronic equipment, computers and networks to
access information, process ideas 
and communicate
results.
Students of
foreign languages benefit from access to a wide range of technology helpful in
locating primary sources in the target language and interacting directly with
native speakers. Students reinforce their knowledge of software, technical
skills and vocabulary as they use this technology both within and beyond the
foreign language classroom. The use of technology in the foreign language
curriculum adds a powerful tool for lifelong learning, advanced research,
recreational activities and understanding of global issues.
WORKING ON TEAMS
Learn and contribute productively as individuals and as members of groups.
Group learning
activities at the core of foreign language learning are one component of actual
communication in the target language. Students using the target language to
engage in group discussions and research projects are already communicating
within the classroom. Group learning activities also reflect contexts and
processes outside the classroom. For example, students involved in a debate may
cover the same issues as presented in a court of law during the French
Revolution. Students preparing a group presentation on the Amazon rainforest
may cover the same problems as a group of Brazilian engineers and scientists.
MAKING CONNECTIONS
Recognize and apply connections of important information and ideas within and
among learning areas.
Students of
foreign languages make four types of connections throughout their study. First,
they learn how to transfer skills and content of the foreign language in ways
to better understand skills and content of the first language. Second, students
make subject-matter connections, reinforcing content and skills of other areas
such as science and fine arts. Third, students explore issues and themes which
cross disciplinary lines, and fourth, students use the target language for
making connections to vocabulary and processes important in the world of work,
in community service, and for recreational purposes
Conclusion
By completing this activity students will
learn how to use the Internet for research and analysis. They will use critical thinking skills to
make decisions on what policies would be most effective. They will become familiar with PowerPoint
presentations. They will use the power of the media in all its applications to shape, convince and
persuade teens to stop and think before they make important life decisions. They will be able to
draw conclusions on public opinions derived from an analysis of surveys based on focused, well thought
out questions specifically targeted to a narrow, interested audience. Based on this knowledge, they
will know exactly what the targeted audience thinks and can approach policy makers with accurate
information whose goal is to replace no effective
policies with better formulated, relevant and implemental new policies.
*This WebQuest was
prepared in association with the TIPS 2004 program,