Title Format Sponsor
Survey of Heritage Language Teaching at UCLA


The HL survey was included for logistical reasons within the broader FL general survey. However it was undertaken within the context of a study of heritage languages at UCLA undertaken in the fall quarter 1999. That study also included a Survey of Heritage Language Students (HL student survey) on campus, the recommendations from which are included at Appendix 4. Among other things, the HL student survey revealed that students have considerable interest in maintaining their home languages, whether for reasons of identity, engagement with the community or career opportunities. While UCLA is playing a leadership role in the design, development, implementation and evaluation of heritage language instruction, this survey shows, that progress across language departments is uneven. Wide discrepancies exist in the identification, testing and instruction of heritage learners. The survey indicates that there are urgent requirements for support for instructors to undertake further training, develop instructional materials, particularly computer-assisted or designed for individualized instruction, and establish where possible standardized placement tests.

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Heritage Language Journal


HLJ, an online, blind-refereed journal, was established in 2002 to provide a forum for scholars to publish the results of their research and to advance knowledge about educating heritage speakers. HLJ is published jointly by the Center for World Languages of UCLA and the UC Consortium for Language Learning and Teaching and is housed on a server hosted by the UCLA International Institute. The journal seeks submissions from researchers and practitioners in: - linguistics & applied linguistics -psychology - sociology - language education - language policy - other relevant fields The editors also welcome proposals for special issues focused on a single language or topic.

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Me and China. New York: McGraw-Hill Companies; Beijing: Foreign Language Teaching and Research Press, 2006. First-year Chinese for the “Mandarin heritage students.


As China emerges as a global superpower with increasing global opportunities, an unprecedented number of students are pursuing Chinese studies in the US, primarily in Mandarin. Many universities offer special sections of their introductory courses for heritage speakers of Mandarin, who have grown up speaking Chinese at home but never in the classroom. These sections are tailored to the specific needs of heritage speakers, who tend to have strong speaking and listening skills and need more practice with reading and writing. Me and China was created specifically for these students, taking student-centered approach with topics that are relevant and engaging to American students of Chinese heritage. The text comes with two audio CDs, to be used in conjunction with an integrated workbook.

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Upcoming Events
10 - 11
Spanish Heritage Language Workshop

This is a workshop for Spanish teachers of heritage speaking high school and university level students. We will post more information about this workshop as we continue to organize it. Sign up for COERLL's newsletter to receive updates: https://goo.gl/5zPVze.

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Games2Teach Collaboratory

An interactive workshop where teachers play technology-mediated games, learn how game design principles promote language acquisition, and learn to implement games in their classrooms. Based on the Games2Teach project from CASLS (University of Oregon) and CERCLL (University of Arizona). We will post more information about this workshop as we continue to organize it. Sign up for COERLL's newsletter to receive updates: https://goo.gl/5zPVze.

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In 1990, the Department of Education established the first Language Resource Centers (LRCs) at U.S. universities in response to the growing national need for expertise and competence in foreign languages. Now, twenty-five years later, Title VI of the Higher Education Act supports sixteen LRCs, creating a national network of resources to promote and improve the teaching and learning of foreign languages.

LRCs create language learning and teaching materials, offer professional development opportunities for language instructors, and conduct and disseminate research on foreign language learning. All LRCs engage in efforts that enable U.S. citizens to better work, serve, and lead.

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Each LRC has a unique story and mission, but all LRC work is organized around eight basic areas:
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