Tag: FFTFellows

Are your heritage courses producing any results? How do you know?

So one of the up-and-coming stars of heritage language teaching, Adrienne Brandenburg, asked a very good question recently for heritage teachers, which I’m sure their administrators wonder also:

I’d like to answer that question with more questions:

How do the American Lit teachers on the third floor know that their instruction is working?  What does it look like when a British Lit teacher’s instruction is working?  What research is showing that English 101 is working?  Hm, “working”…

In the heritage classroom, we are less language-y and more language arts-y.  So how do language arts teachers prove the effectiveness of their classes?  I have two impressions based on interactions with my language arts colleagues:  (1) You can show some improved reading comprehension and knowledge of mechanics of grammar and writing through STAR testing, PSAE, PARCC, and other fun exams; but (2) progress is not always quantifiable, but we trust – oftentimes anecdotally – that being immersed in the reading of novels, discussions about them, writing research papers and essays, all does improve our students’ written, verbal, and cognitive skills.

Unless your school funds the National Spanish Exam, AAPPL, or the Stamp exams for your students every year, you really don’t have access to all the assessment resources you would need in order to show hard proof that your heritage class is working like our language arts colleagues do.  That being said, people constantly raise questions about how worthwhile those language arts oriented exams are anyway.

We do have a way to measure how effective our heritage classes are.  It’s called ACTFL’s 5 C’s, the World Readiness Standards.  “But wait- all that ACTFL stuff is for L2 learners!”  Generally speaking, I disagree, but the devil is in the details.  I’m actually going to present a conference session in February addressing this very issue (my first conference presentation ever – I’m insanely nervous), and I guess this blog post is turning into a sneak preview of where that’s going:

COMMUNICATION

  • Reading- Are your students being challenged to read texts in your heritage class that they wouldn’t encounter in an L2 classroom or outside of a classroom?
  • Speaking- Are you having conversations at the Advanced and Superior levels in your heritage class that they wouldn’t have at home or in the community?
  • Listening- Are you exposing your students to media and audio resources that contain topics at a higher level than they are able to speak and write at in order to move them up the proficiency pyramid?
  • Writing- Are you attempting to help your students spell better, revise their work, use more creative vocabulary, and write within genres that they would never have to if they weren’t in your class?

Codigo de correcciones screenshot

I am going to say that most heritage teachers will give a resounding “yes” to the above.  Your class is worthwhile.  You are doing the work that the field (ACTFL) is telling you to do and doing things to improve your heritage students’ proficiency.  Check.

CULTURE

  • Is your students’ knowledge of their own history and culture expanding in your classroom?  Take a look at some of those questions towards the middle of my post here.
  • Is your students’ knowledge of the history and culture of the wider Spanish-speaking world (or worldwide Chinese community, or Vietnamese history and culture) growing?

I bet it is.  Your heritage class is worthwhile.  Check.

CONNECTIONS:

Are your students learning about science, technology, the environment, politics, and current events in Spanish?  We talk about drones every year.

5-21 preguntas about drones

Double-points for learning about those things, and improving their language skills along the way.  You are doing the work.  Check.

COMPARISONS:

  • Do you have students compare English and the heritage language?
  • Do you ever compare American culture to the heritage culture(s)?  This is one of our best discussions every year.

4-27 Los padres cultural relationship difference a comenzar

Don’t we do those things all the time?  You’re doing the work.  Check.

COMMUNITIES

  • Do your heritage students have pen pals in Spain, Uruguay, Costa Rica, or the Dominican Republic?

  • Do you ever do “Latino studies” in your class?
  • Do you have your heritage students interview family members or someone in the community about their experience immigrating to the U.S.?
  • Do you do something like one of these things above?  If so, check.

SEAL OF BILITERACY

Is it more likely that your heritage students will be able to be Intermediate-High or Advanced-Low speakers and writers by taking your class, thus increasing the probability of earning the Seal of Biliteracy in your state?  Then you’re giving something beneficial to your students and your district.  Check.

Has your state not approved the Seal of Biliteracy yet?  Why not, for crying out loud?

Heritage teachers will have just as hard (or easy) of a time proving the effectiveness of their courses just as much as language arts teachers will.  When I see my students leaving my heritage class knowing who Diego Rivera was, knowing more about the Aztecs, knowing why they all have a little bit of Arab blood, understanding the cycle of dictators in Latin America, identifying what “UNAM” is, having some rules to rely on for knowing where to put accents, and being able to explain the historical figures embedded in the murals and posters in my school’s immediate community, I have full confidence that my heritage courses are effective.

 

“But they already speak Spanish” – In defense of heritage language programs

Are heritage language classes worthwhile?  Don’t “those students already speak the language”?

I had a colleague tell me yesterday that some of her grad school classmates feel that their heritage language tracks are being threatened, because administrators are questioning whether or not they are learning anything by taking a language class in a language that they already speak.  We also commented how thankful we feel to not be in that place, and that we have a supportive administration.  Our program has shown growth over the last few years.

It’s a valid question.  So, what makes a heritage program worthwhile?  And what qualities should a good heritage program contain?

Before I answer that question directly, let me give you one tool that you can use in your response.  What does your school do with, let’s say, incoming freshmen who enter high school with an 11th grade reading level?  Do they eliminate the requirement to take the first two years of English or language arts?  They rarely do; they can still reap benefits and advance their language skills in their freshmen honors English class.  Likewise, heritage students who come through our doors may have proficiency in a certain language, but that doesn’t mean that we scratch their world language requirement, because there is always growth to be had on my fronts!

So, growth on many fronts.  Let’s answer the question now.

In two points, I believe that a heritage program is worthwhile if……

It is moving the students up the proficiency pyramid.

General (L2) world language programs start at the Novice level and (hopefully) produce Intermediate speakers.  Heritage programs will receive students somewhere in the Intermediate range and push them into the Advanced range, and probe them at the Superior level.  All high school students have gains to be had in proficiency in a non-English language, whether heritage or non-heritage students.  Sure, heritage students “already speak the language”, but I guarantee that 99.999% of them aren’t Advanced-High or Superior speakers.  There is always progress to be had, always floors to be added to the house, and always language skills to be acquired.

If you’re a Spanish teacher, look at a recent writing sample of a student of mine here at the beginning of the year.

SNS writing sample

There are gender errors, spelling errors, and a general lack of breadth of response that I would not attribute to lack of interest (great student here!), but lack of confidence in fleshing out thoughts in Spanish.  Why would we pass up an opportunity to leave the Spanish of our students at this level and not build it and enrich it?

It is expanding the breadth of cultural knowledge of your students.

I dislike the idea of “testing out of a language” if the possibility of participation in (or creation of) a heritage program exists.  Language classes are – or at least should be – about much more than learning words and grammatical structures.  Those things are a means to an end- and we can actually accomplish that “end” in heritage classes!  A heritage program should expand the width and breadth of knowledge of culture, society, history, literature, current events, and arts of your heritage students.  

Take José, a heritage student in 9th grade whose parents are from Mexico.

  • Does José know anything about why the population of Argentina is primarily white European?
  • Has José ever had a pen pal or Skype conversation with teenagers in Spain?
  • Does José know much about the Mayans, Aztecs, or Incas?
  • Does José know who Rafael Trujillo was?  
  • Does José know why there are so many words from Arabic in Spanish?
  • Has José ever listened to Natalia Lafourcade, Ruben Blades, and songs like “Latinoamérica”?

The answer to all the above is mostly “no”.  Heritage students could be pushed to take French or Mandarin to fulfill a language requirement – and that’s fantastic.  But let’s not believe that there isn’t plenty of room for expanding cultural, historical, social, and artistic horizons for our heritage students in their home language!  Let’s not scratch the language requirements for them.

I understand that school districts have to apportion their funds wisely and be careful to build sustainable programs.  But if you have a good number of heritage students who are interested in improving their language skills and expanding their cultural knowledge in their own home language, don’t add sections of Spanish 2 and 3.  Create separate classes for them to progress linguistically and culturally.

If you think this post was helpful, give it a like below!  I’d like honest feedback.

The most important thing to improve your heritage students’ proficiency

Teaching heritage language classes is becoming more and more common in the U.S., particularly in school districts with high Latino populations.  Talk to any World Language teacher you find, and chances are they will tell you that their school is “starting a heritage track”, or has done so “within the last few years”.  And we all get emails on our listserv with those teachers who write something along the lines of “I’m going to be starting a heritage class next year at my school!  I’m really excited, but nervous.  I’d love some help and some collaboration, so hit me up with your ideas!” 

I’d like to help by offering what I believe is the most important element for that teacher and that classroom.  The answer?  A teacher who is committed to improving his or her own proficiency in the target language.  

Let’s bring ACTFL proficiency levels into the conversation here.  

*A teacher with Advanced-Low proficiency cannot provide most heritage students with the level of input they need to progress in their proficiency.*

In the state that I live, the ACTFL proficiency level required to work as a K-12 World Language educator is Advanced-Low.  Here are a few select descriptors from the Advanced-Low proficiency list from ACTFL:  

  • participate in most informal and some formal conversations on topics related to school, home, and leisure activities
  •  narrate and describe in the major time frames of past, present, and future in paragraph-length discourse with some control of aspect
  • Responses produced by Advanced Low speakers are typically not longer than a single paragraph
  • dominant language may be evident in the use of false cognates, literal translations, or the oral paragraph structure of that language
  •  irregular flow, and containing noticeable self-correction
  • vocabulary of Advanced Low speakers often lacks specificity

Does this sound like the type of input that will move forward a heritage speaker?  Will heritage speakers be helped by “false cognates”, “irregular flow”, and  “literal translations” – basically, more of what they already produce?  

How can a speaker (a teacher) that can produce “typically not longer than a single paragraph” lead a discussion about the value or offensive nature of Confederate statues?  How beneficial will a conversation about the advantages and disadvantages of independence for Catalonia be if lead with only “some control of aspect”?  

 

Slide1

Most of my heritage students are well into the Intermediate range with their use of language, with a few who may already be into the Advanced range.  Their listening ability, without doubt, will be at or above the Advanced level – and therefore they need to be listening and using language beyond that, which in OPI parlance is called “probing” – and “i + 1″ in SLA studies.  

The Advanced-Low Spanish teacher can handle his 5th hour Spanish 3 class just fine.  Those students are in the process of comprehending Intermediate-level input in the target language.  The level of language that is used in that class – both the content studied, and general classroom commands and discourse –  will most often be below Advanced-Low.  It will be hard for that same teacher, however, to move a group of heritage students forward.  

Slide2One of the philosophical pieces of my heritage language teaching, as opposed to my general language classrooms, is that my heritage students are already receiving a great deal of Intermediate- and Advanced-level input outside of the classroom.  What they need most linguistically is written and spoken input above those levels, and then a setting in which they are pushed to produce output at a level just above where they are at.  Therefore it follows that an effective heritage classroom teacher will need to be comfortable at the Advanced level, and possess the capacity to produce some language at the Superior level in order to conduct academic discussions and provide rich input.

 

For that reason, heritage teachers should be north of that minimum Advanced-Low requirement.  I recommend a minimum of Advanced-Mid proficiency for any teacher of a heritage classroom.  The higher, the better.  So start moving higher!  

The better your Spanish proficiency, the more trust you will gain from your heritage students.  

According to The Atlantic, over 81% of teachers in the U.S. are White.  It is highly likely that a teacher standing in front of a group of Latino heritage speakers will not be a native/heritage speaker themselves.  The power dynamic of a White teacher standing in front of a group of Latino/Hispanic students with the job of “teaching them Spanish” can be a delicate one.Slide3

I believe that improving one’s Spanish proficiency can help overcome uncertainty or mistrust that may exist.  Sure, being knowledgeable about their culture, their interests, and starting class with “Wasn’t that case on Caso Cerrado last night crazy?” are all fundamental for establishing a relationship with your students.  Hearing their teacher speak highly proficient Spanish will also make them more receptive and build up their belief that they will learn from you.

A few months ago, I saw an entry from a teacher in the ACTFL community forum who stated that she felt like she didn’t have a lot to offer her heritage students (who were mixed into the general language classroom) in terms of fluency and proficiency building, so they get that through reading.  I asked myself if fluency building happens primarily through the resources students read and listen to, or through the conversation and dialog that is had about the resources we give them?  My gut feeling is that it’s the discussion, the back-and-forth dialog about the content under study, 

Slide4
Class discussion about Puerto Rican political prisoner Oscar Lopez Rivera, pardoned by Obama in January 2017

that builds the fluency of heritage students.  It’s requiring output from them, and pushing them to negotiate meaning and deal with topics from the Advanced and Superior levels that puts hair on their chest (as my dad says).  We as teachers have to be ready to interact with them at that level.

 

The road to superior

So what to do?  I am of the opinion that every heritage teacher should take steps to push themselves to the ‘Superior’ level of the ACTFL proficiency scale.  What does that look like, though?  

Check out some of my recommendations (and my journey) in this sequel post here!  

Other references mentioned:  

 

The Atlantic article https://www.theatlantic.com/education/archive/2018/01/a-root-cause-of-the-teacher-diversity-problem/551234/

ACTFL Community forum, Spanish for Heritage Learners SIG, June 3, 2017.

ACTFL’s proficiency descriptors:  https://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012/english/speaking#superior

The road to ‘Superior’, and getting heritage teachers there

In my previous post, I insisted that the most awesome thing that an awesome heritage teacher can do is work at speaking awesome Spanish.  In ACTFL parlance = Superior.   But what is Superior proficiency, and how do you work towards it?  

In June 2016, I was a guinea pig for an OPI workshop.  I was already interested in pursuing OPI certification by that point, and so I was looking for any way to rub shoulders with folks who were in the process.  I wasn’t sure if I had Superior level proficiency or not in order to pursue full OPI certification, or if it would be better to do MOPI certification.  

An OPI workshop candidate was called up front to do an interview with me.  I was facing the candidate, and to my back, the trainer was typing notes and comments on a Word doc that my trainee tester could see.  I was easily able to…

  • talk about what I do for a living (Intermediate)
  • explain what some of my interests are (Intermediate)
  • talk about my daily routine and my family (Intermediate)

and also…

  • tell a story from middle school about forgetting lines in a skit in front of the whole school (Advanced)
  • describe my middle school gym (Advanced)
  • explain what I like about teaching (Advanced)
  • narrate how I decided to become a teacher (Advanced)

Then the OPI trainer stopped the trainee who was testing me and said “We clearly have plenty of evidence of ability at the Advanced level.  So what do we do now?”  And the OPI trainees said “Start with Superior probes”.

And that’s when I fell flat on my face.

  • “How do you think that art and music impact society?”  (Superior)
  • “Only about 50% of Americans participate in voting even though we have voting freedom and rights here.  Why is that, and how can we increase participation?” (Superior)

Insert a confused-George-Costanza-gif here.  I wasn’t ready for that level of abstract thinking and that level of discourse.  I muttered out a few sentences for each question, and then just kind of fell silent.  It was pretty awkward.  I didn’t even share an anecdote or example to answer these – which is a typical characteristic of an Advanced level speaker trying to perform an Superior level task.  For some reason, I felt so intimidated.  

Don’t I translate for church on Sunday? 

Isn’t everyone always talking about how great my Spanish is?  (side comment – a bit of white privilege, perhaps?  How many immigrants get complimented on their English?)

Didn’t I do graduate school in Spanish? 

I teach in Spanish, and speak it with my kids at home. What’s wrong with me?  

I’ve only spent about 5 months of my life abroad in Spanish-speaking contexts.  Maybe I haven’t lived abroad enough to hit the Superior level.  

The fact of the matter is, we spend most of our life at the Intermediate and Advanced level.  We ask questions at the store, ask for a stapler, and wake our kids up with Intermediate level language (perhaps some Novice).  We tell stories about childhood mischief and call Verizon to report a lost phone with Advanced level language.  But Superior level speech is generally used in academic settings, Fox News Sunday, professional job interviews, and White House press briefings if and when Trump is not the one behind the podium.

What I ended up doing was spending a year immersing myself in content at this level.  And in July 2017, I scored ‘Superior’ on an OPIc (computerized version of the OPI – boy is that brutal), and a few months later again in my official OPI.

Here are a few of the main characteristics of Superior level discourse, taken directly from ACTFL’s description:

  • variety of topics in formal and informal settings from both concrete and abstract perspectives
  • discuss their interests and special fields of competence
  • explain complex matters in detail
  • provide lengthy and coherent narrations
  • present opinions on a number of issues of interest
  • social and political issues
  • provide structured arguments to support opinions
  • construct and develop hypotheses to explore alternative possibilities
  • use extended discourse without unnaturally lengthy hesitation to make a point, even when engaged in abstract elaborations
  • separating main ideas from supporting information

Below, I’ll share a few examples of things that I did over the course of a year to build up to the Superior level.  

I listened to…

  • …CNN Chile
  • …Tiempo de Análisis, a weekly podcast from la Universidad Nacional Autónoma de México
  • …interviews with Mario Vargas Llosa

I typed in…

  • …“entrevista sobre” on YouTube and clicked on results that caught my attention – how social media is affecting the life of Latin American youth, what it’s like to be a Muslim in Spain
  • …“debate sobre” on YouTube and watched debates about capital punishment in Guatemala, educational reform in Mexico, and an address of Pablo Iglesias to the Spanish Parliament

I read…

  • …novels.  I developed a love for Mario Vargas Llosa during this time (“Cinco Esquinas” is the most twisted novel I have ever read), and also “La Casa De Los Espíritus” by Isabel Allende.
  • …news.  I found El Pais from Spain to be the news site that offered good coverage on both U.S. issues and international issues that I valued.  And the articles seem to all be produced by their journalists, in Spanish – not translations from AP Press or other sources originally in English.

I spoke…

  • …with a colleague who did many OPI’s during her years in the Peace Corps and who knew how to quiz me.  She found a list of thought-provoking questions and sat and threw them at me.  She would force me to support my opinion.  Sometimes she would switch to English when the conversation went above her comfort level.  It was hard at first but eventually became easier.  We got together about four times.
  • …with myself using questions I found a list of at http://www.debate.org.  I would answer them and answer these questions to myself as I went biking.

The results

I must say that the entire year was a blessing.  I don’t feel that I only grew linguistically.  I ended up interacting with so many different viewpoints on life, society, politics, culture, and history from so many different Spanish-speaking countries. 

I felt like the year was a crash course in intellectual growth.  Even if I had gotten to my OPI certification process and ended up only scoring Advanced-High, the process still developed me as a Spanish speaker and as a human being.

I see the fruits of it coming out in the ease in which I can conduct discussions with my heritage students.  I’ve still got a long way to go in developing my Spanish.  I commonly come across things in life that I don’t know how to express.  “Charter schools” in Spanish, anyone? 

Heritage language teachers are attempting to get his/her students to improve and incorporate academic registers into their language usage.  I want to encourage all teachers of heritage students to set an example for your students by doing the same.  If input is the motor of linguistic growth, then your heritage students need to experience a high level of Spanish from you – and you can do it if you’re already in the Advanced range and decide to push yourself a bit.  

Go find an episode of Tiempo de Análisis to listen to tomorrow on your drive to work!  

On the differentiated instruction journey with heritage learners based on proficiency levels

Towards the beginning of the school year, I informally classified my heritage students into three proficiency groups:  an Intermediate-Low-ish group, an Intermediate-High-ish group, and an Advanced-Low-ish group.  Based on some knowledge I acquired at the OPI workshop, I decided that I didn’t need to view all of my students as being at different levels – as I originally thought I’d do.  Instead, I grouped them into the three categories above – very informally, but this classification turned out to help me develop tasks more at their levels.

What I have been doing is offering a lot of follow-up activities (especially homework) based on those levels the students are at.  Here are a couple examples below.

Example #1:

As a follow-up to our reading of the legend “Quetzal No Muere Nunca”, all students had to do comprehension questions.  But then the following additional tasks were distributed to students, with their names pre-written onto them:

Intermediate-Low Intermediate-High Advanced-Low
Busca 6 palabras de la leyenda que leímos hoy que quieres comenzar a usar en tu español. Utiliza la hoja de que dice “SNS – Palabras de Vocabulario”. Escribe la palabra, dónde la encontraste, y el significado. Para saber más del folclor maya, leerás un extracto de “Popol Vuh” y escribirás un resumen y una reacción para lo que has leído.

Intermediate students had to look for new words to add to a vocab list to add to their repertoire, with the goal of adding to their ability to tell narrations and thus get them into the Advanced level.  Students who I deem to already be in the Advanced category I gave them an extract from the Mayan account of creation and had them do comparison/contrast work and interact with it more.  Comparison / contrast is an advanced level task, but having them interact with more advanced literature and history also starts to push them towards Superior level work and thinking.

Here is another example in conjunction with a reading of the legend “Los Novios”, a legend about two volcanoes in Mexico involving love, war, and death.  As a class, we read the legend together, talked about its meaning, viewed artwork and listened to a song in conjunction with it.  Below was the differentiated element:

Intermediate-Low Intermediate-Mid Advanced-Low
(with worksheet):  Below are the most frequently used 100 words in Spanish.  Throughout this semester, you will make flashcards with them in order to spell them correctly.  You will know the meanings – let´s see if you can get the spelling down.

 

 Haz las preguntas de la sección B de “Los Novios”

 

 Toma una hoja de papel y contesta las siguientes preguntas a base de la leyenda “Los Novios”.

1)       A base de lo que leemos en esta leyenda, ¿qué tan importante era el papel de la guerra en la cultura azteca?

2)       A base de lo que leemos en esta leyenda, ¿cuáles eran las características importantes que necesitaban los hombres para conquistar el amor de una mujer (y su familia)?  Comenta sobre esto.

For the IL group, their task was just to read and understand the legend, and spend time building some basic blocks of written Spanish.  The IH group needed to answer questions that included comprehension and also had them reflect on cultural and historical content.  The Advanced group had to write a bit more extensively on the general principles of culture and society based on their reading.  Being able to talk about principles and values in the abstract is definitely a function of the Superior range.

Example #2:

We’re now in our unit reading the humorous novel “La Casa Embrujada” and learning about Mexico.  There was one unit in which a detective is falling in love with a lady they are helping, and another detective was pushed off of the cliff La Quebrada in Acapulco where world-renowned divers dive off of the steep rocks.  Again, all students had to answer some comprehension questions for one of the chapters, but then I also created Intermediate and Advanced distinctions in the assignments given:

Intermediate-Low Intermediate-High Advanced-Low
Pepino está enamorado de Sandy.  Escribe una carta de parte de Pepino en donde Pepino le explica a Sandy sus sentimientos.

 

 ¿Qué piensas del clavadismo en los peñascos?  ¿Es demasiado peligroso, o es un deporte como cualquier otro?  ¿Participarías en el clavadismo?  ¿Por qué o por qué no?  ¿Qué le dirías a una persona que contestaría de una forma diferente?

Contesta estas preguntas en el orden que tú deseas con un mínimo de ocho frases abajo.

The Intermediate-level students worked on the level of explaining feelings and describing (Intermediate to Advanced level work), whereas the Advanced level students were given a Superior-level probe to push them to weigh the up’s and down’s to dangerous sports and deal with the topic of risk.

So here are some things I’ve learned, and some lingering questions about what I’m doing:

  • Start small with differentiation, not big.  It gets messy.  Example #1 above was earlier in the school year.  I continued to differentiate like this during our legends unit.  Although I feel it was a pedagogically sound decision to do this, what I found was that it was hard to give all students the help and guidance that they needed.  There was a week in which we lost the sense of being *a class*.  Sometimes some students were having to make flashcards, others were getting additional material to read, and it got to be a bit messy.  Example #2 is more what I’m working with now:  Let’s read something together, and then I give you a similar type of assignment (written response) pitched at different levels.  That’s been working better.
  •  Differentiated grammar?  Not sure.  Some of you may remember my post (here) in which I thought that I would be having everyone work on different grammar structures they to improve, on an individual basis.  After actually meeting my students this year, and after seeing that I can’t necessarily give students different work all the time, I’ve decided to hold back on this.  It may not be feasible.  A lot of my students are proving to have difficulty keeping track of a personalized vocabulary list as I’m rotating around the class assisting different groups of students doing different things; how would they ever be able to work on por/para individually?  Besides, grammar instruction with heritage students is a topic that’s up in the air anyway… icky.  
  • Right or wrong?  I’m not 100% convinced that I’m going about differentiation based on proficiency levels in exactly the right way.  I surely haven’t divided my students up with a formal assessment of their proficiency.  During the legends unit, I didn’t have the Advanced students share some of their findings with the Intermediate-level students – we had to keep moving on.  I’m still working on this.
  • Assessment?  My differentiation hasn’t made its way into the assessment category yet, but I’m looking forward to getting there.  I’ll need a summer to chip away at this – not go to an OPI workshop from July 31-Aug 3, and then have it figured out by the first day of class on Aug 14.

More reflections and sharing to come later.  Please share with me what’s working for you in your heritage classroom!