NEW COURSE for Summer 2026: July 6 - August 14
Register now for professional development hours! Registration for graduate-level credit opens June 1st, 2026.
Course Description
This course provides an introduction to the specialized pedagogy needed to effectively serve heritage language learners (HLLs), students who have grown up with exposure to a language through family or community and arrive in the classroom with linguistic and cultural knowledge that differs significantly from that of traditional second language learners. Participants will examine current research on HLL profiles, identity, and language development; explore instructional approaches for both mixed HLL/L2 classrooms and dedicated heritage language courses; and develop practical, classroom-ready materials including differentiated lesson plans and authentic assessments. The course uses a Language Arts framework as the model for dedicated HLL instruction and emphasizes asset-based, identity-affirming pedagogy throughout. Readings draw primarily from the Spanish heritage language context, though the frameworks and instructional approaches are applicable across heritage languages. The course culminates in a capstone unit plan with two complete lesson plans and a reflective teaching statement.
Course Objectives
By the end of this course, participants will be able to:
Distinguish heritage language learners from L2 learners and native speakers, and explain why that distinction matters for instruction
Apply asset-based, identity-affirming frameworks to classroom practice, materials, and assessment design
Differentiate effectively for HLL students in a mixed classroom, including at beginner levels where HLLs may already have significant language
Design instruction for a dedicated HLL class using a Language Arts model that builds on oral and cultural strengths while developing academic language and literacy
Navigate the social and emotional dynamics that arise in mixed classrooms with research-backed confidence
Critically evaluate and adapt existing assessments and materials to be appropriate and equitable for HLL students
Reframe the teacher’s role as a fellow lifelong learner by modeling curiosity about language variety rather than performing exclusive expertise (ACTFL 5th C)
Complete a capstone unit plan with two fully developed lesson plans ready for classroom use
What Participants Are Saying About This Course
Be the first to share your thoughts!
Course Delivery
Instructor-Facilitated
Online asynchronous (no live sessions) coursework
Weekly learning modules to complete at your own pace
Collaborative discussion boards
Instructor feedback
Optional office hours with the instructor for additional support
Students in an instructor-facilitated course must adhere to the session start and end dates listed on the website. Final coursework must be submitted within one week after the course end date. Course extensions beyond one week are subject to a $50 fee.
Course Access Information
Your Idioma Schoology course invitation will be emailed one week prior to the start of an instructor-facilitated 6-week course. You may access the Idioma Schoology login from the Login > Idioma Schoology Login dropdown menu at www.idiomaconsulting.com.
Required Text
Fairclough, M., & Beaudrie, S. M. (Eds.). (2016). Innovative strategies for heritage language teaching: A practical guide for the classroom. Georgetown University Press.
About the Instructor
Dr. Mary Wells, Instructor. Read more about Mary here.
Click here to request a syllabus.
NEW COURSE for Summer 2026: July 6 - August 14
Register now for professional development hours! Registration for graduate-level credit opens June 1st, 2026.
Course Description
This course provides an introduction to the specialized pedagogy needed to effectively serve heritage language learners (HLLs), students who have grown up with exposure to a language through family or community and arrive in the classroom with linguistic and cultural knowledge that differs significantly from that of traditional second language learners. Participants will examine current research on HLL profiles, identity, and language development; explore instructional approaches for both mixed HLL/L2 classrooms and dedicated heritage language courses; and develop practical, classroom-ready materials including differentiated lesson plans and authentic assessments. The course uses a Language Arts framework as the model for dedicated HLL instruction and emphasizes asset-based, identity-affirming pedagogy throughout. Readings draw primarily from the Spanish heritage language context, though the frameworks and instructional approaches are applicable across heritage languages. The course culminates in a capstone unit plan with two complete lesson plans and a reflective teaching statement.
Course Objectives
By the end of this course, participants will be able to:
Distinguish heritage language learners from L2 learners and native speakers, and explain why that distinction matters for instruction
Apply asset-based, identity-affirming frameworks to classroom practice, materials, and assessment design
Differentiate effectively for HLL students in a mixed classroom, including at beginner levels where HLLs may already have significant language
Design instruction for a dedicated HLL class using a Language Arts model that builds on oral and cultural strengths while developing academic language and literacy
Navigate the social and emotional dynamics that arise in mixed classrooms with research-backed confidence
Critically evaluate and adapt existing assessments and materials to be appropriate and equitable for HLL students
Reframe the teacher’s role as a fellow lifelong learner by modeling curiosity about language variety rather than performing exclusive expertise (ACTFL 5th C)
Complete a capstone unit plan with two fully developed lesson plans ready for classroom use
What Participants Are Saying About This Course
Be the first to share your thoughts!
Course Delivery
Instructor-Facilitated
Online asynchronous (no live sessions) coursework
Weekly learning modules to complete at your own pace
Collaborative discussion boards
Instructor feedback
Optional office hours with the instructor for additional support
Students in an instructor-facilitated course must adhere to the session start and end dates listed on the website. Final coursework must be submitted within one week after the course end date. Course extensions beyond one week are subject to a $50 fee.
Course Access Information
Your Idioma Schoology course invitation will be emailed one week prior to the start of an instructor-facilitated 6-week course. You may access the Idioma Schoology login from the Login > Idioma Schoology Login dropdown menu at www.idiomaconsulting.com.
Required Text
Fairclough, M., & Beaudrie, S. M. (Eds.). (2016). Innovative strategies for heritage language teaching: A practical guide for the classroom. Georgetown University Press.
About the Instructor
Dr. Mary Wells, Instructor. Read more about Mary here.
Click here to request a syllabus.
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