• Applicable Proficiency Range: Intermediate-high to advanced level
• Applicable Languages: All heritage languages (HL)
• Educational Settings: HL learners in community-based/school-based education settings at high school and post-secondary levels
• Genres: descriptive, explanatory, reflective, inquiry
• Content Theme and Topic Keywords: heritage, identify, affective, reflection, language, culture, community, connection, justice, equity, diversity, inclusion, and belonging (JEDIB)
• Pedagogical Approaches: community-based, reflective learning, culturally responsive learning (the ability to learn from and relate respectfully with people of your own culture as well as those from other cultures), critical thinking
• Project Duration: 4 out-of-class assignments, 1–2 in-class discussions
• Project Description 

This project is HMH in the Korean heritage context that I designed and adapted from the HMH project. Learning tasks and project scope are transformed to increase the sustainability and accessibility of the project— to overcome difficulties in scheduling with partner learners across languages and promote the target language use and more shared experiences. Korean heritage learners meet with each other and discuss shared experiences in their HL to build empathy and a community. Thus, they find more commonalities and feel more connected, bonded, and supported. I narrowed the project’s scope and designed it to be within the Korean heritage setting so that the participating heritage learners can communicate in their HL and avoid difficulties in scheduling to meet with other heritage language learners. Students explore their heritage identity, language, and culture via guided discussions with their peers in a small group (usually two to three people) and write a brief reflective note about their learning experience on the project.

• Rationale 

HL students arrive in language classrooms with affective issues that are often central to their sense of who they are and how they fit into the surrounding society. Indeed, identity is the driving force behind heritage language learning, as M. Carreira and C. Chik of NHLRC, 2014 emphasized. Accordingly, issues that pertain to HL students finding their identities at the intersection of two cultures and languages, dealing with rejection from both worlds, and meshing these two worlds as they develop a sense of who they are, should be central in guiding class materials and activities. With this in mind, this project provides heritage learners with a meaningful opportunity to reflect on their experiences, connections, a sense of deep belonging, and feelings as a heritage person through various reflection processes (e.g., self-reflection, paired or group reflection).

• Learning Objectives

Students can demonstrate communicative competence in the following:

1. Interpersonal communication: They can interact and negotiate meaning in spoken or written conversations to share information, reactions, feelings, and opinions on the project topic.
2. Interpretive communication: They can understand, interpret, and analyze what is heard, read, or viewed on the project topic.
3. Presentational communication: They can present information, concepts, and ideas to inform, explain, and narrate the project topic using appropriate modes of meaning-making (Adapted from the Standards for Learning Languages, ACTFL).

• Outcomes

The project demonstrates that the students can do the following:

1. Students can integrate pronunciation, vocabulary, expressions, and grammar with their listening, speaking, reading, and writing skills.
2. Students can produce and understand written and oral texts.
3. Students use multiple modes of meaning-making (oral and written) to communicate with clarity.

• Tasks

1. Individual: Complete the anonymous survey (in English). Survey questionnaire

2. Individual/Class: Write a reflective text on survey results (discussion board) and comment on other postings (in heritage language). Alternately, this can be a class discussion.

3. Pair/small group: Meet with peer students for a guided conversation in the heritage language. (Guided conversation questions, Sample Conversation)
4. Individual: Reflection -Write a reflective text on the conversation experience.

5. Class: Facilitate a class discussion in the heritage language on the conversation experience.
6. Pedagogical Implications (Lee-Smith, 2019.  Building a Community of Heritage Language Learners: ‘Heritage Meets Heritage’ Project. Journal of Korean Language Education 30 English Edition: 1-44.