Heritage Languages and Bilingualism in the United States

2019 ◽  
pp. 1047-1068
Author(s):  
Steven L. Driever ◽  
Nazgol Bagheri
Keyword(s):  
United States ◽  
The United States ◽  
Heritage Languages

Phonological Complexity: Bernese Swiss German in Ohio and Misiones

2021 ◽  
Vol 18 (2) ◽  
pp. 1-26
Author(s):  
Robert Klosinski ◽  
Andrew D. Hoffman
Keyword(s):  
United States ◽  
Language Change ◽  
The United States ◽  
Heritage Languages ◽  
Swiss German ◽  
Local Contact ◽  
Additional Reference ◽  
Phonological Complexity

Abstract This article investigates the notion of complexity as it applies to two phonological characteristics of Heritage Bernese Swiss German, namely /l/-vocalization and /nd/-velarization. We survey literature on the role of complexity in language change generally, as well as how it applies to heritage languages specifically. We then present findings from our study of two groups of Heritage Bernese speakers, one in the United States and one in Argentina, with additional reference to the local contact languages. Our findings suggest that the loss of /nd/-velarization in Misiones, Argentina is most likely the result of an internally-driven reduction of complexity. For both the Ohio and Misiones communities, however, /l/-vocalization has been maintained. We conclude by discussing the importance of research into language dyads beyond those in the United States as well as pursuing research on lesser-studied heritage languages.

Introduction: Vitality of Heritage Languages in the United States: The Role of Capacity, Opportunity, and Desire

2013 ◽  
Vol 10 (3) ◽  
pp. i-viii
Author(s):  
Joseph Lo Bianco ◽  
Joy Kreeft Peyton
Keyword(s):  
United States ◽  
Policy Development ◽  
National Level ◽  
The United States ◽  
Minority Languages ◽  
Specific Context ◽  
Heritage Languages ◽  
Development Opportunity ◽  
Intergenerational Connections

A framework to examine vitality of languages in a specific context, developed by Francois Grin and elaborated by Joseph Lo Bianco, specifies that three conditions are necessary for language vitality and revitalization: Capacity Development, Opportunity Creation, and Desire (COD). This framework was developed as a tool to help communities and governments support regional and minority languages and to promote policy development at the national level related to language revitalization and use. The framework is used in this issue as a guide for examining the vitality of languages spoken in the United States as “heritage” languages, which are spoken by individuals who have home, community, and intergenerational connections with the languages as well as some proficiency in them.

Asian Immigrant Communities' Civic Participation in Cultivating Bilingualism and Biliteracy in the United States

2019 ◽  
pp. 157-171
Author(s):  
Kwangok Song
Keyword(s):  
United States ◽  
Heritage Language ◽  
Immigrant Students ◽  
The United States ◽  
Immigrant Communities ◽  
Asian Immigrant ◽  
Heritage Languages ◽  
Heritage Language Schools ◽  
Children's Literacy ◽  
Language Schools

This chapter discusses how Asian immigrant communities in the United States cultivate Asian immigrant children's literacy learning in their heritage languages. Although the United States has historically been a linguistically diverse country, bilingualism has not always been valued and acknowledged. Strong social and institutional expectations for immigrants to acquire the socially dominant language have resulted in language shifts among immigrants. Concerned about their descendants' heritage language loss, Asian immigrant communities make organized efforts to establish community-based heritage language schools. Heritage language schools play an important role in immigrant children's learning of their heritage language and culturally appropriate ways of behaving and communicating. It has also been noted that heritage language schools encounter several challenges in motivating heritage language learners. Heritage language schools should be considered as complementary education for immigrant students because they take critical responsibilities to support immigrant students' language and literacy development in their heritage languages.

scholarly journals Asian Heritage Languages in the United States

2021 ◽  
pp. 205-229
Author(s):  
Shereen Bhalla ◽  
Na Liu ◽  
Terrence G. Wiley
Keyword(s):  
United States ◽  
The United States ◽  
Heritage Languages

Trading tongues: loss of heritage languages in the United States

English Today ◽  
1999 ◽  
Vol 15 (4) ◽  
pp. 21-30 ◽  
Author(s):  
Leanne Hinton
Keyword(s):  
United States ◽  
The United States ◽  
Asian Immigrants ◽  
Heritage Languages

Excerpts from the ‘language biographies’ of children of Asian immigrants who have grown up in America

Asian Immigrant Communities' Civic Participation in Cultivating Bilingualism and Biliteracy in the United States

2022 ◽  
pp. 66-80
Author(s):  
Kwangok Song
Keyword(s):  
United States ◽  
Heritage Language ◽  
Immigrant Students ◽  
The United States ◽  
Immigrant Communities ◽  
Asian Immigrant ◽  
Heritage Languages ◽  
Heritage Language Schools ◽  
Children's Literacy ◽  
Language Schools

This chapter discusses how Asian immigrant communities in the United States cultivate Asian immigrant children's literacy learning in their heritage languages. Although the United States has historically been a linguistically diverse country, bilingualism has not always been valued and acknowledged. Strong social and institutional expectations for immigrants to acquire the socially dominant language have resulted in language shifts among immigrants. Concerned about their descendants' heritage language loss, Asian immigrant communities make organized efforts to establish community-based heritage language schools. Heritage language schools play an important role in immigrant children's learning of their heritage language and culturally appropriate ways of behaving and communicating. It has also been noted that heritage language schools encounter several challenges in motivating heritage language learners. Heritage language schools should be considered as complementary education for immigrant students because they take critical responsibilities to support immigrant students' language and literacy development in their heritage languages.

“It is the hardest to keep”: Kurdish as a heritage language in the United States

2016 ◽  
Vol 2016 (237) ◽  
Author(s):  
Jaffer Sheyholislami ◽  
Amir Sharifi
Keyword(s):  
United States ◽  
Heritage Language ◽  
Second Generation ◽  
The United States ◽  
Future Generations ◽  
Minority Languages ◽  
Community Members ◽  
Heritage Languages ◽  
The Us ◽  
First And Second Generation

AbstractThis article situates the Kurdish language within the diasporic context of the United States, and explores the roles that the language plays for the community. This is investigated through a mixed method encompassing literature and media reviews, interviews with community members and leaders, and a survey conducted among the Kurds in Southern California. The findings show that both first and second generation Kurds see their language not only as a symbol of their cultural identity and survival but a means of building and maintaining relations with each other, with other Kurds in the US, with relatives in the homeland, and also with their heritage. Nevertheless, members of the second generation think that language constitutes one of the most challenging cultural heritage elements to keep for many linguistic, socio-economic, cultural, and political reasons. The article concludes that there are no easy ways of maintaining minority languages like Kurdish much less transmitting them to future generations. The prospect for a promising future seems highly unlikely as long as heritage languages in the US are perceived as personal choices only, and the state does not assume responsibility for their maintenance let alone their transmission to future generations of newer immigrants.

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