FOHLC Europe 2024 Conference

Friday, November 15 (times in GMT/London time)

17:00-17:05 Welcome

17:05-17:15 Intro FOHLC Europe

17:15-17:55 Keynote 1 Prof. Terry Lamb

17:55-18:05 Break

18:05-18:10 Workshop intro

18:10-19:25 Parallel Workshops (teachers & managers)

  Workshop by Anna Paap

                     Workshop by Dr. Sabine Little

Workshop by Zoe Kang

19:25-19:40 Workshop summary

19:40-19:45 Closing

Saturday, November 16 (times in GMT/London time)

16:00-16:05 Welcome

16:05-17:05 Keynote 2 Dr. Janica Nordstrom

17:05-17:15 Break

17:15-18:05 Pecha kucha (8 - 10 examples of motivation strategies in 45 minutes)

18:05-18:15 Break

18:15-19:00 Networking sessions (for teachers, managers, and coalition leaders)

19:00-19:10 Closing

Keynote speakers

Prof. Terry Lamb

Creativity, motivation and autonomy in language learning and teaching in heritage language schools

Starting with a brief look at what creativity means and why it's important in education, this workshop will explore practical ways to nurture creativity in the classroom. We will focus on teaching methods that trust and value the learner, helping them become more independent and motivated. The keynote talk will also highlight the importance of recognizing and supporting students who speak multiple languages, showing how this can enhance creativity and learning for everyone.

Keynote speaker bio

Prof. Terry Lamb began his career as a teacher of French and German in London, progressing to a number of Head of Languages posts and eventually to posts in the Universities of Nottingham and Sheffield, where he focused mainly on postgraduate teacher education and urban education. He is now a Professor of Languages and Interdisciplinary Pedagogy at the University of Westminster, London, based in the Centre for Education and Teaching Innovation (which he established) and the School of Humanities. He leads on both education research and migration research across the University, the latter as Co-Director of HOMELandS, the University Research Centre on Migration, Exile, Languages and Spaces. He has published widely in areas such as pedagogy, motivation, multilingual education, multilingual cities, the ways in which constructs of place, space and critical autonomy intersect in relation to language learning and linguistic diversity, and on activist research that challenges social, cultural and linguistic injustices. His projects have included several at the European Centre for Modern Languages of the Council of Europe, e.g. Supporting Multilingual Classrooms. He is founder editor of the academic journal Innovation in Language Learning and Teaching. Terry has worked closely on languages strategy and curriculum with the UK and other Governments (Australia, Czech Republic, France and Malaysia) and he is a member of the Language Policy Advisory Group of the Council of Europe in Strasbourg. He is President of FIPLV (Fédération Internationale des Professeurs de Langues Vivantes), an NGO of UNESCO and the Council of Europe. He has also been awarded the honour of Chevalier dans l’Ordre des Palmes Académiques by the French Prime Minister.

Website: https://www.westminster.ac.uk/about-us/our-people/directory/lamb-terry

Janica Nordstrom

Engaging Students in Heritage Language Education: Bridging Perspectives for Enhanced Learning

In this presentation, I explore both theory and practice of motivation in heritage language education. Drawing on research into students' and parents' motivations for heritage language schooling, I examine how different stakeholders perceive heritage language schooling, what drives them, and how we can enhance student motivation in the classroom.

I propose that when we engage in language learning, we form invisible connections with an “imagined community” distant through time and space. This imagined community can look different for students, parents, and educators, and understanding these diverse perspectives is key to fostering a motivating and supportive learning environment. Practical suggestions for teachers will be provided, focusing on creating a classroom atmosphere that integrates individual goals and interests.

Keynote speaker bio

Dr Janica Nordstrom is a Senior Lecturer at the University of Sydney, Australia. In a past life, Janica was a high school teacher and a Swedish heritage language school teacher. Her primary research now focuses on heritage language schools (in Australia called “community language schools”) with a particular focus on social justice and educational equity. She is a member of the Sydney Institute for Community Languages Education (SICLE) and works closely with key stakeholders including heritage language schools, mainstream schools, tertiary institutions, and state departments on improving teaching and learning in heritage language schools.

Workshop leaders

Anna Paap

No Progress Without Motivation: Strategies to Engage Heritage Language Students

Why should we speak a language that no one around us speaks, except for people in a small country hundreds of kilometers away? Why should we go to school on Saturdays to learn how to read and write in this language? Why should we reply in this language when you understand the other one too? These are some of the pressing yet crucial questions young learners of heritage languages might pose to teachers and parents. Motivation is the foundation of all learning, and heritage language education is no exception. Join us as we explore the key factors that drive motivation in young heritage language learners and discover effective strategies to engage and inspire them.

Workshop leader bio:

Anna Paap is from Prague, Czech Republic, and has been living in Munich, Germany, for the past 10 years. She studied Czech Language and Literature, Czech-German Translation, and Linguistics in Prague, Paris, and Berlin. During her exchange year in Paris, she discovered the Czech heritage language learning community and began teaching Czech to heritage learners. She continued this work in Berlin and later in Munich. Since 2019, Anna has been motivating Czech parents worldwide to pass their language to their children through her online projects. She develops learning materials for heritage language learners and teaches about heritage language at Charles University. Anna is convinced that passing on a heritage language is a challenging but very rewarding experience for all who are part of the process.

Dr. Sabine Little

How to understand motivations to maintain the heritage language with the "Heritage Language Identity Questionnaire"

Are you interested in understanding parental attitudes towards the heritage language in your school or institution? The Heritage Language Identity Questionnaire (http://hliq.group.shef.ac.uk) helps people determine how emotional bonds and practical considerations influence motivations to maintain the home language. The questionnaire also enables you to request "subspaces" tailored to your organization's context, allowing for an examination of the data collected just from your group of parents. Funded by the British Academy, this questionnaire guarantees complete anonymity, with no collection or sharing of personal data. Attend this workshop to find out how you can use the survey within your context!

Workshop leader bio:

Dr. Sabine Little is a Senior Lecturer in Languages Education at the University of Sheffield, U.K., where her work focuses on the links between multilingualism, identity, and belonging. She works holistically with families, heritage language schools, and mainstream schools to better understand the needs of multilingual children. Through this work, she aims to improve our understanding of how children growing up multilingually develop their identities, as well as the emotional and pragmatic links to their respective languages. When working with schools, she helps teachers to develop strategies for engaging children’s multiple languages meaningfully in the classroom, to develop their full linguistic repertoire. Some of this work is available on www.multilingualism-in-schools.net. She also works on literacy development – her work in establishing a multilingual children’s library was awarded the International Brenda Eastwood Award for Diversity and Inclusion.

Zoe Kang

Inspiration from the Korean School of Eindhoven: motivating children aged 9 - 16 through Drama and Project-Based Learning

We all acknowledge how difficult it could be to motivate children between 9-16 in learning heritage languages. Also we all know for sure that learning heritage languages is crucial when raising our children abroad. Here is a conflict: to force or not to force, that is the question. Is it really impossible to a way to motivate them instead of forcing them to learn, so that they are more willing to exchange the weekend sleep-in to coming to the heritage language school? Through the past 5 years of experience gained by the Korean School Eindhoven, we might be able to discover a break-through to motivate the children by offering them fun & exciting drama / PBL heritage language lessons! Together with the other participants, you will get to experience a few drama games and activities that can relate to heritage language lessons.

In this workshop, we will:

• talk about "why is it so difficult to motivate the children?"

• hear about the experience of a huge change with Korean school students

• discuss what we did in classes (drama activities & Project-Based Learning subjects)

• Try out a few drama activities together

Workshop leader bio:

Zoe is originally from South Korea, where she majored in Material Science & Engineering. Later she moves to the UK and earned a BA in Contemporary Acting(2009) at Newcastle College (a joint diploma issued by Leeds Metropolitan University), then an MA in Physical Theatre & Performance(2010) at Royal Holloway University of London. She moved back to Korea in 2010 and became qualified with Drama TESOL. She worked as a performer and a creative director of Centre d’Arte sans Frontieres while running various drama/drama English classes in all age groups from toddlers to seniors. She moved to the Netherlands with her family in 2015 and has been working for Korean School Eindhoven since the first school year(2019). She is teaching middle/high school students with PLB(project based learning) and drama. Also she is an creative director of Korean School Eindhoven and in charge of all events management.

Pecha kucha

10 presenters, 3 minutes per presenter

Motivating American teenagers to embrace their heritage language: The case of Czech

Vera Dvorak

Czechoslovak Society of Arts and Sciences, NY Chapter, U.S.A.

Why state involvement matters in heritage language education motivation: The Georgian case

Lela Goginava

Director of the Center of Migration and Diaspora Studies, Grigol Robakidze University, Tbilisi, Georgia

EU project "Your Language Counts!" motivates HL teachers with a handbook and policy makers with a roadmap

Elisabeth Schmidt

Goethe Institute, Sweden

How human rights can motivate politicians

Susan Elizabeth Gollifer

University of Iceland

Motivating all stakeholders with the Global Call to Action for HLE

Gisi Cannizzaro

Heritage Language Education Network, Eindhoven, the Netherlands

They found the school already, speak the language: how to motivate parents and students to keep going in this time of many other afterschool activities!

Loura Zijdel-Eelkema

‘t Klokhuis, the largest Dutch afterschool program in the U.S.A.

Keeping staff/volunteers motivated for the sustained success of a HL program

Gabrielle Durana

Éducation Française Bay Area, San Francisco, U.S.A.

Getting teachers motivated by organizing visits to other HL schools abroad

Jurgita Motiejunaite

Lithuanian school "Three colors", Iceland

What motivated us to work at a the Polish complementary school we graduated from?

Karol Koszorz & Adrian Jackowski

Polish School in Dublin, Ireland

Motivating children to read in the home language: tips from a Polish initiative in Berlin

Joanna Ceremuga

SprachCafé Polnisch, Berlin