Joy Kreeft Peyton
Senior Fellow, Center for Applied Linguistics
Washington, DC
joy@peytons.us
Ana Lucia Lico
Co-Founder and Executive Director
Brazilian Association for Culture and Education (ABRACE)
analulico@gmail.com
!   Overview of issues: Joy !   Prac2cal applica2ons: Ana Lucia !   Group discussions: What does this look like in your context? (25 minutes) !   Come together: What have we learned? What will we do now? (15 minutes) How Why Who Where What When HOW? Capacity (C) Opportunity (O) Desire (D) Francois Grin and Joseph LoBianco
Ø Language proficiency and language use through formal teaching and informal transmission Capacity (C) !   Formally in instruc2onal contexts: in the educa2on system !   Informal use in contexts of in2macy: in homes and families and other in2mate rela2onships Opportunity (O) Desire (D) Ø Domains in which use of the language is natural, welcome, and expected !   Social, educa2onal, and other seMngs !   Without these domains, no amount of formal instruc2on or informal learning in in2macy will result in language vitality. Capacity (C) Opportunity (O) Desire (D) Ø Iden2fica2on with and investment in learning the language, because proficiency brings certain rewards !   Must be nurtured, and provision of opportuni2es must be supported by social and economic environments. !   To convert Capacity and Opportunity into language use, language teaching needs to cul2vate and foster desire. Capacity (C) Opportunity (O) Desire (D) Ac2on is needed on all three fronts simultaneously. Capacity (C) Opportunity (O) Desire (D) !   Why do we want to develop proficiency in this language? !   Why do (or don’t) specific individuals and groups want to use and learn it? !   What rewards do we and they believe will be the result? Mo9va9onal Self-­‐System (Csizer & Dornyei, 2005) Instrumental •  Economic advantages •  Professional opportuni9es •  Buying power •  Academic or workforce success •  Pres9ge fed by recogni9on of achievement Personal •  Connec9ons with family •  Connec9ons with community members •  Personal ac9vi9es Gardner & Lambert, 1972 Integra/ve •  Sense of iden9ty and connec9on •  Engagement with popular culture •  Inspira9on from celebri9es !   What opportuni2es are there to use the language? !   How extensive, rich, and complex (or limited and simple) are they? !   Who has access to these opportuni2es? !   Who chooses to par2cipate in them? !   How, in what ways, and to what extent do they par2cipate? !   Why? For what purposes? With what desired outcomes? !   In what contexts and in what ways is the language used? !   What varie2es of the language are used? !   How is use of the language influenced by English and other languages? “English and other languages have always been strange bedfellows.” (Hornberger & Wang, 2008, p. 12) “Where English grows, nothing else grows.” Surendra Gambhir, speaking about the vitality of Hindi, Second Interna2onal Heritage Languages Conference, March 8, 2014 Any Language and English “It never ceases to amaze me how much we con/nually have to combat the power and influence of English.” Administrator in a dual language, Spanish (90)/English (10) program (Sugarman, 2012) At Home and in the Community In Formal Educa9on Programs In Other Countries Bilingual programs A`er-­‐school programs University programs Study abroad Other Opportuni9es Retreats Summer programs and camps Classes in community centers In online communi2es What capacity building efforts and structures are in place or planned? !   Program Quality: What standards guide program development? !   Program Models: Where do we look for models? Why? !   Program Goals: !   Bilingualism? !   At what levels? !   How is this measured? !   Materials and Instruc9onal Approaches: !   What is available? Who is developing what? What is the quality of instruc2on? !   Role of Parents: !   What do parents think? Do they think of the language as a resource? What is their vision? !   Role of the Community: !   What is their role in promo2ng the language? !   Collabora9ons and Strength Building: !   How is this done? Develop Proficiency at What Levels? !   How are levels and proficiency at each level determined? !   What standards are used for this? (e.g., ACTFL proficiency guidelines: From Novice Low to Superior: hfp://www.acgl.org/publica2ons/guidelines-­‐and-­‐
manuals/acgl-­‐proficiency-­‐guidelines-­‐2012) What Standards Guide Program Development? www.cal.org/twi/Guiding_Principles.pdf “We all need radically different frames to recognize our own limita9ons.” (Richard Rohr, 5/8/15) and possibili9es (Joy Peyton, 9/15/15) Program Mgmt. Collabora2ons Community Quality Models Parents Mats/Instruc2onal Approaches Focus and Goals