Article published in:Advances in Spanish as a Heritage Language
Edited by Diego Pascual y Cabo
[Studies in Bilingualism 49] 2016
► pp. 299–324
Flipping the classroom
A pedagogical model for promoting heritage language writing skills
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 classroom model 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 classroom model 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.
Published online: 20 July 2016
Anderson, L.W., & Krathwohl, D.R.
Bergmann, J., & Sams, A.
Carreira, M., & Potowski, K.
Chamot, A.U., Barnhardt, S., & Dirstine, S.
(1998) Conducting research in the foreign language classroom. Washington, DC: National Capital Language Resource Center. http://www.nclrc.org/about_teaching/reports_pub/conducting_action_research.pdf
Colby, S.A., & Stapleton, J.N.
Colombi, M.C., & Roca, A.
Colombi, M.C, & Harrington, J.
(2003) Action research. Washington, DC: Center for Applied Linguistics. http://www.cal.org/resources/digest/0308donato.html (December 2003).
(2011) Teachers researching tasks. Keynote address at the 2011 International Conference on Task-Based Language Teaching in Lancaster, UK.
Estremera, R., & Torres, J.
(2014) Psychosocial factors and types of linguistic knowledge in heritage speakers. Paper presented at the 2014 Second Language Research Forum in Columbia, SC.
Hedgcock, J., & Lefkowitz, N.
Housen, A., Folkert, K., & Vedder, I.
Montrul, S., Davidson, J., De La Fuente, I., & Foote, R.
Norris, J.M., & Manchón, R.M.
Norris, J.M., & Ortega, L.
Oswald, F.L., & Plonsky, L.
Polio, C., & Park, J.H.
In press). Language development in second language writing. In R.M. Manchón & P. Matsuda (Eds.) Handbook of L2 writing New York, NY Routledge
Polinsky, M., & Kagan, O.
Schleppegrell, M.J., & Colombi. M.C.
Wolfe-Quintero, K., Ingaki, S., & Kim, H.
Yanguas, I., & Lado, B.
Zach, A., & Maimone, L.
(2014) Measuring gains in accuracy and complexity in Spanish heritage writing after exposure to grammar-based instruction. Paper presented at the 2014 Second Language Research Forum in Columbia, SC .
Cited by 4 other publications
Bachelor, Jeremy W.
Gironzetti, Elisa & Flavia Belpoliti
Sanz, Cristina & Julio Torres
This list is based on CrossRef data as of 08 june 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.