ERIC Number: EJ992476
Record Type: Journal
Publication Date: 2012-Sep
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0018-2133
EISSN: N/A
A Modular Approach to Spanish for Heritage Language Learners Courses
Llombart-Huesca, Amalia
Hispania, v95 n3 p509-522 Sep 2012
The current debate in second language acquisition and heritage language learning is no longer about whether communicative language teaching should include a focus on form, but rather "how" and "when" this is most effective. The proposals for Spanish for heritage language learners (HLLs) courses show a marked preference for an integrated approach to syllabus design, such as content-based and community-based courses. In this article, I explore on theoretical grounds the suitability of Ellis's (2002) modular approach to syllabus design in developing Spanish for HLLs syllabi as an alternative to the integrated syllabus. I explain how some of the limitations of the integrated syllabus are even greater in Spanish for HLLs courses. I also provide a rationale for the implementation of a modular approach, based on two fundamental properties: 1) a place for isolated form focused instruction (FFI) and 2) the specific timing in which this isolated FFI is introduced. I argue here that the type of target features that need to be (re)acquired by HLLs, as well as the characteristics of the HLLs, make the presence of a component for isolated FFI particularly beneficial for Spanish for HLLs courses. (Contains 7 notes and 1 figure.)
Descriptors: Teaching Methods, English (Second Language), Second Language Learning, Spanish, Heritage Education, Native Language Instruction, Second Language Instruction, Grammar, Communicative Competence (Languages), Course Descriptions
American Association of Teachers of Spanish and Portuguese, Inc. 900 Ladd Road, Walled Lake, MI 48390. Tel: 248-960-2180; Fax: 248-960-9570; e-mail: AATSPoffice@aatsp.org; Web site: http://www.aatsp.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A