Heritage Language Literacy: Theory and Practice - 1 views
started by Olga Leonteac on 27 Feb 12
started by Olga Leonteac on 27 Feb 12
started by Olga Leonteac on 27 Feb 12
started by Olga Leonteac on 27 Feb 12
Summary
The author of this article proposes the 4-staged pedagogical model for teaching writing to heritage learners with no or limited writing proficiency. This model is designed to teach students the variety of written discourses (as defined by the author: registers - "a cover term incorporating style and genre, and referring to socially conditioned written language use") in their native language. The model combines reading and writing assignments for each stage (from "simpler, less formal conversational discourse" to advanced writing modes involving analysis, synthesis and persuasion). The learners are supposed to implement their more extensive knowledge of written discourse types in English in practice of writing in their native language, i.e. to develop metalinguistic and cross-cultural awareness.
Chevalier determines literacy as "ability to use reading and writing skills in socially appropriate situations, within appropriate registers". According to her, bilingual learners do not possess the full variety of complex written registers in their native language. The author sees the reasons for this in the native speakers' speaking habits: in case when monolinguals need to switch to another register, bilinguals switch to another language. Therefore, "the ability to switch languages allows bilinguals to restrict use of each language to familiar domains". What happens is the simplification of the language use, which is reflected in the poor ability to write, i.e. heritage learners write as they tend to speak, transferring their oral speech into written form (conversational discourse).
Thus, the way towards teaching writing to the heritage learners would be to "expand the functional range of the home-based language". It can be done by following: (1) teaching writing strategies; (2) "developing a metalinguistic awareness of written discourse types and genres"; (3) introducing the rules of rhetoric, syntax, morphology, orthography, etc. in the native language.
Besides conversational discourse, the author identifies five other writing modes (from personal to more abstract ones): description, narration, evaluation, explanation and argument, as being "the broad basic categories characterizing most written forms".
For each of the above-mentioned modes Chevalier enumerates possible writing processes and types. E.g., for teaching narrative writing, students are supposed to develop the skills of "sequencing the actions in time and space" and "recounting". They will do it, first, by reading examples of narratives such as family histories, stories, fairy tales, and second, by practicing writing their own stories, personal narratives, etc.
It is crucial for Chevalier that students are given an appropriate model for writing, i.e. "a set of preliminary written texts assigned for reading and analysis". When reading and doing pre- and post-reading exercises, students are to investigate not only the content, but also the form of the text searching for genre markers, and its function.
After reading, students are supposed to do elements of writing in groups or individually, under the teacher's guidance. And the final step would be an independent written work positively influenced by previous readings, discussions and group writing exercises.
Response
Chevalier raises an interesting question about the interdependency of two languages in forming writing habits in bilinguals. In her opinion, code switching can prevent learners from mastering their native language writing, as well, as it limits opportunities for writing in English. However, if this point of view is correct, then why do many monolinguals experience approximately the same amount of difficulties in writing? At the same time, the author mentions the variety of written registers such as narrative, description, evaluation, etc., which are common for all languages. It seems that Chevalier wants heritage learners to develop a universal formula of writing strategies for each register, and that would enable them become more proficient writers. After the learner masters styles and genres specifics, he / she can work upon the improvement of grammar (morphology, syntax, etc.) of the native language .
Basing on my experience with heritage learners, I can say that the situation has been quite contrary so far. Bilinguals, who come to my classes to study their native language, know about the style differences, and can identify text genres as well as to use them in their writing. However, when it comes to grammar and rhetoric, they are at loss. They do not have enough knowledge about how to construct their written passages so that to attract the audience. Therefore, it might be useful to concentrate upon teaching syntax and rhetoric rules first, and then, implement them in dependence on certain registers. It can also be useful to introduce the element of comparison of written passages in English and the students' native language into the 4-staged instructional model proposed by Chevalier.