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Index
- Georgetown University Press
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- Additional Information
Index Numbers in italic indicate a figure or a table. Aaron, Jessi Elana, 128–29 AATSP (American Association of Teachers of Spanish and Portuguese), 68, 223–24, 233, 234, 235 Achugar, Mariana, 34, 85, 131, 251 ACTFL (American Council on the Teaching of Foreign Languages), 68, 69, 83, 235, 262 advanced biliteracy development, 14–15, 241–54 context for, 241–42 Continua Model of Biliteracy, 246–47, 252, 253–54 defining biliteracy, 245, 254n5 future directions in, 251–53 historical and current research on, 249–51 L2 learners and speakers and, 246, 252–53 language ideologies and, 241–42 linguistic perspectives on, 247–48 literacy, theoretical models for, 243–44, 247, 254n4 oral academic discourse analysis, 130–31 population of SHL speakers in U.S. and, 243 Systemic Functional Linguistics (SFL) and, 247, 248–49, 252, 254 African Americans and SHL speakers, 189–90 age and language acquisition, 89–90, 228 agency, concept of, 80, 86–89 agendas, as teaching tool, 231 Akst, Geoffrey, 216 Al-Kahtany, Abdallah Hady, 243–44 Alarcón, Irma, 29, 170, 171 295 Alba, Richard, 187, 194n10 Alliance for the Advancement of Heritage Languages, Center for Applied Linguistics, 69, 203, 218n2, 235, 284 Alonso, Helena, 225 Alvarez, Celia, 148 American Association of Teachers of Spanish and Portuguese (AATSP), 68, 223–24, 233, 234, 235 The American Bilingual Tradition (Kloss, 1977), 64–65 American Council on the Teaching of Foreign Languages (ACTFL), 68, 69, 83, 235, 262 Anderson, Raquel, 108, 114 Anderson, Tyler Kimball, 143 anxiety and learners’ attitudes and motivations , 163, 168–70, 172 anxiety and motivations of learners, 163, 172 Anzaldúa, Gloria, 190 Arellano, Silvia, 124, 125 Arizona, Proposition 203, 242 Armengol, Regla, 70–71 Asian heritage language speakers and learners assessment of, 272 attitude and motivation studies of, 164–65, 170 identity studies of, 184–85 assessment, 15, 259–73 defining, 259 formative assessment, 232 future directions in, 271–72 grammatical competency, 114 historical background, 263–65 296 INDEX assessment (continued) L2 learners and speakers, 259, 264, 266, 267–72 language ideologies and, 54–55 limitations of current research, 271–72 Oral Proficiency Interview (ACTFL), 69, 83, 262 placement exams, 210–12, 268–71 proficiency, concept of, 83 purposes of, 260 special programs for HL learners, 267–71 technology and, 265–67 theoretical models for, 263–65 types of, 260–63, 261 university-based SHL programs, 216 Attinasi, John, 26, 188 attitudes and motivations of learners, 12–13, 161–74, 282 anxiety and, 163, 168–70, 172 change over time, 165, 169–70 definitions, 162 employment opportunities and, 165, 170 future directions in, 173–74 general HL research on, 161, 164–67 heritage language, significance of specific attitude toward, 169–70 identity and, 170–72 integrative and instrumental motivation, 162, 165, 166–67, 170–71, 173–74 intrinsic and extrinsic motivation, 163 of L2 versus SHL ad HL learners, 162, 165–69, 171–72 language attitude research, 43 language ideologies affecting, 167–68, 172 limitations of current research, 172–73 qualitative versus quantitative approaches, 162–63, 173 SHL research on, 167–72 SLA research on, 161–65, 172 sociocultural perspective, need for, 163–64, 173 socioeducational model of, 162–64 teacher handling of, 229–30 attitudes toward language. See language ideologies Au, Terry Kit-Fong, 174 Auer, Peter, 148 Austin, John, 122 Autonomous Model of Literacy, 243–44, 247, 254n4 Bachman, Lyle F., 259, 263–64, 266 Bailey, Benjamin, 48, 189 Baker, Pauline, 66, 140 Barnwell, David, 82 Bartlett, Lesley, 29, 244 basic interpersonal communication skills (BICS), 84 Bayley, Robert, 89 Beaudrie, Sara M. on assessment, 260 on attitudes and motivations, 168, 169, 170, 171 biographical information, 291 on code-switching, 150 on identity, 193 on language ideologies, 53 on maintenance of SHL, 29 on Spanish as heritage language in US, 1 on teachers and teacher development, 230 on theoretical models, 83 on university-based SHL programs, 14, 203, 204, 206–12, 213–14, 218n1, 218n3, 283 Bell-Corales, Maritza, 169 Belpoliti, Flavia, 268, 270 Beltramo, Anthony, 23 beneficial washback, 264 Benmamoun, Elabbas, 102 Benson, Erica, 140 Bermejo, Encarna, 268, 270 Bernstein, Basil, 84, 92n3 BICS (basic interpersonal communication skills), 84 bilingualism and biliteracy. See also advanced biliteracy development; code-switching agency, concept of, 88 biculturalism and, 187 Continua Model of Biliteracy, 246–47, 252, 253–54, 284 defining biliteracy, 245, 254n5 diglossia and, 80–81 employment and value of, 71–72, 165, 170 grammatical competence and, 107, 109 language ideologies affecting, 51...