Baltic Heritage Languages–Language Learning and Teaching
The course covers the basic theoretical and practical subject knowledge required for the profession of teaching Latvian and Lithuanian as a heritage language.
The course provides an introduction to the concept of heritage languages and how it can be understood in relation to Latvian and Lithuanian. Furthermore, it analyzes Latvian and Lithuanian heritage language usage, heritage language teaching, and the needs of heritage language speakers, as well as various teaching methods and their application.
The course's content is related to the development and usage of Latvian and Lithuanian in Sweden and other countries. The course continually connects to current research.
The course is valuable for all professions and positions where knowledge of and about Latvian and Lithuanian heritage languages is required or is a competitive advantage.
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Course structure
Teaching format
The instruction consists of lectures, seminars, and (group) exercises.
Mandatory components: Oral presentations during the seminars are compulsory elements of the course.
Compensation can be arranged through replacement assignments specified by the teacher/examiner.
Attendance at all instruction is mandatory. Up to two seminar sessions can be compensated.
The instruction is conducted in English, Latvian, or Lithuanian.
The instruction is partly web-based.
The instruction is provided remotely or on campus as specified for each occasion of the course.
For more detailed information, please refer to the course description. The course description will be available no later than one month before the start of the course.
Expected Learning Outcomes
To pass the course, the student should be able to:
- Explain fundamental knowledge in heritage language teaching.
- Describe fundamental teaching models for Latvian or Lithuanian as heritage languages in Sweden and other countries.
- Describe and analyze instruction for multilingual students and their learning using various teaching models.
- Reflect on fundamental linguistic structures in Latvian or Lithuanian as heritage languages from a learning perspective.
Grading criteria and grading (in Swedish)
Betygskriterier BAL650 (281 Kb)
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Schedule
The schedule will be available no later than one month before the start of the course. We do not recommend print-outs as changes can occur. At the start of the course, your department will advise where you can find your schedule during the course. -
Course literature
Note that the course literature can be changed up to two months before the start of the course.
Please note: All course literature is available on the course site in Athena.
- Andersson & Chung (2014). Transforming Learning, Building Identities
- Maria Carreira: Seeking Explanatory Adequacy: A Dual Approach to Understanding the Term "Heritage Language Learner", in Heritage Language Journal, 2.1 Fall, 2004.
- Extra, Guus: The Constellation of Languages in Europe, in The Routledge Handbook of Heritage Language Education. From Innovation to Program Building. 2017.
- Guskaroska Agata & Elliot, Thomas: Heritage language maintenance through digital tools in young Macedonian children - an explanatory study in Diaspora, Indigenous, and Minority Education, Volume 16, Issue 4. 2022.
- Hornberger, Nancy H. and Wang, Shuhan C.: Who are our heritage language learners? Identity and Biliteracy in Heritage Language Education in the United States. 2008.
- Hitchins Chik, Claire et al: Introduction, in The Routledge Handbook of Heritage Language Education. From Innovation to Program Building. 2017.
- Ionin, Tania: Semantics of Heritage Languages in S. Montrul & M. Polinsky (Eds.), The Cambridge Handbook of Heritage Languages and Linguistics, pp. 668-690. Cambridge: Cambridge University Press. 2022
- Kondo-Brown (2021). Heritage Language Assessment
- Kupish, Tanja: Heritage Languages in Europe, in: The Cambridge Handbook of Heritage Languages and Linguistics, 2021.
- Martin et al. (2013) Assessing the Oral Proficiency of Heritage Speakers
- Melo-Pfeiffer (2015). The role of the family in heritage language use and learning impact on heritage language policies
- Laleko (2021). Discourse and Information Structure in Heritage Languages, in S. Montrul & M. Polinsky (Eds.), The Cambridge Handbook of Heritage Languages and Linguistics, pp. 691-727. Cambridge: Cambridge University Press. 2021.
- • Lohndal, Terje (2021). Syntax of Heritage Languages, in S. Montrul & M. Polinsky (Eds.), The Cambridge Handbook of Heritage Languages and Linguistics pp. 644-667. Cambridge: Cambridge University Press. 2021.
- Loona, Sunil & Wennerholm, Mats: Heritage language education in Norway and Sweden, in The Routledge Handbook of Heritage Language Education. From Innovation to Program Building. 2017.
- Palladino & Guardado (2018). Extending the heritage language classroom experiences of digital technology
- Parra (2013). Expanding Language and Cultural Competence in Advanced Heritage and Foreign Language Learners
- Pranka, Maruta et al: Language as a resource for ethnic and cultural identity: experience of Latvian expats in Sweden, in The Romanian Journal for Baltic and Nordic Studies, Vol. 13, Issue 2, 2021.
- Putnam et al. (2021) Morphology of Heritage Languages
- Seals (2018). Positive and negative identity practices in heritage language education
- Torres (2022). Heritage language learners and technology-mediated learning
- Torres & Vargas Funtes (2021). Heritage Language Learners Lexical Performance
- Yang & Tochon (2022). Identity formation, reformation and development of teachers of Chinese
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Course reports
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Contact
Studierektor, baltiska språk
