Flipping the classroom
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Julio Torres
Abstract
Researchers and educators of heritage language (HL) students have highlighted the need that HL learners have in developing their writing skills in the HL (e.g., Colombi, 2000; Colombi & Roca, 2003; Parodi, 2008). In this chapter, I summarize a number of HL writing studies as well as some considerations for future studies from a second language writing perspective. Furthermore, I describe briefly a pedagogical approach known as the flipped classroom (Bergmann & Sams, 2012, 2014) and its implementation in fostering learning-to-write skills. Specifically, I provide an example of the flipped classroommodel adapted in a HL class in which students reviewed or gained knowledge on writing conventions and strategies through mini-lectures delivered through a video format for homework. Through a questionnaire at the end of the course, students reported their perceptions on the use of the flipped classroommodel as it applied to improving their writing convention skills. Overall, students responded favorably to the flipped classroom model and pointed out the benefit of reviewing the mini-lecture as often as needed, and being more aware of writing conventions while composing argumentative essays.
Abstract
Researchers and educators of heritage language (HL) students have highlighted the need that HL learners have in developing their writing skills in the HL (e.g., Colombi, 2000; Colombi & Roca, 2003; Parodi, 2008). In this chapter, I summarize a number of HL writing studies as well as some considerations for future studies from a second language writing perspective. Furthermore, I describe briefly a pedagogical approach known as the flipped classroom (Bergmann & Sams, 2012, 2014) and its implementation in fostering learning-to-write skills. Specifically, I provide an example of the flipped classroommodel adapted in a HL class in which students reviewed or gained knowledge on writing conventions and strategies through mini-lectures delivered through a video format for homework. Through a questionnaire at the end of the course, students reported their perceptions on the use of the flipped classroommodel as it applied to improving their writing convention skills. Overall, students responded favorably to the flipped classroom model and pointed out the benefit of reviewing the mini-lecture as often as needed, and being more aware of writing conventions while composing argumentative essays.
Chapters in this book
- Prelim pages i
- Table of contents vii
- Acknowledgements ix
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Introduction
- Charting the past, present, and future of Spanish heritage language research 1
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Unit 1: Formal approaches to Spanish as a Heritage Language
- Formal linguistic approaches to heritage language acquisition 13
- A new look at heritage Spanish and its speakers 27
- On the nuclear intonational phonology of heritage speakers of Spanish 51
- Relative clause attachment preferences in early and late Spanish-English bilinguals 81
- Losing your case? Dative experiencers in Mexican Spanish and heritage speakers in the United States 99
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Unit 2: Educational approaches to Spanish as a heritage language
- Current issues in Spanish heritage language education 127
- Advances in Spanish heritage language assessment 143
- A general framework and supporting strategies for teaching mixed classes 159
- Understanding identity among Spanish heritage learners 177
- Heritage language healing? Learners’ attitudes and damage control in a heritage language classroom 205
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Unit 3: Future lines of development in heritage language education
- Emerging trends with heritage language instructional practices 221
- New directions in heritage language pedagogy 237
- Heritage language learning in study abroad 259
- Online courses for heritage learners 281
- Flipping the classroom 299
-
Afterword
- Looking ahead 325
- Author Index 347
- Subject Index 351
Chapters in this book
- Prelim pages i
- Table of contents vii
- Acknowledgements ix
-
Introduction
- Charting the past, present, and future of Spanish heritage language research 1
-
Unit 1: Formal approaches to Spanish as a Heritage Language
- Formal linguistic approaches to heritage language acquisition 13
- A new look at heritage Spanish and its speakers 27
- On the nuclear intonational phonology of heritage speakers of Spanish 51
- Relative clause attachment preferences in early and late Spanish-English bilinguals 81
- Losing your case? Dative experiencers in Mexican Spanish and heritage speakers in the United States 99
-
Unit 2: Educational approaches to Spanish as a heritage language
- Current issues in Spanish heritage language education 127
- Advances in Spanish heritage language assessment 143
- A general framework and supporting strategies for teaching mixed classes 159
- Understanding identity among Spanish heritage learners 177
- Heritage language healing? Learners’ attitudes and damage control in a heritage language classroom 205
-
Unit 3: Future lines of development in heritage language education
- Emerging trends with heritage language instructional practices 221
- New directions in heritage language pedagogy 237
- Heritage language learning in study abroad 259
- Online courses for heritage learners 281
- Flipping the classroom 299
-
Afterword
- Looking ahead 325
- Author Index 347
- Subject Index 351
