No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
3 Heritage Language Students: Profiles and Possibilities
Abstract
New awareness of language rights and new efforts to right old wrongs have prompted educators around the world to recognize the importance of ethnic and heritage languages. In some countries, this recognition has led to policies that support the teaching of these languages as school subjects to learners with a home background in these languages and as foreign languages to students with no background in them. Supporters of these policies believe that they give these lan- guages both legitimacy and attention. This recent development offers both new opportunities and new challenges to educators. This paper examines these opportunities and challenges in the context of the United States, where demographic shifts are changing how we think about the teaching of languages that, until recently, were taught exclusively as foreign languages. Heritage Language Students: A Definition In the United States, the term heritage language has re- cently come to be used broadly by those concerned about the study, maintenance, and revitalization of non-English languages in the United States. For those individuals inter- ested in strengthening endangered indigenous languages or maintaining immigrant languages that are not normally taught in school, heritage language refers to a language with which individuals have a personal connection (Fishman,
... For instance, while institutions like the Saadi Foundation [7] have expanded access to Persian education globally, their annual reports focus predominantly on enrollment metrics rather than pedagogical strategies for cultural literacy. This gap mirrors broader trends in heritage-language research, which often neglects the integration of cultural narratives into teaching methodologies [9]. ...
... To address these gaps, this study employs a qualitative, interdisciplinary approach to develop pedagogical strategies for integrating Iranian-Islamic identity into Persian language teaching. Drawing on Norton's [8] framework of identity investment and Byram's [6] model of intercultural competence, the analysis synthesizes insights from three key sources: (1) theoretical literature on language-identity dynamics [2], [3], [5], [8]; (2) case studies of Persian-language programs, including the Saadi Foundation's initiatives [7] and diaspora school curricula [10]; and (3) policy documents addressing language preservation in globalized contexts [4], [9]. ...
... Third, institutional collaboration-particularly between the Saadi Foundation [7], diaspora communities, and digital platforms-emerges as vital for scalability. Virtual classrooms and interactive apps (e.g., "Persian Learning Hub") have expanded access but risk diluting cultural depth if not designed with input from scholars and community leaders [9]. ...
This study examines how Persian language pedagogy can be reimagined to strengthen
Iranian-Islamic identity amid globalization’s homogenizing pressures. As English
dominates as a global lingua franca and diaspora communities face assimilation,
Persian—a language intertwined with Iran’s literary, philosophical, and religious
heritage—risks attrition, eroding its role as a cultural anchor. Through qualitative
analysis of theoretical frameworks, case studies, and policy documents, this paper
proposes three actionable strategies: (1) integrating classical Persian literature (e.g.,
Rumi, Saadi) to foster cultural literacy and emotional engagement; (2) adopting critical
pedagogy to contextualize language within Iran’s sociohistorical struggles; and (3)
leveraging institutional partnerships to scale programs while preserving cultural depth.
Findings reveal that such approaches enhance identity negotiation among learners,
particularly in diaspora settings, but face systemic challenges, including insufficient
teacher training, geopolitical fragmentation, and the pitfalls of digital standardization.
The study underscores the need for grassroots collaboration, culturally responsive
curricula, and balanced technological integration. By bridging theory and practice, this
work contributes to broader discourses on language preservation and cultural
resilience, advocating for Persian pedagogy that empowers learners to navigate
globalization without cultural erasure. Recommendations include investing in teacher
development, interdisciplinary policymaking, and longitudinal research to assess the
long-term impacts of these strategies.
Keywords: cultural preservation, globalization, heritage language education, Iranian-
Islamic identity, Persian language pedagogy
... They ignore the wide range of one's bilingual abilities and their nature of flexibility, which can be negotiated in different contexts. Valdés (2001) argued that the "idealized, perfectly balanced bilingual is, for the most part, a mythical figure that rarely exists in real life" (p. 40). ...
... 40). In reality, it is rare to have anyone truly competent in two or more languages, across all contexts, domains, and registers (Valdés 2001). Thus, as a way of rejecting the concept of a perfect, balanced bilingual and its idealization based on the monolingual and monoglossic standards-from the two solitudes model, claiming two separate linguistic systems within one person-we view bilingualism as a dynamic continuum (García 2009;Hornberger and Link 2012). ...
... In this paper, we challenge and problematize the concept of perfect balanced bilingualism, which, as suggested by Valdés (2001), is largely a myth. This concept conflicts with the dynamic nature of bilingualism and the multiple ways of bilingual language use (García 2009). ...
This qualitative study delved into the perceptions of “bilingualism” among 60 students in a teacher education program, drawing on survey responses at the outset of their training. Informed by the translanguaging framework, we analyzed teacher candidates’ responses to identify a range of views spanning from minimalist to maximalist and from monoglossic to heteroglossic perspectives of bilingualism. Our analysis revealed many teacher candidates had a strict and narrow definition of bilingualism based on minimalist and monoglossic standards, especially when considering their own bilingual identities, legitimizing only speakers with native-like proficiency in all language domains in two languages as true bilinguals. Interestingly, their conceptions of bilingualism, as future educators, tended to be more maximalist and heteroglossic when they considered the bilingual potential of their future students. These findings will contribute and challenge the discourses that favor and idealize perfect balanced bilingualism. Implications for research and practice for teachers and teacher educators in bilingual settings are discussed.
... Quan trọng hơn dù ngôn ngữ di sản có thể được tiếp xúc, thụ đắc từ rất sớm nhưng sau đó lại trở thành ngôn ngữ thứ yếu và ngôn ngữ tiếp xúc sau lại trở thành chủ đạo. Về khái niệm này, G. Valdés (2001) đã đưa ra hai quan điểm theo từng nhóm. Theo đó, nhóm thứ nhất là những cá nhân quan tâm đến việc củng cố các ngôn ngữ bản địa đang bị đe dọa hoặc duy trì các ngôn ngữ của người nhập cư thường không được dạy ở trường. ...
... Các yếu tố như áp lực xã hội, thái độ ngôn ngữ và sự giao tiếp giữa các thế hệ đóng một vai trò quan trọng trong việc xác định liệu các ngôn ngữ di sản có được duy trì hay dần dần bị thay thế bởi ngôn ngữ thống trị (G. Valdés, 2001). ...
Ngôn ngữ di sản hay ngôn ngữ tổ tiên (heritage language) là thuật ngữ xuất hiện gần đây nhưng đã trở thành một xu hướng mới trong nghiên cứu. Bên cạnh là một ngoại ngữ, trong nhiều cộng đồng, tiếng Việt cũng là một ngôn ngữ di sản được giảng dạy, bảo tồn và gìn giữ. Bài viết khảo sát nhóm sinh viên Hàn Quốc học tiếng Việt với tư cách là ngôn ngữ di sản để tìm hiểu sự ảnh hưởng của ngôn ngữ chiếm ưu thế (tiếng Hàn) lên ngôn ngữ di sản (tiếng Việt) và khả năng thành thạo ngôn ngữ di sản của nhóm đối tượng này đối với kết cấu vận động tiếng Việt. Trong nghiên cứu của mình, chúng tôi nhận thấy một số lỗi mà một người nói ngôn ngữ di sản mắc phải như sau: lỗi không phân biệt được cái loại thành tố Hướng trong kết cấu vận động, lỗi không nhận diện được trật tự các thành phần câu tiếng Việt, và lỗi về trật tự các thành tố trong động ngữ dẫn đến lỗi sai về logic, ngữ nghĩa của câu.
... In the context of the United States, perhaps the best known and most widely used definition is the one put forth by Guadalupe Valdés (2001), who uses the term heritage speaker in reference to "individuals raised in homes where a language other than English is spoken and who are to some degree bilingual in English and the heritage language" (p. 38). ...
... The second criterion has to do with varying degrees of linguistic proficiency. As we see it, the wording used by Valdés (2001) can lead to different interpretations. In its narrowest sense, there is no question that those individuals who acquired the language under the circumstances described above and as adults have communicative competence using the HL ought to be considered HSs. ...
... Berdasar pemetaan yang dilakukan, diperoleh informasi bahwa sitasi tertinggi sebanyak 1726 pengutipan, sedangkan sitasi terendah sebanyak 0 cites. Dokumen dengan sitasi tertinggi berupa artikel dalam prodising konferensi internasional yang berjudul Heritage Language Students: Profiles and Possibilities karya Guadalupe Valdes yang diterbitkan pada tahun 1991 (Valdés, 1991). Berikut ini lima naskah teratas dalam perangkingan sitasi keseluruhan dokumen judul yang terhubung dengan tema bahasa warisan. ...
Transnational migration has led to the emergence of diaspora families across various countries, bringing with them their original cultural identities, including their native languages. Within these families, the language is maintained and transmitted to subsequent generations as a heritage language. This study aims to analyze the development of research on heritage language in the field of language education through a bibliometric approach. The main reason for this research is to understand trends, dominant topics, and the interconnectedness of themes in heritage language studies, as well as to map scientific contributions over the past three decades. The method used is bibliometric analysis utilizing data from Google Scholar accessed via the Publish or Perish (PoP) 8 software and visualized using VOSviewer 1.6.18. A total of 450 documents from 1991 to 2025 were collected and analyzed based on citations, keywords, and co-occurrence among themes. The results show a significant increase in the number of publications in recent years, peaking in 2018. The keyword ‘learner’ emerged as a dominant node in the co-occurrence network, with strong links to concepts such as heritage language student, language ideology, and language maintenance. Additionally, a close relationship was found between the themes of heritage language education and heritage language policy, indicating a significant conceptual connection between language policy within families and the effectiveness of heritage language education. This study affirms the importance of a multidisciplinary approach in understanding and supporting the sustainability of heritage languages in multilingual societies.
... As the field of heritage language (HL) acquisition grows, there is an increasing need for reliable, efficient, and practical measures of HL proficiency to meet investigation standards and facilitate comparability across studies and groups. In this paper, we adopt Valdés' "narrow" (as differentiated by Polinsky & Kagan, 2007) definition of a heritage speaker (HS) as "a language student raised in a home where a non-English language is spoken, who speaks, or at least understands the language, and who is to some degree bilingual in that language and in English" (Valdés, 2001). Such a narrow definition is appropriate in the context of language proficiency testing, since many learners who fall under a "broad" definition (those "who have been raised with a strong cultural connection to a particular language through family interaction," Van Deusen-Scholl, 2003, p. 222) may not have any discernible proficiency in the HL. ...
As the field of heritage language acquisition expands, there is a need for proficiency to compare speakers across groups and studies. Elicited imitation tasks (EITs) are efficient cost-effective tasks with a long tradition in proficiency assessment of second language (L2) learners, first language children, and adults. However, little research has investigated their use with heritage speakers (HSs), despite their oral nature, which makes them appropriate for speakers with variable literacy skills. This study is a partial replication of Solon, Park, Dehghan-Chaleshtori, Carver & Long (2022), who administered an EIT originally developed for advanced L2 learners on a group of HSs. In this study, we administered the same EIT with minor modifications to 70 HSs and 132 L2 learners of Spanish with different levels of proficiency and ran a Rasch analysis to evaluate the functioning of the task with the two groups. To obtain concurrent validity evidence, scores on the EIT were compared with participants’ performance in an oral narration; evaluated for complexity, accuracy, and fluency (CAF); and compared with a standardized oral proficiency test, the Versant Spanish Test. Results of Rasch analyses showed that the EIT was effective at distinguishing different levels of ability for both groups, and analyses showed moderate to strong correlations between CAF measures and the EIT and very strong correlations between the EIT and the Versant Spanish Test. These results provide evidence that the EIT is an efficient and adequate proficiency test for HSs and L2 learners of Spanish; its use in research settings is recommended.
... Ninguno de los participantes era considerado hablante de herencia. Según Valdés (2001), un hablante de herencia es una persona que se ha criado en un hogar donde se habla una lengua distinta a la lengua que se habla en ese lugar, que habla o al menos comprende el idioma y que es, hasta cierto punto, bilingüe. ...
This paper addresses the acoustic analysis of the voiceless postalveolar affricate in the northern part of the state of Sinaloa. The duration characteristics of the phoneme are described, both for the occlusion period and for the friction period, and the total length is presented in the productions of both men and women in the region. The data are compared with the work of Herrera (2006) on the weakening of postalveolar voiceless affricate in two varieties of American Spanish, Panamanian and Mexican. From this comparison, it is found that the duration of the total segment in Sinaloa is longer, and the phenomenon of weakening reported by the author in the varieties she studied does not. Rather, the period of occlusion in the phoneme produced by the Sinaloan people is much longer, as is the period of friction, which is greater in the case of women.
... Also, Thailand is one of the few Asian countries not to have experienced the traumas of colonization by a Western power, so it differs from other studies of colonized nations (Simpson & Thammasathien, 2007), especially in language and literacy. In contrast to the external perception of homogeneity (Simpson & Thammasathien, 2007) A heritage language is a language spoken by individuals who have a family or cultural connection to a language other than the dominant language of the society in which they live (Valdés, 2001). It appears under various names such as "home language" and "mother tongue" (He & Xiao, 2008). ...
This research explores the changing language ideologies within Thai Chinese families, particularly the generational decline of the Teochew heritage language. Through narrative inquiry and observation, the study reveals how language environments can foster either resentment or acceptance of certain languages. It contributes to heritage language scholarship by highlighting the enduring impact of language ideologies on language choices and parental decisions regarding children’s education, as well as the intricate relationship between language perceptions and local/global economic and political factors. The study also emphasizes the role of individuals and communities in preserving heritage, stressing the importance of recognizing the heritage language’s presence. As the diverse experiences of family members have influenced their varying language ideologies and language use, it is crucial for families and communities to appreciate their heritage language’s existence, even in limited use. This appreciation can help maintain or revitalize the language, fostering pride and connection to their roots.
... ❑ In Houston, Texas-one of the cities with the highest Latino populations (U.S. Census Bureau, 2022)heritage speakers face challenges in maintaining Spanish pronunciation due to the dominance of English in their education and daily interactions (Valdés, 2001). Their linguistic competence tends to be uneven, as limited exposure to Spanish often results in phonological transformations, including simplifications and phonetic transfer (Lipski, 2008). ...
This study investigates the effects of linguistic contact and phonetic transfer on the vowel system of heritage Spanish speakers in Houston, Texas. The findings reveal significant vocalic alterations, demonstrating the influence of English as the dominant language and simplification strategies inherent to bilingualism. Key phenomena include changes in vowel duration, such as reductions towards the schwa ([ə]) in unstressed syllables, reflecting clear phonetic transfer. These results contribute to understanding phonetic transfer processes in bilingual contexts, emphasizing the need for strategies that support the preservation and development of Spanish as a heritage language.
... The question used to group subjects in the prior study ("Do you consider English to be your native language?: Yes/No") did not allow researchers to know why a respondent may have selected one option over the other. In particular, heritage bilinguals-a large population of U.S. bilinguals who began acquiring English naturalistically in childhood alongside or after acquisition of a home language (Rothman, 2009;Valdés, 2001)likely self-selected into both language groups in this prior study. Furthermore, it is likely that bilingual adults who acquired both English and another language early in life will have different language outcomes as they age as compared to bilingual adults who acquired English after childhood. ...
Purpose
Some bilinguals may exhibit lower performance when recognizing speech in noise (SiN) in their second language (L2) compared to monolinguals in their first language. Poorer performance has been found mostly for late bilinguals (L2 acquired after childhood) listening to sentences containing linguistic context and less so for simultaneous/early bilinguals (L2 acquired during childhood) and when testing context-free stimuli. However, most previous studies tested younger participants, meaning little is known about interactions with age; the purpose of this study was to address this gap.
Method
Context-free SiN understanding was measured via the Modified Rhyme Test (MRT) in 3,803 young and middle-aged bilingual and monolingual adults (ages 18–57 years; 19.6% bilinguals, all L2 English) with normal to near-normal hearing. Bilingual adults included simultaneous (n = 462), early (n = 185), and late (n = 97) bilinguals. Performance on the MRT was measured with both accuracy and response time. A self-reported measure of current English use was also collected for bilinguals to evaluate its impact on MRT performance.
Results
Current age impacted MRT accuracy scores differently for each listener group. Relative to monolinguals, simultaneous and early bilinguals showed decreased performance with older age. Response times slowed with increasing current age at similar rates for all groups, despite faster overall response times for monolinguals. Among all bilingual listeners, greater current English language use predicted higher MRT accuracy. For simultaneous bilinguals, greater English use was associated with faster response times.
Conclusions
SiN outcomes in bilingual adults are impacted by age at time of testing and by fixed features of their language history (i.e., age of acquisition) as well as language practices, which can shift over time (i.e., current language use). Results support routine querying of language history and use in the audiology clinic.
Supplemental Material
https://doi.org/10.23641/asha.28405430
... If heritage learners are recruited, researchers should explicitly point that out. Heritage learners generally acquire a larger vocabulary (especially informal words) and richer knowledge of the target culture (Valdés, 2001), which may impede the pinning down of the exact effect. For example, heritage learners' better performance in a vocabulary posttest or a reading comprehension test may not reflect the effectiveness of the vocabulary treatment or their higher reading competence, but rather their prior vocabulary knowledge or their familiarity with culture-related topics in the reading. ...
This discussion piece explores issues and components that makes original research manuscripts submitted to Reading in a Foreign Language truly rigorous in terms of methodology. This paper will lay out issues of and provide suggestions on how to approach research questions (RQs), sampling, research design, reporting of results, discussion, and implications, in a way that can contribute meaningfully to research practices in the field. Finally, responses are invited. This paper aims at exploring components that makes original research manuscripts submitted to Reading in a Foreign Language truly rigorous in terms of methodology. This paper will lay out issues of and provide suggestions on how to approach research questions (RQs), sampling, research design, reporting of results, discussion, and implications, in a way that can contribute meaningfully to research practices in the field. Research Questions and Literature Review Proposing Research Questions (RQs) constitutes the first step of launching research. RQs should be clearly stated, and relevant concepts should be operationalized and explained. A core issue is to address the significance of the current study. Simply claiming that the topic has been overlooked does not seem sufficient to justify the necessity for probing it. Instead, researchers need to give a thorough and critical review of theoretical frameworks and previous literature, from which follows a logical segue to the RQs. A literature review should introduce relevant research with primary methodological information in an organized way. It should synthesize what has been achieved and what remains controversial or unclear, rather than only listing results. Missing key previous studies, failing to locate more recent sources, and including less relevant research would undermine the extensiveness of the coverage of the important works and the connection to the present study.
... The reason why language fluency is less important when defining a bilingual is that, one who is considered as a bilingual does not mean he or she has equal proficiency in two languages, and this bilingual phenomenon is called bilingual dominance (Grosjean, 1997(Grosjean, , 1998. snape and Kupisch (2017) and Valdés (2014) point out that bilinguals have relative proficiency in each language with the dominant one being more fluent than the other one. likewise, Baker and Wright (2011) suggest that a bilingual rarely has equal dominance regarding the competences of two languages. ...
This study investigates the effect of bilingual dominance and professional experience on the quality of Chinese-to-English translation. Forty-two bilingual translators participated and provided data on their bilingual background, professional experience, and translation output. The results of the regression analyses revealed a significant negative correlation between bilingual dominance and translation quality, with professional variables significantly enhancing the models’ explanatory power. The results suggest that while a balanced bilingual dominance is crucial, professional expertise and target language immersion are strong predictors of translation quality. The findings have implications for the consideration of both bilingual and professional variables in developing translation competence and highlight the need for further research to explore additional influential variables on translation quality.
... Así, en primer lugar, es necesario acotar qué se entiende por hablante de herencia. Valdés (2001) define a un hablante de herencia como aquella persona que ha crecido en un ambiente donde no se habla español, aunque lo habla o lo entiende, teniendo competencia bilingüe (habilidades lingüísticas) en la lengua familiar y en inglés (p. 38). ...
El español como lengua de herencia en Estados Unidos y su interacción con el inglés ha sido ampliamente estudiado desde hace décadas. En dicho contexto, la lengua familiar es el español, que se ve influida por la lengua mayoritaria, el inglés. En Castilla y León (España) también hay contextos de habla familiares en los que el español interactúa con el inglés. Sin embargo, en estos ambientes la lengua familiar es el inglés y la lengua mayoritaria es el español, es decir, se produce la situación inversa. Por esta razón, conviene reflexionar sobre si los procesos de erosión ampliamente estudiados en el español de herencia de EE.UU. son similares a los del español de hablantes angloparlantes en España. Así, en esta investigación se describen los patrones morfosintácticos de los hablantes de herencia hispanos en Estados Unidos y después se comparan con los del español de hablantes de herencia angloparlantes de 6 a 12 años en la provincia de Castilla y León. Aunque en ambos países las lenguas que interactúan son las mismas, hay dos grandes diferencias que responden a sus contextos de uso y su prestigio social: 1) el español es lengua familiar en Estados Unidos y el inglés es lengua familiar en España; 2) el español es lengua de prestigio en España y el inglés es lengua de prestigio tanto en España como en Estados Unidos. Para identificar los patrones morfosintácticos de angloparlantes de herencia en España se ha realizado un muestreo intencionado en Castilla y León para encontrar a los hablantes que cumplían con el perfil establecido. Posteriormente se realizaron entrevistas semidirigidas, que fueron grabadas digitalmente para su transcripción. Con dichas transcripciones se creó un corpus lingüístico para analizar la forma de hablar de este grupo de informantes. Los datos obtenidos tras el análisis de las entrevistas semidirigidas muestran que los patrones morfosintácticos del español de los hablantes de herencia angloparlantes en Castilla y León son similares a los patrones del español de los hablantes de herencia hispanos en Estados Unidos, pero la ocurrencia es inferior.
... It is a common phenomenon among bilingual or multilingual speakers. Its application may involve various motivations, such as accommodating the listener, expressing identity, emphasizing a point, or creating a sense of closeness (Heller, 1988;Valdés, 2001). ...
Language plays a central role in building a therapeutic working alliance. Language is essential in building trust, conveying empathy, and creating shared meaning between counselors and clients. Nevertheless, language can equally harm the working alliance if used insensitively or without awareness of cultural and social differences. Sociolinguistic awareness emphasizes the interpretational nature of language and how it can unintentionally perpetuate discrimination against marginalized identities. Counselor educators can utilize sociolinguistic principles to model and teach the significance of language in counseling and its relationship to multicultural competency and cultural humility. The article highlights how clients' language may connect to their social perspective and identity expression and how language can be used by the counselor to avoid misunderstandings, microaggressions, or aggressions.
... Furthermore, although a large body of research has demonstrated how both traditional and technology-mediated TBLT can provide an effective pedagogical framework for the L2 classroom, only a small number of studies have explored targeted program development and evaluation for Less Commonly Taught Languages (LCTLs) (Bryfonski & McKay, 2019). In particular, little research examines how the affordances of technology might support mixed student populations commonly found in LCTL contexts of both L2 learners and heritage language learners (HLLs) (Henshaw, 2015) -individuals who acquired their first language (L1) through socializing with their family members but who have not fully achieved fluency in their L1 because they switched to the dominant language (Valdés, 2001). Because of their differences in linguistic, cultural, and academic needs, these populations can pose substantial challenges for curriculum design and development. ...
Numerous empirical studies and syntheses have explored technology-mediated task-based language teaching (TMTBLT) (e.g., Chong & Reinders, 2020; Lai & Li, 2011; Kim & Namkung, 2024; Ziegler, 2016), with findings highlighting the affordances of technology for interaction and its associated benefits. However, few studies have targeted program development and evaluation for task-based online curriculums for Less Commonly Taught Languages (LCTLs) (Bryfonski & McKay, 2019). To address this gap, the current study uses action research (Burns, 2010) to report a teacher-researcher’s experience in creating, implementing, and evaluating TMTBLT materials for a beginning Vietnamese language class at an American university. Action research was used as the methodological framework through two iterative cycles (i.e., two consecutive semesters) conducted with two mixed cohorts of heritage language learners and second language learners. Results highlighted the benefits of AR for bottom-up curriculum development and demonstrated significant gains in learners’ speaking and writing proficiency over time. Findings also suggest learners had overall positive perceptions of TMTBLT as a pedagogical approach.
... Meanwhile, being a heritage language learner (HLL) versus a foreign language learner (FLL) involves di erences in early learning environment, which might a ect writing. HLLs were raised in a home where a minority language is spoken, thereby speaking or at least understanding the language (Valdés, 2001). The heritage language (HL) usually was not continuously maintained through regular schooling as HLLs switched to the mainstream language of the society (English), which became their dominant language (Kim & Pyun, 2014). ...
... Being the latter group the focus population of the present work. For the purposes of this study, a HS will be understood as a bilingual individual who grew up in a household where Spanish was spoken and who is bilingual -to some extent -in both English and Spanish (Valdés, 2001). ...
Siftr (https://siftr.org) is a geolocation platform developed by the Wisconsin Institute for Discovery’s Field Day Lab. Among its affordances, this application allows users to post images, geolocate them, and comment and share posts with a public or a private group. Considering the versatility of this platform, it has been utilised in different fields such as education (e.g. Bell et al., Citation2019), folklore (e.g. DuBois et al., Citation2018), or social sciences and humanities (e.g. Guerrero-Rodriguez et al., Citation2022). However, despite the high potential this platform offers for language education, its implementation in heritage language courses remains unexplored. To address this gap in the literature, following an adapted version of the LESCANT model (Victor, Citation1992), the present study seeks to observe the effects of using Siftr in two intermediate courses for Spanish heritage speakers at a public university in Florida. During a 16-week semester, participants used this geolocation application to record their experiences using Spanish and/or observing the presence of their Hispanic heritage in their day-to-day lives. Based on the qualitative data collected, results show that this project encouraged learners to actively notice their and their peers’ surroundings while reflecting on how the landscape identity helped them construct their collective and individual identities (Ramos et al., Citation2016) as Hispanic American individuals.
... Researchers have yet to agree on a single, universally accepted clear definition of heritage speakers or heritage learners (HLs) (Kagan & Dillon, 2017). Valdés (2001) broadly defines HLs as individuals raised in non-English-speaking homes who are bilingual in English and are fluent in the heritage language (family or community languages not dominant in broader society, integral to personal cultural identity.). Van Deusen-Scholl (2003) characterizes HLs as a varied group, which includes fluent native speakers and those culturally connected to the language despite being generations removed. ...
The increasing prevalence of digital technology in Chinese society has diminished the significance of handwriting, significantly altering the learning needs of Chinese learners. This shift is predominantly seen in the transition from traditional handwriting skills to typing-based proficiencies in the Chinese language. This design case presents the design process of a mobile application, TIC APP, from prototype development, including design decisions, to formulating a plan for evaluation and feedback analysis. Rooted in design thinking principles, the design of this mobile language learning application aims to enhance heritage Chinese learners’ Chinese language learning experiences by promoting typing-based learning. In the presentation of this design case, the authors discuss vital design considerations, transparency in assumptions, the design dilemma of artistic creation and problem-solving, and safeguarding data for research continuity.
... All participants were born in the US and had been exposed to Spanish as a heritage language since birth (Valdés, 2001). No participant was excluded from this study based on home Spanish dialect(s). ...
Studies on how observers’ perceptions affect youth Ethnic-Racial Identity (ERI) formation focus on adolescents, and typically fail to consider non-English language use as a salient ERI marker. The current research examines two novel dimensions by examining employing Spanish-language mixed methods to study Midwestern heritage Spanish-speaking Latinx children, ages 7–13. Study outcomes correlate skin tone to ERI such that children identified by observers as ‘phenotypically’ Latinx reported higher levels of ethnic exploration compared to peers identified as ‘phenotypically’ non-Latinx. Children’s phenotypic self-identification and ERI exploration correlated highly with level of understanding of their ethnic group, and in turn with reported higher linguistic discrimination. Qualitative results further highlight that “white-presenting” Latinx children more strongly affirm their Latinx identity through high Spanish language competence. Findings suggest that healthy ERI development in Latinx children may be uniquely aided by bilingualism and biliteracy.
... The term heritage language (HL) originated from policies and programs in Canada in the 1980s-1990s and originally referred to any language besides French or English (Bale, 2010). Within the United States, the term popularly refers to students in English-speaking classrooms who have been exposed to a language besides English at home and who have varying facility with both languages (Valdés, 2001). However, in a synthesis of definitions, Ennser-Kananen and King (2018) argue that the HL may or may not be spoken at home and definitions should not hinge on proficiency. ...
This study analyzes the programs and policies for Spanish heritage language (SHL) students in Iowa high schools. Previous research suggests that SHL students do not enjoy equitable educational experiences in Spanish language classrooms, which are often taught by and designed for traditional second language learners. In US states like Iowa, there is no language policy that provides a facilitative structure for Heritage language education, so issues of educational opportunity for SHL students are addressed locally. Teachers are, therefore, particularly influential language policy and education arbiters. In this paper, we analyze (1) how Iowa language policy is interpreted and appropriated by high school Spanish teachers and (2) the perspectives of high school Spanish teachers about Heritage language education. Findings reveal that many teachers reject the monoglossic ideologies popular in Spanish language classrooms and instead celebrate the unique verbal repertoires of their SHL students. Implications for language policy and practice are discussed.
... Hablante de Herencia: persona que se ha criado en un hogar donde se habla otra lengua distinta en este caso al español, que habla o al menos comprende el idioma y que es, hasta cierto punto, bilingüe en esa lengua y en español(Valdés, 2001) ...
Tesis de licenciatura que aborda el caso de contacto de lenguas entre el español y tu´un savi o mixteco, en migrantes provenientes de Tlaxiaco, Oaxaca.
... Because participants in this study were not provided with a definition of native speaker, we are unable to attribute the current findings to specific differences in language history such as English AoA or proficiency. This is particularly relevant for heritage bilinguals, a large segment of bilinguals in the United States who are raised by non-English speakers, begin learning English in childhood often when starting school, and become dominant in English by adulthood (Valdés, 2001). In a separate, unpublished data set comprising 3,039 Service members, we have estimated that at least 68% of bilingual Service members are heritage bilinguals. ...
Purpose
The purpose of this study was to explore potential differences in suprathreshold auditory function among native and nonnative speakers of English as a function of age.
Method
Retrospective analyses were performed on three large data sets containing suprathreshold auditory tests completed by 5,572 participants who were self-identified native and nonnative speakers of English between the ages of 18–65 years, including a binaural tone detection test, a digit identification test, and a sentence recognition test.
Results
The analyses show a significant interaction between increasing age and participant group on tests involving speech-based stimuli (digit strings, sentences) but not on the binaural tone detection test. For both speech tests, differences in speech recognition emerged between groups during early adulthood, and increasing age had a more negative impact on word recognition for nonnative compared to native participants. Age-related declines in performance were 2.9 times faster for digit strings and 3.3 times faster for sentences for nonnative participants compared to native participants.
Conclusions
This set of analyses extends the existing literature by examining interactions between aging and self-identified native English speaker status in several auditory domains in a cohort of adults spanning young adulthood through middle age. The finding that older nonnative English speakers in this age cohort may have greater-than-expected deficits on speech-in-noise perception may have clinical implications on how these individuals should be diagnosed and treated for hearing difficulties.
... The heritage language (HL) is typically acquired in the household through naturalistic interaction with relatives, caretakers, and the familial network (Pascual y Cabo & Rothman, 2012), leading HSs to develop varying degrees of bilingualism in the heritage and majority languages while maintaining a strong cultural connection to the HL (Valdés, 2001). At the heart of the concept lie asymmetric power differentials characterizing the relationships between the heritage and majority languages and their social, political, and educational ramifications, which, taken together, shape many of the experiences lived by HSs in different contexts. ...
... Within the field of language education, these bilingual Latinxs are usually referred to as heritage speakers (HSs) or heritage language (HL) learners. Specifically, in our context, Spanish HSs are individuals who grew up in the United States, were exposed to Spanish at home or in their communities, and acquired English as a majority language through formal education and daily social interactions (e.g., Polinsky & Kagan, 2007;Valdés, 2001). ...
With a well-established bedrock of literature exploring the benefits of study abroad (SA) in second/foreign/additional language learning contexts (e.g., Anderson et al., 2006 ; Smith & Mitry, 2008 ; Williams, 2005 ), Spanish as a heritage language scholars have only recently begun to explore SA settings (e.g., Pozzi et al., 2021 ; Quan et al., 2018 ; Shively, 2018 ). This short-term longitudinal multiple case study examines the experiences of four Mexican American college students during a SA program in Mexico, their heritage country, and their interplay with their evolving identities. We draw from social identity theory concepts and tools (e.g., Bucholtz & Hall, 2005 ; Hogg & Abrams, 1988 ) to compare the students’ individual expectations, experiences, and outcomes of participating in the program. Data were collected using personal reflections and individual interviews at three stages (prior to, during, and after completing the program). Results reveal general positive experiences at the superficial level, with changes in each individual’s ethnic identification, supporting the need to further examine individual differences in future SA research. Finally, drawing from these findings, we make recommendations to prepare students, host families, and instructors to engage practices that will aid in SA program success.
... Esta cifra conlleva la existencia de un número alto de hablantes de herencia del español y la presencia del idioma dentro de las escuelas y universidades de Estados Unidos. Valdés (2001) define a quienes son hablantes de herencia como "a student who is raised in a home where a non-English language is spoken, who speaks or merely understands the heritage language and who is to some degree bilingual in that language and in English" (p. 38). ...
Los hablantes de herencia del español tienen necesidades pedagógicas especiales debido a sus habilidades lingüísticas e interculturales; sin embargo, es difícil encontrar materiales adecuados para satisfacer sus necesidades educativas dentro del salón de clases. En este trabajo, nos basamos en un marco de alfabetizaciones múltiples según el modelo de Learning by Design (Kalantzis y Cope, 2012; Cope and Kalantzis, 2015) para presentar una propuesta didáctica que tiene como objetivo explorar la identidad de los alumnos. Para ello, se toma el arte muralista como base del ensamble multimodal (Serafini, 2014). Debido a su estatus como arte público, los murales son parte de los contextos sociales, políticos y culturales en los cuales se encuentran y hacen referencia a estos, por lo que constituyen excelentes vehículos para explorar temas como la historia, las luchas sociales y la identidad de los alumnos, entre otros. Los murales también ofrecen un lenguaje visual rico en símbolos y formas de representación, lo que facilita la discusión y creación de nuevos significados y modos de comunicación. Aunque la propuesta se diseñó originalmente para alumnos hablantes de herencia de español, es lo suficientemente flexible para adaptarse a clases de lenguas extranjeras de niveles medio y avanzados.
Language is a fundamental part of students’ culture and identity, significantly impacting their academic experiences. Minoritized students often face linguistic discrimination through prescriptive ideologies or deficit views of their linguistic abilities. Latinx students, particularly, may encounter negative ideologies that undermine their bilingualism portraying them as incapable of speaking either English or Spanish. This study explores the language ideologies and their impact on the educational experiences of young (15–24 years old) Puerto Rican Spanish speakers in Hampden County, Massachusetts, which has one of the highest populations of Puerto Ricans in the mainland United States. In some districts, Latinx students make up nearly 80% of the student body. Findings reveal that deficit identities and the devaluation of linguistic capital persist for many of these students impacting how they perceive school settings. However, these youths are actively challenging these ideologies and reclaiming their linguistic capital through various affective strategies.
ÖZ: Bu araştırma, İstanbul'da bir imam hatip ortaokulunda eğitim gören Suriyeli öğrencilerin miras dilleri olan Arapça'yı korumak ve geliştirmek için aileleri tarafından başvurulan formel ve informel destek eğitimlerini incelemektedir. Bu kapsamda, Millî Eğitim Bakanlığı’nın "Suriyeli Çocukların Türk Eğitim Sistemine Entegrasyonunun Desteklenmesi Projesi" (PIKTES) çerçevesinde sunulan Arapça destekleme eğitimlerinin etkinliği ve ailelerin bu eğitimlere yönelik tutumları detaylıca tartışılmıştır. Ayrıca, ailelerin cami ve vakıf gibi informel mekanizmalardan aldıkları dil desteği incelenmiş, çocukların dilsel kimliklerine yönelik söylemsel analizler yapılmıştır. Araştırma, etnografik bir yöntemle yürütülmüş; veriler, Suriyeli aileler, çocuklar ve öğretmenlerle yapılan görüşmelerle eğitim kurumlarında yapılan gözlemlerden oluşmuştur. Toplanan veriler söylem analizi yoluyla incelenmiştir. Sonuçlar, formel Arapça eğitimlerinin yetersiz kaldığını ve ailelerin informel desteklere yöneldiğini göstermiştir. Ayrıca, mevcut okulda sunulan miras dil olarak Arapça eğitiminin eksiklikleri, Suriyeli öğrencilerin dilsel ihtiyaçları ile öğretmenlerin sunabildikleri eğitim arasında uyumsuzluklar yaratmış, bu da öğrencilerin dilsel ve kimliksel beklentileri açısından formel eğitim uygulamaları sürecinde gerilimlere yol açmıştır. Anahtar kelimeler: Suriyeli çocuklar, Arapça, miras dil, dil politikaları, söylem analizi
This study investigates U.S. Spanish Heritage speakers’ perceptions of impoliteness in the Twitter feed of the Academia Mexicana de la Lengua. By combining first- and second-order approaches to (im)politeness, I argue that heritage speakers’ perceptions of impoliteness must be studied at the individual level to understand their expectations of how particular behaviors should occur in digital communication settings. I collected 28 reactive tweets representing either on-record or off-record impoliteness strategies. Using a five-point scale survey, 20 participant-evaluators rated the impoliteness of each tweet and provided metapragmatic comments to support their ratings. A mixed-methods analysis of the data revealed commonalities within groups regarding politeness norms (e.g., on-record strategies) and highlighted heritage speakers’ varying levels of tolerance to impoliteness in this medium. This variation revealed participants’ orientations and expectations at the individual level, especially when confronting off-record impoliteness. Focusing on Spanish Heritage speakers, the findings suggest that analyses of perceptions of politeness norms in social media interactions must incorporate both lay understandings and researchers’ conceptualizations to reflect expectations of impoliteness at the individual level, which are likely influenced by community norms.
En Italia, los inmigrantes hispanohablantes mantienen su lengua de origen para preservar su identidad cultural y comunicarse con sus comunidades de origen. En este contexto, las madres son el primer punto de contacto y el recurso principal para el aprendizaje de la lengua de herencia de sus hijos. Este artículo presenta un estudio descriptivo transversal de los factores que influyen en el mantenimiento del español como lengua de herencia en familias residentes en Italia, centrán-dose en las prácticas lingüísticas y en los medios de contacto utilizados por las madres. Se encuestó a 175 madres de jóvenes hispanohablantes entre los 6 y los 17 años, para obtener información sobre las prácticas lingüísticas, la importancia del mantenimiento y el grado de exposición de sus hijos al español. Los resulta-dos muestran que la valoración del español como lengua de herencia está ligada a razones comunicativas, culturales y profesionales. Las madres con mayor nivel educativo valoran más el español como lengua de herencia y lo promueven, me-diante conversaciones y actividades, reforzando así la competencia lingüística de sus hijos. Se destaca la influencia del capital cultural de las madres en la transmi-sión del español y se sugiere tomar en cuenta múltiples variables, como la edad y el nivel educativo, en futuras investigaciones sobre el mantenimiento del español como lengua de herencia en diversas diásporas.
Many Spanish language education programs in the US focus heavily on second language acquisition, often prioritizing communicative competence over intercultural competence (IC) and intercultural citizenship (iCit). This narrow emphasis on language development can overlook the unique needs of heritage speakers, leading to feelings of marginalization and potential attrition from programs. The authors argue that by centering the Communities goal area of the World-Readiness Standards for Learning Languages, educators can create inclusive Spanish language programs that better serve both heritage and non-heritage students. The chapter begins with an overview of heritage language learners followed by how the theoretical frameworks of IC and iCit can be used to center the Communities standards. The chapter then provides practical examples from the authors' classrooms, illustrating effective implementation strategies at elementary and high school levels. Finally, the authors offer reflective questions for teachers and program directors interested in centering the Communities standards.
In recent years, there has been a notable transformation in the profile of Arabic learners in university contexts in both Europe and the United States. This evolution has resulted in the emergence of a new category of learners, namely heritage language learners (HLL s). These students, who have an Arabic-speaking background, exhibit distinct motivations and needs compared to foreign language learners (FLL s) of Arabic. This study analyzes the motivations, linguistic competences, and perceptions of both groups at the University for Foreigners of Siena (UniStraSi), utilizing an ad hoc survey designed to address the specific characteristics of these two learner profiles. The findings underscore the necessity of integrating both Standard Arabic (AS) and dialectal Arabic (AD) into the curriculum, in order to accommodate the heterogeneous motivations, needs, and goals of both learner groups.
Gender as a morphosyntactic feature is arguably “an endlessly fascinating linguistic category” (Corbett 2014: 1). One may even say it is among “the most puzzling of the grammatical categories” (Corbett 1991: 1) that has raised probing questions from various theoretical and applied perspectives. Most languages display semantic and/or formal gender systems with various degrees of opacity and complexity, and even closely related languages present distinct differences, creating difficulties for second language learners. The first three chapters of this volume present critical reviews in three different areas – gender assignment in mixed noun phrases, subtle gentle biases and the gender acquisition in child and adult heritage speakers of Spanish – while the next six chapters present new empirical evidence in the acquisition of gender by bilingual children, adult L2/L3 learners and heritage speakers of various languages such as Italian, German, Dutch or Mandarin-Italian.
This volume contributes to ongoing discussions of ethics in Applied Linguistics scholarship by focusing in depth on several different sub-areas within the field. The book is comprised of four sections: methodological approaches to research; specific participant populations and contexts of research; (language) pedagogy and policy; and personal and interactive aspects of research and scholarship. Moving beyond discussions of how ethics is conceptualized or defined, the chapters in this volume explore ethics-in-practice by examining context-specific ethical challenges and offering guidance for current and future Applied Linguistics scholars. This volume responds to the need to provide context-specific research ethics training for graduate students and novice researchers interested in a variety of contexts and methodological approaches. After engaging with this volume, new and experienced applied linguists alike will gain familiarity with specific ethical challenges and practices within particular sub-disciplines relevant to their work and across the field more broadly.
Multilingualisme adalah kemampuan individu atau kelompok untuk menggunakan lebih dari satu bahasa dalam kehidupan sehari-hari. Fenomena ini mencakup kemampuan berbicara, menulis, membaca, dan memahami beberapa bahasa dengan tingkat kemahiran yang bervariasi. Multilingualisme memiliki dimensi kognitif dan psikologis yang menarik. Penelitian telah menunjukkan bahwa individu yang mampu berbicara lebih dari satu bahasa sering kali memiliki fleksibilitas kognitif yang lebih tinggi, kemampuan berpikir kritis yang lebih baik, dan daya ingat yang lebih kuat. Multilingualisme sering kali menjadi bagian dari identitas kolektif suatu kelompok atau negara. Multilingualisme dapat membawa tantangan, baik pada tingkat individu maupun masyarakat. Individu yang multilingual mungkin menghadapi kesulitan dalam mempertahankan kemahiran yang seimbang dalam semua bahasa yang dikuasai, terutama jika salah satu bahasa kurang dapat digunakan dalam kehidupan sehari-hari. multilingualisme bisa memunculkan isu-isu politik atau sosial, seperti ketidaksetaraan akses terhadap pendidikan atau layanan publik bagi kelompok yang menggunakan bahasa minoritas. Meski demikian, multilingualisme tetap dianggap sebagai aset yang penting dan berharga dalam dunia global yang kompleks dan dinamis.
Drawing from students’ reflections, classroom observations, and
individual interviews, this study examines the case of a Spanish
for Heritage speakers class comprised of Heritage Speakers (HS)
and international Latin American students in a predominantly
white institution (PWI). Focusing on the development of Critical
Language Awareness (CLA) , this study shows the various forms
of resistance toward these pedagogies (e.g. withdrawal, class
divisions, turning to meritocratic answers, among others) across
students of different social classes (upper-middle class, working-
class, international students from Latin America). This study
demonstrates how students resisted structural explanations
around Spanish language maintenance, instead resorting to
either meritocratic understandings or the family as the primary
locus of language maintenance. The epistemological concept of
‘double consciousness' frames the experiences of working-class
HSs who struggled between feelings of empowerment through
CLA and negative perceptions of their own linguistic practices.
These feelings were mediated by the challenge of affirming
their language identities in the context of a PWI that privileges
upper-middle-class cultural values. The study argues that while
CLA begins a process of critical consciousness, we need to pay
attention to the contextual factors and dynamics that lead to
different forms of resistance
This book brings together eleven peer-reviewed chapters of cutting-edge research produced by both established and rising scholars in the field. Given that this volume is inspired by papers from the 25th iteration of the Hispanic Linguistics Symposium, the editors track the development of the field in the last quarter century and have organized the volume into three sections (linguistic structure and variation, US Spanish and heritage speakers, applied linguistics) reflecting current research trends. This edited volume will be a welcome resource for advanced undergraduate students, incoming and advanced graduate students, and researchers in the field, as well as Spanish language educators at all levels.
This paper presents the first empirical attempt to understand language learner well-being in the context of heritage language (HL) learning. Adopting a positive psychology perspective, the research investigates the well-being experiences of Chinese heritage language (CHL) children to explore what flourishing means in HL learning. Data were collected from multimodal focus groups with 40 young CHL learners in the UK, involving a well-being exercise, a drawing activity, and semi-structured discussions. Following an appreciative inquiry approach, the findings indicate that HL learners' well-being revolves around "feeling good," "doing well," and "being connected," including six essential components: positive emotions, affirmative self, perceived competence, active engagement, supportive relations, and diasporic connections. By centring young learners' perspectives, we propose a multidimensional framework representing different aspects of their flourishing in the journey of HL development, which informs further theorisation of HL learner well-being as multifaceted, interconnected, and contextual. By shifting the emphasis from linguistic achievement to a more holistic approach that prioritises the socio-emotional wellness of HL learners, we also seek to instigate a "positive" turn in HL education which provides an intellectual basis for the design, implementation, and evaluation of future HL interventions with significant policy implications.
Introduction: This article analyses parents' and children's attitudes toward the different literacy practices across three different contexts (at home, in a community project, and, indirectly, at school) and how they perceive the interaction between these practices and the development of competences in the Heritage Language (HL). We investigate the relevance of family and community, and how mainstream school influences the co-construction of literacy practices that affect the development of HL, while at the same time supporting the development of the majority language, and especially in broadening the understanding of the notion of language exposure.
Methods: Semi structured interviews with parents and focus groups with children (aged 4–14) were carried out in Munich, Germany, between May 2018 and February 2020. Data from the verbal interactions, in a total of 12 h of recorded audio with the parents and 8h with the children, was transcribed and the excerpts were coded in Nvivo. In a first moment, a data and theory driven thematic analysis with open data coding was undertaken; subsequently, discourse analysis was used to analyze selected excerpts individually and reconstruct the meaning the participants were attaching to their literacy practices. Three thematic strands were identified.
Results: We make the case that exposure to literacy practices in the majority language is interpreted and (re)appropriated by families and communities to support the development of complex and integrated literacy practices involving the different languages of children's repertoires. We shed light on how families construct bilingual input safe spaces at home, i.e., spaces where continuities between formal, informal and non-formal literacy practices in both German and Portuguese are assured.
Discussion: The results bring a critical perspective on the ecology of literacy practices and highlight the added value of seeing those practices interconnected holistically from a co-developmental viewpoint. Such interconnectedness has a potential positive impact not only in children's HL but also in the majority language, and possibly in the languages learnt at school.
The article deals with family language policy (FLP) among Estonian families in Finland. The focus is on language beliefs concerning maintenance of Estonian and Estonian home language (HL) classes provided by municipalities free of charge. Using the classical three-component model of FLP by Spolsky (language beliefs, language management, language practices), the analysis concentrates on language beliefs (the importance of Estonian and HL education) and management (real actions that enable children’s involvement in HL classes). The data were collected from eight Estonian families via semi-structured interviews. The caregivers have higher education and stable incomes. All participants emphasized the importance of proficiency in Estonian for their ethnolinguistic identity and the beneficial aspects of HL classes. However, we found discrepancies between beliefs and actual behavior: the children do not attend Estonian HL classes because of complicated logistics and, according to the caregivers, poor language teaching methods (this claim is not supported by any evidence). Such discrepancies between beliefs and management have been attested in various recent studies of other minorities.
This study examines heritage language use and identity construction of two Korean-American bilingual adolescents who have acquired a high level of proficiency in the heritage language. An analysis of the interview narratives showed that the high level of their heritage language proficiency played a crucial role in understanding the heritage culture and its people, developing a strong sense of self, and building social relationships with members of the heritage language and mainstream communities. In addition, it was found that their ethnic identities were co-constructed and reshaped over time not only by their individual choices but also by various sociocultural factors — the environment, their surroundings, and their relationships with others. However, although both participants agreed that their heritage language and culture were fundamental parts of their identities, the forces and processes that shaped each participant’s identities were different. One participant developed his dual identities by maintaining cultural boundaries and group differentiation whereas the other participant tried to combine two cultural characteristics in creating a new self, having invested in dual identities — Korean and American — which she would assume in the private and public spheres of her life, respectively. The findings shed light on the complex process of bilingual adolescents’ identity construction.
This case study delves into the experiences of three Saudi mothers living in the United States, exploring their evolving understanding of their children’s language needs and the obstacles they face as learners of Arabic heritage language (AHL). The study is rooted in the notion of language as a form of capital and Bonny Norton's metaphor of investment in language learning. It examines how AHL serves as a multifaceted form of social, cultural, and academic capital for their children's present and future lives in both the U.S. and Saudi Arabia. Through individual, semi-structured interviews, the study unveils the experiences, motivations, and challenges faced by the mothers in maintaining their children's AHL. The findings illustrate three distinct stages in the children's language learning journey, initially emphasizing English as the predominant language with capital in the U.S., followed by a crucial shift towards recognizing the significance of AHL preservation. Ultimately, this study sheds light on the nuanced role of AHL as an essential asset and its interconnectedness as a dynamic cultural and academic resource. The implications extend to social inclusion and identity formation, enriching our understanding of the intricate interplay between language, culture, and identity development.
Aims and objectives
The purpose of this study is to explore translanguaging in a heritage classroom by asking the following central questions: (1) What translanguaging practices were available in an online community-based Chinese heritage language classroom? (2) How did the Chinese language teacher use these practices? (3) Why did the teacher use translanguaging? (4) How were the young heritage language learners involved in these practices?
Methodology
A qualitative case study research design is utilized to explore translanguaging practices in the classroom.
Data and analysis
The data sources included fieldnotes during observations, video recordings of class conversations, and artifacts made or provided by the participants. All the data were collected virtually via Zoom.
Findings
The findings show that the teacher purposefully engaged the children in understanding vocabulary words through translanguaging and that students participated in class conversations in various ways, including initiating questions and connecting to their personal experiences. The findings also present the teacher’s perspectives on translanguaging practices.
Originality
The literature has explored translanguaging practices, but limited research has focused on these practices in community-based Chinese heritage early childhood classrooms. This study describes the specific ways that a teacher created opportunities for bilingual children to engage in translanguaging practices in a Chinese heritage classroom.
Implications
While research on translanguaging and children’s heritage language learning in home and school contexts has existed for decades, the findings of this study bring new attention to translanguaging practices in Chinese heritage language classrooms. The study provided an example of a pedagogical model for teachers to reconsider Chinese heritage language education and promote bilingual children’s language learning and identity construction.
Emotional attachment (EA) to the community's language reshapes speakers' identities and aids in maintaining that language in most immigrant societies. Language also serves the social purpose of identifying identity characteristics and significantly impacts social identity development. However, more research is still needed on how Chinese Heritage Language Learners (CHLLs) form their identities, particularly when examining the relationship between this identity construction and language learning (Zhou, 2016). Therefore, this study uses a quantitative approach to explore the correlations between EA and CHLL's motivation and attitudes and the Malaysian CHLL's Chinese language proficiency (CLP) in relation to EA, motivations and attitudes. It also draws on the Chinese Identity Theory (Wang, 1985) and Gardner and Lambert's (1972) psychosocial model. The study found that participants in Malaysian public and private secondary schools showed high CLP in listening, speaking, and reading (over 80%), relatively low scores in writing (around 77%) and positive attitudes toward learning Chinese, high integrative motivation, and low CHL classroom anxiety, according to the study; the distinction is that, while Chinese cultural identity and attitudes toward Malaysian Chinese are thought to be the best predictors of CLP for the public school group, traditional Chinese dress, eating, housing, and transportation are considered to be the best predictors of CLP for the private school group.
winners of the International Association for Task-Based Language Teaching's Distinguished Practitioner Award (2023) for their groundbreaking work developing MI-BRIDGE, a fully open-access task-based Spanish language curriculum that centers Blackness in Latin America and Black language learners (Baralt et al., 2022). In the interview, the team overviews the rationale for the project, the iterative design process, and the many connections between TBLT and scholarship on inclusive pedagogies, multilingualism, and antiracism which, through this team's expertise, were brought together to design this TBLT curriculum. Importantly, though this curriculum was built with the U.S. context (specifically Spanish in Miami, Florida) in mind-localization, which is critical for successful TBLT (Long, 2015)-the example set by this project demonstrating TBLT's capacity to interface with other research and pedagogical frameworks to combat injustice and provide human-centered language learning programs is applicable and replicable for other educational contexts and learner populations globally. The current curricular resources are for beginner Spanish. The next level of materials is now under development, thanks to a grant from the U.S. Department of Education. Readers interested in receiving updates on further updates to materials, including the level two curriculum, can register for updates here.
ResearchGate has not been able to resolve any references for this publication.