Bilingualism - Hertiage Language Learners

Bilingualism, Heritage Language Learners, and SLA Research: Opportunities Lost or Seized?

Overview

  • The article invites a reconceptualization and expansion of the field of Second Language Acquisition (SLA) by examining possible intersections between SLA and heritage language instruction.

  • Focus on broadening research to address intractable educational problems related to language.

  • Considers ways current researchers can capitalize on these opportunities to affect language minority children's educational futures and contribute to understanding human language faculty.

Purpose of the Article

  • Proposes a reconceptualization of SLA with a focus on heritage language teaching.

  • Acknowledges disagreement in SLA regarding its relationship with language pedagogy.

    • Support for Relationship: Some researchers like Crookes (1997) and Spolsky (1990) see it as fundamental.

    • Opposition to Strict Connection: Others, e.g., Sharwood Smith (1994), view SLA as focused on basic research rather than practical pedagogy.

  • Aligns with Ortega’s claims regarding the role of research influenced by societal needs (consideration of “for whom” and “for what”).

Key Topics Discussed

Challenges of Language Instruction for Heritage Speakers

  • Description of heritage speakers: Unique language learners with distinct bilingualism characteristics.

  • Examination of the bilingualism of heritage language learners informed by bilingualism research.

Questions Raised for the SLA Field

  • Discusses the importance of integrating the study of heritage language learners into the SLA framework.

  • Challenges with definitions of heritage language speakers and minority languages.

Communities of Professional Practice and Disciplinary Boundaries

  • Analysis of professional communities relevant to SLA and heritage language instruction.

  • Discusses the impact of existing disciplinary boundaries on research and practice.

  • Emphasizes the importance of collaboration across different fields.

Broader Educational Implications

  • Importance of responding to educational needs of language minority children worldwide.

  • Calls for SLA’s consideration of L1 (first language) development alongside L2 acquisition.

Heritage Language Speakers: Problems of Definition

  • Heritage language refers to nonsocietal and non-majority languages spoken by linguistic minorities.

  • Heritage language students: Concerned with maintaining and revitalizing their native languages.

  • Examples of minority groups:

    • Indigenous populations (e.g., Aborigines in Australia, Kurds).

    • Migrant populations (e.g., Mexicans in the USA).

Distinction Between Types of Bilingualism

  • Circumstantial Bilinguals: Those who acquire multiple languages out of necessity, contrasting with elective bilinguals who choose to learn a language in a formal setting.

  • Examples: Indigenous minorities vs. migrants; focus on language maintenance in minority communities despite pressures to assimilate.

The Importance of Historical and Personal Connections

  • Heritage language ties to identity and community, as noted by Fishman (2001).

  • Emphasizes that proficiency in a heritage language may not be the crucial factor but rather personal connections to the language.

Language Instruction for Heritage Speakers in the U.S.

  • The term heritage student has evolved since the publication of the Standards for Foreign Language Learning (ACTFL, 1996).

  • There is a historical context to the teaching of heritage languages in the U.S., particularly in the Spanish instructional community since the 1970s.

  • Challenges faced by heritage learners:

    • Often struggle with grammar and vocabulary taught in traditional frameworks.

    • Lack of experience in reading and writing in heritage languages due to schooling predominantly in English.

Shifts in Educational Approaches

  • Increased recognition of the importance of formal instruction in maintaining heritage languages post-September 11.

  • Strategic importance of teaching non-English languages highlighted by government agencies.

Professional Development in Heritage Language Teaching

  • Increased professional resources and conferences around heritage language teaching since the late 1990s.

  • Initiatives by organizations like AATSP and NFLC to develop resources and studies focused on teaching heritage languages.

The Bilingualism of American Heritage Language Students

  • Heritage language learners include a diverse group with varying experiences, influenced by their cultural and linguistic backgrounds.

  • L1/L2 Users: Introduces Vivian Cook’s notion of multicompetence, highlighting differences with monolingual speakers.

L1/L2 User Continuum

  • Describes a continuum of proficiency among heritage language users influenced by context and exposure, characterized by unique bilingual communication modes.

Instructional Challenges

  • Need for coherent theories in instructed language acquisition for L1/L2 users, emphasizing their specific educational needs and backgrounds.

The Instructional Framework and Research Needs

The Need for Typologies

  • Call for typologies of heritage speakers for effective instruction, moving beyond simple generational categorizations.

  • Emphasis on understanding the strengths and weaknesses in language proficiencies among L1/L2 users.

Potential Areas of Research

  • Suggests methodological approaches for assessing linguistic features in heritage learners.

Instructional Approaches for Different Scenarios

  • Incomplete Acquisition: Instructional needs for heritage learners with incomplete language features.

  • Attrition: Addressing the issue of loss in language skills among heritage learners.