Heritage language education: A proposal for the next 50 years

María M. Carreira · Olga E. Kagan

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

Abstract

Abstract This article discusses ideas that will likely figure prominently in the development of the field of heritage language (HL) studies over the next five decades. Drawing on the ideals that prompted the launch of the Heritage Language Initiative 20 years ago and building on the accomplishments of the field since then, we make several proposals for advancing research and instruction to better serve the needs of HL‐speaking youth and communities, as well as the nation at large. With this overarching goal, we focus in particular on the ways to institutionalize HL education in foreign language departments and mainstream it in the larger U.S. educational system

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References

2014The multilingual turn: implications for SLA, TESOL and bilingual education 2015The Acquisition of Heritage Languages 2007Heritage Languages: In the ‘Wild’ and in the Classroom 2003Heritage Languages in America: Preserving a National Resource 2011The Results of the National Heritage Language Survey: Implications for Teaching, Curriculum Design, and Professional Development 2006Toward an Identity Theory of the Development of Chinese as a Heritage Language 2024ACTFL Proficiency Guidelines 2024 2012Spanish as a Heritage Language in the United States: The State of the Field

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2018Redefining Spanish teaching and learning in the United States 2020Collaborative writing in mixed classes: What do heritage and second language learners think?2022‘I’m also trying to figure out the identity of my students.’ – teachers’ multilingual identity negotiation in the heritage language classroom 2021The role of the teacher in heritage language maintenance courses in Finland 2019Heritage language education in the United States: A national survey of college‐level Chinese language programs

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