Keynote Speaker

Maria M. Carreira
California State University, Long Beach
National Heritage Language Resource Center

A new horizon in language teaching: Tapping the potential of heritage language teaching

As the presence of heritage language learners in language programs has grown, two very different views of these learners are discernible in the research literature and collegial discussions. One such view is that heritage language learners are a resource for language departments and the nation as a whole. The other is that they constitute a problem in need of a solution. Premised on an assets-based approach to language learning, the first view looks to build on the strengths of heritage language learners and address their needs, both individually as well as collectively. Premised on a subtractive view of bilingualism, the second view unfavorably compares heritage language learners to second language learners and native speakers. In this presentation I will examine the roots of each of these views and their implications for language teaching. I will argue that only the first view offers new areas of development in language teaching and opens up new possibilities for exploiting the full potential of bilingualism in a global world.

Maria Carreira is professor of Spanish at California State University, Long Beach and co-director of the National Heritage Language Resource Center at UCLA. She's co-author of seven Spanish textbooks including a book for heritage language learners. She's also associate editor of Hispania, the journal of the American Association of Teachers of Spanish and Portuguese (AATSP), and chair of the SAT Spanish committee. Her research focuses on heritage language teaching and Spanish in the US and as a world language. Her recent publications address the advanced speaker, Differentiated teaching, assessment in heritage language teaching, community language programs in Spanish, and the state of Spanish in the US in a capacity-opportunity-desire paradigm (LoBianco 2008). Her forthcoming book, Voces: Growing up Latino in the US, is an annotated collection of writings by Latino youth on their experiences in school, home, and their communities of residence. She received her Ph.D. in linguistics from the University of Illinois with a specialization in phonology.

Plenary Speakers

Charlene Polio
Michigan State University

The speaking-writing connection: Implications for teaching heritage and nonheritage learners

Recent research in second language writing has affirmed the speaking-writing connection but with more attention now being paid to how writing can facilitate overall language development, including speaking ability. Most of this discussion, however, has not involved the issue of heritage learners, who generally have better speaking skills. First, I will review the research on the speaking-writing connection and then discuss the implications for heritage learners. I will end by showing examples of specific pedagogical activities that can be used to draw on the speaking abilities of heritage learners and the writing abilities of non-heritage learners, explaining how such activities can be mutually beneficial to students in mixed classes.

Charlene Polio is an associate professor and associate chair in the Department of Linguistics & Germanic, Slavic, Asian, & African Languages at Michigan State University, where she directed the MA Program in Teaching English to Speakers of Other Languages (TESOL) for many years. Her main area of research is second language (L2) writing. She is particularly interested in the various research methods and measures used in studying L2 writing as well as the interface between the fields of L2 writing and second language acquisition. She has also published and done research in the areas of second language acquisition, foreign language classroom discourse, and behavior differences in novice vs. experienced teachers and published in journals such as Studies in Second Language Acquisition, Modern Language Journal, and Journal of Second Language Writing. She is the editor of the Annual Review of Applied Linguistics and the co-editor of Modern Language Journal.

Sangjoon Lee
University of Michigan

From Diaspora TV to Drama Consuming Korean TV Dramas in the United States

Korean TV dramas initially arrived on the soil of the U.S. in 1975, exclusively for overseas Korean communities in an entry-port city, Los Angeles. They then began circulating through two Korean diasporic media outlets: Korean-language TV stations and video rental stores. The latter were in Koreatowns in major metropolitan cities, such as Los Angeles, New York, Chicago, San Francisco, Washington D.C., and Atlanta. This well-maintained, two-channel system has, however, considerably frayed in the new millennium as U.S. consumption patterns of Korean dramas expeditiously migrate toward satellite TV services, video streaming websites like YouTube and Hulu, and online-based fan communities whose ethnic identity is not necessarily Korean. Since the early 2000s, myriad illegitimate web services and social-media networks have provided, shared, and disseminated Korean dramas, along with K-pop, to the mainstream users/viewers in the United States. The aim of this presentation is to historicize and analyze the distribution, circulation, and reception of Korean TV dramas in the United States, from diasporic TV, exclusively for Korean immigrants, to the mainstream media market, in the age of social media.

Sangjoon Lee is an assistant professor in Screen Arts and Cultures and Asian Languages and Cultures at the University of Michigan. Lee received his Ph.D. from the Department of Cinema Studies at New York University. Prior to his graduate studies in America, Lee worked for film and TV productions in South Korea as a screenwriter, director and assistant producer for many years. Articles on the Asian Film Festival, transnational horror films, South Korean martial arts films and literatures in the 1960s, and contemporary Pan-Asian epic cinemas are forthcoming in various anthologies and journals.