Heritage Learners

A compilation of helpful resources

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The world language profession has witnessed a growth in the Heritage Language (HL) subfield, giving way to various facets such as its own resource center (the National Heritage Language Resource Center -NHLRC), conferences (e.g., the “Symposium on Spanish as a Heritage Language”; “International Conference on Heritage/Community Languages”), coalitions (“Coalition of Community-Based Heritage Language Schools”), professional developments and workshops, its own journal (e.g., The Heritage Language Journal), and countless published articles

However, despite considerable support in the academic community, there still exists a paucity of adequate information, training, and resources for both teachers of heritage language speakers, and the learners themselves. As a result of the amount of exposure, education, and total immersion in the majority language (in the case of United States, English), most heritage language speakers retain their heritage language for the sole purpose of communicating with their families and in their communities. The absence of opportunities for formal education in their heritage language, as well as lack of empowerment and support contribute to the abandonment of the continuation of learning their heritage language (Beaudrie & Fairclough, 2012; Montrul, 2022; Valdés, 2000). As such, assimilation to the majority language country’s culture (in this case, United States), frequently leads to language loss in the second and third generations. However, with adequate resources and support, many heritage speakers are able to develop their English language skills and continue to develop their proficiency in their heritage language (Zamora, 2013).

Support for Heritage Language Learners varies by language and location. The most common options include:

  • Community-Based Schools: Many ethnic communities in the United States have established schools to support heritage language learning. These come in different formats, such as weekend, after-school, or summer programs, and sometimes are affiliated with a local church or a foreign organization. Information about existing programs is available through local heritage-speaking community organizations.
  • All-Day Schools: Many schools offer instruction in the heritage language, be it in the form of bilingual or dual-language immersion programs or foreign language electives. To maximize learning, heritage language-specific instruction, as opposed to instruction aimed at students with no background in the language, is preferable.
  • Study Abroad Programs: For older children, studying in a country where the heritage language is spoken presents many benefits. Research shows that in addition to improving their language skills, heritage speakers who participate in study abroad programs gain self-confidence and deepen their cultural knowledge. In general, travel abroad, with or without formal study, is one of the best ways to boost your child’s language skills.
Assessments

Assessments for Heritage Learners

Assess proficiency and performance across the modes of communication to provide an accurate measure of learners’ language ability with level and support the Seal of Biliteracy.

ACTFL Member Resources

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ACTFL Special Interest Group Spanish for Heritage Learners SIG

Online discussions, webinars, and more: free for all ACTFL Members to join

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ACTFL Special Interest Group Heritage Languages SIG

Online discussions, webinars, and more: free for all ACTFL Members to join

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Recorded webinar ACTFL Members access the course in ACTFLearn Central

The Multilingual Turn: Translanguaging in the Heritage Classroom

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TLE Article Access the article

Supporting Heritage and Native American Language Learners: Framing Why and How

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FLA Article ACTFL Members access the online article

Effects of Community Service-Learning on Heritage Language Learners' Attitudes Toward Their Language and Culture

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FLA Article ACTFL Members access the online article

The effect of dyad type on collaboration: Interactions among heritage and second language learners

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FLA Article ACTFL Members access the online article

The Role of the Colloquial Varieties in the Acquisition of the Standard Variety: The Case of Arabic Heritage Speakers

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Web page Language Connects Foundation

Heritage Learners

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FLA Article ACTFL Members access the online article

The Role of Motivation and Learner Variables in L1 and L2 Vocabulary Development in Japanese Heritage Language Speakers in the United States

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FLA Article ACTFL Members access the online article

College-level placement for heritage language learners

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FLA Article ACTFL Members access the online article

Learner Attitudes, Perceptions, and Beliefs in Language Learning

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FLA Article ACTFL Members access the online article

Heritage language education in the United States: A national survey of college-level Chinese language programs

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FLA Article ACTFL Members access the online article

The impact of a Web-based leveled reading program on Arabic language learners' reading experiences

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FLA Article ACTFL Members access the online article

Student attitudes and Cantonese proficiency in a Cantonese dual immersion school

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FLA Article ACTFL Members access the online article

Collaborative writing in mixed classes: What do heritage and second language learners think?

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FLA Article ACTFL Members access the online article

Navigating a policy vacuum in the New Latino Diaspora: Teaching Spanish as a heritage language in Tennessee high schools

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FLA Article ACTFL Members access the online article

The Results of the National Heritage Language Survey: Implications for Teaching, Curriculum Design, and Professional Development

Other Resoucres

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Website National Heritage Language Resource Center -NHLRC

The National Heritage Language Resource Center, at the University of California, Los Angeles, is a federally funded language resource center whose mission is to develop effective pedagogical approaches to teaching heritage language learners, both by creating a research base and by pursuing curriculum design, materials development, and teacher education.

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White Paper Heritage Language Learners

Ohio Department of Education

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Website Coalition of Community-Based Heritage Language Schools

The Coalition of Community-Based Language Schools is a nationwide initiative established to support, guide, and promote the interests of community-based heritage language schools and organizations across the United States.

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Book Outcomes of University Spanish Heritage Language Instruction in the United States

The first volume to explore the effectiveness of instructional methods for college-level Spanish heritage learners

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White Paper Formative Assessment in HL Teaching: Purposes, Procedures, and Practices

Maria Carriera, California State University, Long Beach, National Heritage Language Resource Center, UCLA

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Book Assessment and Student Success in a Differentiated Classroom

By Carol Ann Tomlinson and Tonya R. Moon

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White Paper Differentiating Instruction in Response to Student Readiness, Interest and Learning Profile in Academically Diverse Classrooms: A Review of Literature

By Carol Ann Tomlinson, Catherine Brighton, Holly Hertberg, Carolyn M. Callahan, Tonya R. Moon, Kay Brimijoin, Lynda A. Conover, and Timothy Reynolds