The Heritage Speakers of Spanish (HSS) in college today were raised during the No Child Left Behind era and its politicized invalidation of Spanish. Now, they are a substantial demographic in French language classrooms. Uniquely, these spaces view Spanish bilingualism as an asset, providing a venue where HSS can navigate linguistic (in)security from their early education. This interactive presentation explores this process and how instructors can support HSS by promoting linguistic justice in the classroom.
Cette session a pour objectif de fournir aux enseignants actuellement en poste dans des programmes d'immersion en français aux États-Unis des outils et des stratégies pour renforcer leurs pratiques pédagogiques. Nous explorerons les principales approches pédagogiques permettant d’optimiser l’enseignement en immersion et aborderons les défis spécifiques rencontrés dans ces contextes. Nous discuterons également des moyens de soutien disponibles pour accompagner ces initiatives et enrichir les projets éducatifs dans les établissements DLI.
The teaching of literature often centers on interpreting themes. This presentation aims to demonstrate how introducing stylistics can support the student’s literary interpretation. I will work with several short works, by Colette, Linda Lê, and Assia Djebar. Through these different examples, I aim to demonstrate that focusing on an objective linguistic aspect of the text opens up hitherto unsuspected paths for the student in interpretation—an amplifying, and rewarding, means of investigating the text.
