The main goal of this chapter is to provide a link between formal heritage language studies and heritage language pedagogy, two areas of research that, despite being highly relevant to each other, have traditionally been approached from very different perspectives. To this end, we review the major issues and most significant findings in each subfield. Then, we offer some insights as to how to
... [Show full abstract] implement advances in formal linguistic studies into the development of evidence-based pedagogical approaches to heritage speakers in a classroom setting and beyond.