3 workshops were led by teams of veteran teacher participants and project graduate students to offer participants guidance in designing curricular interventions and modules that address critical components in a heritage learner classroom.
Workshop #1:
Task Design for the Heritage Learner
and Mixed Classroom
Dr. Celia Zamora is an experienced educator of Spanish and English with a demonstrated history of working in the higher education industry. She is skilled in Research and Data, Teaching English as a Second Language, World Languages, Program Evaluation, and Adult Education Pedagogy and Methodology.
She is also a strong information technology professional with a Doctor of Philosophy (Ph.D.) focused in Spanish Applied Linguistics from Georgetown University and herself is a heritage speaker of Spanish.
Sara Ramirez
Sara Ramirez is a Spanish Linguistics doctoral student at Georgetown University. Her research interests include critical language analysis as a pedagogical application in the Spanish heritage language classroom, and its impact on heritage speakers’ attitudes towards their heritage language, and its influence on learners’ linguistic insecurities.
She is also interested in heritage speakers’ agency and how critical language awareness contributes to the development of critical language selves as heritage speakers learn to question and challenge linguistic ideologies.
