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The teaching of heritage languages: An introduction for Slavic-teaching professionals
... La exposición al idioma mayoritario en todos los ámbitos (escuela, medios, cultura popular, etc.) lo convierte en la lengua dominante del individuo, siendo reducida la lh al ámbito de la familia y de la comunidad. Por tanto, la lh minoritaria, adquirida por sus hablantes en casa desde la infancia, no se desarrolla completamente, ya que la lengua Diferentes investigaciones muestran que las personas hablantes de herencia son consecuencia de procesos de inmigración, en los que las familias traspasan fronteras lingüísticas, o de comunidades bilingües que se han dividido entre entornos lingüísticos dominantes y minoritarios (Bloon y Polinsky, 2015;Polinsky y Kagan, 2007;Valdés, 2000). Esta situación puede ser el resultado de procesos de migración o de mecanismos sociohistóricos, como la construcción de los Estados nación, las conquistas militares o el colonialismo, donde se impone el monolingüismo y se infravaloran, humillan o aniquilan las lenguas autóctonas (Calvet, 1974). ...
... Por ello, algunas definiciones, incluso, amplían el término "hablante de herencia" para referirse también a aquellas personas que no pueden hablar ni entender su lengua de origen, pero que sí se identifican culturalmente con ella (Fishman, 2001;Van Deusen-School, 2003). Este es, en la actualidad, uno de los debates más significativos en los estudios de lingüistas y educadores sobre las lh: por un lado, la perspectiva estrictamente lingüística considera que los sujetos hablantes de herencia son solo aquellos con un dominio manifiesto de la lh por su experiencia personal familiar (Bloon y Polinsky, 2015;Polinsky y Kagan, 2007;Valdés, 2000); por otro, la perspectiva sociocultural plantea que pueden no tener ninguna habilidad lingüística en la lh, pero que sienten un vínculo cultural o familiar con su lengua patrimonial (Fishman, 2001;Van Deusen-School, 2003). En esta coyuntura, aunque la práctica lingüística quede en suspenso, no así necesariamente sucede con la conexión cultural con ella. ...
... Esta perspectiva monolingüista, que Grosjean (1984) reveló y criticó, es la que condicionó las representaciones de las propias personas informantes en cuanto a sus repertorios lingüísticos, viéndolos como una suma de competencias lingüísticas más o menos completas. Este enfoque se evidenció claramente en varios retratos lingüísticos, en los que la mezcla de modalidades, las interlenguas y las "variedades caseras" que son propias de los sujetos hablantes de herencia, como lo revelaron varias autoras (Bloon y Polinsky, 2015;Valdés, 2000), y que las personas informantes mencionaron al abordar las habilidades comunicativas adquiridas en el seno familiar, se representaron escasamente. Solo cuatro participantes hicieron referencia a una variación propia o modalidad de comunicación más allá de las lenguas oficiales, como se reflejan en las siguientes declaraciones: "Un poco de lo, pero con signos mezclados" (#3), "La ls casera" (#15), "La modalidad visual y gestual" (#13), "Este sistema de comunicación, no me atrevo a decir lengua, porque yo creo que no la tengo adquirida" (#16). ...
Las personas oyentes de familias sordas, llamadas Children of Deaf Adults (CODA), pueden adquirir su lengua de herencia signada y abrazar su identidad cultural. Sin embargo, la cuestión es cómo logran hacerlo, siendo oyentes en un mundo en el que la invisibilización y la estigmatización de su lengua y cultura familiar son habituales. El objetivo de este artículo es evidenciar cómo se relaciona la construcción identitaria de la persona CODA con la identificación con su lengua y su cultura de herencia. El método de investigación ha seguido un diseño fenomenológico, de tipo interpretativo, con entrevistas semiestructuradas a veintidós personas CODA adultas del Estado español. El estudio revela sus representaciones sobre sus repertorios lingüísticos, mediante los retratos lingüísticos. Las aportaciones de esta investigación abren nuevos interrogantes sobre los propósitos de las lenguas de herencia. El legado lingüístico y cultural de la comunidad sorda, que se ha visto negado en la generación de los padres sordos, puede persistir gracias a la conexión familiar con la lengua y la cultura de herencia en la segunda generación. Esta investigación apoya la conceptualización de la persona hablante de herencia desde un punto de vista cultural y no solamente lingüístico.
... Within the past few decades, several researchers have made notable contributions to the fields of heritage languages and heritage language education research (e.g., Fishman, 2001;Kelleher, 2010;Polinsky & Kagan 2007;Valdés, 2000;). Heritage language learners do not only bring their linguistic repertoires to class, but they also bring their rich identities. ...
... In this study, the term "HLLs'' refers to those students who: (a) were raised in a home where Arabic was spoken, (b) have partial proficiency in the heritage language (Valdés, 2000), and (c) have cultural connections to one or more Arabic dialects (Kelleher, 2010;Polinsky & Kagan 2007). We expand the research on translanguaging by exploring the practice not only in terms of different languages (Arabic and English), but also within the Arabic language itself. ...
The field of Heritage Language (HL) education has recently gained more ground in applied linguistics and teaching (Dávila, 2017). A considerable amount of research focusing on Arabic Heritage Learners (HLLs) has raised conversations around translanguaging practices and their effects on language learning progress for heritage language learners (e.g., Abourehab & Azaz, 2020; Al Masaeed, 2020; Albirini & Chakrani, 2017). Other studies found value in HLLs' sense of belonging to their heritage communities and how this may positively affect their learning process (e.g., Sehlaoui, 2008). This study investigates the effects of both translanguaging practices and social identity theory on the experience of Arabic HLLs in the classroom. Following a mixed-method design, ten participants were recruited for the study where two questionnaires on translanguaging and social identity were conducted followed by interviews. Contrary to previous research findings, results of this study indicate that Arabic HLLs hold mixed perceptions of translanguaging practices, while they categorize themselves as members of their heritage communities.
... Heritage Languages Heritage language acquisition (HLA henceforth) or heritage language learning is the process of acquiring a language from an ethnolinguistic group who conventionally speak the HL (Valdés, 2000). HLLs are personally connected to the HL since it is the vernacular of their parents and culture and an inseparable facet of their identity (Imbens-Bailey, 1997). ...
This article describes the development of a tool for heritage language parents (HLPs) to reflect on and guide their home practices for heritage language development and maintenance. It begins by making a case for better support for HLPs and the need for appropriate resources to empower parents and their children to make informed choices about their own language and identity preservation and development. Next, the article describes how the HLP tool was created, from initial stakeholder engagement through its four design iterations. We detail the processes we engaged in to establish the reliability and validity of the tool to ensure it meets the needs of our communities. We conclude by making some recommendations for others involved in supporting heritage language learners.
... Though an unpublished study by Ostyn (1972) sheds some light on Heritage Belgian Dutch by looking at several linguistic features of 'American Flemish' in the Gazette van Detroit. Research by Collet (2016; further describes language ideologies that were present in the Gazette van Detroit during World War I. Regardless of there being little information available on the language use of Flemish emigrants, we might presume that many first-and second-generation Flemish families spoke Belgian Dutch at home as well as to friends and family (see models on language shift by Fishman 1964;Valdés 2000). This assumption seems (at least partially) validated by the many Belgian Dutch letters written by early emigrants to friends and family in Belgium, and by the several Flemish-American newspapers written in Dutch that circulated in the U.S. and Canada from as early as 1890. ...
Within the domain of historical sociolinguistics, attention for heritage languages has been on the rise in the last decade (see e.g., Brown 2019; Litty 2019). The goal of this paper is to contribute to that growing body of research studying the role of sociolinguistic factors in heritage language use in the past, by looking at the lexical output of Belgian emigrants in the United States using heritage newspapers. We will investigate the borrowing patterns in three Flemish-American newspapers that were published in the 19th and 20th centuries and circulated widely within the Flemish-American communities. We focus on (1) borrowing rate (how many English-origin lexemes are transferred?), and (2) borrowing type (which loan processes are involved?). The findings are interpreted in terms of the social variables time and space to chart diachronic as well as regional differences, besides looking at differences between the newspapers more generally.
... The term "heritage speaker" has been used to describe individuals with a wide range of abilities, which has at times complicated studying their speech in a consistent way . 1 There are a variety of definitions that appear in the literature but a foundational one is given in Valdés (2000): heritage speakers are individuals raised in a home where a language other than the majority language is spoken, who are bilingual to at least some extent in this majority language and their home language. These types of situations can vary on the basis of many factors, such as the extent of majority language dominance, stigmatization of the heritage language, age when acquisition was somehow interrupted (or when the speaker shifted to the competing language), etc. ...
This study investigates how the unique circumstances of heritage language acquisition impact prosody, an understudied aspect of heritage speech. I examine the perception and production of lexical pitch accent by two generations of heritage Lithuanian speakers in Chicago (n = 13), with a qualitative comparison to one normative native speaker also living in Chicago. The speakers participated in the following: (1) a perception task requiring them to identify meaning distinctions between pairs of words that differ only by accent; and (2) a production task in which they produced sentences containing nine nominal declensions, where pitch accent plays a morphological role. In task (1), speakers across the board were not able to identify meaning distinctions in accent-based minimal pairs, irrespective of their frequency, and were more accurate at perceiving pairs that differed on the basis of segmental phonological features. However, HSs with more education perceived more accent-based distinctions, as did HSs who were more engaged in the Chicago community. Older HSs maintained more distinctions than either the NS or the younger HSs, which suggests a change in progress in the language or the Chicago Lithuanian community. In task (2), none of the speakers consistently used pitch to signal word-level prominence. Instead, all speakers relied on changes in duration and vowel quality to signal word-level prominence, suggesting that, for these speakers, there has been a shift to a stress-accent system. The older HSs also patterned more like the NS in their retention of the expected stress in the nominal declensions. Dialect was also determined to play a role in the retention of standard accent patterns in both perception and production.
... Another source of evidence which is potentially problematic for the CPH comes from heritage speakers (HSs), who are broadly defined as individuals who are raised with a home language that is different from the dominant language adopted by the majority of the host community or society (Valdes, 2000). This means that, in most cases, HSs are exposed to their home language from birth (i.e., within the critical period) and grow up speaking that language. ...
According to the Critical Period Hypothesis, successful language learning is optimal during early childhood, whereas language learning outside of this time window is unsuccessful. In this respect, early language acquisition is viewed as convergent and reliable but late acquisition is not. The present study revisits the idea of a critical period by investigating the grammatical attainment of early bilinguals/heritage speakers (HSs), late second/foreign language (L2) learners, and comparable groups of monolinguals by testing Greek-English bilinguals in the two languages they speak by means of a grammaticality judgment task. Our findings show that in English, HSs performed on par with monolinguals, both groups surpassing the late L2 learners, who performed about 2 SDs below the HSs and the monolinguals. In Greek, late L2 learners and monolinguals exhibited comparable performance, contrasting sharply with the HSs’ significantly lower proficiency, which was on average about 5 SDs below the late L2 learners and the monolinguals. Consequently, our results show that the performance gaps between HSs and Greek monolinguals/late L2 learners were more pronounced than the differences between late L2 learners and English monolinguals/HSs, suggesting that the early bilinguals’ success in English may come at the expense of their heritage language (Greek). Furthermore, we observe substantially more individual variation within HSs in their heritage language than within the late L2 learners for their second language. Thus, testing bilinguals in both of their languages allows us to unveil the complexity of grammatical ultimate attainment and prompt a re-thinking of age as the major determining factor of (un)successful attainment.
... This paper represents our first study of noun-adjective agreement in Serbian heritage speakers aged 7 to 10, whose dominant language is German. In this study, we refer to heritage speakers as those who were exposed from an early age, even infancy, to a certain 'home language', which is different from the official and majority language of their environment (Valdés 2000). Gender agreement in heritage languages has been the subject of research concerning both non-Slavic 1 and Slavic heritage speakers (Mitrofanova et al. 2018;Polinsky 2008;Schwartz et al. 2014). ...
This volume is based on the conference ‘Heritage Languages and Variation (HELV)’, which was held at the University of Cyprus in September 2022. It brings together interdisciplinary research from the fields of heritage language study and language variation with a critical eye towards examining issues of bi- and multilingualism, heritage language acquisition, home language development, language teaching methodology and language variation. The essays include a wide range of issues, including the study of different language patterns, the understanding of the grammar of heritage languages, the exposure and input of a particular population by a dominant language, the age of exposure to this input from the dominant language, the grammar properties affected by it, and the overall competence of the heritage speaker and the variation in grammar.
... In some cases, communities that used to be monolingual in an indigenous language and that lacked access to majority/socially dominant languages, have become bilingual (Arguedas 1966) and must come to terms with the idea of indigenous languages having become heritage languages (Hornberger 2005). In recent years, minority language planning has begun to incorporate the notion of heritage speakers (Valdés 2000) and adult L2 speakers (Hornberger 2005). Heritage learners are exposed to input that includes more frequent use of the majority language, and the resulting linguistic abilities may be markedly different from those of older speakers, and in this sense minority languages share aspects of heritage varieties (Eisenchlas and Schalley this volume). ...
... We follow the classical definition according to which a HL is a language that is acquired by immigrants in the familial domain during childhood but that is neither the environmental language nor the language of schooling in the respective country(Valdés 2000;Polinsky 2018). ...
El turco, lengua de herencia de muchos alumnos alemanes, presenta una serie de rasgos segmentales compartidos con el español que hasta ahora no han sido suficientemente abordados en la enseñanza del español como lengua extranjera en Alemania. En esta contribución, analizamos los tiempos de inicio de la sonoridad (ingl. Voice Onset Time (VOT)) en las oclusivas sordas producidas por un grupo de alumnos bilingües de alemán y turco antes, durante y después de completar una serie de fichas de trabajo diseñadas para resaltar las semejanzas entre el turco y el español. Aunque los valores del VOT turcos son inferiores a los típicos del alemán, el rendimiento de los alumnos bilingües no se aproxima más a la lengua meta que el del grupo de control monolingüe alemán. Si bien los promedios durativos de ambos grupos de alumnos mejoran ligeramente tras completar el módulo de aprendizaje, el estudio demuestra que la adquisición de la pronunciación es muy individual y no se correlaciona directamente con los conocimientos teóricos sobre pronunciación.
... The present study examines the distribution of manner and frequency adverbs among child heritage speakers of Spanish. Spanish heritage speakers are usually exposed to the minority language at home and become more dominant in English after school immersion (Montrul 2008(Montrul , 2016(Montrul , 2022Polinsky 2018;Sánchez 2019;Shin et al. 2023;Valdés 2000). Specifically, we examine the extent to which child heritage speakers of Spanish born and raised in the United States (US) are sensitive to adverb placement in contexts where English and Spanish diverge in their surface word order. ...
We investigate the acquisition of adverb placement in Spanish among school-age child heritage speakers of Spanish born and raised in the US by Mexican parents. We examine frequency and manner adverbs with negative and positive polarity and the potential role of cross-linguistic influence, dominance, and experience in the path and rate of development. Fourteen child heritage speakers of Spanish born and raised in the US and twenty-five Spanish monolingual children from Mexico completed an elicited production task. Results showed that the heritage children produced significantly fewer verb-raising structures compared to the monolingual children, leading to a higher proportion of pre-verbal adverb use and adverb-final use. The heritage children treated manner and frequency adverbs with negative and positive polarity significantly differently. We also found a strong correlation between dominance and experience in the probability of producing specific adverbial positions. In other words, common adverbial positions in English were more likely to be produced with higher dominance and experience in English; likewise, Spanish adverbial positions were more likely to be used with higher dominance and experience in Spanish. We argue for differential outcomes in child heritage grammar due to differences in the path and rate of language development as well as the role of dominance and experience in child heritage language acquisition.
... 211-212) or of perceived foreign accent (e.g., Lloyd-Smith et al., 2017;Lloyd-Smith, 2020, and the most studied FL is clearly English. Research into L3 phonological acquisition of Romance languages, particularly in the context of migration-induced bilingualism -i.e., in learners who speak a heritage language (HL; see Valdés, 2000;Montrul, 2016;Polinsky, 2018) along with the surrounding language on a regular basis -is still rather sparse and is restricted to specific phonological domains. Some studies have investigated the production of L3 French initial stop consonants, namely Voice Onset Time (VOT) patterns, by early bilingual learners speaking Mandarin Chinese, Russian, or Turkish along with German and found signs of positive transfer from the HLs into the target language in some cases (Llama & López-Morelos, 2016;Gabriel et al., 2016Gabriel et al., , 2018Gabriel et al., , 2021; see also Geiss et al., 2021, for VOT in L3 English produced by Italian-German bilinguals). ...
... Por tanto, los cursos de español se convierten en un espacio en el que confluyen estudiantes de ELE, con gran diversidad cultural y social, y hablantes de herencia de español, un grupo con un perfil que también puede ser muy diverso. La definición ampliamente más utilizada para los hablantes de herencia es la de Valdés (2000) que los define como a una persona "que se cría en un hogar donde se habla un idioma que no es el inglés. El estudiante puede hablar o simplemente entender el idioma de herencia y ser, hasta cierto punto, bilingüe en inglés y en el idioma de herencia" (p. 1). ...
The Oral Academic Presentation (OAP) is a genre present in multicultural contexts in higher education in the US and Spanish-speaking countries. Due to the determinant role this oral genre plays in the process of academic socialization, it is essential to define the skills necessary for the students immersed in these academic contexts —Heritage Speakers and students of Spanish as a Foreign Language (L2)— to conduct effective presentations which would allow them to incorporate as members into the relevant academic or professional community. The interaction with the audience is one of the elements that contributes to the effectiveness and accuracy of a presentation. Therefore, this study seeks to identify and describe how students linguistically interact with the audience in the genre of oral presentations given by undergraduate Heritage speakers and L2 students. Using a corpus of oral presentations (n=15) in Spanish (Heritage speakers and L2 students) and the metadiscourse taxonomy proposed by Hyland (2005a), we study the engagement markers that codify interpersonal relationships and that allow to establish explicitly the presence of the audience in the discourse. The goal is to describe and contrast the metadiscourse used in the presentations given by the two groups to identify its metadiscursive patterns. The implications can be useful for the teaching of the genre of oral presentations, very much relevant in multicultural university contexts, and for students’ access
to discursive communities.
... Heritage language learners are exposed to the language of the country that their parents or grandparents migrated from Valdés (2000). This language, that they inherit from their family, is "decisively not the language of the greater society" (Cabo, 2012;p. ...
Introduction
To guarantee a reliable diagnosis of Developmental Language Disorder (DLD) in bilingual children, evaluating both languages is recommended. However, little is known about how DLD impacts the heritage language, and it is largely unknown whether bilingual children with DLD develop the heritage language at the same pace as their peers with typical development (TD).
Methods
For this longitudinal study that focused on children's grammatical development, we analyzed semi-spontaneous speech samples of 10 Turkish-Dutch children with DLD (bi-DLD) and 10 Turkish-Dutch children with typical development (bi-TD). Children were 5 or 6 years old at the first wave of data collection, and there were three waves of longitudinal data collection with 1-year intervals. In addition, data from 20 monolingual Dutch controls were analyzed (10 mono-DLD, 10 mono-TD).
Results and discussion
Results indicate that heritage language assessment can inform clinical diagnosis. In the case of Turkish spoken in the Netherlands, short sentences, the absence of the genitive suffix in simple constructions and avoidance of complex constructions that require possessive marking could potentially be clinical markers of DLD. Accusative case errors are also relatively frequent in bilingual Turkish-Dutch children with DLD, but these are less promising as a clinical marker because previous research suggests that omission and substitution of accusative case can be part of the input to Turkish heritage language learners. In Dutch, frequent omission of grammatical morphemes in the verbal domain coupled with a limited amount of overregularization errors could indicate that a child is at risk for DLD, both in bilingual and monolingual contexts. Cross-linguistic comparisons of error types in Turkish and Dutch confirm that, regardless of typological differences, children with DLD use short sentences, avoid complex structures, and omit grammatical morphemes. Longitudinal analyses revealed that children with DLD can develop the heritage language at the same pace as TD children, even if this language is not supported at school. Strong intergenerational transmission and heritage language maintenance among Turkish migrants in the Netherlands may be key.
... Эритажными (херитажными) носителями русского языка называются люди, эмигрировавшие из русскоязычной страны в детском возрасте или родившиеся за пределами русскоязычных стран, усвоившие русский язык естественным образом в домашних условиях, но использующие в качестве доминантного языка другой язык (об эритажных носителях см.Valdés 2000;Polinsky, Kagan 2007; Выренкова и др. 2014). ...
The monograph focuses on a special type of collocations–Support, or Light, Verb Constructions (SVCs). SVCs consist of a semantically reduced verb together with a noun (as the direct object or embedded in a prepositional phrase) that conveys core lexical meaning to the combination. SVCs often vary cross-linguistically, with languages using different strategies to conceptualize the same denotative situations. This study in line with the principles of the Integrated Contrastive Model, aims firstly to offer a corpus-driven contrastive cognitive-semantic description of SVCs in Russian and Italian based on the Construction Grammar model; and secondly to conduct a Contrastive Interlanguage Analysis of the use of Russian SVCs by Italian-speaking students. The findings of this study, in addition to its theoretical significance, may be useful in teaching Russian as a foreign language and could be of interest for lexicography.
... Polinsky and Kagan (2007) propose narrow and broad definitions of heritage language learners. The narrow definition is "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" (Polinsky & Kagan, 2007, p. 369;Valdes, 2000). The broad definition, which is more relevant to the present discussion, recognizes that some heritage language learners do not exhibit communicative competence but do have affective and communal ties to a language, as well as a range of motivations (Dornyei, 2005;Dornyei & Ushioda, 2009) and investments (Peirce, 1995). ...
... Acquisitional settings other than the consecutive learning of several FLs have long been ignored in phonological research: the first empirical studies investigating L3 acquisition in speakers of so-called heritage languages (HLs; see Valdés 2000;Montrul 2016Montrul , 2018Polinsky 2018) have been published only from the mid-2010s on. This is all the more astonishing as FL learning against the backdrop of migration-induced multilingualism is rather the norm than the exception in today's FL classrooms. ...
We address the question of whether German-Turkish learners of French are advantaged over same-aged German monolinguals due to prosodic similarities between Turkish and French. While no difference was found between groups concerning speech rate, F0 range and F0 variability, the bilinguals performed slightly (but non-significantly) more target-like regarding speech rhythm and intonation. However, individual target-like productions of French intonation were recognized as such by teachers of French in a rating task, which underpins the relevance of prosodic training in foreign language classrooms.
... The question of proficiency was discussed by Polinsky and Scontras (2020), who called HL speakers "a subset of bilinguals", or "unbalanced bilinguals", whose stronger language is the dominant, societal language and whose HL is the minority language of the society. Valdés (2000;2017) listed three main criteria for HL speakers: (1) growing up in homes where a non-dominant language is spoken; (2) speaking or understanding the HL; and (3) bilingual in the HL and the dominant language. ...
Mountain Jewish immigrants to Israel from the Eastern Caucasus used two
heritage languages, Juhuri (Judeo-Tat) and Russian. Juhuri was their home
and Russian the societal languages prior to migration. In Israel, Juhuri and
Russian are Heritage Languages and Hebrew is the societal language. The
present study reports on frequency of use and codeswitching behaviour
across three generations of Mountain Jewish speakers in order to
account for patterns of language maintenance and language shift
(LMLS). Audio-recorded conversations were collected from six female
middle-generation speakers (G1.5: ages 33–50) with their mothers (G1:
ages 60–75) and children (G2: ages 9–21). Findings for language use
showed significant cross-generational differences, where use of both
Russian and Juhuri declined and use of Hebrew increased across
generations. Juhuri was maintained only among G1 participants, G1.5
speakers using it mainly for comprehension and G2 speakers
abandoning it entirely. G1.5 participants maintained Russian for
interaction with parents but did not use it with their children, for whom
Hebrew was the dominant means of communication. Code-switching
data showed the same overall shift to Hebrew with some maintenance
of Russian among G1.5 speakers. Results are discussed in terms of LMLS
and motivations for code-switching.
... Heritage bilinguals tend to feel strong personal connections to their heritage culture. However, as a result of acquiring the majority language at an early age and being formally educated in the majority language, heritage bilinguals generally prefer using the language of the community as opposed to their home language(s) (Valdés, 2000;Scontras et al., 2015). ...
According to the 2020 U.S. Census Bureau, more than 66 million residents over the age of 5 in the United States speak a language other than English at home. Some bilinguals become dominant in the majority language that is spoken in the community as opposed to their native “heritage” language acquired at home. The objective of the current study was to uncover the predictors of language proficiency and cultural identification in different groups of heritage speakers. In our sample, heritage speakers acquired their heritage language first and English second and rated their proficiency in their heritage language lower than in English. We found that English proficiency was most reliably predicted by the duration of heritage language immersion, while heritage language proficiency was most reliably predicted by contexts of acquisition and exposure to both languages. Higher heritage language proficiency was associated with greater heritage language experience through friends and reading, less English experience through family, and later age of English acquisition. The trade-off between heritage language and English language experience was more pronounced for non-Spanish than Spanish heritage speakers. Finally, despite higher proficiency in English, cultural identification was higher with the heritage language, and was predicted by heritage language receptive proficiency and heritage language experience through family and reading. We conclude that self-reported proficiency and cultural identification differ depending on heritage speakers' native languages, as well as how the heritage language and majority language are acquired and used. Our findings highlight the importance of taking individual language history into consideration when combining different groups of heritage speakers.
... heritage language, vgl. Valdés, 2000;Montrul, 2016;Kupisch, 2019), die im natürlichen Umfeld erworben wurde, im familiären Umfeld verwendet wird und gegebenenfalls Förderung durch herkunftssprachlichen Unterricht erfährt. Zweitens verwenden sie als Umgebungsund schulische Bildungssprache das Deutsche, das sie entweder simultan mit der HS (doppelter L1-Erwerb) oder spätestens bei Eintritt in den Kindergarten bzw. ...
Die sprachlichen Ressourcen herkunftsbedingt mehrsprachiger Fremdsprachenlerner in Deutschland speisen sich grundsätzlich aus drei Quellen: Erstens sind sie Sprecher mindestens einer Herkunftssprache, die im natürlichen Umfeld erworben wurde, im familiären Umfeld verwendet wird und gegebenenfalls Förderung durch herkunftssprachlichen Unterricht erfährt. Zweitens verwenden sie als Umgebungs- und schulische Bildungssprache das Deutsche, das sie entweder simultan mit der HS (doppelter L1-Erwerb) oder spätestens bei Eintritt in den Kindergarten bzw. bei der Übersiedelung nach Deutschland als frühe L2 erworben haben. Drittens verfügen sie je nach Schulform über Kenntnisse in einer oder mehreren Fremdsprache(n), die sie wegen ihres mehrsprachigen Hintergrunds unter anderen Bedingungen erlernen als ihre lebensweltlich monolingualen Mitschüler(innen). Trotz verstärkter Forschungsaktivitäten auf dem Gebiet des Drittsprachen-/L3-Erwerbs während der vergangenen Dekaden kann das Lernen von Fremdsprachen im mehrsprachigen Klassenzimmer jedoch noch als ein von der Forschung unzureichend bearbeitetes Feld gelten. Dieses Kapitel berichtet über die Ergebnisse der Studien, die im Rahmen des Landesexzellenzclusters "Linguistic Diversity Management in Urban Areas" (LiMA) in Form einer auf die Fremdsprache Französisch fokussierten Ergänzungsstudie (F-LiPS) durchgeführt wurden und die den Französischerwerb vor dem Hintergrund typologisch so unterschiedlicher HS wie Russisch, Türkisch und Vietnamesisch (bzw. Mandarin-Chinesisch) in den Blick nehmen.
... Heritage language (HL) is an immigrant language that a speaker has personal relevance and the desire to (re)connect with Wiley (2005). In the U.S context, Valdés (2000) refers to HL speakers as individuals raised in homes where a language other than English (dominant language) is spoken and who are to some degree bilingual in English and the heritage language. They develop HL literacy mainly in the home environment, and receive English literacy instruction when entering school. ...
This study explored the effect of word knowledge facets (word-general and word-specific knowledge) on second language (L2) Chinese lexical inference by highlighting the moderating effect of language proficiency level and learners’ heritage status. L2 Chinese learners with a mixture of linguistic (low-intermediate and high-intermediate) and cultural (heritage and non-heritage) backgrounds completed a series of word-knowledge measurements as well as a lexical inferencing task. Through a moderated path model, the study demonstrated that word-general knowledge (morphological awareness) and word-specific knowledge (vocabulary knowledge) contributed to L2 Chinese lexical inference. In addition, the study underlined the moderating effect of heritage status on the correlation between word knowledge and lexical inference. Given the distinct patterns between heritage and non-heritage learners, morphological awareness may define the characteristics of reading profiles in the Chinese heritage learner population.
... However, since the turn of the millennium there has been a growing interest in both linguistics and language pedagogy to disentangle the multiple instances of cross-linguistic influence (CLI) that can be observed when a FL is learned against the background of more than one previously acquired language. This also holds true for the investigation of phonological learning: The "newly emerging dynamic area" (Cabrelli Amaro and Wrembel 2016, p. 395) of research into bilingualism is commonly subsumed under the umbrella term of third-language (L3) phonology, which addresses, first, "traditional" FL learning, i.e., the consecutive learning of several FLs by monolingually raised students (e.g., French as a second FL after Spanish as a first FL in an Englishspeaking educational context), and, second, the learning of a FL by pupils who speak a so-called heritage language (HL) (Valdés 2000;Montrul 2016;Polinsky 2018) along with the surrounding language. To date, the first line of investigation is clearly the dominating one, whereas the second one was pursued in only a minority of the studies available (for an overview see Cabrelli Amaro et al. 2015;Cabrelli Amaro and Wrembel 2016;Domene Moreno 2021, pp. ...
This paper investigates the intonation of L3 French, produced by six bilingual learners (ages: 15–17) who speak Turkish as a heritage language (HL) along with German and six same-aged monolingual German learners. We examined of a corpus of read speech in two respects: first, we determined the number of accentual phrases (APs) and, second, we extracted F0 values for each segment, normalized them, and calculated the deviations from the average values produced by three native controls (age: 21–23). Although the bilinguals were expected to outperform the monolinguals due to certain similarities between the intonational systems of French and Turkish, their mean deviation from the native contours was only slightly smaller than that of the monolinguals (difference not significant). To determine how strongly the bilinguals’ Turkish intonation was influenced by German and whether it could serve as a basis for positive transfer whatsoever, we compared their production in Turkish with data recorded from three monolingual Turkish L1 speakers (ages: 21–32) and five German learners of L2 Turkish (ages: 22–43). Results show that the bilinguals’ Turkish intonation does not deviate substantially from the monolinguals’ one, in contrast to the contours produced by the L2 learners. This suggests that metalinguistic and prosodic awareness should be fostered in heritage bilinguals to make them benefit from their full linguistic repertoire.
... Heritage language, also known as home language and community language, commonly refers to the minority language in the society that are endangered, or the language learned at home in childhood [1,2,3,4]. The HL learners tend to be more competent in using the dominant language and more likely to speak that language in daily life compared to the HL, if the learners are exposed to an environment with the dominant language that is not the HL for a long time. ...
يقترح هذا البحث مُقارَبةً تخاطبيةً لتدريس الصرف العربي المصمَّم لوارِثي اللغة، فإدراكًا للصعوبات التي يُواجهها هؤلاء المتعلِّمون في تحقيق الطلاقة اللغوية؛ يوفِّر هذا النهج إطارًا شاملاً لبناء الكلمات العربية باستعمال التحليل الدلالي والتخاطبي، ومن خلال الخوض في البنية الداخلية وآليات تكوين الكلمات، بما في ذلك الإلصاق، والصياغة الاشتقاقية، والضمُّ؛ تُمكِّن هذه الطريقة المتعلِّمين من كشفِ العلاقة المعقَّدة بين المبنى والمعنى، ومن خلال التركيز على استعمال اللغة في السياق التخاطبي؛ يمكن تعميق فهمِهِم صَرْفَ اللغة العربية بدراسة كيفية ربطِ العناصر الصرفية بمعاني الكلمات ووظائفها، وإذا ما تمكَّنا من تعزيز الفهم الواعي للقواعد والمبادئ الصرفية؛ أمكن لوارِثي اللغة توليدُ مجموعة واسعة من الكلمات البسيطة والمركبة، وتعزيز فهمِهِم الصرف الدلالي، وتسهيل اكتساب اللغة، وتعزيز مهارات الاتصال، وهذا يعزِّز تطوُّرهم اللغوي وثِقَتَهُم في مخاطباتهم، ويتوَّج البحث باقتراح تطبيقات عملية للفصول الدراسية، والدعوة إلى موادَّ تعليمية مخصَّصة تُلبِّي الاحتياجات الفريدة لوارِثي اللغة، ويسعى هذا المسلك إلى تعزيز النموِّ اللغوي لهؤلاء الطلبة، مما يُسهم في الحفاظ على اللغة والثقافة العربية والنهوض بهما.
In this paper, we propose adequate methodological approaches for Serbian as a heritage language based on the critical analysis of the existing Serbian Ministry of Education’s Curriculum for Serbian as a foreign language. This curriculum is recommended for use in Serbian heritage language education; however, it has been shown to be insufficiently effective in the classroom. The methods in question should benefit heritage speakers the most, such as communication-based methods and form-focused instruction, which enhance metalinguistic awareness. Additionally, we suggest an integrative model of teaching as we believe that cross-cultural approaches positively impact both types of students.
1. унапређење наставе српског као завичајног језика по узору на већ постојеће и примењене моделе у свету; 2. допринос усавр-шавању националне стратегије за учење и развој српског језика међу нашим сународницима и њиховим потомцима широм света. Посебан акценат у раду биће стављен на мотивационе подстицаје српске деце ван наше земље да уче и усавршавају српски језик као завичајни. Сврха примене овог глобалног наставног модела јесте да ученици, путем ак-тивизације "макро-приступа" у настави српског као завичајног, развијају и усавршавају комуникативне и социолингвистичке компетенције како би по-степено могли самостално и активно преузимати иницијативу и успоставља-ти отпималну динамику учења језика својих предака. Његова примена у срп-ским школама у иностранству може бити од огромног значаја за подстицање и неговање изворне националне свести и осећаја националне припадности међу ученицима српског порекла. Кључне речи: дијаспора, настава, макро-приступ, српски завичајни језик, на-ционална свест. Увод Интересовање за методику наставе српског као завичајног језика у на-шим академским круговима новијег је датума. Ово потврђује да је, иако са огромним са закашњењем, свест о бризи према нашим сународницима ван матице почела да се буди. Још од друге половине прошлог века огроман број наших држављана је почео емигрирати у земље западне Европе из еко-номских разлога, али је исељавање Срба кулминирало на самом крају ХХ века услед ратних збивања на Балкану. Нажалост, исељавање је настављено и у првим деценијама овога века тако да је биланс исељених лица поража-1 marina.janjic@filfak.ni.ac.rs
提要
通过分析美国宾夕法尼亚大学中文项目八门主要中文课程使用的三部教材《一言一行学中文》、《传承中文》、《新的中国》中汉字、词汇的数量与等级，本研究探讨《国际中文教育中文水平等级标准》在美国落地的挑战和意义，也为未来美国大学中文课程的总体设计、衔接和教材编写提供参考依据。
Few studies have explored the relationship between ethnic identity and language attitudes in heritage language speakers. Via self-reported questionnaire data, the present study examined correlational and causal connections between ethnic identity and language attitudes in three generations of Israeli and American Mountain Jews. Native to the eastern Caucasus, Mountain Jews immigrated in the 1990s to Israel and the United States, bringing with them two heritage languages, Juhuri and Russian. The effect of ethnic identity on language attitudes emerged as strong for both Juhuri and Russian, but varied across countries, generations, languages, and types of attitudes. Strong correlations between ethnic identity and language attitudes were found for both heritage languages in Israel, but in the United States the connection between Russian and Mountain Jewish identity was lost across generations. Results are discussed in terms of previous research on heritage languages, identity and attitudes, and highlight the revival of ethnic identity among second-generation immigrants.
Since the arrival of indentured immigrants to Mauritius in the 19th century, the teaching of the Telugu language has been present across various levels. Over time, it gained official recognition when it was formally incorporated into the curriculum as an ancestral language during the 1960s. The inclusion of ancestral languages as optional core subjects fulfils linguistic roles such as revitalisation, identity preservation, and cultural maintenance. This stands in contrast to compulsory subjects like English and French, which primarily serve as languages for epistemological development. Teachers teaching Telugu, like other ancestral languages, experience their role as teachers differently. This study delved into the nuances of these experiences. A case study design was employed to investigate and gain a deeper understanding of the experiences of teachers instructing Telugu in state secondary schools. Initial data sources, directed at the entire population, allowed me to obtain a comprehensive overview of the phenomenon and subsequently select participants for the subsequent phases. Adopting an interpretive phenomenological approach, I conducted semi-structured interviews with six participants in three distinct settings. The collected data were analysed through the application of a socio-cultural perspective and Bronfenbrenner's ecological systems theory. This approach and theory provided a framework to comprehend the experiences of a culturally and linguistically minority group of teachers within a multilingual environment. Various constructs and concepts such as ‘language power’, ‘’minority languages, ‘linguistic identity’, ‘language preservation’, and ‘revitalisation’ were unpacked and a thematic approach was employed to interpret and analyse the data. The study reveals that Telugu teachers exhibit a strong sense of attachment and belonging to the language of their immigrant forefathers, even though it is largely no longer spoken. Ascribing a distinct role and significance to their profession, these teachers exhibit language loyalty and actively contribute to the preservation of language. Telugu teachers are actively involved in the revitalisation process, and the existing language policies lead to transformations in identities and experiences of Telugu teachers over time. Telugu teachers mediate the use and study of the language by maintaining a home environment where Teluguness is omnipresent. Socio-cultural factors influence the experiences of teachers. Similarly, the participating Telugu teachers were socially involved and influenced by their engagement in socio-cultural activities in socio-cultural spaces.
The aim of this study is to examine the 3rd, 4th, and 5th level textbooks of the Turkish and Turkish culture course, prepared by the Ministry of National Education for Turks living in Europe and published in 2019, in terms of pragmatic competence and speech acts. The pragmatic information in the textbooks was collected directly through the document review method. The descriptive analysis method was adopted in the analysis of the data. A framework based on Vu's (2017) pragmatic tasks was created using Vellenga's (2004) classification to evaluate the pragmatic information in the textbooks. On this basis, it was determined that all three textbooks were informal and insufficient in terms of pragmatic competence and speech acts. No informative content for heritage language speakers in terms of pragmatic competence was encountered. Speech acts were conveyed to the heritage language speaker through implicit learning. In addition, it was observed that meta-pragmatic information related to speech acts, for example; when, where, and to whom it will be used, was not presented appropriately. Another finding is the lack of pragmatic activities, and it was determined that cultural activities, although few, were included in the textbook. In light of these findings, the need for a needs analysis for TTK textbooks has been expressed.
Linguistic autobiographies (LAs) promote meaningful personal communication about one's own identity, experiences, perceptions and emotions in connection with a language (Mercer 2013). LAs' critical pedagogical value has recently been highlighted; however, no known empirical research has focused on exploring in detail the expression of emotions and its connection to critical consciousness. In this study, linguistic autobiographies (n = 12) of Hispanic university students in the United States about their heritage Spanish are analysed. First, the content is examined based on the thematic components of Critical Language Awareness (CLA). Second, a metadiscourse analysis focusing on attitude markers is conducted to understand students' perceptions and emotions related to the use and learning history of their Spanish. The content analysis showed that the most recurrent critical themes addressed are language education experiences and the subordination of Spanish in the United States. Additionally, the results reveal that students' perceptions and emotions are linguistically realized through attitude markers; specifically, adjectives were the most frequently used form. The analysis of personal experiences regarding Spanish and to what extent they impact students emotionally contribute to highlight the peda-gogical value of LAs in developing heritage students' critical knowledge and supporting their emotional needs.
Code-switching is perhaps one of the most salient linguistic practices among Spanish-English bilinguals in the U.S.
Prior language and literacy support from home, community and heritage language (HL) schools provides young HL learners with linguistic and metalinguistic foundations for language and literacy development (Chinen & Tucker Heritage Language Journal 3:27-59, 2005; Koda et al. Chinese as a heritage language: Fostering rooted world citizenry (pp. 125–135). University of Hawai’i, National Foreign Language Resource Center. 2008; Mori & Calder Foreign Language Annals 46:290-310, 2013). To date, few studies have explored the contribution of early language experiences to later HL literacy development. The current study aimed to investigate the role of learner-external and input-based language and literacy support in adult HL literacy development. Two hundred and nine Chinese as a heritage language (CHL) learners participated in the study. They completed a language and literacy background survey as well as a series of Chinese reading measurements. Drawing upon multivariate analyses, the results demonstrated that early language and literacy experiences as a whole contributed to later HL reading development. More specifically, language and literacy experiences in the community had a more salient effect on CHL literacy development than did home-based experiences. The study underscored the importance of crossing boundaries between learner-internal linguistic capacities and learner-external sociocultural contexts in HL literacy maintenance.
Introduction. The article analyzes problem-solving mechanisms occurring in Buryat-Russian bilingual oral speech, the former being universal communicative strategies that enable bilinguals to construct and maintain Buryat language communication in the absence of some language resources and skills. Goals. The study attempts an analysis of extensive speech materials that include certain problem-solving mechanisms and aims at describing features of bilingual speech and essentials of social bilingualism from across the territories of ethnic Buryatia, as well as at showing analyses of such mechanisms be rewarding for explorations of Buryat-Russian bilingualism. Material and methods. The work examines recordings (speech narratives) of Tükherig TV Quiz Show (2019–2020) to have been attended by 285 bilinguals from different areas of ethnic Buryatia and with differing Buryat language proficiency levels. Speech portraits of the bilinguals contain details of their speech behavior individually indicating a certain problem faced and a mechanism employed to solve the latter. Reference editions prove instrumental in assessing efficiency of each specific mechanism activated and calculating correlations between age characteristics of the informants and task fulfillment rates, including actual communication language choices. Results. The paper reveals quite a number of various problem-solving mechanisms, identifies their activation reasons and logic. The narratives — though specific enough — make it possible to delineate features of social bilingualism in the region. Conclusions. The observations vividly confirm and illustrate findings of other researchers as to that the region’s communication paradigm is distinctly two-coded, with large layers of Buryat vocabulary remaining passive for Buryat-Russian bilinguals. This results in that though actively used basic words enable bilinguals to generate utterances in Buryat, the latter largely prove inaccurate and demonstrate no semantic diversity.
In der gegenwärtigen fremdsprachendidaktischen Diskussion nimmt die Frage nach Chancen und Herausforderungen, die mit der Nutzung digitaler Tools verbunden sind, großen Raum ein. Verstärkt wird dies nicht zuletzt dadurch, dass Lehrkräfte spätestens seit den durch die Corona-Pandemie bedingten Schulschließungen im März 2020 schlicht und einfach gezwungen waren, sich mit dieser Thematik auseinanderzusetzen. Der Beitrag fokussiert die Schulfremdsprache Französisch und nimmt dabei insbesondere den Erwerb der Prosodie in den Blick. Ziel ist es, exemplarisch aufzuzeigen, wie deutsch-türkische Französischlernende durch die Verwendung digitaler Tools und im Rahmen eines autonomen Lernprozesses hinsichtlich der Produktion von Intonationskonturen im Französischen als Fremdsprache unterstützt werden können. Ausgangspunkt hierfür ist der Befund, dass die Herkunftssprache Türkisch (im Gegensatz zum Deutschen) mit dem Französischen gewisse segmentale und prosodische Merkmale teilt, die für den Erwerb der zielsprachlichen Lautung jedoch kaum nutzbar gemacht werden. Um bei bilingualen
Französischlernenden vermehrt positiven Transfer aus der Herkunftssprache Türkisch
in die Fremdsprache zu fördern, wurde ein Modul mit sieben Lerneinheiten zum Prosodie-Erwerb entwickelt und mit sieben deutsch-türkischen Französischlernenden
im Alter von 15-17 Jahren erprobt. Mit dem Ziel, eventuelle Auswirkungen des Lernmoduls auf die Sprachproduktion der Lernenden in der Fremdsprache sowie auf deren Motivation, Französisch zu lernen, zu erfassen, wurden mit allen Versuchspersonen vor und nach der Durchführung Sprachaufnahmen gemacht und ein semi-fokussiertes Interview geführt.
This volume presents interdisciplinary findings on the relevance of multilingualism for the educational biographies of students in Germany. The focus is on linguistic, personal, and contextual factors that can influence learners' language development. Both quantitative and qualitative methods are used.
Introduction. The article analyzes problem-solving mechanisms occurring in Buryat-Russian bilingual oral speech, the former being universal communicative strategies that enable bilinguals to construct and maintain Buryat language communication in the absence of some language resources and skills. Goals. The study attempts an analysis of extensive speech materials that include certain problem-solving mechanisms and aims at describing features of bilingual speech and essentials of social bilingualism from across the territories of ethnic Buryatia, as well as at showing analyses of such mechanisms be rewarding for explorations of Buryat-Russian bilingualism. Material and methods. The work examines recordings (speech narratives) of Tükherig TV Quiz Show (2019–2020) to have been attended by 285 bilinguals from different areas of ethnic Buryatia and with differing Buryat language proficiency levels. Speech portraits of the bilinguals contain details of their speech behavior individually indicating a certain problem faced and a mechanism employed to solve the latter. Reference editions prove instrumental in assessing efficiency of each specific mechanism activated and calculating correlations between age characteristics of the informants and task fulfillment rates, including actual communication language choices. Results. The paper reveals quite a number of various problem-solving mechanisms, identifies their activation reasons and logic. The narratives — though specific enough — make it possible to delineate features of social bilingualism in the region. Conclusions. The observations vividly confirm and illustrate findings of other researchers as to that the region’s communication paradigm is distinctly two-coded, with large layers of Buryat vocabulary remaining passive for Buryat-Russian bilinguals. This results in that though actively used basic words enable bilinguals to generate utterances in Buryat, the latter largely prove inaccurate and demonstrate no semantic diversity.
European companies are losing significant amounts of business due to a lack of foreign language skills (CILT 2006). The command of languages other than German is nowadays required of almost 70 percent of all employees in Germany (Hall 2020). Although especially the use of the lingua franca English is widespread, Russian and Turkish are among the most useful languages in German foreign trade. In order to meet the labour market demand for multilingual skills on the one hand, and to improve personal career opportunities on the other hand, it appears important to motivate students to invest in their multilingual skills. According to rational choice theoretical approaches (e.g. Becker 1964; Boudon 1974), the perceived labour market value of multilingual skills can be assumed to be a potential determinant of students’ investments in their language skills and, as such, of their actual language skills. Using questionnaire data and language test results from the third wave of the study “Multilingual development: A longitudinal perspective” (MEZ), we investigate (1) how mono- and multilingual secondary school students perceive the labour market value of multilingual skills with respect to the realization of their individual occupational aspirations and (2) how the anticipated labour market benefits of multilingual skills are related to the students’ actual language skills. We focus on the school-taught foreign language English and the participants’ heritage languages Russian and Turkish. We estimate ordered logistics regression models to identify background-adjusted differences in the importance multilingual and monolingual students attribute to multilingual skills. Further, we estimate linear regression models in which students’ language skills are modelled as a function of the importance they attribute to the respective language skills. We find that both mono- and multilingual students are aware of the importance of multilingual skills in realizing their personal occupational aspirations. The analyses further reveal that multilingual students’ perceptions about the value of their multilingual skills are a significant predictor for their actual language skills as measured by our test instruments, whereas no systematic association was detected in the group of monolinguals.
Currently, questions of identity are very present, if not of growing importance. The concept of “linguistic identity” is dealt with in this monograph in a very fundamental way, taking into account the state of knowledge and research in other basic disciplines such as sociology, psychology, and philosophy, not least because the majority of the literature originates from these disciplines. In linguistic studies, the terminologies of these disciplines are usually simply adopted without reflecting on their actual fit.
The author approaches the identity development of multilingual Kui from a socio-psychological perspective. In particular, the role of language in the process of identity construction is discussed. The study sheds light on the so-called linguistic identity of multilingual speakers to deduce the resulting developments in multilingual societies. Starting from the subjective perception of the individual (micro-level), possible effects on the societal macro-level are considered.Usually referred to as “linguistic identity(ies)” in linguistic works, the term “identity” is generally used without examining its usefulness for the linguistic context. It is true that the terms “identity” and “linguistic identity” are increasingly used in publications of recent years; however, a closer examination of the underlying definitions and a review of the fundamental fit of the combination “identity” and “language” is only found in rudimentary form. This book seeks to fill this gap using the example of the Kui minority, who live in the border region of Thailand, Laos, and Cambodia.With a comprehensive examination of the concept of a “linguistic identity”, the volume makes a contribution to the further development of typological linguistics that goes beyond a mere adoption of terminologies from other disciplines. This book thus contributes not only to research on multilingualism and minority languages but also to research on multilingual contact phenomena and questions of identity in typological linguistics.
As critical language pedagogies are being implemented in heritage language (HL) settings, there is an increasing need to examine the impact of critical approaches in Spanish HL speakers. The present study examines how the development of HL learners’ critical language awareness (CLA) influences ethnic identity formation in a university-level course that adopts a critical approach to HL instruction. As part of the curricular content, a CLA instructional intervention, consisting of a 4-week unit (10 h), was implemented. First, to measure ethnic identity, at the beginning (pre) and at the end of the semester (post), students completed the Ethnic Identity Scale (EIS) and provided comments with their answers. Additionally, in order to examine CLA development before and after the intervention, participants completed an existing questionnaire, which addresses topics such as language variation, language ideologies, and bilingualism. Overall, the results show that students’ CLA levels increased from “somewhat high” to “high”. Furthermore, participants reported different ethnic–racial identity statuses, which moved toward ethnic identity achievement. Higher CLA levels were associated with an achieved positive status. These findings can contribute to a better understanding of the link between students’ CLA and ethnic identity in HL educational settings, where a critical language pedagogy is applied.
This study sought to evaluate the potential of a customized, video-based language learning instrument, the Cultural Video Project (CVP), which was designed to meet the needs of both heritage and non-heritage students learning Korean in a mixed university classroom setting. The CVP was a series of short authentic Korean video clips and matching assignments that the researcher created. The goal of this study was to design and create the CVP, document the implementation of the CVP, and then to assess the effect the CVP had on students' language and culture acquisition. The selected videos were adapted from contemporary Korean broadcasting programs and Korean films. Each video segment displayed linguistic structures, vocabulary, idiomatic expressions, and cultural conventions that were partly addressed in the course's elementary Korean curriculum. The CVP videos were available on the school's Blackboard for students to use for practice and review, and were presented during the classroom lessons. The findings reveal that through the CVP practice, students increased their cultural understanding, improved their listening skills, but there was no test score difference between heritage and non-heritage students. Students reported that authentic video instruction improved their understanding of language use in a variety of culturally specific social situations.
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