In the realm of advanced Persian language courses, where the focus of the study is more on the content rather than mere proficiency in language, the traditional methodologies often present a uniform portrait of language and a stereotypical image of the Persianate culture, overlooking the rich diversity inherent within heritage communities and the native land alike. This proposal seeks to explore the transformative potential of Community-Based Learning (CBL) as a pivotal alternative to conventional teaching and assessment strategies for heritage language students. Grounded in the principle that community engagement serves as a cornerstone for learning, this approach fosters a dynamic interaction between students and the broader heritage as well as native community, enriching their linguistic proficiency and cultural understanding. Drawing upon Mooney and Edwards’ (2001) definition, CBL is characterized as any pedagogical practice that intimately involves the community in the educational process. This method transcends traditional classroom boundaries, facilitating a real-world application of language that nurtures a profound cultural consciousness among heritage students. Through engagement with diverse community members, students not only acquire language skills but also cultivate a critical awareness of their identity, community, and culture, challenging the notion of a monolithic standard language. The significance of this approach lies in its capacity to address the unique challenges faced by heritage learners, who navigate complex identity landscapes shaped by immigration, globalization, and colonization. By integrating critical heritage education within advanced Persian language courses, we aim to provide a more holistic, qualitative, and critical means of assessment. This initiative endeavors to empower students, enabling them to apply language in practical scenarios while gaining a deeper understanding of their linguistic and cultural heritage. Moreover, the critical examination of standard language ideology reveals the necessity for a pedagogy that respects and values the diverse linguistic repertoires of heritage students. Emphasizing the ideological structures that have historically marginalized certain dialects and varieties, this proposal advocates for a shift towards a more inclusive and reflective language education paradigm. In conclusion, this proposal underscores the urgent need for innovative approaches in heritage language education. By leveraging the principles of Community-Based Learning, we aspire to redefine the standards of language proficiency assessment, celebrating the rich tapestry of cultural and linguistic diversity within the Persian-speaking community. Through this endeavor, we aim to foster a generation of learners who are not only linguistically proficient but also critically aware and culturally connected.

Traditionally, Persian language instruction at the university level has focused on mastering grammatical and rhetorical structures through pre-made exercises and drills. Unfortunately, this approach tends to overlook the cultural and historical nuances inherent in the Persian language. Drawing inspiration from Krashen's compelling comprehensible input hypothesis and incorporating translanguaging, this study aims to explore the integration of Shahnameh stories as a means to enhance advanced Persian language skills. Conducted as a qualitative study at a public U.S. university within an advanced Persian course, the research involved designing a curriculum with a reading and translating component. Students were prompted to read Shahnameh in English and orally translate and present it into Persian. This approach allowed students to leverage their multilingual competence and utilize their entire linguistic repertoire. Analysis of the study's data, including weekly assignments and reflective responses, revealed a clear preference among learners for utilizing their bilingual abilities to enhance their proficiency in Persian. Additionally, engaging with Shahnameh's stories contributed to cultural and historical awareness alongside linguistic proficiency. The presentation will provide a detailed exploration of the course design, highlighting the seamless integration of compelling comprehensible input and translanguaging techniques into Persian language instruction. Furthermore, it will underscore findings that emphasize heightened student motivation, recommending the adaptation of this methodology in various language teaching contexts.

Our most important goal in our Advanced I and II classes is to excel in critical dialogue, open-ended conversations, and listening comprehension. In this paper, I hope to explore how we can prepare Advanced Persian students to navigate the more complex aspects of the Persian language to the extent of native speakers in their daily life. How can we use different materials, methods, tools, and resources to enhance the Advanced Persian language learning experience? How can we make Persian culture, art, sports, and other topics more accessible in the classroom? Which authentic materials, such as films, videos, short documentaries, and news articles can be utilized? Which types of media can we use which are relevant for students such as Tik Tok, YouTube, and Instagram? In this paper, we will examine and explain which of these resources are the most efficient and motivating for students, drawing on direct feedback from students and their language journeys.