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.
