Heritage Language Literacy: Theory and Practice

2004 ◽  
Vol 2 (1) ◽  
pp. 26-44
Author(s):  
Joan F. Chevalier
Keyword(s):  
Heritage Language ◽  
Language Shift ◽  
Spoken Language ◽  
Theory And Practice ◽  
Writing Proficiency ◽  
Heritage Learners ◽  
Pedagogical Model ◽  
Literacy Theory ◽  
Language Literacy ◽  
Text Cohesion

This paper analyzes the process of intergenerational language shift from a sociolinguistic perspective and proposes a pedagogical model for expanding the stylistic range of heritage learners, targeting the development of writing proficiency. The model proposes that the curriculum should be organized so that students initially draw on their knowledge of the spoken language. The norms of various written genres are introduced gradually, progressing from less to more formal and more complex discourse types, with an emphasis on text cohesion.

Heritage Language Literacy: Theory and Practice

2004 ◽  
Vol 2 (1) ◽  
pp. 26-44
Author(s):  
Joan F. Chevalier
Keyword(s):  
Heritage Language ◽  
Language Shift ◽  
Spoken Language ◽  
Theory And Practice ◽  
Writing Proficiency ◽  
Heritage Learners ◽  
Pedagogical Model ◽  
Literacy Theory ◽  
Language Literacy ◽  
Text Cohesion

This paper analyzes the process of intergenerational language shift from a sociolinguistic perspective and proposes a pedagogical model for expanding the stylistic range of heritage learners, targeting the development of writing proficiency. The model proposes that the curriculum should be organized so that students initially draw on their knowledge of the spoken language. The norms of various written genres are introduced gradually, progressing from less to more formal and more complex discourse types, with an emphasis on text cohesion.

THE FACTORS THAT CAUSE THE LOSE OF ABILITY IN USING SUNDANESE OF ENGLISH LITERATURE STUDENTS IN UNIVERSITAS GUNADARMA

2018 ◽  
Vol 6 (1) ◽  
pp. 1-9
Author(s):  
Pradheka Aria Rangga
Keyword(s):  
Qualitative Method ◽  
Heritage Language ◽  
Social Economic ◽  
English Literature ◽  
Language Shift ◽  
Influential Factor ◽  
Demographic Factor ◽  
Dominant Factor ◽  
Political Factor ◽  
Data Source

In sociolinguistics, there is a phenomenon in which a community stops using their parent’s heritage language by making the use of the language in which they are located or stay as a mean of communication, it is called as a language shift. In this research, it aims to find out the factors that affected the students whose parents originated from Sunda not interested to learn their parent’s heritage language. Moreover, it aims to find out the most dominant factor that affected the students not interested to learn their parent’s heritage language. This research used the qualitative method and the data source comes from the students of English literature in Universitas Gunadarma. The result of this research shows the factors that affected the students not interested to learn their parent’s heritage language such as social, economic, and political factor, demographic factor, attitudes and values factors, education factor, migration factor, and bilingual or multilingual factors. Furthermore, education factor is assumed as the most dominant or influential factor to the students not interested to learn their parent’s heritage language, because all of the students choose agree to the education factor.

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.

Classroom Based Dialect Awareness in Heritage Language Instruction: A Critical Applied Linguistic Approach

2003 ◽  
Vol 1 (1) ◽  
pp. 44-57 ◽  
Author(s):  
Glenn Martínez
Keyword(s):  
Heritage Language ◽  
Language Variation ◽  
Language Instruction ◽  
College Level ◽  
Heritage Learners ◽  
Social Functions ◽  
Language Pedagogy ◽  
First Year College ◽  
Dialect Awareness ◽  
Linguistic Approach

The present paper argues that while the Spanish for Heritage Learners (SHL) profession has given ample attention to sociolinguistic issues such as linguistic standards and language variation in teacher training, it has not yet given sufficient attention to the promotion of dialect awareness among heritage learners themselves. After discussing the role of dialect in heritage language pedagogy, I review some of the ways in which dialect awareness has been fostered in existing SHL textbooks and ancillary materials. I argue that these approaches can be sharpened by attending to the social functions of language variation. I present a critical applied linguistic approach to dialect awareness that focuses on the indexical aspects of language variation in society. I discuss three strands of this approach to dialect awareness: functions of dialects, distributions of dialects, and evaluation of dialects. Finally, I suggest some activities to present these strands in a first year college level Spanish for heritage learners class.

Canadian heritage German across three generations: A diary-based study of language shift in action

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Doris Stolberg
Keyword(s):  
Heritage Language ◽  
Language Use ◽  
Language Shift ◽  
Language Choice ◽  
Current Paper ◽  
Fourth Generation ◽  
Heritage Speakers ◽  
Language System ◽  
Three Generations ◽  
Insight Into

AbstractIt is well known that migration has an effect on language use and language choice. If the language of origin is maintained after migration, it tends to change in the new contact setting. Often, migrants shift to the new majority language within few generations. The current paper examines a diary corpus containing data from three generations of one German-Canadian family, ranging from 1867 to 1909, and covering the second to fourth generation after immigration. The paper analyzes changes that can be observed between the generations, with respect to the language system as well as to the individuals’ decision on language choice. The data not only offer insight into the dynamics of acquiring a written register of a heritage language, and the eventual shift to the majority language. They also allow us to identify different linguistic profiles of heritage speakers within one community. It is discussed how these profiles can be linked to the individuals’ family backgrounds and how the combination of these backgrounds may have contributed to giving up the heritage language in favor of the majority language.

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