Abstract:As the population of immigrant children and young adults increases throughout the United States, many experts have advocated for the establishment of courses designed specifically for speakers of languages other than English (LOTE) to maintain their proficiency and build literacy. But for various reasons many LOTE speakers end up in secondary and university courses designed to teach their home languages to second language (L2) learners, classrooms where too often their linguistic needs are not met. This paper proposes a set of guidelines for effectively teaching heritage language learners (HLLs) enrolled in L2 classrooms. Among the recommendations are the use of differentiated instruction, the use of varied levels of input during class and the creation of a portfolio of extra materials that includes readings at the appropriate level for HLLs. Also presented are strategies for using activities that sometimes bring heritage learners together in pairs or groups and sometimes pair them with L2 learners, depending upon the academic goals and the levels of the students.

中文翻译：

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扩大的边疆教学中的语言教学 注册 L2 课堂的传统语言学习者

摘要：随着美国各地移民儿童和青年人口的增加，许多专家主张开设专门为非英语语言 (LOTE) 使用者设计的课程，以保持他们的熟练程度并培养读写能力。但由于各种原因，许多讲 LOTE 的人最终选择了中学和大学课程，这些课程旨在向第二语言 (L2) 学习者教授他们的母语，在课堂上，他们的语言需求往往得不到满足。本文提出了一套指导方针，以有效地教授在 L2 课堂上注册的传统语言学习者 (HLL)。建议包括使用差异化教学，在课堂上使用不同级别的输入并创建额外材料组合，其中包括 HLL 适当级别的阅读。还介绍了使用活动的策略，这些活动有时将传统学习者以成对或小组形式聚集在一起，有时与 L2 学习者配对，这取决于学生的学术目标和水平。