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A general framework and supporting strategies for teaching mixed classes

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Abstract

Many heritage language (HL) learners study their home language in the context of mixed classes, i.e. classes with second language learners and heritage language learners. Yet, most of the literature on HL teaching has focused on HL classes, to the neglect of mixed classes (Carreira, 2014). Addressing this gap, this paper presents a model of teaching for mixed classes that is premised on the principles of Differentiated Teaching (Tomlinson, 2009, 2003). The discussion considers how critical differences between heritage and second language learners should actually drive teaching and learning in mixed classes. Essential strategies and tools that support this proposal are presented, in particular, flexible grouping strategies, which make it possible to address the needs of both populations of learners and leverage their complimentary strengths.

References

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