Home Language Literacy: The Crossing to Bilingualism

Abstract

n recurring situations, teachers of heritage language students encounter a lack of vocabulary and knowledge of their language from an early age. This situation worsens as students grow older and move through the grades. Moreover, this situation implies negative repercussions of learning a second language. It is necessary to understand the cause for the gaps in knowledge to uncover teaching alternatives. Therefore, the main question is, how can bilingual teachers strengthen home language and cultural diversity through reading and vocabulary to facilitate L2 acquisition? According to studies conducted by scholars, sociolinguistic factors affect heritage language learning, which in turn cause attrition and incomplete acquisition. To ameliorate this problem, three professional developments are presented for primary grade bilingual teachers. The professional developments will focus on identifying a heritage learner profile that helps delineate reading approaches to learn Spanish and cultural awareness. In this way, the heritage learner should strengthen the vernacular within an environment of cultural acceptance. Unfortunately, the lack of empirical studies on heritage students' vernacular learning methods limits the development of new strategies. Finally, the heritage student who participates in a bilingual program is expected to become a bilingual and bi-literate person.