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In:Advances in Spanish as a Heritage Language
Edited by Diego Pascual y Cabo
[Studies in Bilingualism 49] 2016
► pp. 299–324

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Flipping the classroom

A pedagogical model for promoting heritage language writing skills

 | University of California at Irvine
Published online: 20 July 2016
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https://doi.org/10.1075/sibil.49.16tor
Researchers and educators of heritage language (HL) students have highlighted the need that HL learners have in developing their writing skills in the HL (e.g., Colombi, 2000; Colombi & Roca, 2003; Parodi, 2008). In this chapter, I summarize a number of HL writing studies as well as some considerations for future studies from a second language writing perspective. Furthermore, I describe briefly a pedagogical approach known as the flipped classroom (Bergmann & Sams, 2012, 2014) and its implementation in fostering learning-to-write skills. Specifically, I provide an example of the flipped classroom model adapted in a HL class in which students reviewed or gained knowledge on writing conventions and strategies through mini-lectures delivered through a video format for homework. Through a questionnaire at the end of the course, students reported their perceptions on the use of the flipped classroom model as it applied to improving their writing convention skills. Overall, students responded favorably to the flipped classroom model and pointed out the benefit of reviewing the mini-lecture as often as needed, and being more aware of writing conventions while composing argumentative essays.
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