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encouraging struggling ones. Students The Hispanohablantes program’s em- varying levels of English proficiency
have opportunities to meet high school phasis on literacy is intentional. Literacy and literacy skills, heritage Spanish
students who are in Hispanohablantes skills are the key to academic success, speakers are equally as diverse. Each
and to learn the benefits of continuing both in K-12 schools and in Higher family is unique in regard to how much
with Hispanohablantes classes. Education. The stronger students’ liter- Spanish is spoken in the home and
Instruction in the first two years of acy skills in Spanish, the stronger they how often the family reads and writes
high school focuses on strengthen- will be in English. Indeed the students in Spanish. There are some native
ing students’ presentational writing themselves recount to their teachers Spanish speakers who take Hispano-
and interpretive reading skills within that the emphasis on literacy assists hablantes in EHT, but primarily the
the Intermediate proficiency level. them when writing papers in English Hispanohablantes classes are made
Learning objectives expand to include class, labs in science class, and when up of heritage Spanish speakers.
determining the author's purpose and answering data-based questions in Teachers intersperse native speakers
reflecting on the historical context that Social Studies. strategically throughout the class, as
an author draws from. As students they bring a strong command of Span-
continue into the third and fourth year, ish that promotes speaking in the tar-
they read more complex texts, study get language. This strategy provides
the elements of magical realism, and support for students with less speak-
learn literary analysis, just as in an ing proficiency to be able to participate
ELA course. Senior year culminates more fully in class discussions.
with the AP Spanish Literature course The diversity of skill level among the
and the Seal of Biliteracy assessment. students makes it incumbent upon the
Curriculum design utilizes the New teachers to differentiate their instruc-
Jersey Student Learning Standards tion. Teachers sometimes utilize
for both World Languages and Eng- homogeneous grouping and then
lish Language Arts and the AP Global differentiate the text. When learning to
Themes. Thematic units follow a identify figurative language in poetry,
backwards design framework centered for example, students who have more
around authentic literary and informa- difficulty reading in Spanish may
tional texts. At varying grade levels receive simple children’s poems, while
students read picture books, fables, Strengthening students’ literacy skills students who are stronger readers may
poems, short stories, plays, and novels. takes time; however, it’s a marathon, not receive poems with more challenging
Vertical articulation is ongoing through a sprint. In New Jersey, students only structure and vocabulary. Both groups
frequent PLCs so teachers understand need five credits of a World Language work on the same learning objective.
what students need to know in the in high school. How then, does one Positive outcomes from the program
next grade. Students begin learning entice students to take multiple years of are substantial and demonstrate the
about the use of rhetorical devices Hispanohablantes and to stay through benefits of heritage language classes.
and figurative language in literature senior year so as to graduate with the Seniors graduate with six college credits
in middle school and expand on them Seal of Biliteracy? Effective differentia- from passing both the AP Spanish
as they continue in high school. The tion is key to students’ success as well Language and AP Spanish Literature
well-articulated program helps prepare as to motivating them to pursue a long exams. Data from the AAPPL assess-
students for the rigors of the AP Span- sequence of study in the program. ment for the Seal of Biliteracy show that
ish Literature and Culture course in se- Students who experience success in students’ Spanish language proficiency
nior year. Stories such as Mi Diario de meeting the objectives of the course and level is at the advanced level by grade
Aquí Hasta Allá by Amada Irma Pérez see tangible progress in their own work 12. Nearly all students who take His-
serve as a good introduction to the AP are more likely to continue studying the panohablantes four years in high school
theme of Global Challenges in middle course. graduate with the Seal of Biliteracy.
school, while high schoolers reexamine The students in Egg Harbor Town- For more information about creating her-
the theme more deeply using Sonia ship’s Hispanohablantes classes come itage language classes in your district or
Nazario’s Pulitzer Prize-winning report from widely different families. Just to visit the Model Program in EHT, email
of La Travesia de Enrique. as English speaking students have schreinm@eht.k12.nj.us

About the Author
Michele J. Schreiner, Ed.D. is the Supervisor of World Languages & ESL in Egg Harbor Township Public
School District. Michele is an advocate for multilingualism, heritage languages, the Seal of Biliteracy, and
study abroad. Michele currently serves on the Board of Directors as the Treasurer for Foreign Language
Educators of New Jersey (FLENJ).

Educational Viewpoints -71- Spring 2019