In this section you will find videos to webinars, presentations, and workshops that are free to view.
See also HLXchange recorded events
Project-based learning (PBL)
from Washington, U.S.
Dr. Maria Carreira's keynote address from the 2018 Annual Community-Based Heritage Language Schools Conference at American University in Washington, DC is about project-based learning. PBL is a proficiency-oriented instructional approach that supports real-world language use, fosters student engagement, and facilitates learner-centered instruction. These features make PBL ideal for teaching HL learners. (You can start at 25 minutes to skip conference opening.)
Basics of Assessment with Dr. Olenka Bilash
Organized by the International and Heritage Languages Association (IHLA) in Canada. During this PD session teachers will learn the basics of assessment. This includes learning about assessment for learning, assessment as learning, and assessment of learning. Teachers can use multiple tools to look at their students’ learning beyond tests and quizzes. Some of these include journals, blogs, notes, concept maps, rubrics, self-assessments, and presentations. Teachers will learn how to triangulate assessments by looking at the products students produce, conversations that they have with students, and observations of their students’ learning. These all come together to give an accurate picture of students’ progress. Dr. Bilash will share ways to collect this information for presenting to parents.
Meeting the Needs of Heritage Language Learners Remotely
from Washington, U.S.
Remote learning can be very effective for heritage language (HL) learners because it supports developing the presentational speaking and writing modes of communication in ways that in-person language classes often do not. In this session you'll learn how to use the Global Competence Certificate with HL learners to engage them in a meaningful project and meet their linguistic and intercultural needs while teaching from a distance.
Community Languages School Leadership and Management Program: How did you come to start your school?
from Sydney, Australia
NESET has recently published an extensive analytical report entitled The future of language education in Europe: case studies of innovative practices, building on its previous work in this area - Multilingual Education in the Light of Diversity: Lessons Learned. NESET is an international advisory network of experts working on the social dimension of education and training. It was set up at the initiative of the European Commission, and has been coordinated by PPMI since 2015. This report aims to support the implementation of the Council Recommendation on a comprehensive approach to the teaching and learning of languages, adopted by the Council of the European Union in 2019. It emphasizes the importance of innovative language education in an increasingly interconnected and intercultural world.
The report incorporates six case studies on inspiring language teaching approaches, policies and tools implemented in various contexts across Europe and beyond. See the list of all 4 NESET webinars on language education and multilingualism in which the details of the most relevant findings of this report are presented and discussed.
from Alberta, Canada
A professional development video from the International and Heritage Languages Association is an umbrella organization which supports language schools in the province of Alberta.
from California, the U.S.
Heritage language learners differ from typical second language learners in a variety of ways, including (1) their language proficiency (2.) reasons for studying their home language, and (3) their perception of themselves as Americans and, at the same time, the "other."
Dr. Kagan discusses the results of a national survey in the U.S. that demonstrates heritage language learners' attitude toward their heritage language. She will also focus on specific pedagogical implications of the learners' identities, motivations, and language perceptions for the heritage language curriculum.
Lights, Camera, Action- Online videos and student engagement
from Alberta, Canada
In this video Sofia Eigueta Duplancic & Zuzana Buchanan shared with tips and tricks they have used to make exciting and entertaining presentations that inspire and engage students in their language teaching. Thank you to IHLA for making your PD videos public!
Mobile Assisted Language Learning
from Alberta, Canada
In this workshop Dr. Aga Palalas shares her expertise about heritage language learning and mobile apps. She describes how students can benefit from using technology during heritage language classes. Thank you to IHLA for making your PD videos public!
European Centre for Modern Languages
The resources offer innovative ways to enhance young migrants' education by developing links between schools, the home and local partners in education. This educational joint venture develops the learners' skills in the language of schooling as well their plurilingual competences.
View the flyer.
from California, the U.S.
In conjunction with STARTALK, the National Heritage Language Resource Center in the U.S. has developed this online course for language instructors who teach heritage language (HL) students. The course consists of five self-paced modules. The modules can be followed by individual teachers wanting to improve their teaching skills and better serve their HL students.
If all five modules are completed, the NHLRC will issue a certificate. (This is not a UCLA-issued certificate.) The course costs between $75 and $150.
from California, the U.S.
By STARTALK / National Heritage Language Resource Center (NHLRC) in U.S.:
Modules 1 and 2 are self-paced online tutorials that are designed for teachers of world and heritage languages.
As you complete the first module, you will gain a better understanding of important differences between heritage language learners (HLLs) and foreign language learners (FLLs).
In the second module, you will learn about strategies for working with heritage language students in the classroom.
Module 3 focuses on issues that are language specific. For each language, you will hear a scholar discuss topics that s/he has found relevant and challenging in the teaching of that language to heritage language students.
from Groningen, the Netherlands
A free, 4-week course from Future Learn, called "Multilingual Practices: Tackling Challenges and Creating Opportunities" teaches about central aspects of multilingualism in today's globalised societies, such as cognition, policies and (heritage language) education.
from the U.S.
Presented by Carrie Rogers-Whitehead and Karina Gathu, moderated by Tay Gudmundson, sponsored by Digital Respons-ability.
Parents can be collaborators or obstacles when the topic of technology comes up. With more remote learning than ever, schools need parents. Educators often talk to parents when mistakes or accidents happen, as a reactionary measure. However, schools can be more proactive about preventing those mistakes by reaching out and understanding parents’ situations and worries. This recorded edWebinar will draw from on-the-ground work with hundreds of parents, sharing survey results with their biggest concerns.
Educators will also learn:
The five most important things parents should know about digital citizenship
How, when, why and who with, to host a digital parenting event
How to be proactive with parents, not reactive
Get a CE Certificate for this edWebinar Learn more
The Sydney Institute for Community Languages Education (SICLE) has established this portal to bring together available resources to support teaching both in out-of-hours community languages schools and primary and secondary schools. For many languages there is a gap in quality heritage language teaching materials. So far there are materials available in Arabic, Assyrian/Chaldean, Chinese, Greek, Hindi, Japanese, Korean, Persian/Dari, Punjabi, Tamil, Turkish, and Vietnamese. HL teachers from anywhere in the world are welcome to use and submit materials.
This page from NHLRC contains curricula that were created by heritage language (HL) instructors who have participated in a summer HL teacher workshop. These projects are course curricula that incorporate principles of HL pedagogy and which have been placed into practice in real-world classrooms.
The series “Materials for Heritage Language Teaching” offers an introduction to the teaching methods currently used in Western and North European schools. The different volumes not only provide theoretical background information, but also numerous practical suggestions for daily teaching. My Heritage Language materials are available in English, Shqip, German, Bosnian-Croatian-Montenegrin-Serbian (BCMS), Portuguese, Turkish, French, Italian, and Tamil.
The publication of the Heritage Language Teaching series is the result of a cooperative effort coordinated by the department International Projects in Education (IPE) of the Zurich University of Teacher Education (PH Zurich).
Reading material & guides
This resource guide written by researchers in Ontario in 2012 explains how to build and sustain a heritage language school.
An umbrella organization for heritage language programs in Iceland helped prepare these guidelines for the support of mother tongues and active plurilingualism in schools and after school programs.
HLE Network has worked with a group of organizations in Canada, Iceland, Ireland, and the United States to focus on what heritage language (HL) programs worldwide have in common and to define universal principles and good practices that will help guide HL programs.
What does it mean to be a heritage language teacher?
What follows has been taken from a presentation at the 2020 Community-Based Heritage Language Schools Conference Hiring, Training, and Retaining Effective Teachers at Community-Based Heritage Language (CBHL) Schools in the U.S. and Canada by Renate Ludanyi, Sigrid Haas-Belluz, and Trudie Aberdeen
What is the difference between a mainstream (language) teacher at a public school and a heritage language (HL) teacher? When hiring a teacher, a heritage language school manager must make sure that the teacher is aware of the difference between a mainstream teacher and a HL teacher.
Setting aside pedagogical issues (teaching methods and materials), let's think simply about the logistical issues. To start, HL teachers are teaching programs that must compete against weekend sports, music programs, and other extracurricular activities. They must teach to students who are often minimally interested (prone to complaining), and whose parents are often tired. HL programs often receive little to no support from local or federal governments.
A mainstream school teacher usually teaches to a group of children who are grouped by age and have approximately the same level. The mainstream school teachers move the children from a beginner level onward in a linear fashion, using available teaching material and meeting several times per week.
A HL teacher, on the other hand, usually teaches a group of children from a bigger age range and whose linguistic abilities can vary a lot. They can usually understand the language well, but their levels of ability in speaking, reading, and writing will be very different. Teaching material is usually not available for this group, and even if it is, it has to be adapted. On top of this, the children often meet only once per week.
A mainstream language teacher will teach at a school where attendance is mandatory. All children must go to school and no one argues with this. A HL teacher will teach a program that is not mandatory, so the students who attend for a variety of reasons, with differing levels of motivation (from eager students to students who miss a lot of classes).
In mainstream schools, attendance of foreign language classes is required, parents are usually not involved in the process, the classes are free as a part of the regular education program, and the classes take place in the same building as all of the other classes the students are following.
When it comes to HL lessons, on the other hand, the students are there because the parents want them to be; parents might also be teachers, administrators, or financial sponsors; parents must pay a fee for the children to attend the class; and the parents must often physically take the children to a separate location after school hours to reach the HL lessons.
Finally, let's look at the teachers themselves. A mainstream foreign language teacher will have a professional teaching career and will have opportunities to follow professional development courses, sometimes paid conference attendance, and usually paid sick leave. They are free from teaching in the weekend. Being a native speaker of the language is usually not required and there are available curriculum and teaching/testing standards available for the students. And they are paid as other teachers are paid in the field.
In contrast, HL teachers teach out of personal commitment (though sometimes as a part of their professional career), and range from having an academic background to having no degrees or teacher preparation. Being a native speaker is usually prerequisite. Curricular teaching and testing standards are often not defined or not available. Finally, compensation for teaching at a HL school ranges from adequate pay to being poorly paid, to not being paid at all – and teaching often takes place in the weekend or early evening, with no paid sick days and few extras.
It is for these many reasons that HL schools and teachers require support from the community to succeed. It is important to understand and recognize the work that these teachers do and the challenges they face.