Spanish for K-8 Heritage Speakers: A Standards-Based Curriculum ...

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Spanish for K-8 Heritage Speakers 35 guage component as well as dual immersion teachers may also find this curriculum useful. Although it was written specifically for teaching in Spanish, it is adaptable to other heritage languages as well. The learning scenarios offer enough resources, materials and opportunities to be adjusted to the needs of many different groups and teaching situations. Moreover, many of the scenarios have been piloted in classrooms, such that the final product reflects adjustments based on interaction with students in the Chicago Public Schools. The final curriculum document will be free and available to the public in PDF format at the website of the Chicago Public Schools' Office of Language and Cultural Education (www.olce.org). Given the wide range of educators who find themselves teaching Spanish as a native lan guage in our nation's public schools, there is a need for professional development in heritage language teaching. It is well known that teaching a heritage language is vastly different from teaching a foreign language (see for example Potowski and Carreira 2004). To this end, it may be fruitful for national groups such as the Heritage Languages Initiative, the National Heritage Language Resource Center, the American Association of Teachers of Spanish and Portuguese, and the American Council of Teachers of Foreign Languages to assist state-based groups that seek to create endorsements in heritage-language teaching. In addition to the multiple sets of standards and publications we consulted, we would like to conclude by mentioning the joys and challenges that have informed our experiences as teachers of Spanish for native speakers, our constant faith in the value of this curricular project, and our desire to provide Spanish-speaking communities with the opportunity to have their language and culture validated from the earliest levels of schooling. NOTES 'The term "heritage speaker" refers to individuals who grow up in households where a minority language is spoken, yet they are schooled in the country's majority language (Vald?s 1997). Such individuals usually end up functionally bilingual, but dominant in the majority language in which they were schooled. In our case, although children of Spanish-speaking immigrants usually maintain communicative competence in their family's heritage language, they often do not develop age-appropriate levels of literacy, vocabulary, and grammatical systems in it. 2Colleagues who participated in this project are Margaret Kania, Eva Mart?nez, Mar?a Paz Mart?nez, Maribel Ouiell?-Silva, Elisa Rivera, Cristina Su?rez, and Mary Beth Werner. The project director was Mark Armendariz. A portion of this work was presented at the AATSP meeting in Salamanca, Spain, in July 2006. WORKS CITED AATSP. (2000). AATSP Professional Development Series Handbook For Teachers K-16. Volume I, Spanish for Native Speakers. Orlando: Hartcourt. AATSP. (2001). AATSP Professional Development Series Handbook For Teachers K-16. Volumes III and IV. Orlando: Hartcourt. ACTFL. (1999). Standards for Foreign Language Learning: Preparing for the 21st Century. 18 Sept. 2007, . Aparicio, F. (1997). "La ense?anza del espa?ol para hispanohablantes o la pedagog?a multicultural." La ense?anza del espa?ol a hispanohablantes. Praxis y teor?a. Eds. C. Colombi, y F. Alarc?n. Boston: Houghton Mifflin. 206-21. Beane, James A. (1993). A Middle School Curriculum: From Rhetoric to Reality. Westerville, OH: National Middle School Association. 1993. Bertrand, Diane Gonzales, Pauline Rodriguez Howard, and Julia Mercedes Castilla. (1999). Family/Familia. Houston, TX: Pi?ata Books. Bribois, J. (1995). "Connections Between First and Second Language Reading." Journal of Reading Behavior 27: 565-84. Cisneros, Sandra. (1994). Hairs/Pelitos. New York: Knopf. Colato Lainez, Ren?, and Jill Arena. (2005). Playing Loter?a/El Juego de la Loter?a. Flagstaff, AZ: Luna Rising. Cole, Babette, and Maria Elena Thomas. (1992). Princess Smartypants/La Princesa Sabihonda: Spanish English. London: Magi Publications. College Board. (2005). "2005-2006 Professional Development Workshop Materials. Special Focus: Writing About Literature." The College Board. Curtain, H., and C. Dahlberg. (2004). Languages and Children?Making the Match: New Languages for Young Learners. Boston: Pearson Education.
36 Hispania 91 March 2008 Escamilla, Kathy. (1993). "Promoting Biliteracy: Issues in Promoting English Literacy in Students Acquiring English." The Power of Two Languages: Literacy and Biliteracy for Spanish-Speaking Students. Eds. J. Tinajero and A. Flor Ada. New York: Macmillan-McGraw Hill. 220-33. Galloway, Vicki. (2001). "Living Dimension to Mappaemundi: The Matter of Perspective." Volume IV Teaching Cultures of the Hispanic World: Products and Practices in Perspective. Ed. V. Galloway. Mason, OH: Thomson Learning Custom Publishing. 3-63. Garcia, Eugene, and R. Padilla. (1985). "Effects of Language Transfer on Bilingual Proficiency." Advances in Bilingual Education Research. Eds. E. Garcia, and R. Padilla. Tucson: U of Arizona. 53-70. Garza, Carmen Lomas. (1992). Homenaje a Tenochtitlan: An Installation for the Day of the Dead. Northampton, MA: Smith College Museum of Art. ?. (1999). Making Magic Windows: Creating Papel Picado/Cut-Paper Art with Carmen Lomas Garza. San Francisco: Children's Book P/Libros Para Ni?os. Garza, Carmen Lomas, Harriet Rohmer, and David Schecter. (1996). In My Family/En mi familia. San Francisco: Children's Book P/Libros Para Ni?os. Garza, Carmen Lomas, Harriet Rohmer, and Rosa Zubizarreta. (1990). Family Pictures Cuadros de familia. San Francisco: Children's Book P. Hulstijin, Jan. (1991). "How Is Reading in a Second Language Related to Reading in a First Language?" AILA Review 8: 5-15. National Center for Educational Statistics. Participation in Education: Language Minority Children. 13 June 2007 . Potowski, Kim, and Maria Carreira. (2004). "Towards Teacher Development and National Standards for Spanish as a Heritage Language." Foreign Language Annals 37.3: 421-31. Ramirez, J., S. Yuen, and D. Ramey. (1991). "Final Report: Longitudinal Study of Structured English Immersion Strategy, Early-Exit and Late-Exit Transitional Bilingual Education Programs for Language-Minority Children (Executive Summary)." San Mateo, CA: Aguirre International. Rohmer, Harriet. (1997). Just Like Me: Stories and Self-Portraits by Fourteen Artists. San Francisco: Children's Book P. Spinelli, Emily, and Anne Grundstrom Nerenz. (2004). "Learning Scenarios: The New Foreign Language Curriculum." CLEAR News 8.1: 1, 3, and 6. Thomas, Wayne, and Virginia Collier. (2002). A National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement. University of California, Santa Cruz: Center for Research on Education, Diversity and Excellence. 15 June 2007 . University of the State of New York and New York State Education Department, Office of Bilingual Education. (1997). Directory of Languages Spoken by Students of Limited English Proficiency in New York State Programs. 15 June 2007 . University of the State of New York and New York State Education Department, Office of Bilingual Education. (2004). The Teaching of Language Arts to Limited English Proficient/English Language Learners: Learning Standards for Native Language Arts. 15 June 2007 . Vald?s, Guadalupe. (1997). "The Teaching of Spanish to Bilingual Spanish-Speaking Students: Outstanding Issues and Unanswered Questions." La ense?anza del espa?ol a hispanohablantes: Praxis y teor?a. Eds. M. C. Colombi, and F. X. Alarc?n. Boston: Houghton Mifftin. 93-101. World-Class Instructional Design and Assessment. (2006). Spanish Language Arts Standards. Madison, WI: State of Wisconsin. 15 June 2007 .
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