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Given the fast-paced growth of Heritage Language (HL) education in higher education institutions, the goal of this research study is to analyze in what ways HL classes can reinforce the development of social consciousness in the HL students through a pedagogy anchored in ethnic studies and critical pedagogy. Ethnic studies departments across the nation were born from a struggle and guided by a mission to educate and mentor thousands of ethnic and minoritized students who traditionally have been denied access to knowledge about their own histories, cultures, and languages by mainstream education avenues. This chapter analyzes the experiences of HL learners enrolled in an HL course in an ethnic studies department at a large university in the Southwest, where the instructors have been trained in CR (critical race) pedagogy. The results show that the participants strengthened the connection between their HL and their ethnic identity and became more appreciative of their roles as bilingual members of their families and communities. This research study emphasizes the importance of implementing more HL classes with an ethnic studies approach since that may lead students to validate their culture, expand their HL, promote language maintenance, and challenge monolingual ideologies.
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