scholarly journals Heritage Language and Ethnic Identity: A Case Study of Korean-American College Students

2009 ◽  
Vol 11 (1) ◽  
Author(s):  
Clara Lee Brown
Keyword(s):  
College Students ◽  
Ethnic Identity ◽  
Language Proficiency ◽  
Heritage Language ◽  
Korean American ◽  
Heritage Languages ◽  
Negative Stereotypes ◽  
High Level ◽  
Heritage Language Speakers

The current study explores how heritage language proficiency affects the ethnic identity of four Korean-American college students who have maintained a high level of heritage language proficiency. Findings from in-depth interviews are consistent with previous studies which show close relationships between heritage languages and ethnic identity, yet the study reveals that a high level of heritage language proficiency is not necessarily associated with a heightened sense of ethnic identity for the selected students. Interview data suggest that participants’ perceived expectations from society in general contribute to identity conflicts. A path to maintaining heritage language should start from creating a safe environment, especially in schools where heritage language speakers are protected from negative stereotypes.

scholarly journals Fluid identity play: A case study of a bilingual child’s ethnic identity construction across multiple contexts

2020 ◽  
Vol 18 (2) ◽  
pp. 200-213
Author(s):  
Hyonsuk Cho ◽  
X. Christine Wang
Keyword(s):  
Ethnic Identity ◽  
Identity Development ◽  
Language Proficiency ◽  
Korean American ◽  
Positioning Theory ◽  
Bilingual Students ◽  
Ethnic Identity Development ◽  
The Social ◽  
Peer Dynamics

Informed by positioning theory as well as a nexus of multimembership, the year-long case study examined how a 7-year-old Korean American bilingual child, Meeso, constructed her ethnic identity across different educational contexts. Data were collected through observations of Meeso’s interactions with her monolingual and bilingual peers and teachers. Discourse analysis revealed that Meeso constructed fluid ethnic identity positionings depending upon how she desired to position herself and to be positioned by others. We also identified that the social context, language proficiency, and peer dynamics were related to the process. Based on the findings, we discuss the roles of context, language, and peer interaction for bilingual students’ ethnic identity development.

Advanced Proficiency: A Practitioner’s Perspective on this Special Issue

2013 ◽  
Vol 10 (2) ◽  
pp. 139-152
Author(s):  
Maria Carreira
Keyword(s):  
Language Learners ◽  
Heritage Language ◽  
Linguistic Knowledge ◽  
Heritage Language Learners ◽  
Heritage Languages ◽  
Instruction And Curriculum ◽  
Advanced Proficiency ◽  
High Level ◽  
Heritage Language Speakers ◽  
Shed Light

The papers in this issue seek to shed light on the role that these and other factors play in the development of heritage languages and the achievement of high-level proficiency by heritage language learners (HLLs). Addressing three general areas of inquiry: (1) the linguistic knowledge and needs of advanced heritage language speakers, (2) assessment, and (3) instruction and curriculum and program design, these papers alert us to the complexity of the issues surrounding the development of advanced proficiency and orient us to key considerations in the design of effective instructional practices.

scholarly journals Variation and stability of American Norwegian /r/ in contact

2021 ◽  
Author(s):  
David Natvig
Keyword(s):  
United States ◽  
Heritage Language ◽  
Heritage Languages ◽  
Midwestern United States ◽  
Acoustic Data ◽  
The Core ◽  
Heritage Language Speakers ◽  
Modular Framework ◽  
Over Time ◽  
Phonological System

Abstract Sound patterns in heritage languages are often highly variable, potentially with influences from majority languages. Yet, the core phonological system of the heritage language tends to remain stable. This article considers variation in the phonetic and phonological patterns of /r/ in American Norwegian heritage language speakers from neighboring communities in western Wisconsin, in the Upper Midwestern United States. Drawing on acoustic data from speakers born between 1879 and 1957, I examine the distribution of four rhotic allophones, including an English-like approximant, over time. These data reveal an increase of approximants that is structured within the Norwegian phonological system and its processes. Furthermore, analyzing these changes with the proposed modular framework provides clarity for how heritage language sound systems do and do not change under contact and contributes to our understanding of the asymmetric phonetic and phonological heritage language patterns.

scholarly journals Heritage language speakers in university education in Japan: Perspectives for an inclusive society.

Elia ◽  
2021 ◽  
pp. 86-125
Author(s):  
Veri Farina
Keyword(s):  
Educational System ◽  
Heritage Language ◽  
Point Of View ◽  
University Education ◽  
Heritage Speakers ◽  
Heritage Languages ◽  
University Level ◽  
The One ◽  
The University ◽  
Heritage Language Speakers

The educational system in Japan has traditionally been focused on the “one nation, one language” ideology. This has led to the marginalization of indigenous and immigrant languages. As a consequence, heritage speakers are dealing with the loss of their heritage languages. However, there are isolated movements addressing the maintenance of the heritage languages, though they haven’t had a long-lasting effect on the educational system. In an attempt to contribute to reversing this language and identity loss, we based our research on two main points: 1) the belief that creating an informed partnership will help heritage language speakers (HLS) to integrate in the mainstream education space (Cummins, 2014) and 2) confidence in the importance of interconnecting the isolated movements for language maintenance. Would it be possible to achieve it in the Japanese educational context? Can we start scaffolding this new structure of informed partnership from the university level? In order to try to prove this point of view successfully, this article describes the creation at the university level of a class about Heritage languages and speakers in Japan, inspired by the Content and Language Integrated Learning model (CLIL). This class was meant to support and interact with another class called “Spanish for heritage students” that was developed at the same university. The student population is 14, almost half of them with a heritage language or culture. The course duration was one semester. The contents that were selected to reach the class goals are mentioned, as well as some points of view regarding what should be done to shift the Japanese educational system from a homogeneous stance to a multicultural inclusive posture. And in such a short time we could evidence an evolution in students’ critical awareness of the current immigrants’ heritage language and cultural situation in Japan. Working with specific vocabulary, reading from authentic sources, discussing contemporary articles among them, they could give shape to their thoughts in Spanish in order to express their opinions and possible solutions to this important matter.

scholarly journals Developing Linguistic/Cultural Competence in Heritage Languages

2019 ◽  
Vol 34 (7) ◽  
pp. 1302-1302
Author(s):  
T Judd ◽  
O Sanchez
Keyword(s):  
Interpersonal Communication ◽  
Language Proficiency ◽  
Clinical Competence ◽  
Heritage Language ◽  
Language Skills ◽  
Cultural Resources ◽  
Heritage Languages ◽  
Professional Literature ◽  
Cognitive Academic Language Proficiency ◽  
Research Populations

Abstract The field of neuropsychology is diversifying its workforce, in part, to access linguistic/cultural resources that can aid in the provision of improved services to our research and clinical populations. Consequently, a growing number of people enter the field with knowledge of a heritage language learned at home. To exploit this resource optimally, the profession needs to incorporate training for clinical competence in the heritage language/culture. Many entering the field have Basic Interpersonal Communication Skills (BICS) in their heritage language, but not Cognitive Academic Language Proficiency Skills (CALPS) or clinical proficiency. Based on our training experiences, we present a comprehensive, aspirational model of honing clinical competence in the heritage language that includes the following components: Goal settingTraining planAcademic creditMentoringPeer supportEvaluating language needsFormal language instructionInterpreter trainingLanguage Immersion experiencesClinically-directed language learningAccessing in-language professional literature, tests, and other resourcesTraining in basic cultural competenciesLearning about heritage culture academically and clinicallyEasing into in-language clinical experienceSupervisionAttention to language skills during clinical trainingContinuous learning This general model needs to be flexible in its application due to variability in the trainee’s base language skills, available faculty and resources, available clinical and research populations, individual goals, and language-specific characteristics.

scholarly journals Socialization of Language Through Family Language Policy: A Case Study

2014 ◽  
Vol 18 (1) ◽  
pp. 53-66 ◽  
Author(s):  
Orly Kayam ◽  
Tijana Hirsch
Keyword(s):  
Language Policy ◽  
Heritage Language ◽  
Language Maintenance ◽  
Family Language Policy ◽  
Heritage Languages ◽  
Heritage Language Maintenance ◽  
Family Language ◽  
English Dominant

Abstract Challenges of heritage language maintenance and benefits of bilingualism have been widely acknowledged. Heritage language maintenance research most oft en focuses on heritage languages in English-dominant societies. This paper presents a case study on family language policy experiences, strategies, and outcomes led by an American-born mother in her effort to maintain and promote English, her heritage language, within the home in the Hebrew-dominant environment in Israel

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