Ip, Maggie et al., eds. Proceedings: Forum on Heritage languages in British Columbia. Vancouver, B.C.: Heritage Language Association of B.C., 1982Ip, Maggie et al., eds. Proceedings: Forum on Heritage languages in British Columbia. Vancouver, B.C.: Heritage Language Association of B.C., 1982. Pp. 36.

1984 ◽  
Vol 41 (1) ◽  
pp. 140-140
Author(s):  
Marcel Danesi
Keyword(s):  
British Columbia ◽  
Heritage Language ◽  
Heritage Languages

Language Variation in Mandarin as a Heritage Language: Subject Personal Pronouns

2021 ◽  
Vol 18 (1) ◽  
pp. 1-29
Author(s):  
Xinye Zhang
Keyword(s):  
Social Factors ◽  
Heritage Language ◽  
Usage Pattern ◽  
Heritage Learners ◽  
Personal Pronouns ◽  
Heritage Languages ◽  
Language Program ◽  
Undergraduate Level ◽  
First Languages ◽  
L1 And L2

Abstract Because of limited language input, different dominant languages, and learners’ differing backgrounds, the acquisition of heritage languages is distinguished from the acquisition of L1 and L2. Few studies of Chinese as a Heritage Language (CHL) have explored whether students can acquire native-like sociolinguistic competence and language-specific variables with educational input. Based on a sociolinguistic variationist perspective, this study investigates the acquisition of variation between null and overt subject personal pronouns (SPP s) by heritage learners in an undergraduate-level Mandarin program. A total of 11,970 tokens were collected through classroom observation, sociolinguistic interviews, and narratives. Measuring mixed-effects logistic regression with Rbrul (Johnson, 2009), results show that the overall usage pattern of SPP s by CHL students largely resembled that in the input provided by the language program. Results also demonstrate that linguistic constraints including coreference, person and number, and verb type, and social factors such as discourse context, first languages, course level, and age of arrival had a significant effect on SPP expression by CHL learners. Implications for CHL development and variationist studies in heritage languages are discussed.

Heritage Language Instruction for Post-secondary Students from Immigrant Backgrounds

2001 ◽  
Vol 1 (1) ◽  
pp. 1-25
Author(s):  
Kimi Kondo-Brown
Keyword(s):  
Secondary Students ◽  
Intergenerational Transmission ◽  
Heritage Language ◽  
Indigenous Communities ◽  
The United States ◽  
Language Instruction ◽  
Short Paper ◽  
Future Research ◽  
Heritage Languages ◽  
Post Secondary

The “intergenerational transmission” of heritage languages (HLs) is crucial to the vitality of heritage language communities (especially for indigenous communities, where immigration is not a source of new speakers). We know, however, that HLs in the United States often do NOT survive well from one generation to the next as the shift to English takes place. In conjunction with the Second National Conference on Heritage Languages in America, a small group of researchers met to discuss priorities for research on intergenerational transmission of languages. Each of the ten researchers who participated prepared a short paper, posing research questions with some commentary to guide future research. Those papers form the major part of this article, covering topics related to language ecological patterns (in communities, families, and institutions), language ideology, measurement issues, and literacy.

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.

Using Materials in Refugee and Immigrant Adults' Heritage Languages in Instruction

2020 ◽  
pp. 422-447
Author(s):  
Fernanda Minuz ◽  
Belma Haznedar ◽  
Joy Kreeft Peyton ◽  
Martha Young-Scholten
Keyword(s):  
Adult Learners ◽  
Heritage Language ◽  
Literacy Learning ◽  
Cultural Integration ◽  
Formal Schooling ◽  
Heritage Languages ◽  
Language Resource ◽  
Reading Materials ◽  
Adult Immigrants ◽  
Community Access

There has been a shift in receiving countries and their education programs for adult immigrants around the world. A complete focus on immigrants' cultural integration and learning of the language of the country has shifted to an understanding that supporting heritage language maintenance benefits adults with little or no formal schooling in that language, including a more nuanced sense of identity, stronger second language (L2) and literacy learning, and confidence in supporting the schooling of the younger members of their communities. Teachers and tutors need, but lack, professional development focused on implementing instructional approaches that incorporate this new focus and on using reading materials in learners' languages. This chapter describes a new Online Heritage Language Resource Hub, which gives teachers, tutors, adult learners, and younger members of the community access to materials in hundreds of immigrants' languages. It also provides teachers ways to use the reading materials in the Hub in their classes with adult learners.

Joy Kreeft Peyton, Donald A. Ranard, & Scott McGinnis (eds.), Heritage languages in America: Preserving a national resource. Washington, DC: Center for Applied Linguistics and Delta Systems, 2001. Pp. vi, 327. Pb $20.95.

2003 ◽  
Vol 32 (3) ◽  
pp. 438-441
Author(s):  
Lida Dutkova-Cope
Keyword(s):  
Heritage Language ◽  
The United States ◽  
Washington Dc ◽  
Long Beach ◽  
Comprehensive Overview ◽  
Heritage Languages ◽  
Call To Action ◽  
The Us ◽  
The Subject ◽  
National Resource

This volume, a product of the First National Conference on Heritage Languages in America, held in Long Beach, California, in 1999, opens with the editors' introduction, followed by fourteen chapters within five thematic sections: “Defining the field,” “Shaping the field,” “Educational issues,” “Research and practice,” and “A call to action.” Together, they make a compelling case for the need to preserve and exploit heritage languages in the US as a national resource. The book provides a comprehensive overview of pressing issues and challenges within the growing field of heritage language (henceforth HL) education, and it successfully demonstrates “why those who are involved in the heritage language movement believe that it is important for the United States to preserve its non-English languages” (5). The volume is intended primarily for “educators, community leaders, researchers, grant makers and policymakers” (5), though its clear, nontechnical language makes it accessible to any reader interested in the subject. Its effective thematic organization, likely to appeal to both novice and expert readers, and its overall coherence, accentuated by ample cross-referencing, testify to careful editorial preparation and suggest the desire of all involved to speak with one voice as they build their case and issue a call for action on behalf of heritage languages in the US.

Introduction to Heritage Language Development

2019 ◽  
pp. 417-433
Author(s):  
Silvina Montrul ◽  
Maria Polinsky
Keyword(s):  
Heritage Language ◽  
First Generation ◽  
Language Change ◽  
Age Of Onset ◽  
Point Of View ◽  
Heritage Speakers ◽  
Heritage Languages ◽  
First Generation Immigrants ◽  
Heritage Language Development

This chapter presents and analyses main factors that contribute to attrition in heritage languages. It shows that heritage speakers are a highly heterogeneous population from both a psycholinguistic and sociolinguistic point of view. In principle, their language can differ from the language of their input (baseline language, usually that of first-generation immigrants to a new country). The differences can be due to how the heritage language developed under reduced input conditions, interference from the dominant language (transfer) and innovations in the grammar, potential changes incipient in the input, and attrition proper. The latter is particularly apparent when the language of adult heritage speakers is compared with the language of bilingual children; such children outperform heritage speakers on a variety of linguistic properties. The critical factors that affect language change in heritage speakers include the age of onset of bilingualism and quantity/quality of input.

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 impact of the socio-economic status on the German receptive noun and verb vocabulary in simultaneous bilingual children with Russian and Turkish as heritage languages

2019 ◽  
Vol 62 ◽  
pp. 76-88
Author(s):  
Maria Antonietta Osso
Keyword(s):  
Heritage Language ◽  
Language Skills ◽  
American English ◽  
Economic Status ◽  
Bilingual Children ◽  
Positive Relation ◽  
Common Pattern ◽  
Heritage Languages ◽  
Socio Economic Status ◽  
Language Groups

A growing body of evidence shows a positive relation between the language skills of a child and the socio-economic status (SES) of his/her parents. These studies have mainly been conducted in an American English monolingual context. The current paper addresses the question of whether SES has a comparable impact on the simultaneous bilingual language acquisition. In this study, noun and verb test scores of German simultaneous bilingual children with Turkish and Russian as heritage languages are related to the SES of their parents – to verify the existence and the nature of a common pattern. The results do not show common patterns across the two heritage language groups, suggesting the existence of other confounding factors.  

scholarly journals Mixed-Heritage Individuals’ Encounters with Raciolinguistic Ideologies

2021 ◽  
Author(s):  
Aurora Tsai ◽  
Brenda Straka ◽  
Sarah Gaither
Keyword(s):  
High Pressure ◽  
Social Exclusion ◽  
Heritage Language ◽  
Native Speakers ◽  
Work Environments ◽  
Standard English ◽  
Language Practices ◽  
Language Abilities ◽  
Heritage Languages ◽  
Mixed Heritage

Mixed-heritage individuals (MHIs) are known to face high levels of social exclusion. Here, we investigate how raciolinguistic ideologies related to one’s heritage language abilities add to these exclusionary experiences. The results from 293 MHIs reveal frequent experiences of marginalization from members of each of their heritage communities because their racial appearance and language practices are perceived as deviant and outside imagined ‘monoracial’ norms. Specifically, over half of respondents described experiences of exclusion for not speaking their minority heritage languages with the same accent or manner or fluency associated with ‘monoracial’ native speakers of their heritage languages or dialects. Another subset described high pressure to speak ‘proper English’ in White dominant work environments. These results extend past MHI work by empirically documenting the ‘monoracial-only’, monoglossic, and ‘Standard English’ ideologies that contribute to the continued social exclusion of MHIs.

scholarly journals Dealing With Language Gap in a Hungarian-English Early Childhood Classroom

2022 ◽  
pp. 1476-1502
Author(s):  
Eva Csillik ◽  
Irina Golubeva
Keyword(s):  
Early Childhood ◽  
Heritage Language ◽  
Applied Linguistics ◽  
Early Childhood Classroom ◽  
Heritage Languages ◽  
Multilingual Education ◽  
Short Period ◽  
The World ◽  
Language Survival

The term ‘translanguaging' has been widespread in the field of Applied Linguistics in a short period of time, and just as quickly, it infiltrated in the field of Multilingual Education. Translanguaging is mostly seen as an opportunity to build on multilingual speakers' full language repertoire in the classroom in order to make sense of the world around them. At the same time, translanguaging might be seen as a threat for heritage language survival because heritage languages are forced to immerse in the mainstream language(s). The authors observed pedagogical translanguaging practices in the AraNY János Hungarian Kindergarten and School (USA) to understand how English was used in teaching the heritage language and to discover how bridging existing language gaps between speakers worked in the practices of bilingual pedagogues. The overarching aim of this study was to reveal some of the pedagogical translanguaging strategies used to deal with occurring language gaps.

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