Through the Learners' Eyes: Reconceptualizing the Heritage and Non-Heritage Learner of the Less Commonly Taught Languages

Jin Sook Lee

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

Abstract

Abstract: This study investigates how learners of the less commonly taught languages (LCTLs) (i.e., Arabic, Chinese, Hebrew, Hindi, Hungarian, Japanese, Korean, Polish, Russian, Swahili, Yoruba) perceive their identities as heritage or non-heritage language learners. A survey of 530 college-level language learners reveals that heritage and non-heritage learner identities are constructed in relationship to others and are perceived to be multifaceted and fluid. The data empirically validate the complexity of learner characteristics involved in the identification process of heritage and non-heritage learners and suggest that these two categories may not be mutually exclusive. This article proposes a reconceptualized framework representing the various profiles of learners of the LCTLs including those learners who see themselves as having characteristics of both a heritage and non-heritage learner.

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References

1997Language, Identity, and the Ownership of English 1991When learning a second language means losing the first 2003Heritage Languages in America: Preserving a National Resource 2001Motivation and Second Language Acquisition 2003Toward a Definition of Heritage Language: Sociopolitical and Pedagogical Considerations 1977The American Bilingual Tradition 2001Can threatened languages be saved? : reversing language shift, revisited : a 21st century perspective 2002The Korean Language in America: The Role of Cultural Identity in Heritage Language Learning

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2015The Role of Motivation and Learner Variables in L1 and L2 Vocabulary Development in Japanese Heritage Language Speakers in the United States 2009Less Commonly Taught Language and Commonly Taught Language Students: A Demographic and Academic Comparison 2011Review of recent research (2000–2010) on learning and instruction with specific reference to L2 Japanese 2021Korean-speaking spaces: heritage language learning and community access for mixed-race Korean Americans 2015The Teaching of Chinese to Heritage Language Learners at the Post-Secondary Level

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