« Maine French Heritage Language Program »

2018 ◽  
Author(s):  
Julie Bernier-Carbonneau
Keyword(s):  
Heritage Language ◽  
Language Program

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.

Implementing multicultural policy: an analysis of the heritage language program, 1971–1981

1991 ◽  
Vol 34 (4) ◽  
pp. 664-675
Author(s):  
Clement Hobbs ◽  
Ian Lee ◽  
George Haines ◽  
Leo Driedger
Keyword(s):  
Heritage Language ◽  
Language Program ◽  
Multicultural Policy

scholarly journals A manutenção do espanhol e a consciência linguística das crianças peruanas no Japão: um experimento de aulas de língua espanhola (amigos espaneses) no empoderamento da identidade

2016 ◽  
pp. 94-122
Author(s):  
Sachie Miyazaki
Keyword(s):  
Heritage Language ◽  
Language Education ◽  
Linguistically Diverse ◽  
Japanese Culture ◽  
Minority Children ◽  
Language Program ◽  
The Public ◽  
Foreign Population ◽  
First Languages ◽  
Culture Education

Japan has experienced a growth in its foreign population during the last two decades. In many ways, the growth has brought diversity to Japanese culture, education, and communities. During the first decade especially, educators did not have specialized training and struggled teaching culturally and linguistically diverse children. Although the situation has been improving for both teachers and children, it is still difficult for children to maintain their first languages and cultural identity in Japan. One reason for this difficulty is that governmental support tends to emphasize language education at early stages, and there is a lack of understanding of the importance of nurturing bilingual children in the public educational system. This paper examines how heritage language program can empower minority children in Japan.

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