Heritage Languages and Language Policy

Johanna Ennser‐Kananen · Kendall A. King

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Multilingual Education and Policy EFL/ESL Teaching and Learning Second Language Learning and Teaching

Abstract

Abstract This entry provides an overview of heritage language (HL) theory and research as they connect with language policy. The first of four sections synthesizes and problematizes definitions of HLs in use in US and European contexts. Next, HL learner typologies are defined, including critical evaluation of current proficiency‐based HL learner identifications. Third, language policy efforts and issues in the United States are outlined, including the uneven funding of HL programs. In the fourth and final section, future directions for HLs are suggested, with particular attention to ways of promoting HLs and HL education in the USA within a changing sociopolitical climate.

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References

2015Undoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education 2003Heritage Languages in America: Preserving a National Resource 2005A proposal for action: Strategies for recognizing heritage language competence as a learning resource within the mainstream classroom.1998Encyclopedia of bilingualism and bilingual education 2014Heritage Language Students: Profiles and Possibilities 2015New speakers of minority languages: the challenging opportunity – Foreword 2003Toward a Definition of Heritage Language: Sociopolitical and Pedagogical Considerations 2004Seeking Explanatory Adequacy: A Dual Approach to Understanding the Term Heritage Language Learner

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2015Multilingual literacy among young learners of North Sámi : contexts, complexity and writing in Sápmi 2021You Can’t Fix What Is Not Broken: Contextualizing the Imbalance of Perceptions About Heritage Language Bilingualism 2021Heritage Languages in Japan and Korea 2023Factors predicting secondary school language course enrollment and performance among U.S. heritage speakers of Spanish

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