Studies
of Heritage and Academic Languages & Literacies (SHALL) is a model
program intended to promote academic success among linguistic/cultural
minorities. The model was developed and implemented over three years
(2002 – 2005) at Farrington High School, Kalihi, Hawai`i which
serves predominately low-income Filipino, Samoan, and Hawaiian students.
The goals of SHALL are to help students experience heritage languages
as resources, develop Academic English language and literacy abilities,
and become active agents of change in their communities.
In heritage language
(Samoan/Ilokano) and English-based courses, teachers utilized pedagogical
approaches such as student-as-ethnographer, composition as social process,
and critical language awareness to promote language and literacy development.
In acknowledging multiple language and literacy resources, students were
encouraged to effectively and strategically use their languages (e.g.
English, Hawai`i Creole English, and heritage languages) both in and
out of school.
Language and literacy abilities were further developed through
student directed research projects and video productions. Students chose
topics that impacted their lives: discrimination, teen pregnancy, drug
abuse, teen violence, environmental neglect, poverty, and low school performance.
Students became investigative reporters “getting the story” on
their topics by conducting library/website research and interviewing
key experts, witnesses, and participants. They explored multiple perspectives
and analyzed the values driving each perspective. The students also practiced
drawing conclusions and generating ideas for change. Through scaffolded
and process-oriented instruction, they transformed their findings into
professional academic research reports. Most importantly, the students
situated themselves as active community members and agents of change.
While writing their reports, they worked in groups to produce public
service announcements (PSAs) that would raise community awareness about
their topics of investigation. The PSA projects involved writing treatments
and scripts, filming, editing, and producing videos that were aired on
Hawai`i public television (`Olelo). In sum, through an investigative
approach to learning, SHALL supported students’ development of
a multiple language, literacy, and technology repertoire. Students not
only achieved school success, but they also realized critical awareness
of social justice issues and the agency to transform schools and communities
(see Davis et. al. 2005a, 2005b).
