Stories and non-fiction works that students can read in class, alone, and with family and community members.
Published in Chapter:
Using Materials in Refugee and Immigrant Adults' Heritage Languages in Instruction: Challenges and Guidance for Teachers and Tutors
Fernanda Minuz (Independent Researcher, Italy), Belma Haznedar (Boğaziçi University, Turkey), Joy Kreeft Peyton (Center for Applied Linguistics, USA), and Martha Young-Scholten (Newcastle University, UK)
Copyright: © 2020
|Pages: 26
DOI: 10.4018/978-1-7998-2722-1.ch020
Abstract
There has been a shift in receiving countries and their education programs for adult immigrants around the world. A complete focus on immigrants' cultural integration and learning of the language of the country has shifted to an understanding that supporting heritage language maintenance benefits adults with little or no formal schooling in that language, including a more nuanced sense of identity, stronger second language (L2) and literacy learning, and confidence in supporting the schooling of the younger members of their communities. Teachers and tutors need, but lack, professional development focused on implementing instructional approaches that incorporate this new focus and on using reading materials in learners' languages. This chapter describes a new Online Heritage Language Resource Hub, which gives teachers, tutors, adult learners, and younger members of the community access to materials in hundreds of immigrants' languages. It also provides teachers ways to use the reading materials in the Hub in their classes with adult learners.