The Role of Linguistic Background in Interaction: A Comparison of Mixed and Matched Second Language and Heritage Language Learner Dyads

Hispania ◽  
2021 ◽  
Vol 104 (1) ◽  
pp. 43-59
Author(s):  
Florencia Henshaw ◽  
Lauren Hetrovicz
Keyword(s):  
Second Language ◽  
Heritage Language ◽  
Language Learner ◽  
Heritage Language Learner

Seeking Explanatory Adequacy: A Dual Approach to Understanding the Term Heritage Language Learner

2004 ◽  
Vol 2 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Maria Carreira
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Heritage Language ◽  
Second Language Learners ◽  
Family Background ◽  
Language Learner ◽  
Language And Culture ◽  
Heritage Language Learner ◽  
Explanatory Adequacy

What is a heritage language learner (HLL)? We argue that a pedagogically valuable answer to this question must do more than describe all individuals who ought be considered HLLs; it should also offer a roadmap for meeting the needs of HLLs with regard to language learning. To achieve this goal, which we refer to as achieving “explanatory adequacy”, the answer to the above question must 1) differentiate HLLs from second-language learners (SLLs), 2) differentiate HLLs from first-language learners (L1Ls), and 3) differentiate between different types of HLLs. In reference to the first task, we propose that HLLs are students whose identity and/or linguistic needs differ from those of second language learners by virtue of having a family background in the heritage language (HL) or culture (HC). In reference to the second task, we argue that unlike L1L-s, HLLs do not receive sufficient exposure to their language and culture to fulfill basic identity and linguistic needs. Consequently, they pursue language learning to fulfill these needs. Finally, with regard to the third task, we map out four categories of HLLs, each with different identity and linguistic needs. Along the way, we advocate for endowing all language courses where HLLs are enrolled with a focus on identity and language issues, as these relate to family background.

Attitudes and Motivations of Adult Spanish Language Learners: A Comparison of Heritage Language Learners and Second Language Learners

2014 ◽  
Vol 11 (1) ◽  
pp. 29-44 ◽  
Author(s):  
Janet S. Oh ◽  
Bertha A. Nash
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Heritage Language ◽  
Second Language Learners ◽  
Language Learner ◽  
Future Research ◽  
Heritage Language Learners ◽  
Background Factors ◽  
Learning Success

Research on background factors in adult language learners’ success has largely focused on first-time learners of a second language. In this study, we utilize a well-established second language learner model (the Socioeducational Model; Gardner, 1985a) to compare heritage language and second language learners in a first-semester college Spanish class. Participants (31 heritage language learners; 80 second language learners) completed a survey at the end of the semester assessing their ethnic identity, language backgrounds, attitudes and motivation toward learning Spanish. Course grades were collected as a measure of language learning success. Results indicate that heritage language learners and second language learners are similar on most background factors, but that the background factors predicting each group’s language learning success are quite different. Implications for our understanding of language learners and future research directions are discussed.

“I’m a Heritage Speaker of the Damascene Dialect of Arabic”: Negotiating the Identity Label of Arabic Heritage Language Learner

2019 ◽  
Vol 16 (3) ◽  
pp. 296-317
Author(s):  
Sara Hillman
Keyword(s):  
Language Learners ◽  
Heritage Language ◽  
A Priori ◽  
Classroom Interaction ◽  
Classroom Community ◽  
Arabic Language ◽  
Ethnographic Study ◽  
Language Learner ◽  
Heritage Speaker ◽  
Heritage Language Learner

Utilizing an ecological perspective of heritage language learner (HLL) identity (Hornberger & Wang, 2008), this study investigates how an underexamined group within HLL studies—language learners with diverse ties to the Arabic language—perceive the label of HLL and how they position themselves and their classmates relative to this label during interviews and in an advanced Arabic language classroom. I draw on interview, observational, and videotaped classroom interaction data collected as part of a larger ethnographic study of this classroom community and show how a priori educational labels assigned to these students did not always match with their self-concepts and ignored the nuances of their relationship to the umbrella term “Arabic.” These labels also affected students’ classroom roles, self-esteem, and participation in the classroom. I examine the implications of educational classifications and assigned identities that are constructed by stakeholders such as researchers, teachers, or administrators, rather than negotiated by the language learners themselves, and critique Arabic HLL as an identity and educational classification. Finally, I offer some suggestions for how to engage language learners (HLLs if they choose to identify themselves as such) in critical discussions about their relationship with the language of study.

scholarly journals Role of Self-Efficacy in Learning English as a Second language: A Comparative Study among ESL Learners in Pakistan

2019 ◽  
Vol 12 (1) ◽  
pp. 1163-1167
Author(s):  
Muhammad Saleem Rana ◽  
Muhammad Irfan Rai ◽  
Muhammad Zubair ◽  
Noor Muzammil
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Proficiency ◽  
Self Efficacy ◽  
Language Learner ◽  
Statistical Program ◽  
The University ◽  
Esl Learners ◽  
The Relationship

This article looks into the competence of second language acquisition investigating that how a language learner does learn English as a second language effectively by using his own abilities.Many studies have examined the function of Self-Efficacy in academic achievement, though as Pajares (2000) mentioned the relation of language achievement and Self-Efficacy has not been studied well and there has been small research in this regard. This made the researcher to investigate the relationship between Pakpattan ESL learners' language achievements and their Self-Efficacy. It also studies the variations of ESL learners’ Self-Efficacy and their majors. Besides, it explores the differences between ESL learners' majors and their language achievements. Population of this study was 200 ESL learners of The University of Lahore Pakpattan campus but 60 ESL learners from different departments of The University of Lahore Pakpattan campus selected for the sample of present study in order to measure ESL learners' language proficiency. Different types of tests applied for its measurement. A questionnaire was prepared and conducted. Computer statistical program SPSS XXII was used for statistics. Literature were reviewed and the work cited mentioned as well.

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