Computer Mediated Communication: Tools for Instructing Russian Heritage Language Learners

Autor/inn/en	Meskill, Carla; Anthony, Natasha
Titel	Computer Mediated Communication: Tools for Instructing Russian Heritage Language Learners
Quelle	In: Heritage Language Journal, 6 (2008) 1, S.1-22 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1550-7076
Schlagwörter	Computer Mediated Communication; Mothers; Language Proficiency; Second Language Learning; Russian; Native Speakers; English (Second Language); Heritage Education; Higher Education; Academic Discourse; Literacy; Native Language Instruction + Suchen Sie Ihr Suchwort? Computerkonferenz; Mother; Mutter; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Russisch; Muttersprachler; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Discourse; Diskurs; Alphabetisierung; Schreib- und Lesefähigkeit; Native language education; Muttersprachlicher Unterricht
Abstract	The unique needs, goals, and constraints of heritage language learners in U.S. higher education and the multiple ways that they differ from those of second and foreign language (L2) learners have been well documented (Brisk, 2000; Chevalier, 2004; Grosjean, 1982; Kagan & Dillon, 2003). Each population uses its two languages in diverse ways, for differing purposes and with vastly dissimilar levels of proficiency. Shaping these distinctions are the contexts and purposes in which and for which learners are and/or become fluent. In the mother tongue, these contexts and purposes are most often interpersonal and involve home and family. By contrast, the contexts and purposes in which and for which a "school educated" learner tends to master the foreign language are public and academic. This study examines Russian heritage learners in a U.S. university Russian language course and how computer mediated communication (CMC) was used to support their acquisition of academic literacy in the mother tongue. The CMC approaches reported can serve as models for accommodating heritage learners in post-secondary foreign language classes in ways that benefit all learners. (Contains 2 notes.) (As Provided).
Anmerkungen	National Heritage Language Resource Center and UC Consortium for Language Learning & Teaching. 1333 Rolfe Hall, Los Angeles, CA 90095-1411. Tel: 310-825-1138; Fax: 310-206-5183; e-mail: hlj@international.ucla.edu; Web site: http://www.heritagelanguages.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10