This book addresses the complexity of mixed language classroom learning environments in which heritage learners (HL) and second language (L2) learners are concurrently exposed to language learning in the same physical space. Heritage speakers, defined widely as those exposed to the target language at home from an early age, tend to display higher oral proficiency and increased intercultural proficiency but lesser metalinguistic and grammatical awareness than L2 learners. The theoretical and pedagogical challenges of engaging both types of learners simultaneously without polarizing the classroom community dictates the need for well-defined, differentiated learning strategies; in response this book offers best practices and reproducible pedagogical initiatives and methodologies for different levels of instruction. The chapters address themes including translanguaging, linguistic identity, metalinguistic awareness and intercultural competence, with contributions from Europe, Africa and the United States.

One of the first volumes to address the complexity of mixed language classrooms in which heritage learners and second language learners are taught together

About the Author

Patricia Bayona is Associate Professor of Spanish, Elementary Spanish Coordinator, and Director of the Language Resource Center in North Central College, USA. Her work focuses on serving Spanish heritage students by providing theoretical knowledge and empirical wisdom to pre-service and professional teachers. She is the author of "Saber espanol si sirve" Academic Validation of Spanish as a Heritage Language (De Gruyter, 2018).

Elena Garcia-Martin is Associate Professor of Spanish and Coordinator of the Professional Spanish Minor at North Central College, USA. Her research explores issues of cultural identity and multilingualism. Some of her latest work deals with performative teaching and cultural proficiency, crucial aspects to heritage language acquisition.

Reviews
This much-needed volume presents key research and practical applications for addressing the challenges and reaping the rewards of mixed classes. Written by specialists from different educational levels, language backgrounds, and geographical locations, this is a must-read for current and future language teachers. * Maria M. Carreira, Professor Emerita, California State University, Long Beach, USA *
More than an anthology, this volume is a masterful resource for teachers, scholars, and administrators faced with a mix of heritage and second-language speakers in the same learning environment. The contributions, ranging from theory to praxis, provide a first-ever handbook for navigating the social and linguistic complexities of multilingual classrooms. * John Lipski, Pennsylvania State University, USA *
Heritage speakers cannot always be in separate language tracks; this volume gathers a range of theory and tools that will help teachers best meet students' needs in mixed classrooms. Notably, it includes critical language awareness as well as a range of age contexts and world locations. Particularly useful are the concrete recommendations for practice and for department-wide workshops. A timely and important collection. * Kim Potowski, University of Illinois at Chicago, USA *

Second Language and Heritage Learners in Mixed Classrooms contributes to the scarce literature on the complex issue of teaching language in mixed classrooms with learners with very different types of knowledge, motivation and needs [...] the volume will certainly offer both a strong theoretical background, and inspiration and ideas for practical classroom implementation.

* Amalia Llombart-Huesca, California State Polytechnic University Pomona, USA, Hispania, Volume 106, Number 3, September 2023 *



Book Information
ISBN 9781800415003
Author Patricia Bayona
Format Paperback
Page Count 336
Imprint Multilingual Matters
Publisher Multilingual Matters
Weight(grams) 460g
Dimensions(mm) 234mm * 156mm * 18mm