Temple University Heritage Language Learners Term Description

Read Shin, Ch. 4
In a document to be uploaded to Canvas, briefly define the following terms in about 40-60 of your own words for each one, depicting how the author uses them to explain what it means to be a heritage language speaker/learner.

Watch the video, No child left monolingual by Kim Potowski, U of Illinois at Chicago (15 min.):https://youtu.be/pSs1uCnLbaQ (Links to an external site.).
In a few sentences compare and contrast the arguments that Shin (from the reading, especially the first section) and Potowski (from the video) make for supporting heritage language learners through bilingual education. Then outline your own perspective on the matter and explain whether any of the authors arguments felt especially convincing to you. Finally, explain whether you felt any of these arguments were particularly effective in persuading a broader public who may believe that learning the majority language (English in the U.S.) must be prioritized above all else.

1.Introduce yourselves and the topic.

2.Do not present a summary of the case background

3.Begin by identifying the Problem or Opportunity

A clear, succinct description of the problem or opportunity to be analyzed.

4.Offer a Set of Alternatives

Develop a set of alternative solutions and describe clearly how each solves the problem or takes advantage of the opportunity.

5.Present a Recommendation(s)

Select the best strategy(ies) from the identified alternatives.

Discuss how these would be implemented.

6.Identify the intermediate metrics and a conclusive metric for tracking program performance and determining success.

7.Cite sources in-text and list references per APA on last slide

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