31.901, Books: Learning and Not Learning in the Heritage Language Classroom: Helmer

[The LINGUIST List]

LINGUIST List: Vol-31-901. Wed Mar 04 2020. ISSN: 1069 - 4875.

Subject: 31.901, Books: Learning and Not Learning in the Heritage Language Classroom: Helmer

Moderator: Malgorzata E. Cavar (linguist at linguistlist.org)
Student Moderator: Jeremy Coburn
Managing Editor: Becca Morris
Team: Helen Aristar-Dry, Everett Green, Sarah Robinson, Peace Han, Nils Hjortnaes, Yiwen Zhang, Julian Dietrich
Jobs: jobs at linguistlist.org | Conferences: callconf at linguistlist.org | Pubs: pubs at linguistlist.org

Homepage: http://linguistlist.org

Please support the LL editors and operation with a donation at:
           https://funddrive.linguistlist.org/donate/

Editor for this issue: Jeremy Coburn <jecoburn at linguistlist.org>
================================================================


Date: Wed, 04 Mar 2020 22:02:44
From: Elinor Robertson [Elinor at Multilingual-Matters.com]
Subject: Learning and Not Learning in the Heritage Language Classroom: Helmer

 


Title: Learning and Not Learning in the Heritage Language Classroom 
Subtitle: Engaging Mexican-Origin Students 
Series Title: Bilingual Education & Bilingualism  

Publication Year: 2020 
Publisher: Multilingual Matters
	   http://www.multilingual-matters.com/
	

Book URL: http://www.multilingual-matters.com/display.asp?isb=9781788927628 


Author: Kimberly Adilia Helmer

Hardback: ISBN:  9781788927635 Pages: 264 Price: U.S. $ 149.95
Hardback: ISBN:  9781788927635 Pages: 264 Price: U.K. £ 109.95
Paperback: ISBN:  9781788927628 Pages: 264 Price: U.S. $ 49.95
Paperback: ISBN:  9781788927628 Pages: 264 Price: U.K. £ 34.95


Abstract:

Learning and Not Learning in the Heritage Language Classroom, a critical
ethnography, describes the first year of a teacher-founded charter high school
and presents a case-study of compulsory Spanish heritage language instruction
with two Spanish-language teachers, one English dominant and the other Spanish
dominant. The study follows the same cohort of Mexican-origin students to
their humanities-English class, bringing into focus what works and what does
not with this group of learners. Unlike many Spanish heritage language
studies, the students in this book did not choose to take part in Spanish
class and thus provide unusually raw feedback on their teachers and classes.
The engagement and resistance of these students suggests pedagogical
directions for engaging Spanish heritage language learners. The book will be
of interest to scholars, administrators, students and teachers involved in the
delivery and assessment of heritage language classes.
 



Linguistic Field(s): Applied Linguistics


Written In: English  (eng)

See this book announcement on our website: 
http://linguistlist.org/pubs/books/get-book.cfm?BookID=141434




------------------------------------------------------------------------------

***************************    LINGUIST List Support    ***************************
 The 2019 Fund Drive is under way! Please visit https://funddrive.linguistlist.org
  to find out how to donate and check how your university, country or discipline
     ranks in the fund drive challenges. Or go directly to the donation site:
               https://iufoundation.fundly.com/the-linguist-list-2019

                        Let's make this a short fund drive!
                Please feel free to share the link to our campaign:
                    https://funddrive.linguistlist.org/donate/
 


----------------------------------------------------------
LINGUIST List: Vol-31-901	
----------------------------------------------------------