Note to self to check current research content

Is there a way to get a different thumbnail from this video, and to make it smaller?

figure out how to cite

citation

word is divided

pressbook citation

Add preview questions and references

glossary

Look for a brief video on this to include in this section. decide where to put it depending on the video.

this may be a Pressbook - check license

Can we substitute this defintion with the one from Bloome and B?

or on specific topics

Even though many people who write about HLs describe it this way, I'm wondering if we should describe it more neutrally, as 'gaps' can evoke a deficit approach, in which a native speaker has no gaps, but other learners do (in fact all speakers have varying strengths across different domains). Maybe ''but still have more specific language knowledge compared to other speakers or learners''

I wonder if we could change this heading because at a quick glance it might feel discouraging even though it's meant to be the opposite.

this could be a new paragraph that focuses on how the HL tends to be related do specific domains. I think this part needs to be trimmed down a lot, especially if any of the similar points from the next paragraph are integrated in here. Also, this could be framed as not only what these students lack (the gaps in domains) but also what they have more than the classroom-based learners - a sense of authentic context and culture, and sometimes community too, that is invaluable.

I really like this H5P below, and we can consult with Robert to add more to it

this transition paragraph should be revised now that the order of sections and info in the chapter has changed

What is this number? We should include this info and a citation. Also we can introduce what indigenous languages are here. It can be noted that endangered languages are typically the indigenous, or original, languages from that place before colonization or other historical reasons put majoritized languages into place.

I the statistics that were used for the H5P below are now missing?

A few sentences about the extent of worldwide revitalization efforts could be added here, with citation.

you could cite a definition of language revitalization here, but also see my comment below about organization of topics.

I think this section could just stay focused on what endangerment and revitalization are, and the next section can stay focused on what revitalization is.

metaphor for this (nice metaphor!)

This section seems to repeat some of the same ideas of the section above, such as how a heritage speaker tends to be limited to specific domains of competence. I wonder if these two sections could be combined/integrated, and then more of the research on heritage language use and learning could be added to this section, including the fact that there are heritage language programs around the country now. We can also decide where to put the video and introduce it with a few sentences. I think Jessy and Leona will do a great job of explaiining HLs more too.

this definition seems repetitive to the one given above. Could it be moved up there and the other definition can be used as a follow-up paraphrase? (because I think both are good definitions).

I'm wondering if this paragraph would go better in the final section of the chapter, where we advocate for more awareness and access to linguistic diversity, both within languages and across them.

citation needed to a source on AAVE

citation needed here

I think this section could be expanded about what these barriers are to speakers of minioritized varieties.

This part too. It's somewhat long for a side box perhaps, but I would love to hear your ideas about this.

I'm wondering if this part and the part I highlighted below could be combined to be put in a box on the side like the ones we're considering in the other chapters, with 'Cameron says...' or whatever we decide to call these 'personalized' boxes. That way we avoid wondering which author is speaking when 'I' is used in the main text.

This first section functions as an introduction to this chapter. We could add a short paragraph here that previews what the reader will learn about more in the rest of the chapter.

This is an attractive way to include sources. Should we do this for all the sections of our chapters?

Will you be inserting these again? They were great examples

separate box?

Is this something different that is not inserted yet?

I really like this 'author's perspective' - could we use this in other chapters too for the personal stories? I also really like this H5P design for this content. Could this be a model for the SMART goal intro in Chapter 5?

I really like this idea to sprinkle in examples Halima!

How can we make this section flow a little more clearly from the prior section on metacognitive learning and learners? I think metacognition is generally considered an indirect strategy, since it is not directly for learning - it's about organizing your learning (my slides from Week 5 have a source on this). In this case, making a list of to-dos might not be a direct strategy, unless it were a vocab list for example. I didn't catch this earlier Addy! I am actually thinking now that we should keep this section more solidly focused on metacognition, with SMART goals as an example of metacognition and an indirect strategy. We could note that we will be focusing on lots of direct strategies in Chapters 6-9.

How do you all feel about the use of learning objectives? A) at the beginning (and maybe end) of the chapters only, B) at the start of every section, like here, or C) not at all? In this case, these are more like guiding questions to preview the section

Can the information about SMART goals be formatted more like the metacognitive cycle in the prior section? This would make each of the 5 parts stand out more clearly.

I think I made a similar comment on this before, but how about using an example that is very typical for students to want to do, and that will really benefit from a SMART goal? This strawberry example definitely illustrates what SMART goals are, but do students need to be this reflective about strawberries in real life? Using an example that is closer to real life might help SMART goals not look too silly or unnecessary.

New subheading?

A story from Halima... or something like that. Since we have already met everyone in the front matter?

these seem to be mostly the same question?

the

Maybe add something concrete here, like 'One day you feel you can remember words or speak naturally, and then the next day it might feel like you're stumbling again'.

I really like how this refers back! We should keep doing more of this!

This sentence could be a little more precise, e.g. instead of 'This', state the idea 'this' refers to again. Also 'both sides' could be made more clear. On the part of both learners and teachers?

I finished reading this chapter and also like it a lot as it's shaping up! My biggest comments are 1) to connect two of the sections more explicitly, and 2) my remaining concerns about the learning styles section. I would still prefer to introduce the idea of styles as a historical notion that has been critiqued but also that still has considerable value if we think more in terms of learning preferences. I think this could just be more explicitly addressed.

I think this activity works really well!

I think we should connect this section to the section on procedural and declarative knowledge, since explicit learning results in declarative, and implicit learning leads to procedural knowledge (and it is debated whether explicit learning can lead to procedural knowledge). Maybe this section could come after the procedural/declarative one, and more explicitly connect the ideas. Let me check with Volya about getting a good source for this.

the meaning of this is not so clear to me

I wonder if we should include a paragraph here about the fact that it is still debated whether declarative knowledge can actually become procedural, or whether these systems are developed in parallel.

I wonder if this should be moved up to be right after the H5P, to help the reader understand how the exercise was about procedural knowledge. Also I think it should include that word order was not something that was ever taught explicitly to us.

this could be phrased to still feel consistent with the embracing of translanguaging earlier. e.g. 'Although translanguaging is a natural part of language use, a learner might choose to...'

'usually love' I suggest this change because of the very good point above about how some people become polyglots because they are essentially forced to.

Oh, this is really surprising to me! that it is this low. I have a hard time believing it even. I really like having these statistics here.

a little unclear