A collection of 10 papers preceded by an introduction and a section on Clusters of Research Areas by Joseph LoBianco (Language Australia), pp. 93-96). Papers as follows:
#1: Learning from History, by Terence Wiley, Arizona State University (pp. 96-99);
#2: External Pressures on Families, by Lily Wong Fillmore, University of California, Berkeley (pp. 99-102);
#3: The Role of Schools in Language Maintenance and Shift, by Reynaldo Macias, University of California, Los Angeles (pp. 102-104);
#4: Saturday-School Participation, Ethnic Identity and Japanese Language Development by Kiyomi Chinen and G. Richard Tucker, Carnegie Mellon University (pp. 104-106);
#5: The Role of Parents’ Knowledge about Bilingualism in the Transmission of Heritage Languages, by Sarah J. Shin, University of Maryland, Baltimore County (pp. 107-109);
#6: Native American Heritage Languages, by Christine P. Sims, University of New Mexico (pp. 109-113);
#7: Language Ideologies, by Norma González, University of Utah (pp. 113-115);
#8: Language Ideologies and the Teaching of Heritage Languages, by Guadalupe Valdés, Stanford University (pp. 116-118);
#9: Research Priorities: Heritage Languages in Policy Texts, by Joseph Lo Bianco, Language Australia (pp. 118-121);
#10: Biliteracy and Heritage Languages, by Nancy H. Hornberger, University of Pennsylvania (pp. 121-124)
In response to “Decommissioning normal: COVID‐19 as a disruptor of school norms for young people with learning disabilities”
