Join our project to improve classes for heritage learners!

In June of 2016 a group of CI teachers started a collaborative project. We believed that Spanish teachers are generally not well-trained to teach to the needs of heritage learners. We felt that much of the published material written by academics or textbook companies was not helping our students. Distressingly we have heard about departments who farm out their heritage learners’ classes to the newest, least prepared teachers because these classes tend to be hard to teach. Other departments urge heritage learners to simply abandon their home language in favor of a foreign one. Reaching heritage learners is the pressing but often ignored challenge facing our profession.

We decided to write essays, from the perspective of experienced classroom teachers, describing each facet of our classes. Our hope was to gather so much classroom wisdom in one book that our colleagues would confidently approach their courses with joy. Furthermore, we write as CI teachers who appreciate that the grammar and extensive spelling lessons from the textbooks that infuriate and frustrate our students are rarely appropriate. Too many heritage learners were learning the wrong lesson: that they could never master high-prestige dialects of Spanish, that their own experiences with the language were useless and that the cultural heritage of their ancestors was forever lost.

Our book, Practical Advice for Teachers of Heritage Learners of Spanish: Essays by Classroom Teachers, was published in October 2016 and from the profits we have since donated over 100 reading books to the classroom libraries of teachers. We also have formed a Facebook group, Teachers of Spanish Heritage Speakers, with nearly 400 members.

It is now time to consider putting together a 2nd edition of our book. Working together, so many of us have moved forward and now have a lot more to say. If you are having success teaching a course for heritage learners of Spanish, please consider writing an essay for our next edition.

Currently we have a lengthy description of my reading program and an outline of how I have organized the rest of the class period. There are lots more that can be written about reading programs. If you incorporate reading conferences or have adapted a Lucy Calkins´s style reading workshop, a description of your approach would be great. I plan on writing a new essay about including manga in the classroom library. You could write about comparing typical writing samples before a reading program and several months later… hopefully you already have writing samples saved from the beginning of the year! Perhaps you want to describe a literacy initiative that extends beyond the classroom—bringing kids to the local library and tracking how many continue to use the library afterwards & what you can do to bring those numbers up or even tracking how many books are checked out of your classroom library and what you do to increase that number. There is so much to say about reading; write to me if you have an angle to explore.

I also wrote an essay about my struggle with counselors who would not cooperate in properly placing students. Essays from schools in which the placement system is not dysfunctional would be welcome, or modifications that you have made that work. Every school system is different; recording a diversity of approaches may help teachers problem solve in their own unique situation.

When I consider the main goals that I have developed for my heritage learners classes, I distinguish three objectives: to develop students’ identities as readers, to develop their interest in their heritage and the Spanish-speaking world and to broaden their language community to include many dialects and variations of Spanish. How do you create a compelling language experience for students who have been marginalized and taught that school is anything but compelling? Any of these topics could spawn multiple essays based on your classroom experiences.

I have often thought that the final essay of the collection, Beyond the Classroom by Barbara A. Davis, could inspire a larger examination of how school institutions and Anglo cultural practices can come together to present unnecessary obstacles for heritage speakers. I am sure some of us have observed how our school cultures can simultaneously absorb and repel heritage learners… perhaps ELA teachers may have a sharper focus on this topic.

We also have no essays about school-home interaction. Are there teachers who create community through activities organized through La Sociedad honoraria hispánica, for example? How does that impact enrollment?

There are so many other topics that touch upon the life of a heritage learner of Spanish. If you have a particular insight, please share.

We also welcome thoughtfully developed lesson plans which demonstrate a useful approach to classes for heritage learners.

I believe that the format of the essay lends itself better to deep introspection than the online forums that have emerged. Or rather, it is a question of tactics versus strategy; the online forums address problems as they arise while the essay encourages a more thoughtful approach. If you would like to join our group, please feel free to email your idea for an essay to mikepeto AT gmail DOT com with the phrase “Practical Advice” in the topic.



  1. Hi there! Thank you for all of your resources! We’ve just begun a Spanish for heritage speakers class at the new school I am at. Your information about a classroom library have been especially helpful so far. I remember seeing links to products, advice for watching El Internado but I can’t seem to find them anymore on your website. Am I looking in the wrong place or have they been taken down? Thank you!

    1. The holders of the license for Internado and Gran Hotel asked me to remove them from my website. I think that viewing and discussing television series is a great way to expand students’ language communities.

  2. Mike, what do you call your Heritage classes. We have a course called Spanish for Spanish speakers that we are reviving for next year. I want to call it by the most appropriate title. It will be based in literature and will be for those whose first language is Spanish.
    Thanks for your help!

    1. I go out of my way to refer to my students as “heritage learners” rather than speakers, because sometimes speaking is the thing they do least! To cast a wide net, perhaps “Spanish for Heritage Learners” or “Spanish for Students of Spanish-Speaking Heritage”, which implies that they don’t need to be fluent themselves. If you want to narrow the net to students who are already fluent but will work on developing literacy, perhaps even starting with “classic literature”, then I might call the course “Reading for Spanish Speakers”, “Literature for Spanish Speakers” or better yet, write the title and course description in Spanish to make the point that the course is entirely in Spanish.

  3. Just stumbled onto your blog and love the content! I work in educational publishing with world languages and your content is so relevant. Thanks for the great insights into your classroom.

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