ABSTRACT

This paper presents a model of PBL for teaching heritage language learners (HLLs) developed by the NHLRC at UCLA. Definitions of “HLL" vary between those that focus on a familial connection to the HL and those that include functional skills in the HL.

With a focus on home-based bilingualism, this definition proves useful for understanding both the needs of HLLs and the type of instructional practices that best address those needs. As discussed in the first half of the paper, HLLs’ linguistic needs include acquiring literacy skills and a facility with the formal registers, as well as developing paragraph-length discourse that is cohesive overall. In addition, HLLs have affective, aspirational, and relational needs stemming from their bicultural and bilingual experiences that set them apart from both L2 learners and native speakers.

Using sample projects from different languages and proficiency levels, the second part of the chapter illustrates how PBL can facilitate the development of oral and written skills, increase linguistic and cultural awareness, respond to HLLs’ lived experiences and aspirations vis- -vis their HL and the local and global communities associated with it, and prepare HLLs to make professional use of the HL. In addition, PBL can help instructors manage the wide range of proficiency levels, interests, and affective needs that HLLs bring to class, as well as support the implementation of other best HL-teaching practices, in particular, macro-based (top-down) teaching, the from-to principles, differentiation (Carreira and Hitchins Chik, in press), and content-based learning.