Intake Procedure:
1. Identify Language need:
This is done by  several means: First, by examining the community and determining if there is a large population with a particular heritage-based language need. Such groups could include those who wish to study a language for religious purposes, such as Jewish children studying Hebrew, Muslim children studying Arabic, or Hindu children studying Hindi. Widely spoken languages such as Mandarin or Cantonese, Kiswahili or French might be considered. Culturally "important" languages, such as Greek and Latin may also be considered. Economically and strategically important languages such as Japanese, Tagalog, Russian, and Korean may also be considered.

Generally, we might find a group of five or more families who wish for children to receive instruction in a Heritage language such as Italian, German, or Gaelic. Generally, if five or more families request the language in a single year, the effort should be made to create the materials necessary to teach it.

To begin the program, we will look at Arabic, since this language is a lingua franca in the Muslim world, and Arabic is commercially and strategically important. For our purposes, we will also look at Chinese, since it is widely spoken, and in its written form, is understood throughout Asia. We will also consider Italian, since it is a language which covers the heitage of many children in the area, and is well-supported by teaching materials and community groups.

We will look ahead to offering Japanese, Greek, Hebrew and Russian, since these languages are also multi-purpose. Again, the particular needs will be expressed by the parents and students entering the program.

In order to help parents decide, we will assemble a  program which discusses the motivations of learning a second language, and assuring parents that children will have the opportunity to study Spanish at the High School level. We will urge parents to consider how good an unusual second language will look on a resume, and how it will add to the child's cultural awareness, to a sense of adoption into a particular culture, and a magical door into a whole different world. We will emphasize studies that show that the more TL and NL differ, the more a child benefits intellectually from studying it. Parents will be invited to list the languages of their ancestors, to be invited to make language choices based upon a sense of belonging. This presentation will coincide with the annual ethnic food fair at the elementary school.

FINDING INFORMANT RESOURCES

Once Tls have been identified (no more than three per term), The director must go into the community and find informant resources. This is done via clubs at universities, social clubs in New York City, contacts with restaurants and consulates. It is also done via the internet, where a vast network of immigrant communities has a presence.

 The director will contact these programs and request the following items: 1.The most important type of support is staffing support. The clubs must pledge to make homework calls to students, and to help create the language learning DVDs. Beyond this, they can help identify sources of funding within the ethnic community for the development of their language program, and the propogation of that program within the targetted community. Immigrants will be able to use the resources they create to help the next generation learn TL.

Once the director has identified leads, s/he or his/her assistant will visit the community, or otherwise contact members and establish a "team" to do the translation and filming of the module. Creative elements of the community will be invited to work on jazz chants to aid in the learning of phrases that are highlighted in the text.

Then, the material will be reviewed by volunteers at some university, either in the US or in the target nation, to check for errors. If errors do exist, they will be corrected.

NETWORK BACK TO THE COMMUNITY
Once general resources are located, it is important that some local community support is established to create the ethnic nights. Since these happen once per month, it is not necessary for the individuals to be local, although this would be best. Individuals who will make the commitment to travel to Toms River once per month would be welcome. We would also seek to advertise in the papers which service the elderly community, to see if some retirees would be willing to participate.

Local restaurants, local culture clubs, places of worship, businesses, these all would be potential sources TC people. If the TC has a pre-established cultural society, as is the case with Muslims, Italians, Portuguese Hungarians and Irish, to name a few, we can utilize these resources as a foundation for our Heritage Clubs.

In the absence of other resources, embassies will be invited to provide people. Such support has been accomplished with school districts in the past, and often an embassy will be very willing to provide "warm bodies" for its cultural clubs.

SEEK FINANCIAL SUPPORT
We will seek financial support using the "Epcot Model", tapping into resources such as national airlines, manufacturers, and other businesses, either founded by immigrants from TC, or from businesses which are based in TC, but have representation in the US. Often times, good sources of funding are foreign media corporations, travel-linked industries, and printed media, which, by supporting projects like this, gain a foothold in the United States. These corporate sponsors are important, since they may also be a potential source of employment for graduates of the program.

FILM SOURCES OF MUSIC AND RECORDINGS
This is done through extensive research, internet contact and requests for mailings from TC. We will assemble the music, art, television, literature and movement of the culture, as well as its current events and its history. These resources will be archived on the TL DVD and accessed with each lesson via a browser-like interface. These will be taped out and played, or printed out into the child's textbook/potfolio, which grows week by week. These tastes of the classic and  contemporary culture of TC will create common ground between the children and their "Heritage Classmates" in TC. What is much more exciting, however, is that students themselves will be enjoined to provide new materials, through their own internet research and the input of their Heritage Classmates abroad. In this way, every child who uses the program will enhance its content, and leave his own signature on the study, as will the community mentors and the teacher.

FIND RESOURCES WILLING TO COMPLETE THE LANGUAGE TEMPLATE, INCLUDING ALL EXERCISES

This can be done remotely and sent back, either via email or post. Materials can be created in the Target Country, or by national ethnic organizations. Once the intake has been established and the volunteers lined up,

HAVE THE EXERCISES COMPLETED
This information must be reviewed by native informants for accuracy.

Intake form
Foreign Language:
List 5 potential informant resources:
Results of contacts with informant resources
List chosen informants, with qualifications:
Translators: (names)
Actors (names)
Jazz chant creators (names)
Creators of other exercises (names)
List chosen proofreaders
Date of script completion:
Date of script recording:
Date of Jazz chant recording
Date of proofviewing and approval
Necessary changes to scripts and jazz chants
Names of potential mentors, and Heritage Club members:
Names of homework callers.
Names of potential funding and sponsorship leads:
Names of students in the program
schedule of homework phone calls
Names of potential Heritage Classmates in TC.
Contacts in TC.
Number of the counsulate
Dates of Heritage Club meetings
Activities
Modifications to program script by date/ name of person modifying the script.
Follow-up with students in program: