"… focuses on issues at the forefront of heritage language teaching and research. Its state-of-the-art presentation will make this volume a standard reference book for investigators, teachers, and students. It will also generate further research and discussion, thereby advancing the field."
María Carreira, California State University – Long Beach, United States
"In our multilingual and multicultural society there is an undeniable need to address issues of bilingualism, language maintenance, literacy development, and language policy. The subject of this book is timely…. It has potential to make a truly significant contribution to the field."
María Cecilia Colombi, University of California – Davis, United States
This volume presents a multidisciplinary perspective on teaching heritage language learners. Contributors from theoretical and applied linguistics, sociolinguistics, psychology, educational policy, and pedagogy specialists explore policy and societal issues, present linguistic case studies, and discuss curricular issues, offering both research and hands-on innovation.
- The term "heritage language speaker" refers to an individual exposed to a language spoken at home but who is educated primarily in English.
Research and curriculum design in heritage language education is just beginning. Heritage language pedagogy, including research associated with the attrition, maintenance, and growth of heritage language proficiency, is rapidly becoming a field in its own right within foreign language education. This book fills a current gap in both theory and pedagogy in this emerging field. It is a significant contribution to the goals of formulating theory, developing informed classroom practices, and creating enlightened programs for students who bring home-language knowledge into the classroom.
Heritage Language Education: A New Field Emerging is dedicated to Professor Russell Campbell (1927-2003), who was instrumental in advocating for the creation of the field of heritage language education.
Table of Contents
@Contents: Selected Contents:
1 Who Are Our Heritage Language Learners? Identity and Biliteracy in Heritage Language Education in the United States
NANCY H. HORNBERGER AND SHUHAN C. WANG 3
Heritage Speakers: Demographics, Policy, and Identity
2 Learning Other Languages: The Case for Promoting Bilingualism within our Educational System
G. RICHARD TUCKER 39
3 Policy Activity for Heritage Languages: Connections with Representation and Citizenship
JOSEPH LO BIANCO 53
4 Heritage Language Education in Canada
PATRICIA A. DUFF 71
5 Chinese "Dialect" Speakers as Heritage Language Learners: A Case Study
TERRENCE G. WILEY 91
6 Heritage Languages and Ideologies of Language: Unexamined Challenges
GUADALUPE VALDÉS, SONIA V. GONZÁLEZ,
DANIA LÓPEZ GARCÍa, AND PATRICIO MÁQUEZ 107
7 The Relevance of Bilingual Proficiency in U.S. Corporate Settings
MARY MCGROARTY AND ALFREDO URZÚA 131
Heritage Speaker Profiles and Needs Analysis
8 Heritage Language Narratives
MARIA POLINKSY 149
9 Prior Language-Learning Experience and Variation in the Linguistic Profiles of Advanced English-Speaking Learners of Japanese
KAZUE KANNO, TOMOMI HASEGAWA, KEIKO IKEDA, YASUKO ITO, AND MICHAEL H. LONG 165
10 Academic Writing Proficiency of Russian Heritage Speakers: A Comparative Study
DEBRA FRIEDMAN AND OLGA KAGAN 181
11 Stigmatized Spanish Inside the Classroom and Out: A Model of Language Teaching to Heritage Speakers
CLAUDIA PARODI 199
12 A Profile of Japanese Heritage Learners and Individualized Curriculum
MASAKO O. DOUGLAS 215
Program Development and Evaluation
13 From Mirror to Compass: The Chinese Heritage Language Education Sector in the United States
SCOTT MCGINNIS 229
14 Spanish for Native Speakers Education: The State of the Field
JOY KREEFT PEYTON 243
15 School-Based Programs for Heritage Language Learners: Two-Way Immersion
DONNA CHRISTIAN 257
16 The Korean/English Dual Language Program in the Los Angeles Unified School District
SUNG-OCK S. SOHN AND CRAIG C. MERRILL 269
17 Enhancing Academic Language Proficiency in a Spanish Immersion Classroom
ANDREW D. COHEN AND TANIA GÓMEZ 289
18 "Oh, I Get It Now!" From Production to Comprehension in Second Language Learning
MERRILL SWAIN AND SHARON LAPKIN 301
19 Locating and Utilizing Heritage Language Resources in the Community: An Asset-Based Approach to Program Design and Evaluation
BRIAN K. LYNCH 321
20 Salvaging Heritage Languages
TERRY KIT-FONG AU 337
About the Editors and Contributors 353
Donna Brinton is an Associate Director of UCLA's Center for World Languages and a lecturer in the Department of Applied Linguistics and TESL. She is also the Coordinator of the UCLA ESL Service Courses for matriculated students. She has presented and published on a wide variety of TESOL-related topics.
Olga Kagan is the Director of the UCLA Center for World Languages and the National Heritage Language Resource Center. She is also the Coordinator and the Undergraduate Advisor for the UCLA Russian Language Program and the Director of the UCLA Russian Flagship Program.
Susan Bauckus is a Staff Researcher at the University of California, Los Angeles. She is also the Managing Editor of the Heritage Language Journal.
"… focuses on issues at the forefront of heritage language teaching and research. Its state-of-the-art presentation will make this volume a standard reference book for investigators, teachers, and students. It will also generate further research and discussion, thereby advancing the field."--María Carreira, California State University – Long Beach, United States
"In our multilingual and multicultural society there is an undeniable need to address issues of bilingualism, language maintenance, literacy development, and language policy. The subject of this book is timely…. It has potential to make a truly significant contribution to the field."--María Cecilia Colombi, University of California – Davis, United States