Sparking large-scale change in heritage language education: A Global Call to Action
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About
Heritage Language
Global Think Tank
What is the Heritage Language Global Think Tank?
It is a group of passionate professionals from across the world involved in heritage language education, who come together regularly to generate ideas about how to improve the recognition, visibility, vitality, quality, and sustainability of Community-Based Heritage Language (CBHL) educational programs worldwide. CBHL programs maintain and teach students a home language, also referred to as "mother tongue" or "community language," that is often not taught in public schools or spoken by mainstream society.
Why do we need a Heritage Language Global Think Tank?
Anyone involved in heritage language education knows that there is a lot of work to be done! How can we improve the vitality of community-based heritage language programs and connect them with mainstream education? How can we support the managers and teachers of heritage language programs, who face so many challenges? What are the most effective strategies used by heritage language coalition leaders? How can we motivate students and their families to continue to use the language and develop proficiency in it? How can we get students the recognition they deserve for the work they put into gaining proficiency in their heritage language? Importantly, how can we help protect students’ universal right to study their heritage language?
What makes it “Global”?
What is unique about the Heritage Language Global Think Tank is that the ideas that develop go beyond the local context, with the potential to have broader impact. By sharing and comparing efforts being made in different regions of the world, we can identify activities that could be effective on a global scale. In some instances, it could be possible to streamline efforts that are taking place in parallel on different sides of the globe.
At the core of the work of the participants in the Think Tank is the ambition to ensure that multilingual students receive a high quality of language education that provides them with self-confidence, a strong sense of identity, intercultural competence, and lifelong skills that will benefit them in our increasingly globalized society.
What is the goal of the Think Tank?
The goal of the Think Tank is to connect experts and spark ideas. If any participants are enthusiastic about pursuing a particular proposal, they can collaborate and make it a reality. The aim is additionally to build an international network and to create a space not only for discussion, but also for encouragement.
What kinds of ideas and activities emerge from the Think Tank?
Activities that have been suggested as a result of Think Tank discussions include research, lobbying, public outreach, provision of professional development training and materials, and connections with public and private schools and universities. A few examples of “products” of the Think Tank are the 9 Myths about Heritage Language Education infographic and the International Guidelines to Professional Practices in Community-Based Heritage Language Schools. (Technically, these publications preceded the Think Tank, but they involve Think Tank participants and led to the formation of the Think Tank!)
An infographic that debunks the most common misconceptions surrounding HL education
Universal principles and good practices that will help guide HL programs, worldwide!
Who participates in the Think Tank?
The group includes experts on the topic of heritage language education coming from a variety of linguistic and professional backgrounds, including academia, advocacy, activism, coalition leadership, assessment testing, grassroots organizations, and school boards. Participation in the Think Tank is on a volunteer basis.
Continent | Participant | Affiliation | Country | State/Province | City |
|---|---|---|---|---|---|
Australia | Ken Cruickshank | Sydney School of Education and Social Work; Sydney Institute for Community Language Education (SICLE), University of Sydney | Australia | New South Wales | Sydney |
Australia | Merryl Wahlin | Sydney Institute for Community Languages Education (SICLE), University of Sydney | Australia | New South Wales | Sydney |
Europe | Dina Smith | Healthy Linguistic Diet; Languages of Yugoslavia | England | London | |
Europe | Effrosyni (Froso) Argyri | University College London | England | London | |
Europe | Gisi Cannizzaro | HLE Network | Netherlands | North Brabant | Eindhoven |
Europe | Isabelle Barth | Fédération FLAM Monde; FOHLC Europe | France | ||
Europe | Jana Nahodilová | Czech and Slovak School Okenko, London; FOHLC Europe | England | London | |
Europe | Jim Anderson | Home, Heritage, Community Languages Advisory Group; Goldsmiths, University of London | England | London | |
Europe | Jonathan Hancock | Moray House School of Education and Sport, University of Edinburgh | Scotland | Edinburgh | |
Europe | Miglena Hristozova | Initiative for Multilingualism and Intercultural Education (IMIB) (Deputy Representative) | Germany | Baden-Wurttemberg | Freiburg |
Europe | Renata Emilsson Peskova | Móðurmál - Association on Bilingualism & University of Iceland; FOHLC Europe | Iceland | Reykjavik | |
Europe | Sabine Little | Home Heritage and Community Languages Advisory Group; HLE Network Advisory Council; UK Literacy Association: Literacy and Multilingualism Special Interest Group; European Educational Research Association: Language and Education Network | England | Sheffield | |
Europe | Vicky Gough | British Council; Home Heritage and Community Languages Advisory Group | England | ||
Europe | Yongcan Liu | University of Cambridge | England | Cambridge | |
North America | Ana Lucia Lico | Coalition of Community-Based Heritage Language Schools; Brazilian Association for Culture and Education (ABRACE) | U.S. | Virginia | |
North America | Constantine Ioannou | International Language Educators Association (ILEA) | Canada | Ontario | |
North America | David Bong | Avant Assessment (Director) | U.S. | ||
North America | Joy Peyton | Coalition of Community-Based Heritage Language Schools | U.S. | Virginia | |
North America | Julia Sylla | Qatar Foundation International (QFI) | U.S. | ||
North America | Linda Egnatz | Global Seal of Biliteracy; JNCL/NCLIS | U.S. | ||
North America | Marta McCabe | Coalition of Community-Based Heritage Language Schools; Czech and Slovak School of North Carolina; Duke University Graduate School | U.S. | North Carolina | |
North America | Masako Douglas | Coalition of Community-Based Heritage Language Schools, California State University Long Beach – Japanese | U.S. | California | Los Angeles |
North America | Nick Gossettnick | Avant Assessment | U.S. | Oregon | |
North America | Nina Paulovicova | Athabasca University | Canada | Alberta | Edmonton |
North America | Nooshan Ashtari | University of Southern California – Farsi/Persian | U.S. | California | Los Angeles |
North America | Olenka Bilash | University of Alberta | Canada | Alberta | Edmonton |
North America | Renate Ludanyi | Coalition of Community-Based Heritage Language Schools; German School of Connecticut; German Language School Conference; Western Connecticut State University | U.S. | Connecticut | |
North America | Sigrid Belluz | Coalition of Community-Based Heritage Language Schools; Deutsche Schule Charlotte (German Language School Charlotte, North Carolina); German Language School Conference | U.S. | ||
North America | Tommy Lu | Coalition of Community-Based Heritage Language Schools; Chinese School of Delaware | U.S. | Delaware |
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