This certificate is designed for heritage language educators, language teachers who teach classes of mixed heritage and new language learners, and educators who are interested in creating culturally and linguistically sustaining classrooms for multilingual learners. Gather with critical bilingual and heritage language teachers from across the country to explore, share, and create powerful learning opportunities for your multilingual learners. Courses in this certificate include:
We are also developing additional "short-courses" - two or three week explorations on topics requested by participating teachers. Check back or email email@example.com to receive an email with more information!
All classes are offered synchronously (in real-time) and online. All classes can be taken as continuing education (CEUs), for credit towards an additional license in World Languages Education with a Certificate in Heritage Language/Late Bilingual Education, or for graduate studies credit. Each class is the equivalent of a 3-credit undergraduate/graduate course. For those taking a credit option, additional work will be required. Critical Approaches to Heritage Language Education will be offered as a 6-week summer course (meeting twice weekly for two hours each). If you have participated in the CARLA Institute 1-week intensive course, this will be counted. “Deeper dive” classes will be offered either as a 6 week summer option or spread out over 14 weeks during the academic year, in order to provide focused professional development and community of like-minded educators to share ideas and resources with throughout the school year.
To earn the full certificate, participants will also complete a classroom project and either present at a practitioner conference or (co)author a piece of writing. You will also need to show a minimum language proficiency (e.g. OPIc/WPT) of advanced-mid if you’re teaching in a high school setting, or an advanced low if you’re in a middle school setting.
Online registrations accepted until 10/16/19, at noon.
If you plan to register for more than one course, please contact course instructor before registering ( firstname.lastname@example.org).
Cost each class: $450
Early bird by 10/1/19: $400
Seeking Course Credit: Do not register on this site if seeking course credit. See Course Credit below for details.
The fee covers instruction and CEU.
All registrant accounts must be paid in full three weeks (21 days) prior to the start of event. Registrants with outstanding balances after payment is due in full are subject to being removed from the event roster without refund. Please contact Continuing Education Services at email@example.com prior to this deadline if extenuating circumstances prevent you from completing a payment.
In the event of a cancellation, Continuing Education Services should be notified no later than 21 days before the start of the event session in order to receive a refund, less 20% administrative fee. Cancellation request received less than 21 days from the start of camp will receive a refund minus 50% late cancellation fee of event cost. Cancellations due to medical reasons will receive a full refund, less the 20% administrative fee, if the cancellation is requested and medical documentation is provided prior to the start of event. Valid medical cancellations must include a signed letter from a licensed physician to qualify. NO REFUNDS will be given for withdrawal due to early departures, disciplinary reasons or no show after the event has started.
All cancellation requests must be submitted to firstname.lastname@example.org; provide registrant’s name, camp and medical documentation, if applicable. Refunds will be returned to name an address of payer.
We reserve the right to cancel any event due to low enrollment; in such as case, all fees paid will be refunded.
You can sponsor a registrant and cover all or partial fees. We have received requests in the past from schools, companies, organizations, friends and family members that would like to send their chosen registrant to a specific event. If you would like to sponsor a registrant, you can request a promo code that you may give to your chosen registrant. Click here for more details.
Teaching heritage learners is not the same as teaching learners of a foreign language. Heritage languages are languages other than English that are spoken in homes, communities, and extended families. Although many of our students come from vibrant multilingual contexts, unless bilingual options are available, youth seldom have access to expanding their home/community languages (and literacy in them) in schools, which are predominantly English environments. When students are given the opportunity to use, learn, and expand on their heritage languages, they are able to tap into an abundance of resources and knowledge.
We will examine identity work, social justice topics, community-based learning and inquiry projects for growing heritage language (literacy), content-based instruction that promotes ethnic studies and racial consciousness, and arts-integrated multiliteracies for heritage language development. This is the introductory prerequisite course that introduces the “deep-dive” topic courses. Participants will collaborate; connect experiences of heritage teachers and learners to research on multilingual development; and learn how to bring communities, classrooms, and digital storytelling together to create powerful heritage language learning environments.
Critical Approaches to Heritage Language Education will be web-based, synchronous meetings (using Zoom, Google Classroom and Fipgrid). Meetings will be held on Mondays and Wednesdays, 5-7pm CST, with small group meetings based on student schedules.
Last offer of this course was Summer 2019. This course will be offered again Summer 2020. Contact instructor for informationi about week-long intensive in-person option.
" Practical Advice for Teachers of Heritage Learners of Spanish: Essays by Classroom Teachers: Essays by Classroom Teachers (2nd Ed.), Edited by Michael Peto; 2018).
In this course we will bring together arts-integration, strengthening the multiple language literacies of multilingual and emergent bilingual youth, and critical pedagogies for growing and sustaining biliteracy. We will examine the wide range of what “counts” as literacies, focusing in particular on multimodal and multilingual literacy practices that are connected with vibrant community arts practices. We will explore how the visual arts, movement, soundscapes, and written/oral arts can be infused in our language and literacy teaching. All participants will collaborate with others at similar comfort and confidence levels to create arts-integration plans that can be implemented in their current teaching contexts.
Arts-Intergrated Multiliteracies with Bilingual/Heritage Learners will be web-based, synchoronous meetings (using Zoom, Google Classroom and Fipgrid). Meetings will be held on Tuesdays, 5-7pm CST, with small group meetings based on student schedules.
Last offering of this course was Spring 2019. This course will be offered again Summer 2020.
This course is designed for people who have taken the Critical Approaches to Heritage Language Education course (through UW-Whitewater or the CARLA Summer Institute). If you are interested in this course, but have not yet taken Critical Approaches to Heritage Language Education, contact the instructor for options. Instructor email email@example.com.
Book: Chappell, S., & Faltis, C. J. (2013). The arts and emergent bilingual youth: Building culturally responsive, critical and creative education in school and community contexts. Routledge. ($25-$35 on Amazon).
“In problem-posing education, people develop their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation.” (Freire)
In this course we will explore the power and potential of designing our learning environments around inquiry-based and problem-posing approaches with bilingual learners. We will familiarize ourselves with the foundation of these approaches, and draw clear links between their fundamental goals and the goals of creating rich multilingual and multiliteracies environments with heritage/bilingual learners. We will build our confidences around the differences between project based learning, critical service learning, and youth participatory action research with guest instructors J Eik (University of Arizona) and Dr. Josh Prada (Indiana University-Purdue). Using built-in collaboration time, participants will design, implement, and share units to bring these pedagogies and transformative beliefs about the potential of an education for collective self-determination into the multilingual classroom.
This course is designed for people who have taken the Introduction/Critical Approaches to Heritage Language Education course (through UW-Whitewater or the CARLA Summer Institute). If you are interested in this course, but have not yet taken Critical Approaches to Heritage Language Education, contact the instructor for options. Instructor email firstname.lastname@example.org.
Inquiry Approaches to Bilingual/Heritage Language Curriculum Design will be web-based, synchronous meetings (using Zoom, Google Classroom and Flipgrid). Meetings will be held on Thursdays, 6-8pm CST. .
Fall 2019/Spring 2020 Meeting Dates:
All readings will be provided by instructors. We suggest participants also familiarize themselves with the Berkeley YPAR Hub website: http://yparhub.berkeley.edu/Outcomes
“People are fulfilled to the extent that they create their world (which is a human world), and create it with their transforming labor.” (Freire)
We know that content-based instruction is a vehicle for meaningful, authentic, and engaging bilingualism and biliteracy around conceptually interesting and intellectually challenging topics. We also know that learners whose lives, perspectives, and experiences are reflected in critical ways in what they are learning about and the texts they explore and create can transform the classroom into a rich and powerful space where youth take the lead in their own learning.
In this course, we will explore what it means to be a content-based language teacher with heritage and bilingual learners. We will do this through examples of teaching and learning through intra-ethnic studies and critical race theories. These include concepts like intersectionality, storytelling and testimonio, interest convergence, and indigenizing or truth & reconciliation pedagogies. We will work together for the first portion of the summer, then participants will do an independent study using a text of their choice and transform that into a unit of study that we will share with one another.
MUST have either taken or be concurrently registered in the Critical Approaches class, OR taken the Introductory class with CARLA.
Content-Based Instruction, Intra-Ethnic Studies, and Critical Race Theories with Heritage/Bilingual Learners will be web-based, synchronous meetings (using Zoom, Google Classroom and Fipgrid). Meetings will be held on Tuesdays and Thursdays, 5-7pm CST, with small group meetings based on student schedules.
Last offering of this class was Summer 2019. This course will be offered again academic year 2020/2021.
Current UW-Whitewater students seeking graduate or undergraduate credit please register using WINS.
Non-UW-Whitewater students seeking credit please contact Carrie Lencho before registering at email@example.com.
If you have a non-teaching degree and are seeking initial teaching licensure, please firstname.lastname@example.org before registering.
If you have teaching license and are seeking additional licensure in world (heritage) language education, please email email@example.com before registering.
If you have questions about the course, please contact:
Jenna Cushing-Leubner is an Assistant Professor in World Languages Education at the University of Wisconsin-Whitewater, where she coordinates the World Languages licensure program and the Certificate in Heritage Language Education, and teaches in the Bilingual & Bicultural / ESL minor program. She has spent the last nine years working with teachers to create high school Spanish and Hmong heritage language programs and ESL classes that emphasize community knowledge, identity work, multimodal literacies, social justice, youth research, and transformative teaching.
Jennifer Eik is a licensed Spanish language and ESL teacher and PhD student at University of Arizona. She developed and taught a multi-year high school Spanish as a Heritage Language program in South Minneapolis, Minnesota. She anchors her language teaching in intra-ethnic studies and social justice content, and focuses on developing young people who are strong in their multiple identities and backgrounds. She is currently working on grow your own initiatives to develop multilingual teachers of color in the context of heritage language programs.
Josh Prada is Assistant Professor of Spanish Applied Linguistics in the Indiana University School of Liberal Arts at IUPUI, where he teaches undergraduate and graduate courses in bilingualism/multilingualism, (critical) applied language studies, and language teaching and learning. His work focuses on the development and implementation of experiential pedagogical strategies among language-minoritized students. Josh has facilitated multilingual drama workshops for primary school children in London (UK), has led STEM and literacy service-learning programs in Texas, and is developing the Spanish for heritage/native speakers minor at IUPUI (Indianapolis, IN).
The University of Wisconsin-Whitewater is committed to equal opportunity in its educational programs, activities and employment policies, for all persons, regardless of race, color, gender, creed, religion, age, ancestry, national origin, disability, sexual orientation, political affiliation, marital status, Vietnam-era veteran status, parental status and pregnancy.
If you have any disabling condition that requires special accommodations or attention, please advise us well in advance. We will make every effort to accommodate your special needs.
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