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Spanish as Heritage Language - María García-Florenciano

María García-Florenciano

Associate Professor of Spanish

In the study, we examine teachers’ profiles, experiences, challenges, and self-efficacy beliefs in two types of non-formal contexts: the network of supplementary schools Nuestra Escuela en Reino Unido (NERU) and the UK’s Agrupación de Lengua y Cultura Españolas funded by the Spanish Ministry of Education. This study then contributes to the literature on HL teaching in Anglophone contexts with a focus on the understudied role of the HL teacher in non-formal settings (Fard, 2023). In practical terms, it serves as a needs analysis, which will guide the design of a training initiative tailored to the specific contextual realities in which these teachers operate. We have accepted the Spanish Education Office's offer to design a training course for HL teachers in the ALCE programme with the condition that these materials will be freely available to teachers in other educational contexts (i.e. supplementary schools). The development of the training course is planned to start in the summer of 2025 (Phase 1 and 2).

Phase 1

  • Review existing SHL teacher training programmes, academic literature, and best practices.
  • Define the specific needs, experience, challenges and desired outcomes of the teachers who will participate based on findings from our own research.
  • Define learning objectives: Clearly articulate the knowledge and skills participants should gain.

Phase 2

    • Develop course framework: Outline the overall structure, modules, and key topics.
    • Draft a preliminary course description and objectives.
    • Determine course format based on the specific features .

Phase 3: Curriculum Development & Content Creation (Oct-Dec 2025)

  • Develop detailed module outlines: Break down each module into specific learning activities and content.
  • Gather and curate resources: Select relevant readings, videos, websites, and authentic materials.
  • Design assessment tools aligned with learning objectives.
  • Develop instructional materials: Create presentations, handouts, worksheets, and interactive activities.
  • Draft lesson plans: Write detailed lesson plans for each module, including activities and time allocations.
  • Create any required digital resources.
  • Pilot test curriculum components: Have a small group of teachers review and provide feedback on the materials.

Phase 4: Refinement & Implementation Planning (January-March 2026)

  • Review and revise materials: Incorporate feedback from the pilot test and make necessary adjustments.
  • Finalize assessment tools: Ensure assessments are valid, reliable, and aligned with learning objectives.
  • Create a detailed course schedule.
  • Finalize course materials on online platform.
  • Conduct a final review of all course components.
  • Prepare instructor guides.