The Routledge Handbook of Heritage Language Education provides the rapidly growing and globalizing field of heritage language (HL) education with a cohesive overview of HL programs and practices relating to language maintenance and development, setting the stage for future work in the field. Driving this effort is the belief that if research and pedagogical advances in the HL field are to have the greatest impact, HL programs need to become firmly rooted in educational systems. Against a background of cultural and linguistic diversity that characterizes the twenty-first century, the volume outlines key issues in the design and implementation of HL programs across a range of educational sectors, institutional settings, sociolinguistic conditions, and geographical locations, specifically: North and Latin America, Europe, Israel, Australia, New Zealand, Japan, and Cambodia. All levels of schooling are included as the teaching of the following languages are discussed: Albanian, Arabic, Armenian (Eastern and Western), Bengali, Brazilian Portuguese, Chinese, Czech, French, Hindi-Urdu, Japanese, Khmer, Korean, Pasifika languages, Persian, Russian, Spanish, Turkish, Vietnamese, and Yiddish. These discussions contribute to the development and establishment of HL instructional paradigms through the experiences of actors on the ground as they respond to local conditions, instantiate current research and pedagogical findings, and seek solutions that are workable from an organizational standpoint. The Routledge Handbook of Heritage Language Education is an ideal resource for researchers and graduate students interested in heritage language education at home or abroad.
The Routledge Handbook of Heritage Language Education provides the rapidly growing and globalizing field of heritage language (HL) education with a cohesive overview of HL programs and practices relating to language maintenance and development, setting the stage for future work in the field. Driving this effort is the belief that if resear
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"This handbook sheds long overdue light on the status quo of major heritage languages mostly outside the U.S. It succeeds in presenting an important case to language educators, namely that they belong to a community and the more opportunities for dialogue that are created, such as this book, the better heritage education will be. This book also fulfills an important task - to indirectly argue that program development and teaching of heritage languages is an international field of research and policy making. This book is insightful not only for language educators but also for administrators, government officials and community leaders in both the U.S. and beyond." Gabriela Nik. Ilieva, New York University, USA
Introduction
Maria M. Carreira, Claire Hitchins Chik and Olga E. Kagan
Part I. A Landscape of Heritage/Community Languages: Demographic Surveys
The Constellation of Languages in Europe: Comparative Perspectives on
Regional Minority and Immigrant Minority Languages
Guus Extra
Migration, Heritage Languages, and Changing Demographics in Australia
Finex Ndhlovu and Louisa Willoughby
The Demographics of Heritage and Community Languages in the United States
Terrence G. Wiley and Shereen Bhalla
Demographics and Heritage Languages in Latin America An Overview
André Zampaulo
Demographics and Heritage Languages in Canada: Policies, Patterns, and
Prospects
Patricia A. Duff and Ava Becker-Zayas
Part II. Community Initiatives: After-School Programs
Crisis, Change, and Institutionalization: Adopting a New Curriculum at a
Japanese Weekend School
Robert M. Uriu and Masako O. Douglas
Sustainable Approaches to Complementary Education in England
Raymonde Sneddon
Innovations in the Teaching of Portuguese as a Heritage Language: The Case of
Brazilian Complementary Schools in London and Barcelona
Ana Souza and Juliana Gomes
Czech Heritage Language Education in Communities in the United States and
Europe
Marta McCabe
The Role of Informal Heritage Language Learning in Program Building: Persian
Community School Language Learners in Australia
Mojgan Mokhatebi Ardakani and Robyn Moloney
Part III. Community Initiatives: All-day Pre-, Primary, and Secondary
Schools
Opportunities and Challenges of Institutionalizing a Pluricentric Diasporic
Language: The Case of Armenian in Los Angeles
Shushan Karapetian
Education in the Cambodian Chinese Diaspora
Dana Bourgerie
Innovation vs. Tradition in Language Education: A Case of Japanese Heritage
Language Instruction in Chile
Saeid Atoofi and Francisco Naranjo Escobar
Rationalization of the First Language First Model of Bilingual Development
and Education: The case of Russian as a Heritage Language in Israel
Mila Schwartz
Part IV. Language Minority Communities and the Public School System:
Opportunities and Challenges
Multilingual Los Angeles: Do Immigrant Language Communities Make an Impact on
Language Education in Public High Schools?
Olga E. Kagan
Overcoming the Obstacles: Vietnamese and Khmer Heritage Programs in
California
Claire Hitchins Chik and Wayne Wright
Institutionalization of French Heritage Language Education in U.S. School
Systems: The French Heritage Language Program
Fabrice Jaumont, Benoīt Le Dévédec, and Jane F. Ross
Engagement, Multiliteracies, and Identify: Developing Pedagogies for
Heritage/Community Language Learners within the UK School System
Jim Anderson
Part V. Maintenance of Heritage/Community Languages in Public Schools: The
Impact of Government Policy and Sociopolitical Change
Reforming Australian Policy for Chinese, Indonesian, Japanese, and Korean
Heritage Languages: Examples from the Japanese Community
Kaya Oriyama
Russian as a Heritage Language in Lithuania
Meilute Ramoniene, Ala Lichaciova, and Jelena Brazauskiene
Pasifika Heritage Language Education in New Zealand
Corinne Seals
Heritage Language Education in Norway and Sweden
Sunil Loona and Mats Wennerholm
"The Right to Mother-Tongue Education for Migrants in the City": Factors
Influencing the Institutionalization of a Two-Way Bilingual Immersion Program
in Berlin
Gabriela Meier and Birgit Schumacher
Part VI. Heritage/Community Languages in Higher Education
The State of Institutionalization of Heritage Languages in Post-secondary
Language Departments in the United States
Maria M. Carreira
"Arabic-as-resource" or "Arabic-as-problem"? Arab Heritage Language Learners
in Danish Post-Secondary Education
Helle Lykke Nielsen
Implementation and Institutionalization of Spanish Heritage Language Programs
at Two Regional Comprehensive Universities in the United States
Alegrķa Ribadeneira and Alejandro Lee
The Hindi-Urdu Heritage Language Stream: Institutional and Pedagogical
Challenges
Shobna Nijhawan
Part VII. Heritage/Community Language Maintenance from a Lifespan
Perspective: Formal and Informal Contexts
Chinese Heritage Language Learning: Negotiating Identities, Ideologies, and
Institutionalization
Patricia A. Duff, Yongcan Liu, and Duanduan Li
Classroom and Community Support for Turkish in Germany
Carol W. Pfaff, Meral Dollnick, and Annette Herkenrath
Korean Language Education in Japan: From Marginalized Heritage Language to
Popular Foreign Language
Robert J. Fouser
Innovation and Tradition in Yiddish Educational Programs
Netta Avineri and Anna Verschik
Olga E. Kagan is Professor in the Department of Slavic, East European and Eurasian Languages and Cultures at the University of California, Los Angeles (UCLA), Director of the National Heritage Language Resource Center, and Co-Editor of the Heritage Language Journal.
Maria M. Carreira is Professor of Spanish at California State University, Long Beach. She is also Co-Director of the National Heritage Language Resource Center, Chair of the SAT Spanish Committee, and Associate Editor of Hispania.
Claire Hitchins Chik is Associate Director of the Title VI National Heritage Language Resource Center (NHLRC). She has also edited articles for the NHLRCs journal, the Heritage Language Journal, and guest-edited a volume, Special Issue on Advancing HL Speakers Skills.
