Heritage language learning, or heritage language acquisition, is the act of learning a heritage language from an ethnolinguistic group that traditionally speaks the language, or from those whose family historically spoke the language. According to a commonly accepted definition by Valdés,[1] heritage languages are generally minority languages in society and are typically learned at home during childhood. When a heritage language learner grows up in an environment with a dominant language that is different from their heritage language, the learner appears to be more competent in the dominant language and often feels more comfortable speaking in that language.[1] "Heritage language" may also be referred to as "community language", "home language", and "ancestral language".[2]
There are different kinds of heritage language learners, such as learners with varying levels of proficiency in the heritage language, and also those who learn a "foreign" language in school with which they have some connection.[3] Polinsky & Kagan[4] label heritage language learners on a continuum that ranges from fluent speakers to individuals who speak very little of their heritage language. Valdés[5] points out that a connection with a heritage language does not have to be made only through direct previous exposure to the language or a certain amount of proficiency in the language. In her conception of heritage language learners, monolingual English-speaking students of Armenian ancestry in the United States could consider themselves to have a heritage language of Armenian. A different definition of heritage language learners or speakers limits the term to individuals who were exposed to the language in early childhood, but who later lost proficiency in the language in favor of adopting the majority language of the community.[6]
Heritage languages can be learned in various contexts, including public school instruction and language courses organized by a community which speaks the particular language during after-school hours or on the weekend.[2] When someone is engaged in informal heritage language learning, they are acquiring a language from a particular ethnolinguistic group that traditionally speaks the language, or from someone whose family historically spoke the language. Formal heritage language instruction occurs inside of a classroom, where learners are taught a language that is being used inside of the home or among members of their own ethnic group.[2] Language programs that include Saturday schools and courses that happen outside of school hours are programs where children are encouraged to further develop and improve their heritage language proficiency.
According to Valdés,[5] the term "heritage language" can be used very broadly and can refer to minority languages which are spoken by what many know as "linguistic minorities". Typically, these heritage languages are endangered or have a high possibility of disappearing soon without intervention, and because of this, there are several communities in the United States that have chosen to work towards maintaining these languages.
- ^ a b Valdés, G. (2000). The teaching of heritage languages: an introduction for Slavic-teaching professionals. The learning and teaching of Slavic languages and cultures. Olga Kagan and Benjamin Rifkin. pp. 375–403.
- ^ a b c Hummel, Kirsten (2014). Introducing Second Language Acquisition: perspectives and practices. John Wiley & Sons Inc.
- ^ Leeman, Jennifer (2015). "Heritage Language Education and Identity in the United States". Annual Review of Applied Linguistics. 35: 100–119. doi:10.1017/s0267190514000245. S2CID 111378721. ProQuest 1662798729.
- ^ Polinsky, M.; Kagan, O. (2007). "Heritage Languages: In the 'Wild' and in the Classroom" (PDF). Language and Linguistics Compass. 1 (5): 368–395. doi:10.1111/j.1749-818x.2007.00022.x. S2CID 219456.
- ^ a b Valdés, Guadalupe (2005). "Bilingualism, Heritage Language Learners, and SLA Research: Opportunities Lost or Seized?". The Modern Language Journal. 89 (3): 410–26. CiteSeerX 10.1.1.476.2942. doi:10.1111/j.1540-4781.2005.00314.x.
- ^ Montrul, Silvina (2010). "Current Issues in Heritage Language Acquisition". Annual Review of Applied Linguistics. 30: 3–23. doi:10.1017/s0267190510000103. S2CID 145108746.