Book contents
- The Cambridge Handbook of Heritage Languages and Linguistics
- Cambridge Handbooks In Language And Linguistics
- The Cambridge Handbook of Heritage Languages and Linguistics
- Copyright page
- Dedication
- Contents
- Figures and Tables
- Contributors
- Acknowledgments
- Introduction
- Part I Heritage Languages around the World
- Part II Research Approaches to Heritage Languages
- Part III Grammatical Aspects of Heritage Languages
- Part IV Heritage Language Education
- Index
- References
Part IV - Heritage Language Education
Published online by Cambridge University Press: 04 November 2021
Book contents
- The Cambridge Handbook of Heritage Languages and Linguistics
- Cambridge Handbooks In Language And Linguistics
- The Cambridge Handbook of Heritage Languages and Linguistics
- Copyright page
- Dedication
- Contents
- Figures and Tables
- Contributors
- Acknowledgments
- Introduction
- Part I Heritage Languages around the World
- Part II Research Approaches to Heritage Languages
- Part III Grammatical Aspects of Heritage Languages
- Part IV Heritage Language Education
- Index
- References
Summary
A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.

- Type
- Chapter
- Information
- The Cambridge Handbook of Heritage Languages and Linguistics , pp. 759 - 957Publisher: Cambridge University PressPrint publication year: 2021
References
References
Alexander, N. 2004. The Politics of Language Planning in Post-Apartheid South Africa. Language Problems & Language Planning 28(2), 113–130.CrossRefGoogle Scholar
American Academy of Arts and Sciences. 2017. America’s Languages: Investing in Language Education for the 21st Century. Cambridge, MA.Google Scholar
American Councils for International Education. 2017. The National K-12 Foreign Language Enrollment Survey Report. Accessed January 2, 2020 at www.americancouncils.org/sites/default/files/FLE-report-June17.pdfGoogle Scholar
American Institutes for Research. 2015. Dual Language Education Programs: Current State Policies and Practices. Accessed April 28, 2020 at www.air.org/sites/default/files/downloads/report/Dual-Language-Education-Programs-Current-State-Policies-Feb-2017-rev.pdfGoogle Scholar
Barac, R. and Bialystok, E.. 2012. Bilingual Effects on Cognitive and Linguistic Development: Role of Language, Cultural Background, and Education. Child Development 83(2), 413–422. https://doi.org/10.1111/j.1467-8624.2011.01707.xCrossRefGoogle ScholarPubMed
Bonomi, M. and Sanfelici, L.. 2018. Spanish as a Heritage Language in Italy. In Potowski, K. (ed.), The Routledge Handbook of Spanish as a Heritage Language. London: Routledge, 479–491.CrossRefGoogle Scholar
Center for Applied Linguistics. 2007. Directory of Two-Way Bilingual Immersion Programs in the U.S. Accessed June 29, 2013, at www.cal.org/jsp/TWI/SchoolListings.jspGoogle Scholar
Chinen, K. and Tucker, G. R.. 2005. Heritage Language Development: Understanding the Roles of Ethnic Identity and Saturday School Participation. Heritage Language Journal 3(1), 27–59.CrossRefGoogle Scholar
Christian, D. 1996. Two-Way Immersion Education: Students Learning through Two Languages. Modern Language Journal 80, 66–76.CrossRefGoogle Scholar
Curtain, H. and Dahlberg, C.. 2015. Languages and Learners: Making The Match. World Language Instruction in K-8 Classrooms and beyond. London: Pearson.Google Scholar
De Avila, Edward and Duncan, Sharon. 2005. Language Assessment Scales. New York: McGraw-Hill.Google Scholar
Flores, N., Tseng, A., and Subtirelu, N. (eds.). 2020. Bilingualism for All?: Raciolinguistic Perspectives on Dual Language Education in the United States. Multilingual Matters.CrossRefGoogle Scholar
Fortune, T. and Menke, M.. 2010. Struggling Learners and Language Immersion Education: Research-Based, Practitioner-Informed Responses to Educators’ Top Questions. Minneapolis, MN: The Center for Advanced Research on Language Acquisition.Google Scholar
Freire, J., Valdez, V., and Garrett Delavan, M.. 2018. The (Dis)Inclusion of Latina/o Interests from Utah’s Dual Language Education Boom. Journal of Latinos and Education 16(4), 276–289.CrossRefGoogle Scholar
Genesee, F. 1987. Learning through Two Languages: Studies of Immersion and Bilingual Education. Cambridge, MA: Newbury House.Google Scholar
Guardado, M. and Becker, A.. 2013. Fostering Heritage Languages and Diasporic Identities: Grassroots Initiatives in Alberta and British Columbia. In Arnett, K. and Mady, C. (eds.), Minority Populations in Canadian Second Language Education: New Perspectives on Language and Education. Bristol: Multilingual Matters, 55–70.CrossRefGoogle Scholar
Jong, E. D. and Howard, E.. 2009. Integration in Two-Way Immersion Education: Equalising Linguistic Benefits for All Students. International Journal of Bilingual Education and Bilingualism 12(1), 81–99.CrossRefGoogle Scholar
Lindholm-Leary, K. 2013. Bilingual and Biliteracy Skills in Young Spanish-Speaking Low-SES Children: Impact of Instructional Language and Primary Language Proficiency. International Journal of Bilingual Education and Bilingualism 17(2), 144–159.CrossRefGoogle Scholar
Lindholm-Leary, K. 2001. Dual Language Education. Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Liu, N., Musica, A., Koscak, S., Vinogradova, P., and Lòpez, J.. 2011. Challenges and Needs of Community-Based Heritage Language Programs and How They Are Addressed. Heritage Briefs Collection. Retrieved from www.cal.org/heritage/pdfs/briefs/challenges-and%20needs-of-community-based-heritage-language-programs.pdfGoogle Scholar
Malone, S. and Paraide, P.. 2011. Mother Tongue-Based Bilingual Education in Papua New Guinea. International Review of Education 57(5–6), 705–720.CrossRefGoogle Scholar
Manning, R. 2015. Study: Portland Immersion Students Become Better Readers, English Speakers. Retrieved from www.Opb.Org/News/Article/Study-Portland-Immersion-Students-Become-Better-Readers-English-Speakers/Google Scholar
Maxwell, L. 2012, March 28. “Dual” Classes See Growth in Popularity. Education Week 31(1), 16–17. Retrieved from https://secure.edweek.org/media/downloads/files/spotlight-deeper-learning.pdfGoogle Scholar
McCarty, T. 2010. Native American Languages in the USA. In Potowski, K. (ed.), Language Diversity in the USA. Cambridge: Cambridge University Press, 47–65.CrossRefGoogle Scholar
Mercurio, A. and Scarino, A.. 2005. Heritage Languages at Upper Secondary Level in South Australia: A Struggle for Legitimacy. International Journal of Bilingual Education and Bilingualism 8(2–3), 145–159.CrossRefGoogle Scholar
Merino, B. 1983. Language Loss in Bilingual Chicano Children. Journal of Applied Developmental Psychology 4, 277–294.CrossRefGoogle Scholar
Myers, A. 2014. Students Learning English Benefit More in Two-Language Instructional Programs than English Immersion, Stanford Research Finds. Retrieved from https://news.stanford.edu/news/2014/march/teaching-english-language-032514.htmlGoogle Scholar
Nocus, I., Guimard, P., Vernaudon, J., Paia, M., Cosnefroy, O., and Florin, A.. 2012. Effectiveness of a Heritage Educational Program for the Acquisition of Oral and Written French and Tahitian in French Polynesia. Teaching and Teacher Education 28, 21–31.CrossRefGoogle Scholar
Oller, D. and Eilers, R. (eds.) 2002. Language and Literacy in Bilingual Children. Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Palmer, D. 2008. Building and Destroying Students’ “Academic Identities”: The Power of Discourse in a Two-Way Immersion Classroom. International Journal of Qualitative Studies in Education 21(6), 1–24.CrossRefGoogle Scholar
Potowski, K., Berne, J., Clark, A., and Hammerand, A.. 2008. Spanish for K-8 Heritage Speakers: A Standards-Based Curriculum Project. Hispania 91(1), 25–41.Google Scholar
Potowski, K. and Carreira, M.. 2004. Towards Teacher Development and National Standards for Spanish as a Heritage Language. Foreign Language Annals 37(3), 421–431.CrossRefGoogle Scholar
Potowski, K. and Marshall, M.. 2021. The Spanish Proficiency of Latino Dual Immersion Students Compared to Peers in an All English Program: A Pseudo-Longitudinal Study across Multiple Domains.Google Scholar
Ramos Méndez-Sahlender, C. 2018. Spanish as a Heritage Language in Germany. In Potowski, K. (ed.), The Routledge Handbook of Spanish as a Heritage Language. London: Routledge, 492–503.CrossRefGoogle Scholar
Rhodes, Nancy and Pufahl, Ingrid. 2010. Foreign Language Teaching in U.S. Schools: Results of a National Survey. Washington, DC: Center for Applied Linguistics.Google Scholar
Sánchez Abchi, V. 2018. Spanish as a Heritage Language in Switzerland. In Potowski, K. (ed.), The Routledge Handbook of Spanish as a Heritage Language. London: Routledge, 492–503.Google Scholar
Steele, J., Slater, R., Zamarro, G., Miller, T., Li, J., Burkhauser, S., and Bacon, M.. 2017. Effects of Dual-Language Immersion Programs on Student Achievement: Evidence from Lottery Data. American Educational Research Journal 54(1 suppl), 282s–302s.CrossRefGoogle Scholar
Tamošiūnaitė, A. 2013. Lithuanian Saturday Schools in Chicago: Student Proficiency, Generational Shift, and Community Involvement. Heritage Language Journal 10(1), 108–133.CrossRefGoogle Scholar
Thomas, W. and Collier, V.. 2009. Educating English Learners for a Transformed World. Fuente Press, Dual Language Education of New Mexico.Google Scholar
Trifonas, P. and Aravossitas, T.. 2014. Handbook of Research and Practice in Heritage Language Education. Berlin: Springer.Google Scholar
Watanabe, T. 2011, May 8. Dual-Language Immersion Programs Growing in Popularity. Los Angeles Times. Retrieved from www.latimes.com/local/la-xpm-2011-may-08-la-me-bilingual-20110508-story.htmlGoogle Scholar
Wright, S., Taylor, D., and Macarthur, J.. 2000. Subtractive Bilingualism and the Survival of the Inuit Language: Heritage- versus Second-Language Education. Journal of Educational Psychology 92(1), 63–84.CrossRefGoogle Scholar
References
Aierken, A. and Fitzgerald, B.. 2017. Strategies for Launching After-School Language Programs. Retrieved from https://blogs.edweek.org/edweek/global_learning/2017/02/strategies_for_launching_afterschool_language_programs.htmlGoogle Scholar
Archer, L. B. Francis, , and Mau, A.. 2010. The Culture Project: Diasporic Negotiations of Ethnicity, Identity and Culture among Teachers, Pupils and Parents in Chinese Language Schools. Oxford Review of Education 36(4), 407–426.CrossRefGoogle Scholar
Bonacina-Pugh, F. and Gafaranga, J.. 2011. “Medium of Instruction” vs. ‘Medium of Classroom Interaction’: Language Choice in a French Complementary School Classroom in Scotland. International Journal of Bilingual Education and Bilingualism 14(3), 319–334.CrossRefGoogle Scholar
Brinton, D. M., Kagan, O., and Bauckus, S. (eds.) 2008. Heritage Language Education: A New Field Emerging. Henry, IL: Center for Applied Linguistics and Delta Systems.Google Scholar
Carreira, M. and Kagan, O.. 2011. The Results of the National Heritage Language Survey: Implications for Teaching, Curriculum Design, and Professional Development. Foreign Language Annals 44(1), 40–64.CrossRefGoogle Scholar
Carreira, M., Jensen, L., and Kagan, O.. 2009. The Heritage Language Learner Survey: Report on the Preliminary Results. UCLA. Retrieved from www.international.ucla.edu/media/files/paper.pdfGoogle Scholar
Chinen, K., Douglas, M. O., and Kataoka, H. C.. 2013. Japanese Heritage Language Schools in the United States. Heritage Brief. Washington, DC: Center for Applied Linguistics. Retrieved from www.cal.org/heritage/pdfs/briefs/japanese-heritage-language-schools-in-the-united-states.pdfGoogle Scholar
Choudhury, R. 2012. Raising Bilingual and Bicultural Bangladeshi-American Children in New York City: Perspectives from Educators and Parents in a Bengali Community Program. In García, O., Zakharia, Z., and Bahar, O. (eds.), Bilingual Community Education for American Children: Beyond Heritage Languages in a Global City. Bristol: Multilingual Matters, 60–73.Google Scholar
Chung, J. 2012. Hidden Efforts, Visible Challenges: Promoting Bilingualism in Korean-America. In García, O., Zakharia, Z., and Bahar, O. (eds.), Bilingual Community Education for American Children: Beyond Heritage Languages in a Global City. Bristol: Multilingual Matters, 87–98.Google Scholar
Compton, C. J. 2001. Heritage Language Communities and Schools: Challenges and Recommendations. In Peyton, J. K., Ranard, D. A., and McGinnis, S. (eds.), Heritage Languages in America: Preserving a National Resource. McHenry, IL: Center for Applied Linguistics and Delta Systems, 145–166.Google Scholar
Creese, A., Bhatt, A., Bhojani, N., and Martin, P.. 2006. Multicultural Heritage and Learner Identities in Complementary Schools. Language and Education 20(1), 23–43.CrossRefGoogle Scholar
Curdt-Christiansen, X. 2006. Teaching and Learning Chinese: Heritage Language Classroom Discourse in Montreal. Language, Culture and Curriculum 19(2), 189–207 https://doi.org/10.1080/07908310608668762CrossRefGoogle Scholar
Duff, P. 2008. Heritage Language Education in Canada. In Brinton, D., Kagan, O., and Bauckus, S. (eds.), Heritage Language Education: A New Field Emerging. New York: Routledge/Taylor & Francis, 71–90.Google Scholar
Fishman, J. 1980. Ethnic Community Mother Tongue Schools in the USA: Dynamics and Distributions. International Migration Review 14, 235–247.CrossRefGoogle Scholar
Fishman, J. 2001. 300-plus Years of HL Education in the US. In Peyton, J., Ranard, D., and McGinnis, S. (eds.), Heritage Languages in America: Preserving a National Resource. McHenry, IL: Center for Applied Linguistics and Delta Systems, 81–99.Google Scholar
García, O., Zakharia, Z., and Otcu, B.. 2012. Bilingual Community Education and Multilingualism: Beyond Heritage Languages in a Global City. Bristol: Multilingual Matters.CrossRefGoogle Scholar
Ghaffar-Kucher, A. and Mahajan, A. P.. 2012. Salaam! Namaste!: Indian and Pakistani Community-Based Efforts towards Mother Tongue Language Maintenance. In García, O., Zakharia, Z., and Bahar, O. (eds.), Bilingual Community Education for American children: Beyond Heritage Languages in a Global City. Bristol: Multilingual Matters, 74–86.Google Scholar
Guardado, M. 2009. Speaking Spanish Like a Boy Scout: Language Socialization, Resistance, and Reproduction in a Heritage Language Scout Troop. The Canadian Modern Language Review 66, 102–129. https://doi.org/10.3138/cmlr.66.1.101CrossRefGoogle Scholar
Hall, K. A., Özerk, K., Zulfiqar, M., and Tan, J. E. C.. 2002. “This Is Our School”: Provision, Purpose and Pedagogy of Supplementary Schooling in Leeds and Oslo. British Educational Research Journal 28(3), 399–418 https://doi.org/10.1080/01411920220137467CrossRefGoogle Scholar
Hancock, A. 2012. Unpacking Mundane Practices: Children’s Experiences of Learning Literacy at a Chinese Complementary School in Scotland, Language and Education 26(1), 1–17 https://doi.org/10.1080/09500782.2011.609280CrossRefGoogle Scholar
Hantzopoulos, M. 2012. Going to Greek School: The Politics of Religions, Identity, and Culture in Community-Based Greek Language Schools. In García, O., Zakharia, Z., and Bahar, O. (eds.), Bilingual Community Education for American Children: Beyond Heritage Languages in a Global City. Bristol: Multilingual Matters, 128–140.Google Scholar
Hashimoto, K. and Lee, J. S.. 2011. Heritage Language Literacy Practices: A Case Study of Three Japanese American Families. Bilingual Research Journal 34(2), 161–184.CrossRefGoogle Scholar
Haynes, E. 2010. What Is the Difference between Indigenous and Immigrant Heritage Languages in the United States? Heritage Brief. Washington, DC: Center for Applied Linguistics. Retrieved from www.cal.org/heritage/pdfs/briefs/what-is-the-difference-between-indigenous-and-immigrant-heritage-languages-in-the-united-states.pdf.Google Scholar
Hirsch, B. J. 2011. Learning and Development in After-School Programs. Phi Delta Kappan 92(5), 66–69.CrossRefGoogle Scholar
Hrouda, S. J. 2011. Czech Language Programs and Czech as a Heritage Language in the United States. Heritage Brief. Washington, DC: Center for Applied Linguistics. Retrieved from www.cal.org/heritage/pdfs/briefs/czech-language-programs-in-the-united-states.pdfGoogle Scholar
Kano, N. 2012. Japanese Community Schools: New Pedagogy for a Changing Population. In García, O., Zakharia, Z., and Bahar, O. (eds.) Bilingual Community Education for American Children: Beyond Heritage Languages in a Global City. Bristol: Multilingual Matters, 113–127.Google Scholar
Kasper, G. and Rose, K.. 2002. Pragmatic Development in a Second Language. Language Learning 51(1), 1–11.CrossRefGoogle Scholar
Kelleher, A. 2010. What Is a Heritage Language Program? Heritage Brief. Washington, DC: Center for Applied Linguistics. Retrieved from www.cal.org/heritage/pdfs/briefs/What-is-a-Heritage-Language.pdf.Google Scholar
Kim, J. 2011. Korean Immigrant Mothers’ Perspectives: The Meanings of a Korean Heritage Language School for Their Children’s American Early Schooling Experiences. Early Childhood Education Journal 39, 133–141.CrossRefGoogle Scholar
Kim, K. and Frick, J. T. W.. 2011. Changes in Student Motivation during Online Learning. Journal of Educational Computing Research 44(1), 1–23.CrossRefGoogle Scholar
Kondo-Brown, K. 2006. Heritage Language Development: Focus on East Asian Immigrants. Amsterdam: John Benjamins Publishing Company.CrossRefGoogle Scholar
Kondo-Brown, K. and Brown, J. D. (eds.) 2007. Teaching Heritage Students in Chinese, Japanese, and Korean. Mahwah, NJ: Routledge.Google Scholar
Lasserre, D., Lamplugh, S., and Liu, N.. 2012. French Heritage Language Schools in the United States, Heritage Brief. Washington, DC: Center for Applied Linguistics. Retrieved from www.cal.org/heritage/pdfs/briefs/french-heritage-language-schools-in-the-united-states.pdfGoogle Scholar
Lao, R. and Lee, J. S.. 2009. Heritage Language Maintenance and Use among 1.5 Generation Khmer College Students. Journal of Southeast Asian American Education and Advancement 4, 1–24.Google Scholar
Lee, J. S. 2002. The Korean Language in America: The Role of Cultural Identity and Heritage Language. Language, Culture, and Curriculum 15(2), 117–133.CrossRefGoogle Scholar
Lee, J. S. 2006. Exploring the Relationship between Electronic Literacy and Heritage Language Maintenance. Language Learning and Technology 10(2), 93–113.Google Scholar
Lee, J. S. 2014. Community Support in the Development of Korean as a Heritage Language. In Wiley, T., Peyton, J., Christian, D., Moore, S., and Liu, N. (eds.), Handbook of Heritage, Community, and Native American Languages in the United States: Research, Educational Practice, and Policy. New York: Routledge, 253–271.Google Scholar
Lee, J. S. and Oxelson, E.. 2006. “It’s Not My Job”: K-12 Teacher Attitudes toward Students’ Heritage Language Maintenance. Bilingual Research Journal 30(2), 453–477.CrossRefGoogle Scholar
Lee, J. S. and Shin, S.. 2008. Korean Heritage Language Education in the United States: The Current State, Opportunities and Possibilities. Heritage Language Journal 6(1) Retrieved from http://hlj.ucla.edu/ViewPaper.ashx?ID=X5aWPU2Aj8nVf2XLAk2G7w%3d%3dCrossRefGoogle Scholar
Lee, J. S. and Suarez, D.. 2009. A Synthesis of the Roles of Heritage Languages in the Lives of Immigrant Children. In Wiley, T., Lee, J. S., and Rumberger, R. (eds.), The Education of Linguistic Minority Students in the United States. Clevedon: Multilingual Matters, 136–171.Google Scholar
Lee, J. S. and Wright, W. E.. 2014. The Rediscovery of Heritage and Community Language Education in the United States. Review of Research in Education 38(1), 137–165. https://doi.org/10.3102/0091732X13507546CrossRefGoogle Scholar
Li, L. 2006. Complementary Schools, Past, Present and Future. Language and Education 20(1), 76–83 https:doi.org/10.1080/09500780608668711CrossRefGoogle Scholar
Li, L. 2014. Translanguaging Knowledge and Identity in Complementary Classrooms for Multilingual Minority Ethnic Children. Classroom Discourse 5(2), 158–175.Google Scholar
Liu, N. 2010. Chinese Heritage Language Schools in the United States. Heritage Brief. Washington, DC: Center for Applied Linguistics. Retrieved from www.cal.org/heritage/pdfs/briefs/chinese-heritage-language-schools-in-the-us.pdfGoogle Scholar
Liu, N., Musica, A., Koscak, S., Vinogradova, P., and López, J.. 2010. Challenges and Needs of Community-Based Heritage Language Programs and How They Are Addressed, Heritage Brief. Washington, DC: Center for Applied Linguistics. Retrieved from www.cal.org/heritage/pdfs/briefs/challenges-and%20needs-of-community-based-heritage-language-programs.pdfGoogle Scholar
Ludanyi, R. and Liu, N.. 2011. German Heritage Language Schools in the United States, Heritage Brief. Washington, DC: Center for Applied Linguistics. Retrieved from: www.cal.org/heritage/pdfs/briefs/german-heritage-language-schools-in-the-united-states.pdfGoogle Scholar
Lynch, B. K. 2008. Locating and Utilizing Heritage Language Resources in the Community: An Asset-Based Approach to Program Design and Evaluation. In Brinton, D., Kagan, O., and Bauckus, S. (eds.), Heritage language Education: A New Field Emerging. Henry, IL: Center for Applied Linguistics and Delta Systems, 321–333.Google Scholar
Lytra, V. and Martin, P. W. (eds.) 2010. Sites of Multilingualism: Complementary Schools in Britain Today. Stoke-on-Trent: Trentham.Google Scholar
Makar, C. 2012. Building Communities through Bilingual Education: The Case of Asociación Tepeyac of New York. In García, O., Zakharia, Z., and Bahar, O. (eds.), Bilingual Community Education for American Children: Beyond Heritage Languages in a Global City. Bristol: Multilingual Matters, 45–59.Google Scholar
Montrul, S. 2010. Current Issues in Heritage Language Acquisition. Annual Review of Applied Linguistics 30, 2–23.CrossRefGoogle Scholar
Moore, C. and Ingersoll, G.. 2010. Where Do Community-Based Heritage Language Programs Find Funding? Heritage Brief. Washington, DC: Center for Applied Linguistics. Retrieved from www.cal.org/heritage/pdfs/briefs/where-do-community-based-heritage-language-programs-find-funding.pdfGoogle Scholar
Nordstrom, J. 2016. Parents’ Reasons for Community Language Schools; Insight from a High-Shift, Non-visible, Middle-Class Community. Language and Education 30(6), 519–535.CrossRefGoogle Scholar
Norton, B. and Toohey, K.. 2011. Identity, Language Learning, and Social Change. Language Teaching 44(4), 412–446.CrossRefGoogle Scholar
Otcu, B. 2010. Heritage Language Maintenance and Cultural Identity Formation: The Case of a Turkish Saturday School in New York City. Heritage Language Journal 7(2), 112–137. Retrieved from www.international.ucla.edu/media/files/otcu-hlj.pdf.CrossRefGoogle Scholar
Palladino, V. and Guardado, M.. 2018. Extending the Heritage Language Classroom: Experiences of Digital Technology Use in Two Community Schools in Alberta, Canada. Language, Culture and Curriculum 31(2), 150–167 https://doi.org/10.1080/07908318.2017.1415923CrossRefGoogle Scholar
Peyton, J. K., Lewelling, V., and Winke, P.. 2001. Spanish for Native Speakers: Developing Dual Language Proficiency. Washington, DC: Center for Applied Linguistics. Retrieved from www.cal.org/resources/digest/spanish_native.htmlGoogle Scholar
Peyton, J., Ranard, D., and McGinnis, S. (eds.) 2001. Heritage Languages in America: Preserving a National Resource. Washington, DC: Center for Applied Linguistics, ERIC, and Delta Systems, Co., Inc.Google Scholar
Phinney, J., Romero, I., Nava, M., and Huang, D.. 2001. The Role of Language, Parents, and Peers in Ethnic Identity among Adolescents in Immigrant Families. Journal of Youth and Adolescence 30(2), 135–153.CrossRefGoogle Scholar
Popkewitz, T. A. and Brennan, M. (eds.) 1998. Foucault’s Challenge: Discourse, Knowledge and Power in Education. New York: Teachers’ College Press.Google Scholar
Potowski, K. 2003. Chicago’s Heritage Language Teacher Corps: A Model for Improving Spanish Teacher Development. Hispania 86(2), 302–311.CrossRefGoogle Scholar
Rosenthal, D. 1987. Ethnic Identity Development in Adolescents. In Rotheram, M. and Phinney, J. S. (eds.), Children’s Ethnic Socialization: Pluralism and Development. Newbury Park: Sage Publications, 156–180.Google Scholar
Shibata, S. 2000. Opening a Japanese Saturday School in a Small Town in the United States: Community Collaboration to Teach Japanese as a Heritage Language. Bilingual Research Journal 24(4), 465–474 https://doi.org/10.1080/15235882.2000.10162778CrossRefGoogle Scholar
Shin, S. J. 2010. “What about Me? I’m Not Like Chinese but I’m Not Like American”: Heritage-Language Learning and Identity of Mixed-Heritage Adults. Journal of Language, Identity & Education 9(3), 203–219.CrossRefGoogle Scholar
Shin, S. J. 2014. Introduction. In Wiley, T., Peyton, J., Christian, D., Moore, S., and Liu, N. (eds.), Handbook of Heritage, Community, and Native American Languages in the United States: Research, Educational Practice, and Policy. New York: Routledge, 241–252.Google Scholar
Shin, S. and Lee, J. S.. 2014. Expanding Capacity, Opportunity, and Desire to Learn Korean as a Heritage Language. Heritage Language Journal 10(3), 64–73.Google Scholar
Sinclair, J. and Coulthard, M.. 1975. Towards an Analysis of Discourse: The Language of Teachers and Pupils. London: Oxford University Press.Google Scholar
Tamošiūnaitė, A. 2013. Lithuanian Saturday Schools in Chicago: Student Proficiency, Generational Shift, and Community Involvement. Heritage Language Journal 10(1).CrossRefGoogle Scholar
Téllez, K. and Waxman, H. C.. 2010. A Review of Research on Effective Community Programs for English Language Learners. The School Community Journal 20(1), 103–119.Google Scholar
Valdés, G. 2001. Heritage Language Students: Profiles and Possibilities. In Peyton, J. K., Ranard, D. A., and McGinnis, Scott (eds.), Heritage Languages in America: Preserving a National Resource. Washington, DC and McHenry, IL: Center for Applied Linguistics & Delta Systems, 37–77.Google Scholar
Van Deusen-Scholl, N. 2003. Toward a Definition of Heritage Language: Sociopolitical and Pedagogical Considerations. Journal of Language, Identity, and Education 2(3), 211–230.CrossRefGoogle Scholar
Walters, S. 2011. Provision, Purpose and Pedagogy in a Bengali Supplementary School. The Language Learning Journal 39(2), 163–175.CrossRefGoogle Scholar
Wang, N. 2017. Heritage Language Schools in the U.S.: Administration, Sustainability and School Operations. University of Nebraska. Educational Administration: Dissertations. 282. Retrieved from http://digitalcommons.unl.edu/cehsedaddiss/282.Google Scholar
Wiley, T. G., Peyton, J. K., Christian, D., Moore, S. C. K., and Liu, N. (eds.) (2014). Handbook of Heritage, Community, and Native American Languages in the United States: Research, Policy, and Educational Practice. New York: Routledge.CrossRefGoogle Scholar
Wong, S. C. and Lopez, M. G.. 2000. English Language Learners of Chinese Background. In McKay, S. L. and Wong, S. C. (eds.) New Immigrants in the United States. 263–305. Cambridge: Cambridge University Press.Google Scholar
Zamora, C. 2013. Spanish Heritage Language Schools in the United States, Heritage Brief. Washington, DC: Center for Applied Linguistics. Retrieved from www.cal.org/heritage/pdfs/briefs/spanish-heritage-language-schools-in-the-us.pdf.Google Scholar
Zulfiqar, M. 1997. Beyond the National Curriculum: Development of Supplementary Schooling in Britain, Development Education Journal 4, 33–34.Google Scholar
References
Aravossitas, T. and Oikonomakou, M.. 2014. Professional Development of Heritage Language Instructors: Profiles, Needs, and Course Evaluation. In Trifonas, P. P. and Aravossitas, T. (eds.), Rethinking Heritage Language Education. Cambridge: Cambridge University Press, 263–284.Google Scholar
Arvanitis, E. 2014. Culturally Responsive Pedagogy: Modelling Teachers’ Professional Learning to Advance Plurilingualism. In Trifonas, P. P. and Aravossitas, T. (eds.), Rethinking Heritage Language Education. Cambridge: Cambridge University Press, 245–262.Google Scholar
Beaudrie, S. M. 2006. Spanish Heritage Language Development: A Causal-Comparative Study Exploring the Differential Effects of Heritage versus Foreign Language Curriculum. Doctoral dissertation. Retrieved from ProQuest Dissertation and Theses database (UMI No. 3218230).Google Scholar
Beaudrie, S. M. 2011. Spanish Heritage Language Programs: A Snapshot of Current Programs in the Southwestern United States. Foreign Language Annals 44(2), 321–337.CrossRefGoogle Scholar
Beaudrie, S. M. 2012. Research on University-Based Spanish Heritage Language Programs in the United States: The Current State of Affairs. In Beaudrie, S. and Fairclough, M. (eds.), Spanish as a Heritage Language in the United States: State of the Field. Washington, DC: Georgetown University Press, 203–221.Google Scholar
Beaudrie, S. M. 2015. Approaches to Language Variation: Goals and Objectives of the Spanish Heritage Language Syllabus. Heritage Language Journal 12(1), 1–21.CrossRefGoogle Scholar
Beaudrie, S. M. 2016. Building a Heritage Language Program: Guidelines for a Collaborative Approach. In Fairclough, M. and Beaudrie, S. (eds.), Innovative Approaches in Heritage Language Teaching: From Research to Practice. Washington, DC: Georgetown University Press, 80–98.Google Scholar
Beaudrie, S., Amezcua, A., and Loza, S.. 2019. Critical Language Awareness for the Heritage Context: Development and Validation of a Measurement Questionnaire. Language Testing 36(3), 1–30.CrossRefGoogle Scholar
Beaudrie, S., Ducar, C., and Potowski, K.. 2014. Heritage Language Teaching: Research and Practice. New York: McGraw-Hill.Google Scholar
Belpoliti, F. and Fairclough, M.. 2016. Inquiry-Based Projects in the Spanish Heritage Language Classroom: Connecting Culture and Community through Research. Hispania 99(2), 258–273.CrossRefGoogle Scholar
Benmamoun, E. and Kagan, O.. 2013. The Administration of Heritage Language Programs: Challenges and Opportunities. Heritage Language Journal 10(2), 143–155.CrossRefGoogle Scholar
Benmamoun, E., Montrul, S., and Polinsky, M.. 2013. Heritage Languages and Their Speakers: Opportunities and Challenges for Linguistics. Theoretical Linguistics 39(3–4), 129–181.CrossRefGoogle Scholar
Bernal-Henríquez, Y. and Hernández-Chávez, E.. 2003. La enseñanza del español en Nuevo México: ¿Revitalización o erradicación de la variedad chicana? In Roca, A. and Colombi, C. (eds.), Mi lengua: Spanish as a Heritage Language in the United States. Washington, DC: Georgetown University Press, 78–95.Google Scholar
Bowles, M. 2011. Measuring Implicit and Explicit Linguistic Knowledge: What Can Heritage Language Learners Contribute? Studies in Second Language Acquisition 33(2), 247–271.CrossRefGoogle Scholar
Bowles, M. 2018. Outcomes of Classroom Spanish Heritage Language Instruction: State of the Field and an Agenda for the Future. In Potowski, K. (ed.), The Handbook of Spanish as a Heritage/Minority Language. New York: Routledge.Google Scholar
Bowles, M. A., Adams, R. J., and Toth, P. D.. 2014. A Comparison of L2-L2 and L2-Heritage Learner Interactions in Spanish Language Classrooms. Modern Language Journal 98(2), 497–517.CrossRefGoogle Scholar
Carreira, M. 2007. Teaching Spanish to Native Speakers in Mixed Ability Language Classrooms. In Potowski, K. and Cameron, R. (eds.), Spanish in Contact: Policy, Social and Linguistic Inquiries. Washington, DC: Georgetown University Press, 61–80.CrossRefGoogle Scholar
Carreira, M. 2014. Teaching Heritage Language Learners: A Study of Programme Profiles, Practices, and Needs. In Trifonas, P. and Aravossitas, T. (eds.), Rethinking Heritage Language Education. Cambridge: Cambridge University Press, 20–44.Google Scholar
Carreira, M. 2016. A General Framework and Supporting Strategies for Teaching Mixed Classes. In Pascual y Cabo, D. (ed.), Advances in Spanish as a Heritage Language. Amsterdam/Philadelphia: John Benjamins, 159–176.CrossRefGoogle Scholar
Carreira, M. 2017. The State of Institutionalization of Heritage Languages in Postsecondary Language Departments in the United States. In Kagan, O. E., Carreira, M. M., and Hitchins Chik, C. (eds.), The Routledge Handbook of Heritage Language Education: From Innovation to Program Building. New York: Routledge, 347–362.CrossRefGoogle Scholar
Carreira, M. and Beeman, T.. 2014. Voces: Latino Students on Life in the United States. Santa Barbara, CA: Praeger Publishers.Google Scholar
Carreira, M. and Hitchins Chik, C.. 2018. Differentiated Teaching: A Primer for Heritage and Mixed Classes. In Potowski, K. (ed.), The Handbook of Spanish as a Heritage/Minority Language. New York: Routledge, 359–374.CrossRefGoogle Scholar
Carreira, M. and Kagan, O.. 2011. The Results of the National Heritage Language Survey: Implications for Teaching, Curriculum Design, and Professional Development. Foreign Language Annals 44, 40–64.CrossRefGoogle Scholar
Carreira, M. and Kagan, O.. 2018. Heritage Language Education: A Proposal for the Next 50 Years. Foreign Language Annals 51, 152–168.CrossRefGoogle Scholar
Commission on Language Learning. 2017. America’s Languages: Investing in Language Education for the 21st Century. Cambridge, MA: American Academy of Arts & Sciences. Available from www.amacad.org/multimedia/pdfs/publications/researchpapersmonographs/language/Commission-on-Language-Learning_Americas-Languages.pdfGoogle Scholar
Cummins, J. 1993. The Research Basis for Heritage Language Promotion. In Danesi, M., McLeod, K., and Morris, S. (eds.), Heritage Language and Education: The Canadian Experience. Oakville, ON: Mosaic Press, 1–21.Google Scholar
De Bot, K. and Gorter, D.. 2005. A European Perspective on Heritage Languages, The Modern Language Journal 89(4), 612–616.Google Scholar
Ducar, C. M. 2008. Student Voices: The Missing Link in the Spanish Heritage Language Debate. Foreign Language Annals 41(3), 415–433.CrossRefGoogle Scholar
Duff, P. 2008. Heritage Language Education in Canada. In Brinton, D., Kagan, O., and Bauckus, (eds.), Heritage Language: A New Field Emerging. New York: Routledge/Taylor and Francis, 71–90.Google Scholar
Fairclough, M. 2015. Spanish as a Heritage Language. In Lacorte, M. (ed.), The Routledge Handbook of Hispanic Applied Linguistics. New York/London: Routledge, 134–149.Google Scholar
Fairclough, , 2016. Incorporating Additional Varieties into the Linguistic Repertoires of Heritage Language Learners: A Multidialectal Approach. In Fairclough, M. and Beaudrie, S. (eds.), Innovative Approaches in Heritage Language Teaching: From Research to Practice. Washington, DC: Georgetown University Press, 143–165.Google Scholar
Gatti, A. 2017. Who Are Heritage Writers? Language Experiences and Writing Proficiency. Foreign Language Annals 50(4), 734–753.CrossRefGoogle Scholar
Geisherik, A. 2004. The Role of Motivation among Heritage and Non-Heritage Learners of Russian. Canadian Slavonic Papers 46(1–2), 9–22.CrossRefGoogle Scholar
Hammond, J. and Derewianka, B.. 2001. Genre. In Carter, R. and Nunan, D. (eds.), The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press, 186–193.CrossRefGoogle Scholar
He, A. W. 2006. Toward an Identity Theory of the Development of Chinese as a Heritage Language. Heritage Language Journal 4, 1–28.CrossRefGoogle Scholar
Helmer, K. A. 2013. A Twice-Told Tale: Voices of Resistance in a Borderlands Spanish Heritage Language Class. Anthropology and Education Quarterly 44(3), 269–285.CrossRefGoogle Scholar
Helmer, K. A. 2014. ‘It’s Not Real, It’s Just a Story to Just Learn Spanish’: Understanding Heritage Language Learner Resistance in a Southwest Charter High School. Heritage Language Journal 11(3), 186–206.CrossRefGoogle Scholar
Henshaw, F. 2015. Learning Outcomes of L2-Heritage Interactions: The Proof Is in the Posttests. Heritage Language Journal 12, 245–270.CrossRefGoogle Scholar
Holguín Mendoza, C. 2017. Critical Language Awareness (CLA) for Spanish Heritage Language Programs: Implementing a Complete Curriculum. International Multilingual Research Journal 11(5), 1–15.Google Scholar
Hornberger, N. H. 2005. Heritage/Community Language Education: US and Australian Perspectives [Special Issue]. International Journal of Bilingual Education and Bilingualism 8(2–3).CrossRefGoogle Scholar
Jang, E. and Brutt-Griffler, J.. 2019. Language as a Bridge to Higher Education: A Large-Scale Empirical Study of Heritage Language Proficiency on Language Minority Students’ Academic Success. Journal of Multilingual and Multicultural Development 40(4), 322–337.CrossRefGoogle Scholar
Kagan, O. 2014. Russian Heritage Language Learners: From Students’ Profiles to Project-Based Curriculum. In Wiley, T., Kreeft Peyton, J., Christian, D., Moore, S. C., and Liu, N. (eds.), Handbook of Heritage, Community, and Native American Languages in the United States: Research, Policy, and Educational Practice. New York: Routledge, 1–21.Google Scholar
Kagan, O., Carreira, M., and Hitchins Chik, C.. 2017. The Routledge Handbook of Heritage Language Education: From Innovation to Program Building. New York: Routledge Press.CrossRefGoogle Scholar
Kim, M., Lee, H., and Kim, Y.. 2018. Learning of Korean Honorifics through Collaborative Tasks: Comparing Heritage and Foreign Language Learners. In Taguchi, N. andKim, Y. (eds.), Task-Based Approaches to Teaching and Assessing Pragmatics. Amsterdam: John Benjamins, 28–54.Google Scholar
Klee, C. and Lynch, A.. 2009. El español en contacto con otras lenguas. Washington, DC: Georgetown University Press.Google Scholar
Kondo-Brown, K. 2010. Curriculum Development for Advancing Heritage Language Competence: Recent Research, Current Practices, and a Future Agenda. Annual Review of Applied Linguistics 30, 24–41.CrossRefGoogle Scholar
Krashen, S., Tse, L., and McQuillan, J. (eds.) 1998. Heritage Language Development. Culver City, CA: Language Education Associates.Google Scholar
Lacorte, M. 2016. Teacher Development in Heritage Language Education. Innovative Strategies for Heritage Language Teaching: A Practical Guide for the Classroom, 99–119.Google Scholar
Lacorte, M. 2018. Multiliteracies Pedagogy and Heritage Language Teacher Education: A Model for Professional Development. In Zapata, G. C. and Lacorte, M. (eds.), Multiliteracies Pedagogy and Language Learning. London: Palgrave Macmillan, 197–225.CrossRefGoogle Scholar
Lee, J. S. and Shin, S. J.. 2008. Korean Heritage Language Education in the United States: The Current State, Opportunities, and Possibilities. Heritage Language Journal 6(2), 1–20.CrossRefGoogle Scholar
Leeman, J. 2005. Engaging Critical Pedagogy: Spanish for Native Speakers. Foreign Language Annals 38(1), 35–45.CrossRefGoogle Scholar
Leeman, J. 2018. Critical Language Awareness and Spanish as a Heritage Language: Challenging the Linguistic Subordination of US Latinxs. In Potowski, K. (ed.), The Handbook of Spanish as a Heritage/Minority Language. New York: Routledge, 345–358.CrossRefGoogle Scholar
Leeman, J. and Serafini, E.. 2016. Sociolinguistics for Heritage Language Educators and Students: A Model of Critical Translingual Competence. In Fairclough, M. and Beaudrie, S. (eds.), Innovative Strategies for Heritage Language Teaching: A Practical Guide for the Classroom. Washington, DC: Georgetown University Press, 56–79.Google Scholar
Leeman, J., Rabin, L., and Román-Mendoza, E.. 2011. Identity and Activism in Heritage Language Education. Modern Language Journal 95(5), 481–495. https://doi.org/10.1111/j.1540-4781.2001.01237.xCrossRefGoogle Scholar
Li, D. and Duff, P.. 2008. Issues in Chinese Heritage Language Education and Research at the Postsecondary Level. In He, A. W. and Xiao, Y. (eds.), Chinese as a Heritage Language: Fostering Rooted World Citizenry. Honolulu: National Foreign Language Resource Center, University of Hawaii, 13–36.Google Scholar
Lowther Pereira, K. 2010. Identity and Language Ideology in the Intermediate Spanish Heritage Language Classroom. Unpublished PhD thesis, University of Arizona.Google Scholar
Lowther Pereira, K. 2015. Developing Critical Language Awareness via Service-Learning for Spanish Heritage Speakers. Heritage Language Journal 12(2), 159–185.CrossRefGoogle Scholar
Lowther Pereira, K. 2018. Community Service-Learning for Spanish heritage Learners: Making Connections and Building Identities. Amsterdam/Philadelphia: John Benjamins.CrossRefGoogle Scholar
Luo, H., Li, Y., and Li, M.. 2019. Heritage Language Education in the United States: A National Survey of College‐Level Chinese Language Programs. Foreign Language Annals 52(1), 101–120.CrossRefGoogle Scholar
Lynch, A. and Potowski, K.. 2014. La valoración del habla bilingüe en los Estados Unidos: Fundamentos sociolingüísticos y pedagógicos en Hablando bien se entiende la gente. Hispania 97(1), 32–46.CrossRefGoogle Scholar
Martínez, G. A. 2003. Classroom-Based Dialect Awareness in Heritage Language Instruction: A Critical Applied Linguistic Approach. Heritage Language Journal 1, 1–14.CrossRefGoogle Scholar
Martínez, G. A. 2005. Genres and Genre Chains: Post-Process Perspectives on Heritage Language Writing in a South Texas Setting. Southwest Journal of Linguistics 24(1–2), 79–91.Google Scholar
Martínez, G. and Schwartz, A.. 2012. Elevating “Low” Language for High Stakes: A Case for Critical, Community-Based Learning in a Medical Spanish for Heritage Learners Program. Heritage Language Journal 9(2), 37–49.CrossRefGoogle Scholar
Montrul, S. 2010. How Similar Are Adult Second Language Learners and Spanish Heritage Speakers? Spanish Clitics and Word Order. Applied Psycholinguistics 31(1), 167–207.CrossRefGoogle Scholar
Moreno, G. and MacGregor-Mendoza, P.. 2016. Special Issue on Service-Learning and Heritage Language Learners: Impact on Communities, Students, and Classrooms. Heritage Language Journal 13.CrossRefGoogle Scholar
National Center for Education Statistics (NCES). 2018. Table 306.10. Total fall enrollment in degree-granting postsecondary institutions, by level of enrollment, sex, attendance status, and race/ethnicity or nonresident alien status of student: Selected years, 1976 through 2017. Washington, DC: US Department of Education.Google Scholar
New London Group. 1996. A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review 66(1), 60–92.CrossRefGoogle Scholar
Noels, K. A. 2005. Orientations to Learning German: Heritage Language Learning and Motivational Substrates. Canadian Modern Language Review 62(2), 285–313.CrossRefGoogle Scholar
Ortega, L. 2017. The Study of Heritage Language Speakers from a bilingualism and Social Justice Perspective. 21st Hispanic Linguistics Symposium, Texas Tech University, Lubbock, October 26–28.Google Scholar
Parra, M. L. 2013. Expanding Language and Cultural Competence in Advanced Heritage and Foreign Language Learners through Community Engagement and Work with the Arts. Heritage Language Journal 10(2), 252–280.CrossRefGoogle Scholar
Parra, M. L. 2016. Understanding Identity among Spanish Heritage Learners: An Interdisciplinary Endeavor. In Pascual y Cabo, D. (ed.), Advances in Spanish as a Heritage Language. Philadelphia/Amsterdam: John Benjamins, 177–204.CrossRefGoogle Scholar
Parra, M. L., Bravo, M., and Polinsky, M.. 2018. De bueno a muy bueno: How Pedagogical Intervention Boosts Language Proficiency in Advanced Heritage Learners. Heritage Language Journal 15(2), 203–241.CrossRefGoogle Scholar
Parra, M. L., Otero, A., Flores, R., and Lavallé, M.. 2017. Developing a Comprehensive Curriculum for Advanced Heritage Language Learners: Contributions from the Multiliteracies Framework. In Zapata, G. and Lacorte, M. (eds.), Multiliteracies Pedagogy and Language Learning: Teaching Spanish to Heritage Learners. London: Palgrave Macmillan, 27#x2013;66.Google Scholar
Pascual y Cabo, D. 2016. Charting the Past, Present, and Future of Spanish Heritage Language Research. In Pascual y Cabo, D. (ed.), Advances in Spanish as a Heritage Language. Philadelphia/Amsterdam: John Benjamins, 1–13.CrossRefGoogle Scholar
Pascual y Cabo, D. and Prada, J.. 2017. Beyond Language: Exploring the Unseen Benefits of Heritage Language Programs. Paper presented at the Third International Conference on Heritage/Community Languages. Los Angeles, California.Google Scholar
Pascual y Cabo, D., Prada, J., and Lowther Pereira, K.. 2017. Effects of Community Service‐Learning on Heritage Language Learners’ Attitudes toward Their Language and Culture. Foreign Language Annals 50(1), 71–83.CrossRefGoogle Scholar
Patton, Michael. 1997. Utilization-Focused Evaluation: The New Century Text. Thousand Oaks, CA: Sage. Polinsky, M. 2015. When L1 Becomes an L3: Do Heritage Speakers Make Better L3 Learners? Bilingualism: Language and Cognition 18(2), 163–178.Google Scholar
Potowski, K. 2010. Language Diversity in the USA. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Potowski, K. 2018. Handbook of Spanish as a Heritage/Minority Language. New York: Routledge.CrossRefGoogle Scholar
Potowski, K., Jegerski, J., and Morgan-Short, K.. 2009. The Effects of Instruction on Linguistic Development in Spanish Heritage Language Speakers. Language Learning 59(3), 537–579.CrossRefGoogle Scholar
Redmond, M. L. 2013. Action Research in the World Language Classroom. Information Age Publishing.Google Scholar
Reynolds, R., Howard, K., and Deák, J.. 2009. Heritage Language Learners in First‐Year Foreign Language Courses: A Report of General Data across Learner Subtypes. Foreign Language Annals 42(2), 250–269.CrossRefGoogle Scholar
Rivera-Mills, S. V. 2012. Spanish Heritage Language Maintenance. In Beaudrie, S. M. and Fairclough, M. A. (eds.), Spanish as a Heritage Language in the United States: The State of the Field. Washington, DC: Georgetown University Press, 21–42.Google Scholar
Rothman, J., Tsimpli, I., and Pascual y Cabo, D.. 2016. Formal Linguistic Approaches to Heritage Language Acquisition. In Pascual y Cabo, D. (ed.), Advances in Spanish as a Heritage Language. Philadelphia/Amsterdam: John Benjamins, 13–26.CrossRefGoogle Scholar
Samaniego, M. and Warner, C.. 2016. Multiliteracies for the Heritage Language Classroom. In Beaudrie, S. and Fairclough, M. (eds.), Innovative Approaches in Heritage Language Pedagogy: From Research to Practice. Washington, DC: Georgetown University Press, 191–213.Google Scholar
Spicer-Escalante, M. 2005. Writing in Two Languages/Living in Two Worlds: A Rhetorical Analysis of Mexican-American Written Discourse. In Farr, M. (ed.), Latino Language and Literacy in Ethnolinguistic Chicago. Mahwah, NJ: Lawrence Erlbaum Associates, 217–244.Google Scholar
Spicer-Escalante, M. 2007. Análisis lingüístico de la escritura bilingüe (español-inglés) de los hablantes de español como lengua hereditaria en los Estados Unidos. Estudios de Lingüística Aplicada 45, 63–80.Google Scholar
Tecedor, M. and Pascual y Cabo, D.. 2020. In Your Own Backyard: Legitimizing Local Communities as a Way to Increase Language Learning Motivation. Language, Culture and Curriculum, 33(4), 433–450.CrossRefGoogle Scholar
Titus, J. 2014. Russian Heritage Learners’ Goals and Motivation. In Trifonas, P. and Aravossitas, T. (eds.), Rethinking Heritage Language Education. Cambridge: Cambridge University Press, 149–164.Google Scholar
Toribio, J. and Bullock, B.. 2016. A New Look at Heritage Spanish and Its Speakers. In Pascual y Cabo, D. (ed.), Advances in Spanish as a Heritage Language. Philadelphia/Amsterdam: John Benjamins, 27–44.CrossRefGoogle Scholar
Torres, J. 2018. The Effects of Task Complexity on Heritage and L2 Spanish Development. Canadian Modern Language Review 74(1), 128–152.CrossRefGoogle Scholar
Torres, J. and Cung, B.. 2019. A Comparison of Advanced Heritage Language Learners’ Peer Interaction across Modes and Pair Types. The Modern Language Journal 103(4), 815–830.CrossRefGoogle Scholar
Torres, J., Pascual y Cabo, D., and Beusterien, J.. 2018. What’s Next: Heritage Language Learners Pave the Path for Spanish Teaching. Hispania 100(5), 271–278.CrossRefGoogle Scholar
Trifonas, P. and Aravossitas, T.. 2014. (eds.) Rethinking Heritage Language Education. Cambridge: Cambridge University Press, 149–164.Google Scholar
Trifonas, P. and Aravossitas, T.. 2018. (eds.), Handbook of Research and Practice in Heritage Language Education. New York: Springer International Publishing.CrossRefGoogle Scholar
Valdés, G. and Parra, M. L.. 2018. Towards the Development of an Analytical Framework for Examining Goals and Pedagogical Approaches in Teaching Language to Heritage Speakers. In Potowski, K. (ed.), The Handbook of Spanish as a Heritage/Minority Language. New York: Routledge.Google Scholar
Valdés, G., Fishman, J. A., Chávez, R., and Pérez, W.. 2006. Developing Minority Language Resources: The Case of Spanish in California. Clevedon: Multilingual Matters.Google Scholar
Valentín-Rivera, L. 2016. Activity Theory in Spanish Mixed Classrooms: Exploring Corrective Feedback as an Artifact. Foreign Language Annals 49, 615–634.CrossRefGoogle Scholar
Veltman, C. 2000. The American Linguistic Mosaic: Understanding Language Shift in the United States. In McKay, S. L. and Wong, S. C. (eds.), New Immigrants in the United States. Cambridge: Cambridge University Press, 58–93.Google Scholar
Vinogradova, P. 2014. Digital Stores in Heritage Language Education: Empowering Heritage Language Learners through a Pedagogy of Multiliteracies. In Wiley, T., Christian, D., Peyton, J. K., Moore, S., and Liu, N. (eds.), Handbook of Heritage, Community, and Native American Languages in the United States: Research, Educational Practice, and Policy. London and New York: Routledge and CAL, 314–323.Google Scholar
Walls, L. 2018. The Effect of Dyad Type on Collaboration: Interactions among Heritage and Second Language Learners. Foreign Language Annals 51(3), 638–657.CrossRefGoogle Scholar
Zapata, G. C. and Lacorte, M. (eds.) 2017. Multiliteracies, Pedagogy and Language Learning: Teaching Spanish to Heritage Speakers. New York: Palgrave Macmillan.Google Scholar
References
Allen, M. 2017. Vote Counting Literature Review Methods. In Allen, M. (ed.), The SAGE Encyclopedia of Communication Research Methods, Vol. 4. Thousand Oaks, CA: SAGE Publications, Inc. 1868–1870.CrossRefGoogle Scholar
Barros García, M. J. and Bachelor, J. W.. 2018. Pragmatic Instruction May Not Be Necessary among Heritage Learners of Spanish: A Study on Requests. Journal of Foreign Language Education and Technology 3(1), 163–193.Google Scholar
Beaudrie, S. and Holmes, B.. In press. The Differential Effects of Three Types of Explicit Computer-Based Grammar Instruction: The Case of Receptive Heritage Learners. In Bowles, M. A. (ed.), Outcomes of University Spanish Heritage Language Instruction in the United States. Washington, DC: Georgetown University Press.Google Scholar
Beaudrie, S., Ducar, C., and Potowski, K.. 2014. Heritage Language Teaching: Research and Practice. Columbus, OH: McGraw-Hill.Google Scholar
Bowles, M. 2018. Outcomes of Classroom Spanish Heritage Language Acquisition: State of the Field and an Agenda for the Future. In Potowski, K. (ed.), The Routledge Handbook of Spanish as a Heritage/Minority Language. New York: Routledge Press, 331–344.CrossRefGoogle Scholar
Bowles, M. In press. Outcomes of University Spanish Heritage Language Instruction in the United States. Washington, DC: Georgetown University PressGoogle Scholar
Bowles, M. and Bello Uriarte, A.. 2019. What Impact Does Heritage Language Instruction Have on Spanish Heritage Learners’ Writing? In Sato, M. and Loewen, S. (eds.), Evidence-Based Second Language Pedagogy: A Collection of Instructed Second Language Acquisition Studies. New York: Routledge.Google Scholar
Fernández, S. and Bowles, M.. In press. What Type of Knowledge Do Implicit and Explicit Heritage Language Instruction Result in? In Bowles, M. A. (ed.), Outcomes of University Spanish Heritage Language Instruction in the United States. Washington, DC: Georgetown University Press.Google Scholar
Bylund, E. and Díaz, M.. 2012. The Effects of Heritage Language Instruction on First Language Proficiency: A Psycholinguistic Perspective. International Journal of Bilingual Education and Bilingualism 15(5), 593–609.CrossRefGoogle Scholar
Carreira, M. and Kagan, O.. 2018. Heritage Language Education: A Proposal for the Next 50 Years. Foreign Language Annals 51(1), 152–168.CrossRefGoogle Scholar
Chinen, K. and Tucker, G. R.. 2005. Heritage Language Development: Understanding the Roles of Ethnic Identity and Saturday School Participation. Heritage Language Journal 3(1), 27–59.CrossRefGoogle Scholar
Chiu, Y. H. 2013. Computer-Assisted Second Language Vocabulary Instruction: A Meta-Analysis. British Journal of Educational Technology 44(2), 52–56.CrossRefGoogle Scholar
Cuza, A., Miller, L., Pasquarella, A., and Chen, X.. 2017. The Role of Instruction in the Development of Reading and Writing Skills in Spanish as a Heritage Language during Childhood. Heritage Language Journal 14(2), 100–123.CrossRefGoogle Scholar
Hedges, L. and Olkin, I.. 1980. Vote-Counting Methods in Research Synthesis. Psychological Bulletin 88(2), 359–369.CrossRefGoogle Scholar
Hedges, L., Shymansky, J., and Woodworth, G.. 1989. A Practical Guide to Modern Methods of Meta-analysis. Washington, DC: National Science Teachers Association.Google Scholar
Jeon, E. H. and Kaya, T.. 2006. Effects of L2 Instruction on Interlanguage Pragmatic Development. In Norris, J. M. and Ortega, L. (eds.), Synthesizing Research on Language Learning and Teaching. Amsterdam: John Benjamins, 165–211.CrossRefGoogle Scholar
Kang, H. S. 2010. Negative Evidence and Its Explicitness and Positioning in the Learning of Korean as a Heritage Language. The Modern Language Journal 94(4), 582–599.CrossRefGoogle Scholar
Lee, J., Jang, J., and Plonsky, L.. 2014. The Effectiveness of Second Language Pronunciation Instruction: A Meta-analysis. Applied Linguistics 36(3), 345–366.CrossRefGoogle Scholar
Light, R. and Pillemer, D.. 1984. Summing Up: The Science of Reviewing Research. Cambridge, MA: Harvard University Press.Google Scholar
Lipsey, M. W. and Wilson, D. B.. 2001. Practical Meta-Analysis. Thousand Oaks, CA: Sage.Google Scholar
Mackey, A. and Gass, S.. 2012a. Second Language Research: Methodology and Design. New York: Routledge.Google Scholar
Mackey, A. and Gass, S.. 2012b. Research Methods in Second Language Acquisition: A Practical Guide. New York: Wiley Blackwell.Google Scholar
Marsden, E. and Plonsky, L.. 2018. Data, Open Science, and Methodological Reform in Second Language Acquisition Research. In Gudmestad, A. and Edmonds, A. (eds.), Critical Reflections on Data in Second Language Acquisition. Philadelphia: John Benjamins, 219-228.Google Scholar
Marsden, E., Morgan-Short, K., Thompson, S., and Abugaber, D.. 2018. Replication in Second Language Research: Narrative and Systematic Reviews and Recommendations for the Field. Language Learning 68, 321–391.CrossRefGoogle Scholar
Montrul, S. and Bowles, M.. 2010. Is Grammar Instruction Beneficial for Heritage Language Learners? Dative Case Marking in Spanish. Heritage Language Journal 7(1), 47–73.CrossRefGoogle Scholar
Montrul, S. and Bowles, M.. 2017. Instructed Heritage Language Acquisition. In Loewen, S. and Sato, M. (eds.), The Routledge Handbook of Instructed Second Language Acquisition. New York: Routledge Press, 488–502.CrossRefGoogle Scholar
Morgan-Short, K., Finger, I., Grey, S., and Ullman, M. T.. 2012. Second Language Processing Shows Increased Native-Like Neural Responses after Months of No Exposure. PLOS One 7(3), e32974. https://doi.org/10.1371/journal.pone.0032974.CrossRefGoogle ScholarPubMed
Morgan-Short, K., Marsden, E., Heil, J., Issa, B. I., Leow, R. P., and five authors. 2018. Multisite Replication in Second Language Acquisition Research: Attention to Form during Listening and Reading Comprehension. Language Learning 68, 392–437.CrossRefGoogle Scholar
Nocus, I., Guimard, P., Vernaudon, J., Paia, M., Cosnefroy, O., and Florin, A.. 2012. Effectiveness of a Heritage Educational Program for the Acquisition of Oral and Written French and Tahitian in French Polynesia. Teaching and Teacher Education 28, 21–31.CrossRefGoogle Scholar
Norris, J. M. and Ortega, L.. 2000. Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta-Analysis. Language Learning 50(3), 417–528.CrossRefGoogle Scholar
Norris, J. M. and Ortega, L.. 2001. Does Type of Instruction Make a Difference? Substantive Findings from a Meta-Analytic Review. Language Learning 51, 157–213.CrossRefGoogle Scholar
Parra, M. L., Llorente Bravo, M., and Polinsky, M.. 2018. De bueno a muy bueno: How Pedagogical Intervention Boosts Language Proficiency in Advanced Heritage Learners. Heritage Language Journal 15(2), 203–241.CrossRefGoogle Scholar
Pérez-Núñez, A. 2018. The Acquisition of Spanish Gender Marking in the Writing of Heritage and Second Language Learners: Evidence from the Language Classroom. Heritage Language Journal 15(2), 242–267.CrossRefGoogle Scholar
Phakiti, A., De Costa, P., Plonsky, L., and Starfield, S.. 2018. The Palgrave Handbook of Applied Linguistics Research Methodology. London: Palgrave Macmillan.CrossRefGoogle Scholar
Plonsky, L. and Brown, D.. 2015. Domain Definition and Search Techniques in Meta- analyses of L2 Research (Or Why 18 Meta-analyses of Feedback Have Different Results). Second Language Research 31(2), 267–278.CrossRefGoogle Scholar
Plonsky, L. and Oswald, F. L.. 2012. How to Do a Meta-analysis. In Mackey, A. and Gass, S. M. (eds.), Research Methods in Second Language Acquisition: A Practical Guide. New York: Wiley Blackwell, 275–295.CrossRefGoogle Scholar
Plonsky, L. and Oswald, F. L.. 2014. How Big Is ‘Big’? Interpreting Effect Sizes in L2 Research. Language Learning 64, 878–891.CrossRefGoogle Scholar
Porte, G. and McManus, K.. 2019. Doing Replication Research in Applied Linguistics. New York: Routledge.Google Scholar
Potowski, K., Jegerski, J., and Morgan-Short, K.. 2009. The Effects of Instruction on Linguistic Development in Spanish Heritage Language Speakers. Language Learning 59(3), 537–579.CrossRefGoogle Scholar
Pyun, D. O. and Lee-Smith, A.. 2011. Reducing Korean Heritage Language Learners’ Orthographic Errors: The Contribution of Online and In-Class Dictation and Form- Focused Instruction. Language, Culture and Curriculum 24(2), 141–158.CrossRefGoogle Scholar
Sanz, C. and Torres, J.. 2018. The Prior Language Experience of Heritage Bilinguals. In Malovrh, P. A. and Benati, A. G. (eds.), The Handbook of Advanced Proficiency in Second Language Acquisition. Hoboken, NJ: Wiley Press, 179–198.CrossRefGoogle Scholar
Shintani, N., Li, S., and Ellis, R.. 2013. Comprehension-Based versus Production-Based Grammar Instruction: A Meta-Analysis of Comparative Studies. Language Learning 63(2), 296–329.CrossRefGoogle Scholar
Skehan, P. 2009. Modelling Second Language Performance: Integrating Complexity, Accuracy, Fluency, and Lexis. Applied Linguistics 30(4), 510–532.CrossRefGoogle Scholar
Song, W., O’Grady, W., Cho, S., and Lee, M.. 1997. The Learning and Teaching of Korean in Community Schools. The Korean Language in America 2, 111–127.Google Scholar
Spada, N. and Tomita, Y.. 2010. Interactions between Type of Instruction and Type of Language Feature: A Meta-analysis. Language Learning 60(2), 263–308.CrossRefGoogle Scholar
Torres, J. 2018. The Effects of Task Complexity on Heritage and L2 Spanish Development. Canadian Modern Language Review 74(1), 128–152.CrossRefGoogle Scholar
Torres, J., Pascual y Cabo, D., and Beusterien, J.. 2017. What’s Next? Heritage Language Learners Pave the Path for Spanish Teaching. Hispania 100(5), 271–276.CrossRefGoogle Scholar
Valdés, G. 2001. Heritage Language Students: Profiles and Possibilities. In Peyton, J. K., Ranard, D. A., and McGinnis, S. (eds.), Heritage Languages in America: Preserving a National Resource. Washington, DC; McHenry, IL: Center for Applied Linguistics and Delta Systems, 37–80.Google Scholar
VanPatten, B., Collopy, E., Price, J. E., Borst, S., and Qualin, A.. 2013. Explicit Information, Grammatical Sensitivity, and the First-Noun Principle: A Cross-Linguistic Study in Processing Instruction. The Modern Language Journal 97(2), 506–527.CrossRefGoogle Scholar
Wa-Mbaleka, S. 2006. A Meta-analysis Investigating the Effects of Reading on Second Language Vocabulary Learning. Unpublished doctoral dissertation, Northern Arizona University.Google Scholar
Wright, S. C., Taylor, D. M., and Macarthur, J.. 2000. Subtractive Bilingualism and the Survival of the Inuit Language: Heritage- versus Second Language Education. Journal of Educational Psychology 92(1), 63–84.CrossRefGoogle Scholar
Zamora, C. In press. The Secret Is in the Processing: Categorizing How Heritage Learners of Spanish Process. In Bowles, M. A. (ed.), Outcomes of University Spanish Heritage Language Instruction in the United States. Washington, DC: Georgetown University Press.Google Scholar
References
Astin, A. W., Vogelgesang, L. J., Ikeda, E. K., and Yee, J. A.. 2000. How Service Learning Affects Students. Executive Summary.Google Scholar
Bandura, A. 1995. Self-Efficacy in Changing Societies. Cambridge; New York: Cambridge University Press.CrossRefGoogle Scholar
Bandy, J. 2016. What Is Service Learning or Community Engagement. Center for Teaching, Vanderbilt University. https://cft.vanderbilt.edu/guides-subpages/teaching-through-community-engagement.Google Scholar
Beaudrie, S. and Ducar, C.. 2005. Beginning Level University Heritage Programmes: Creating a Space for All Heritage Language Learners. Heritage Language Journal 3(1), 1–26.CrossRefGoogle Scholar
Beaudrie, S., Ducar, C., and Potowski, K.. 2014. Heritage Language Teaching: Research and Practice. Columbus, OH: McGraw-Hill Education.Google Scholar
Beaudrie, S., Ducar, C., and Relaño-Pastor, A. M.. 2009. Curricular Perspectives in the Heritage Language Context: Assessing Culture and Identity. Language, Culture and Curriculum 22(2), 157–174.CrossRefGoogle Scholar
Beaudrie, S. and Fairclough, M.. 2012. Spanish as a Heritage Language in the United States. Georgetown Studies in Spanish Linguistics.Google Scholar
Bringle, R. and Hatcher, J. A.. 1999. Reflection in Service-Learning: Making Meaning of Experience. Educational Horizons 7(4), 179–185.Google Scholar
Bringle, R. G. and Hatcher, J. A.. 2003. Introduction to Service-Learning Toolkit: Reading and Resources for Faculty. Providence, RI: Campus Compact.Google Scholar
Carreira, M. and Beeman, T.. 2014. Voces: Latino Students on Life in the United States. Santa Barbara, CA: Praeger.Google Scholar
Chollett, D. L. 2014. The Native American Organic Garden: Using Service Learning as a Site of Resistance. Culture, Agriculture, Food and Environment 36(2), 93–104.CrossRefGoogle Scholar
Colombi, M. C. 2015. Academic and Cultural Literacy for Heritage Speakers of Spanish: A Case Study of Latin@ Students in California. Linguistics and Education 32, 5–15.CrossRefGoogle Scholar
Ducar, C. 2012. SHL Learners Attitudes and Motivations: Reconciling Opposing Forces. In Beaudrie, S. and Fairclough, M. (eds.), Spanish as a Heritage Language in the U.S.: State of the Science. Washington, DC: Georgetown University Press, 253–282.Google Scholar
Eyler, J. and Giles, D. E. Jr. 1999. Where’s the Learning in Service-Learning? Jossey-Bass Higher and Adult Education Series. San Francisco: Jossey-Bass, Inc..Google Scholar
Fairclough, M. and Beaudrie, S.. 2016. Innovative Strategies for Heritage Language Teaching: A Practical Guide for the Classroom. Washington, DC: Georgetown University Press.Google Scholar
Fishman, J. 2014. Three Hundred-Plus Years of Heritage Language Education in the United States. In Wiley, T. G., Peyton, J. K., Christian, D., Moore, S. C. K., and Liu, N. (eds.), Handbook of Heritage, Community, and Native American Languages in the United States: Research, Policy, and Educational Practice. New York: Routledge, 50–58.Google Scholar
Foulis, E. 2018. Participatory Pedagogy: Oral History in the Service-Learning Classroom. Journal of Higher Education Outreach and Engagement 22(3), 119–134.Google Scholar
Hausmann, L. R., Schofield, J. W., and Woods, R. L.. 2007. Sense of Belonging as a Predictor of Intentions to Persist among African American and White First-Year College Students. Research in Higher Education 48(7), 803–839.CrossRefGoogle Scholar
Hurtado, S. and Carter, D. F.. 1997. Effects of College Transition and Perceptions of the Campus Racial Climate on Latino College Students’ Sense of Belonging. Sociology of Education 70(4), 324–345.CrossRefGoogle Scholar
Hurtado, S. and Ponjuan, L.. 2005. Latino Educational Outcomes and the Campus Climate. Journal of Hispanic Higher Education 4(3), 235–251.CrossRefGoogle Scholar
Kanost, L. 2014. Spanish after Service-Learning: A Comparative Study. Journal of Service-Learning in Higher Education 3, 64–80.Google Scholar
Kaplan, B. and Pérez-Gamboa, T.. 2003. Stepping Out of the Classroom to Increase Spanish Language Skills and Cultural Awareness. In Cherry, C. M., ed., Models for Excellence in Second Language Education. Dimension, 27–35.Google Scholar
Kim, S. and S. Sohn, . 2016. Service-Learning, an Integral Part of Heritage Language Education: A Case Study of an Advanced-Level Korean Language Class. Heritage Language Journal 13(3), 354–381.CrossRefGoogle Scholar
Lee, J. S. and Wright, W. E.. 2014. The Rediscovery of Heritage and Community Language Education in the United States. Review of Research in Education 38(1), 137–165.CrossRefGoogle Scholar
Leeman, J. 2005. Engaging Critical Pedagogy: Spanish for Native Speakers. Foreign Language Annals 38(1), 35–45.CrossRefGoogle Scholar
Leeman, J. 2018. Critical Language Awareness and Spanish as a Heritage Language: Challenging the Linguistic Subordination of US Latinxs. In Potowski, K. (ed.), Handbook of Spanish as a Minority/Heritage Language. New York: Routledge, 345–358.CrossRefGoogle Scholar
Leeman, J., Rabin, L., and Román-Mendoza, E.. 2011. Identity and Activism in Heritage Language Education. The Modern Language Journal 95(4), 481–495.CrossRefGoogle Scholar
Lowther Pereira, K. 2015. Developing Critical Language Awareness via Service-Learning for Spanish Heritage Speakers. Heritage Language Journal 12(2), 159–185.CrossRefGoogle Scholar
Lowther Pereira, K. 2018. Community Service-Learning for Spanish Heritage Learners: Making Connections and Building Identities. Amsterdam: John Benjamins Publishing Company.CrossRefGoogle Scholar
Martínez, G. 2003. Classroom Based Dialect Awareness in Heritage Language Instruction: A Critical Applied Linguistic Approach. Heritage Language Journal 1(1). Retrieved from www.international.ucla.edu/CMS/files/martinez_paper.pdfCrossRefGoogle Scholar
Mitchell, T. D. 2008. Traditional vs. Critical Service-Learning: Engaging the Literature to Differentiate Two Models. Michigan Journal of Community Service Learning 14(2), 50–65.Google Scholar
Mueller, I. 2005. Service Learning, German Culture, and Intercultural Competence. In The Year of Languages: Challenges, Changes, and Choices: 2005 Report of the Central States Conference on the Teaching of Foreign Languages. Eau Claire, WI: Crown Prints, 207–218.Google Scholar
Oral Narratives of Latin@s in Ohio. (2018, January 16). Retrieved from https://cfs.osu.edu/archives/collections/ONLOGoogle Scholar
Pak, C. S. 2018. Linking Service-Learning with Sense of Belonging: A Culturally Relevant Pedagogy for Heritage Students of Spanish. Journal of Hispanic Higher Education 17(1), 76–95.CrossRefGoogle Scholar
Pascual y Cabo, D. (ed.) 2016. Advances in Spanish as a Heritage Language. Amsterdam: John Benjamins Publishing Company.CrossRefGoogle Scholar
Pascual y Cabo, D., Prada, J., and Lowther Pereira, K.. 2017. Effects of Community Service-Learning on Heritage Language Learners’ Attitudes toward Their Language and Culture. Foreign Language Annals 50(1), 71–83.CrossRefGoogle Scholar
Potowski, K. 2012. Identity and Heritage Language Learners: Moving beyond Essentializations. In Beaudrie, S. and Fairclough, M. (eds.), Spanish as a Heritage Language in the US: State of the Science. Washington, DC: Georgetown University Press.Google Scholar
Potowski, K. (ed.) 2018. The Routledge Handbook of Spanish as a Heritage Language. New York: Routledge.CrossRefGoogle Scholar
Prada, J. and Pascual y Cabo, D. (forthcoming). Can Heritage Language Programs Aid with Student Retention? In M. Bowles (ed.), Outcomes of University Spanish Heritage Language Instruction in the United States. Washington, DC: Georgetown University Press.Google Scholar
Saltmarsh, J. and Driscoll, A.. 2012. Classification Descriptions: Community Engagement Elective Classification. Retrieved from http://classifications.carnegiefoundation.org/descriptions/community_engagement.php.Google Scholar
Sandler, J. D. 2016. Interpreting Service: Educating Child Language Brokers through Service-Learning. Heritage Language Journal 13(3), 434–453.CrossRefGoogle Scholar
Sheffield, E. C. 2005. Service in Service-Learning Education: The Need for Philosophical Understanding. High School Journal 89(1), 46–53.CrossRefGoogle Scholar
Stoecker, R. 2016. Liberating Service Learning and the Rest of Higher Education Civic Engagement. Philadelphia: Temple University Press.Google Scholar
Strayhorn, T. L. 2008. Sentido de pertenencia: A Hierarchical Analysis Predicting Sense of Belonging among Latino College Students. Journal of Hispanic Higher Education 7(4), 301–320.CrossRefGoogle Scholar
Strayhorn, T. L. 2012. College Students’ Sense of Belonging: A Key to Educational Success for all Students. New York: Routledge.CrossRefGoogle Scholar
Tapia, M. N. 2010. Service-Learning Widespread in Latin America. Phi Beta Kappan 91(5), 31–32.CrossRefGoogle Scholar
Taylor, P. G. and Ballengee-Morris, C.. 2004. Service-Learning a Language of “We”. Art Education 57(5), 6–12.CrossRefGoogle Scholar
Train, R. W. 2003. The (Non) Native Standard Language in Foreign Language Education: A Critical Perspective.Google Scholar
Trujillo, J. A. 2009. Con todos: Using Learning Communities to Promote Intellectual and Social Engagement in the Spanish Curriculum. In Lacorte, M. and Leeman, J. (eds.), Español en Estados Unidos y otros contextos de contacto: Sociolingüística, ideología y pedagogía [Spanish in the United States and other Contact Contexts: Sociolinguistics, Ideology and Pedagogy]. Madrid: Iberoamericana, 369–395.CrossRefGoogle Scholar
Uehara, D. and Raatior, V.. 2016. Pacific Islanders in Higher Education: Exploring Heritage Language, Culture and Constructs within a Service Learning Program. Heritage Language Journal 13(3), 454–473.CrossRefGoogle Scholar
Valdés, G. 1995. The Teaching of Minority Languages as Academic Subjects: Pedagogical and Theoretical Challenges. The Modern Language Journal 79(3), 299–328.CrossRefGoogle Scholar
Valdés, G. 2001. Learning and Not Learning English: Latino Students in American Schools. New York: Teachers College Press.Google Scholar
Villa, D. J. 2002. The Sanitizing of US Spanish in Academia. Foreign Language Annals 35(2), 222–230.CrossRefGoogle Scholar
Wiley, T. G., Peyton, J. K., Christian, D., Moore, S. C. K., and Liu, N.. 2014. Handbook of Heritage, Community, and Native American Languages in the United States: Research, Policy, and Educational Practice. New York: Routledge.CrossRefGoogle Scholar
References
Achugar, M. 2003. Academic Registers in Spanish in the US: A Study of Oral Texts Produced by Bilingual Speakers in a University Graduate Program. In Roca, A. and Colombi, M. C. (eds.), Mi lengua: Spanish as a Heritage Language in the United States, Research and Practice. Washington, DC: Georgetown University Press, 213–234.Google Scholar
Achugar, M. 2009. Constructing a Bilingual Professional Identity in a Graduate Classroom. Journal of Language, Identity & Education 8(2), 65–87.CrossRefGoogle Scholar
Achugar, M. and Colombi, M. C.. 2008. Systemic Functional Linguistic Explorations into the Longitudinal Study of Advanced Capacities: The Case of Spanish Heritage Language Learners. In Ortega, L. and Byrnes, H., H. (eds.), The Longitudinal Study of Advanced L2 Capacities. New York: Routledge, 36–57.Google Scholar
Al-Kahtany, A. H. 1996. Literacy from a Linguistic and a Sociolinguistic Perspective. International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft / Revue Internationale de l’Education 42(6), 547–562.Google Scholar
Allen, H. W. and Maxim, H. H.. 2011. Educating the Future Foreign Language Professoriate for the 21st Century. Canada: Thompson.Google Scholar
Brisk, M. E. 2015. Engaging Students in Academic Literacies: Genre-Based Pedagogy for K-5 Classrooms. New York: RoutledgeGoogle Scholar
Byrnes, H. (ed.) 2006. Advanced Language Learning: The Contribution of Halliday and Vygotsky. London: Continuum.Google Scholar
Byrnes, H. 2013. Positioning Writing as Meaning-Making in Writing Research: An Introduction. Journal of Second-Language Writing 22(2), 95–106.CrossRefGoogle Scholar
Byrnes, H. and Maxim, H. H.. 2004. Advanced Foreign Language Learning: A Challenge to College Programs. Issues in Language Program Direction. Boston, MA: Heinle.Google Scholar
Byrnes, H., Maxim, H. H., and Norris, J. M.. 2010. Realizing Advanced L2 Writing Development in Collegiate FL Education: Curricular Design, Pedagogy, and Assessment. Modern Language Journal, 94 (monograph issue).CrossRefGoogle Scholar
Carreira, M. 2007. Spanish-for-Native-Speaker Matters: Narrowing the Latino Achievement Gap through Spanish Language Instruction. Heritage Language Journal 5(1), 147–171.CrossRefGoogle Scholar
Christie, F. 2012. Language Education: A Functional Perspective. Language Learning 62 (March (Suppl. 1)), 1–247 (monograph issue).Google Scholar
Christie, F. and Derewianka, B.. 2008. School Discourse: Learning to Write across the Years of Schooling. London: Continuum.Google Scholar
Christie, F. and Martin, J. R. (eds.) 2007. Language, Knowledge and Pedagogy: Functional Linguistic and Sociological Perspectives. London: Continuum.Google Scholar
Christie, F. and Unsworth, L.. 2000. Developing Socially Responsible Language Research. In Unsworth, L. (ed.), Researching Language in Schools and Communities. London/Washington: Cassell, 1–26.Google Scholar
Choi, J. 2015. A Heritage Language Learner’s Literacy Practices in a Korean Language Course in a U.S. University: From a Multiliteracies Perspective. Journal of Language & Literacy Education 2(2), 116–133.Google Scholar
CLAE: Corpus del Lenguaje Académico en Español. Retrieved from: www.lenguajeacademico.infoGoogle Scholar
Colombi, M. C. 2002. Academic Language Development in Latino Students’ Writing in Spanish. In Schleppegrell, M. J. and Colombi, M. C. (eds.), Developing Advanced Literacy in First and Second Languages. Mahwah, NJ: Erlbaum, 67–86.Google Scholar
Colombi, M. C. 2006. Grammatical Metaphor: Academic Language Development in Latino Students in Spanish. In Byrnes, H. (ed.), Advanced Language Learning: The Contribution of Halliday and Vygotsky. London: Continuum, 147–163.Google Scholar
Colombi, M. C. 2009. A Systemic Functional Approach to Teaching Spanish for Heritage Speakers in the United States. Linguistics and Education 20(1), 39–49.CrossRefGoogle Scholar
Colombi, M. C. 2015. Academic and Cultural Literacy for Heritage Speakers of Spanish: A Case Study of Latin@ Students in California. Linguistics and Education 32, 5–15.CrossRefGoogle Scholar
Colombi, M. C. and Alarcón, F. X. (eds.) 1997. La enseñanza del español a hispanohablantes: praxis y teoría. New York: Houghton Miflin.Google Scholar
Colombi, M. C. and Magaña, D.. 2013. Alfabetización avanzada en español en los Estados Unidos en el siglo XXI. In Dumitrescu, D. and Piña-Rosales, G. (eds.), El español en los Estados Unidos: e pluribus unum? Enfoque multidisciplinar. New York: ANLE, 339–352.Google Scholar
Cope, B. and Kalantzis, M.. 2009. “Multiliteracies”: New Literacies, New Learning. Pedagogies: An International Journal 4, 164–195.CrossRefGoogle Scholar
Dreyfus, S., Humphrey, S., Mahboob, A., and Martin, J.. 2016. Genre Pedagogy in Higher Education: The SLATE Project. Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
de Oliveira, L. C. and Silva, T. (eds.) 2016. Second Language Writing in Elementary Classrooms: Instructional Issues, Content-Area Writing, and Teacher Education. New York: Palgrave Macmillan.CrossRefGoogle Scholar
Fairclough, M. and Beaudrie, S. (eds.) 2016. Innovative Strategies for Heritage Language Teaching: A Practical Guide for the Classroom. Washington, DC: Georgetown University Press.Google Scholar
García, O. 2009. Bilingual Education in the 21st Century: A Global Perspective. Oxford: Wiley-Blackwell.Google Scholar
García, O., Barlett, L., and Kleifgen, J.. 2007. From Biliteracy to Pluriliteracies. In Auer, P. and Wei, Li (eds.). Handbook of Multilingualism and Multilingual Communication. Berlin/New York: Mouton de Gruyter 10, 207–228.Google Scholar
Grosjean, F. 2010. Bilingual: Life and Reality. Cambridge, MA: Harvard University Press.CrossRefGoogle Scholar
Ignatieva, N. and Colombi, M. C.. 2014. (Coords.). CLAE: el lenguaje académico en México y los Estados Unidos: un análisis sistémico funcional. Mexico: Centro de Enseñanza de Lenguas Extranjeras, Universidad Nacional Autónoma de México.Google Scholar
Halliday, M. A. K. 1978. Language as Social Semiotic: The Social Interpretation of Language and Meaning. Baltimore: University Park Press.Google Scholar
Halliday, M. A. K. 1991. The Notion of “Context” in Language Education. In Webster, J. (ed.), Collected Works of M. A. K. Halliday, Language and Education (Vol. 9). London: Continuum, 269–290.Google Scholar
Halliday, M. A. K. 1994. An Introduction to Functional Grammar (2nd ed.) London: Arnold.Google Scholar
Halliday, M. A. K. 1996a. Literacy and Linguistics: A Functional Perspective. In Hasan, R. and Williams, G., G. (eds.), Literacy in Society. London/New York: Addison-Wesley Longman, 339–376.Google Scholar
Halliday, M. A. K. 1996b. On Grammar and Grammatics. In Hasan, R., Cloran, C., and Butt, D. (eds.), Functional Descriptions: Theory in Practice. Amsterdam/Philadelphia: Benjamins, 1–38.Google Scholar
Halliday, M. A. K. 2009. Varieties and Variation in Language: Dialect, Register, Code. In Webster, J. (ed.), The Essential Halliday (Vol. 1). London: Continuum, 429–450.Google Scholar
Halliday, M. A. K. and Hasan, R.. 1985. Language, Context, and Text: Aspects of Language in Social-Semiotic Perspective. Geelong, Victoria: Deakin University Press.Google Scholar
Halliday, M. A. K. and Matthiessen, C. M. I. M.. 1999. Construing Experience through Meaning: A Language Based Approach to Cognition. London: Continuum.Google Scholar
Halliday, M. A. K. and Matthiessen, C. M. I. M.. 2004. An Introduction to Functional Grammar (3rd ed.) London: Arnold.Google Scholar
Hasan, R. 1996. Literacy, Everyday Talk and Society. In Hasan, R. and Williams, G. (eds.), Literacy in Society. London/New York: Addison-Wesley Longman, 377–424.Google Scholar
He, A. W. 2015. Chinese as a Heritage Language. In Wang, W. S-Y. and Sun, C. (eds,), The Oxford Handbook of Chinese Linguistics. Oxford: Oxford University Press, 578–589.Google Scholar
He, A. W. and Xiao, Y. (eds.) 2008. Chinese as a Heritage Language: Fostering Rooted World Citizenry. Honolulu: University of Hawaii Press.Google Scholar
Henshaw, G. G. 2016. Online Courses for Heritage Learners: Best Practices and Lessons Learned. In Pascual y Cabo, D. (ed.), Advances in Spanish as a Heritage Language. Amsterdam: John Benjamins, 281–298.CrossRefGoogle Scholar
Hill, J. 2001. The Racializing Function of Language Panics. In Dueñas González, R., and Ildikó, M. (eds.), Language Ideologies (Vol. 2). Mahwah: LEA, 245–267.Google Scholar
Hornberger, N. H. (ed.) 2003. Continua of Biliteracy: An Ecological Framework for Educational Policy, Research, and Practice in Multilingual Settings. Bilingual Education and Bilingualism, 41. Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Kalantzis, M. and Cope, B.. 2008. Language Education and Multiliteracies. In May, S. and Hornberger, N. H. (eds.), Encyclopedia of Language and Education, Language Policy and Political Issues in Education (Vol. 1) (2nd ed.) New York: Springer, 195–211.Google Scholar
Kalantzis, M., Cope, B., Chan, E., and Dalley-Trim, L.. 2016. Literacies. (2nd ed.) Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Kit-Fong Au, T. and Sae Oh, J.. 2009. Korean as a Heritage Language. In Li, P., Lee, C., Simpson, G., and Kim, Y. (eds.), The Handbook of East Asian Psycholinguistics. Cambridge: Cambridge University Press, 268–275.CrossRefGoogle Scholar
Kondo-Brown, K. and Brown, J. D. (eds.) 2011. Teaching Chinese, Japanese, and Korean Heritage Language Students. New York: Routledge.Google Scholar
Leeman, J., Rabin, L., and Román-Mendoza, E.. 2011. Identity and Activism in Heritage Language Education. The Modern Language Journal 95(4), 481–495.CrossRefGoogle Scholar
Lowther Pereira, K. 2015. Developing Critical Language Awareness via Service-Learning for Spanish Heritage Speakers. Heritage Language Journal 12(2), 159–185.CrossRefGoogle Scholar
Montrul, S. 2013. El bilingüismo en el mundo hispanohablante. Malden, MA: Wiley-Blackwell.Google Scholar
Mu, G. M. 2016. Learning Chinese as a Heritage Language: An Australian Perspective. Bristol: Multilingual Matters.Google Scholar
Parra, M. L. 2016. Critical Approaches to Heritage Language Instruction: How to Forster Students’ Critical Consciousness. In Fairclough, M. and Beaudrie, S. M. (eds.), Innovative Strategies for Heritage Language Teaching: A Practical Guide for the Classroom. Washington, DC: Georgetown University Press, 166–190.Google Scholar
Parra, M. L. and Di Fabio, E. G.. 2016. Languages in Partnership with the Visual Arts: Implications for Curriculum Design and Training. In Parkes, L., Ryan, C., and Katz-Bourns, S. (eds.), Issues in Language Program Direction: Integrating the Arts: Creative Thinking About FL Curricula and Language Program Direction. Boston: Cengage, 11–36.Google Scholar
Parra, M. L., Otero, A., Flores, R., and Lavallée, M.. 2018. Designing a Comprehensive Curriculum for Advanced Spanish Heritage Learners: Contributions from the Multiliteracies Framework. In Zapata, G. C. and Lacorte, M. (eds.), Multiliteracies Pedagogy and Language Learning: Teaching Spanish to Heritage Speakers. Cham, Switzerland: Palgrave McMillan, 27–66.CrossRefGoogle Scholar
Pascual y Cabo, D. (ed.) 2016. Advances in Spanish as a Heritage Language. Amsterdam: John Benjamins.CrossRefGoogle Scholar
Petrov, L. A. 2013. A Pilot Study of Service Learning in a Spanish Heritage Speaker Course: Community Engagement, Identity, and Language in the Chicago Area. Hispania 96(2) 310–332.CrossRefGoogle Scholar
Pew Hispanic Center. 2013. Spanish Is the Most Spoken Non-English Language in U.S. Homes, Even among Non-Hispanics. Retrieved from: www.pewresearch.org/fact-tank/2013/08/13/spanish-is-the-most-spoken-non-english-language-in-u-s-homes-even-among-non-hispanics/Google Scholar
Pew Hispanic Center. 2017a. How the U.S. Hispanic Population is Changing. Retrieved from: www.pewresearch.org/fact-tank/2017/09/18/how-the-u-s-hispanic-population-is-changing/Google Scholar
Pew Hispanic Center. 2017b. Use of Spanish Declines among Latinos in Major U.S. Metros. Retrieved from: www.pewresearch.org/fact-tank/2017/10/31/use-of-spanish-declines-among-latinos-in-major-u-s-metros/Google Scholar
Polinsky, M. and Kagan, O.. 2007. Heritage Languages: In the “Wild” and in the Classroom. Language and Linguistics Compass 1(5), 368–395.CrossRefGoogle Scholar
Reznicek-Parrado, L. M., Patiño-Vega, M., and Colombi, M. C.. 2018. Academic Peer Tutors and Academic Biliteracy Development in Students of Spanish as a Heritage Language. Journal of Spanish Language Teaching 5(2), 152–167.CrossRefGoogle Scholar
Rothman, J. and Judy, T.. 2014. Portuguese Heritage Language in the United States. In Wiley, T. G., Peyton, J. K., Christian, D., Moore, S. C. K., and Liu, N. (eds.), Handbook of Heritage, Community, and Native American Languages in the United States. New York: Routledge. 132–142.Google Scholar
Rhyshina-Pankova, M. 2015. A Meaning-Based Approach to the Study of Complexity in L2 Writing: The Case of Grammatical Metaphor. Journal of Second Language Writing 29, 51–63.CrossRefGoogle Scholar
Ross, J. and Jaumont, F.. 2013. French Heritage Language Vitality in the United States. Heritage Language Journal 10(3), 23–33.CrossRefGoogle Scholar
Ruan, J., Zhang, J., and Leung, C. B. (eds.) 2016. Chinese Language Education in the United States. Vol.14. New York: Springer.CrossRefGoogle Scholar
Schleppegrell, M. 2004. The Language of Schooling: A Functional Linguistics Perspective. Mahwah, NJ: Lawrence Erlbaum.CrossRefGoogle Scholar
Schleppegrell, M. 2012. Academic Language in Teaching and Learning: Introduction to the Special Issue. The Elementary School Journal 112(3), 409–418.CrossRefGoogle Scholar
Schleppegrell, M. and Christie, F.. 2018. Linguistic Features of Writing Development: A Functional Perspective. Special issue, NCTE: The Lifespan Development of Writing. Urbana, IL: NCTE, 111–150.Google Scholar
Schleppegrell, M. J. and Colombi, M. C. (eds.) 2002. Developing Advanced Literacy in First and Second Languages. Mahwah, NJ: Erlbaum.Google Scholar
Silva-Corvalán, C. 2014. Bilingual Language Acquisition: Spanish and English in the First Six Years. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Sohn, S. O. K. Shin, . 2007. True Beginners, False Beginners, and Fake Beginners: Placement Strategies for Korean Heritage Speakers. Foreign Language Annals 40(3), 407–418.CrossRefGoogle Scholar
U.S. Census Bureau. 2017 Quick Facts California. Retrieved from www.census.gov/quickfacts/CAGoogle Scholar
U.S. Census Bureau. 2018. Retrieved on from: www.census.gov/newsroom/facts-for-features/2018/hispanic-heritage-month.htmlGoogle Scholar
Valdés, G. 2001. Heritage Languages Students: Profiles and Possibilities. In Peyton, J. K., Ranard, D. A., and McGinnis, S. (eds.), Heritage Languages in America: Preserving a National Resource. Washington, DC: Center for Applied Linguistics/Delta Systems, 37–77.Google Scholar
Valdés, G. 2005. Bilingualism, Heritage Language Learners, and SLA Research: Opportunities Lost or Seized? Modern Language Journal 89, 410–426.CrossRefGoogle Scholar
Wiley, T. G., Peyton, J. K., Christian, D., Moore, S. C. K., and Liu, N. (eds.) 2014. Handbook of Heritage, Community, and Native American Languages in the United States. New York: Routledge.CrossRefGoogle Scholar
Zapata, G. C. and Lacorte, M. (eds.) 2018. Multiliteracies Pedagogy and Language Learning: Teaching Spanish to Heritage Speakers. Cham, Switzerland: Palgrave McMillan.CrossRefGoogle Scholar
References
American Councils for International Education. 2017. The National K-16 Foreign Language Enrollment Survey Report. Retrieved from www.americancouncils.org/sites/default/files/FLE-report.pdfGoogle Scholar
Arter, J. and McTighe, J.. 2001. Scoring Rubrics in the Classroom. Thousand Oaks, CA: Corwin Press.Google Scholar
Bachman, L. F. 1990. Fundamental Considerations in Language Testing. Oxford: Oxford University Press.Google Scholar
Bachman, L. F. and Palmer, A. S.. 1996. Language Testing in Practice. Oxford: Oxford University Press.Google Scholar
Bachman, L. F. and Savignon, S. J.. 1986. The Evaluation of Communicative Language Proficiency: A Critique of the ACTFL Oral Interview. The Modern Language Journal 70(4), 380–390.CrossRefGoogle Scholar
Bailey, K. M. 1998. Learning about Language Assessment: Dilemmas, Decisions, and Directions. Cambridge, MA: Heinle & Heinle.Google Scholar
Baker, C. and Wright, W. E.. 2017. Foundations of Bilingual Education and Bilingualism (6th ed.) Bristol: Multilingual Matters.Google Scholar
Beaudrie, S. M. 2012. Introduction: Developments in Spanish Heritage Language Assessment. Heritage Language Journal 9(1), i–xi.CrossRefGoogle Scholar
Beaudrie, S. and Ducar, C.. 2012. Language Placement and beyond: Guidelines for the Design and Implementation of a Computerized Spanish Heritage Language Exam. Heritage Language Journal 9(1), 77–99.CrossRefGoogle Scholar
Breen, M. P. 1997. The Relationship between Assessment Frameworks and Classroom Pedagogy. In Breen, M. P., Barratt-Pugh, C., Derewianka, B., House, H., Hudson, C., Lumley, T., and Rohl, M. (eds.), Profiling ESL Children: How Teachers Interpret and Use National and State Assessment Frameworks, Vol. 1. Canberra: Department of Employment, Education, Training and Youth Affairs, 91–128.Google Scholar
Brown, A. V. and Thompson, G. L.. 2016. The Evolution of Foreign Language AP Exam Candidates: A 36-year Descriptive Study. Foreign Language Annals 49(2), 235–251.CrossRefGoogle Scholar
Brown, D. 2018. Language Assessment: Principles and Classroom Practices (3rd ed.) White Plains, NY: Pearson Education ESL.Google Scholar
Brown, J. D. 2005. Testing in Language Program: A Comprehensive Guide to English Language Assessment (revised ed.) New York: McGraw-Hill.Google Scholar
Brown, J. D. (ed.) 2012. Developing, Using, and Analyzing Rubrics in Language Assessment with Case Studies in Asian-Pacific Languages. Honolulu, HI: National Foreign Languages Resource Center Publications.Google Scholar
Brown, J. D. and Hudson, T.. 2002. Criterion-Referenced Language Testing. Cambridge: Cambridge University Press.Google Scholar
Brown, J. D., Hudson, T., and Clark, M.. 2004. Issues in Placement Survey. Honolulu: National Foreign Language Resource Center, University of Hawai‘i. Retrieved from http://nflrc.hawaii.edu/NetWorks/NW40/SurveyResults.htmlGoogle Scholar
Butler, Y. G. 2016. Assessing Young Learners. In Tsagari, D. and Banerjee, J. (eds.), Handbook of Second Language Assessment. Berlin: De Gruyter Mouton, 359–376.CrossRefGoogle Scholar
Caballero, A. M. S. 2014. Preparing Teachers to Work with Heritage Language Learners. In Wiley, T. G., Peyton, J. K., Christian, D., Moore, S. C., and Liu, N. (eds.), Handbook of Heritage, Community, and Native American Languages in the United States. New York: Routledge, 359–369.Google Scholar
Carreira, M. M. 2012. Formative Assessment in HL Teaching: Purposes, Procedures, and Practices. Heritage Language Journal 9(1), 100–120.CrossRefGoogle Scholar
Chalhoub-Deville, M. snd Fulcher, G.. 2003. The Oral Proficiency Interview and the ACTFL Guidelines: A Research Agenda. Foreign Language Annals 36(4), 498–506.CrossRefGoogle Scholar
Domingo, N. P. 2008.Towards a Heritage-Learner-Sensitive Filipino Placement Test at UCLA. In Hudson, T. and Clark, M. (eds.), Case Studies in Foreign Language Placement: Practices and Possibilities. Honolulu: University of Hawaii, National Foreign Language Resource Center, 17–28.Google Scholar
Fairclough, M. 2011. Testing the Lexical Recognition Task with Spanish/English Bilinguals in the United States. Language Testing 28(2), 273–297.CrossRefGoogle Scholar
Fairclough, M. 2012. A Working Model for Assessing Spanish Heritage Language Learners’ Language Proficiency through a Placement Exam. Heritage Language Journal 9(1), 121–138.CrossRefGoogle Scholar
Fairclough, M., Belpoliti, F., and Bermejo, E.. 2010. Developing an Electronic Placement Examination for Heritage Learners of Spanish: Challenges and Payoffs. Hispania 93(2), 273–291.Google Scholar
Fee, M., Rhodes, N. C., and Wiley, T. G.. 2014. Demographic Realities, Challenges, and Opportunities. In Wiley, T., Peyton, J. K., Christian, C., Moore, S., and Liu, N. (eds.), Handbook of Heritage, Community, and Native American Languages in the United States: Research, Educational Practice, and Policy. New York: Routledge, 6–18.Google Scholar
Fulcher, G. 1996. Invalidating Validity Claims for the ACTFL Oral Rating Scale. System 24(2), 163–172.CrossRefGoogle Scholar
Garcia, O. and Wei, L.. 2014. Translanguaging: Language, Bilingualism and Education. London: Palgrave Macmillan.CrossRefGoogle Scholar
Gatti, A. and O’Neill, T.. 2018. Writing Proficiency Profiles of Heritage Learners of Chinese, Korean, and Spanish. Foreign Language Annals 51(4), 719–737.CrossRefGoogle Scholar
Green, A. 2014. Exploring Language Assessment and Testing: Language in Action. New York: Routledge.Google Scholar
Grosjean, F. 1985. The Bilingual as a Competent but Specific Speaker-Hearer. Journal of Multilingual and Multicultural Development 6(6), 467–477.CrossRefGoogle Scholar
Guzman-Orth, D., Lopez, A. A., and Tolentino, F.. 2017. A Framework for the Dual Language Assessment of Young Dual Language Learners in the United States (Research Report No. RR-17-37). Princeton, NJ: Educational Testing Service. Retrieved from https://doi.org/10.1002/ets2.12165CrossRefGoogle Scholar
Hasegawa, T. 2008. Measuring the Japanese Proficiency of Heritage Language Children. In Kondo-Brown, K. and Brown, J. D. (eds.), Teaching Chinese, Japanese and Korean Heritage Language Students: Curriculum Needs, Materials, and Assessment. New York: Lawrence Erlbaum Associates, 77–98.Google Scholar
Hornberger, N. H. and Wang, S. C.. 2008. Who Are Our Heritage Language Learners? Identity and Biliteracy in Heritage Language Education in the United States. In Brinton, D. M., Kagan, O., and Bauckus, S. (eds.), Heritage Language Education: A New Field Emerging. New York: Routledge, 3–35.Google Scholar
Howard, E. R., Sugarman, J., Christian, D., Lindholm-Leary, K. J., and Rogers, D.. 2007. Guiding Principles for Dual Language Education (2nd ed.) Washington, DC: Center for Applied Linguistics. Retrieved from www.cal.org/ndlf/pdfs/guiding-principles-for-dual-language-education.pdfGoogle Scholar
Hughes, A. 2003. Testing for Language Teachers (2nd ed.) Cambridge: Cambridge University Press.Google Scholar
Ilieva, G. N. 2012. Hindi Heritage Language Learners’ Performance during OPIs: Characteristics and Pedagogical Implications. Heritage Language Journal 9(2), 18–36.CrossRefGoogle Scholar
Ilieva, G. N. and Clark-Gareca, B.. 2016. Heritage Language Learner Assessment: Toward Proficiency Standards. In Fairclough, M. and Beaudrie, S. M. (eds.), Innovative Strategies for Heritage Language Teaching: A Practical Guide for the Classroom. Washington, DC: Georgetown University Press, 214–236.Google Scholar
Kagan, O. and Friedman, D.. 2003. Using the OPI to Place Heritage Speakers of Russian. Foreign Language Annals 36(4), 536–545.CrossRefGoogle Scholar
Kanno, K., Hasegawa, T., Ikeda, K., Ito, Y., and Long, M. H.. 2008. Prior Language-Learning Experience and Variation in the Linguistic Profiles of Advanced English-Speaking Learners of Japanese. In Brinton, D. M., Kagan, O., and Bauckus, S. (eds.), Heritage Language Education: A New Field Emerging. New York: Routledge, 215–228.Google Scholar
Kondo-Brown, K. 2002. A FACETS Analysis of Rater Bias in Measuring Japanese Second Language Writing Performance. Language Testing 19(1), 1–29.CrossRefGoogle Scholar
Kondo-Brown, K. 2004. Do Background Variables Predict Students’ Scores on a Japanese Placement Test? Implications for Placing Heritage Language Learners. Journal of the National Council of Less Commonly Taught Languages 1, 1–19.Google Scholar
Kondo-Brown, K. 2005. Differences in Language Skills: Heritage Language Learner Subgroups and Foreign Language Learners. The Modern Language Journal 89(4), 563–581.CrossRefGoogle Scholar
Kondo-Brown, K. (ed.) 2006. Heritage Language Development: Focus on East Asian Immigrants. Amsterdam: John Benjamins.CrossRefGoogle Scholar
Kondo-Brown, K. 2010. Curriculum Development for Advancing Heritage Language Competence: Recent Research, Innovations, and a Future Agenda. The Annual Review of Applied Linguistics 30, 24–-41.CrossRefGoogle Scholar
Lantolf, J. P. 2009. Dynamic Assessment: The Dialectical Integration of Instruction and Assessment. Language Teaching 42(3), 355–368.CrossRefGoogle Scholar
Lantolf, J. P. and Frawley, W.. 1985. Oral-Proficiency Testing: A Critical Analysis. The Modern Language Journal 69, 337–345.CrossRefGoogle Scholar
Llosa, L. 2013. Assessing Heritage Language Learners. In Kunnan, A. J. (ed.), The Companion to Language Assessment. Hoboken, NJ: Wiley & Sons. https://doi.org/10.1002/9781118411360.wbcla121Google Scholar
Looney, D. and Lusin, N.. 2018. Enrollments in Languages other than English in United States Institutions of Higher Education, Summer 2016 and Fall 2016. Retrieved from www.mla.org/content/download/83540/2197676/2016-Enrollments-Short-Report.pdfGoogle Scholar
MacGregor-Mendoza, P. 2012. Spanish as a Heritage Language Assessment: Successes, Failures, Lessons Learned. Heritage Language Journal 8(1), 1–26.CrossRefGoogle Scholar
Malone, M. E. 2003. Research on the Oral Proficiency Interview: Analysis, Synthesis, and Future Directions. Foreign Language Annals 36(4), 491–497.CrossRefGoogle Scholar
Malone, M., Peyton, J. K., and Kim, K.. 2014. Assessment of Heritage Language Learners: Issues and Directions. In Wiley, T. G., Peyton, J. K., Christian, D., Moore, S. C., and Liu, N. (Eds.), Handbook of Heritage, Community, and Rative American Languages in the United States. New York: Routledge, 349–358.Google Scholar
Martin, C., Swender, E., and Rivera-Martinez, M.. 2013. Assessing the Oral Proficiency of Heritage Speakers According to the ACTFL Proficiency Guidelines 2012-Speaking. Heritage Language Journal 10(2), 211–225.CrossRefGoogle Scholar
McKay, P. 2006. Assessing Young Language Learners. Cambridge: Cambridge University Press.Google Scholar
McNamara, T. F. and Roever, C.. 2006. Language Testing: The Social Dimension. Oxford: Blackwell.Google Scholar
Montrul, S. and Perpiñán, S.. 2011. Assessing Differences and Similarities between Instructed Heritage Language Learners and L2 Learners in Their Knowledge of Spanish Tense-Aspect and Mood (TAM) Morphology. Heritage Language Journal 8(1), 90–133.CrossRefGoogle Scholar
Moore, S. C. 2014. Program Models for Heritage Language Education. In Wiley, T. G., Peyton, J. K., Christian, D., Moore, S. C., and Liu, N. (eds.), Handbook of Heritage, Community, and Native American Languages in the United States. New York: Routledge, 341–348.Google Scholar
Murphy, D. and Evans-Romaine, K. (eds.) 2016. Exploring the US Language Flagship Program: Professional Competence in a Second Language by Graduation. Bristol: Multilingual Matters.CrossRefGoogle Scholar
Norris, J. M. 2006. The Why (and How) of Assessing Student Learning Outcomes in College Foreign Language Programs. The Modern Language Journal 90(4), 576–583.CrossRefGoogle Scholar
Polinsky, M. 2008. Heritage Language Narratives. In Brinton, D. M., Kagan, O., and Bauckus, S. (eds.), Heritage Language Education: A New Field Emerging. New York: Routledge, 149–164.Google Scholar
Polinsky, M. 2018. Heritage Languages and Their Speakers. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Popham, W. J. 2008. Transformative Assessment. Alexandra, VA: Association for Supervision & Curriculum Development.Google Scholar
Potowski, K., Parada, M. A., and Morgan-Short, K.. 2012. Developing an Online Placement Exam for Spanish Heritage Speakers and L2 Students. Heritage Language Journal 9(1), 51–76.CrossRefGoogle Scholar
Ranjan, R. 2008. The Challenge of Placing Hindi Heritage Students. In Hudson, T. and Clark, M. (eds.), Case Studies in Foreign Language Placement: Practices and Possibilities. Honolulu: University of Hawaii, National Foreign Language Resource Center, 177–186.Google Scholar
Rea-Dickins, P. 2001. Mirror, Mirror on the Wall: Identifying Processes of Classroom Assessment. Language Testing 18(4), 429–462.CrossRefGoogle Scholar
Richards, J. C. and Schmidt, R.. 2010. Longman Dictionary of language Teaching and Applied Linguistics (4th ed.) London: Pearson Longman.Google Scholar
Salaberry, R. 2000. Revising the Revised Format of the ACTFL Oral Proficiency Interview. Language Testing 17(3), 289–310.CrossRefGoogle Scholar
Sato, G. and Kataoka, H. (eds.) 2008. Amerika de sodatsu nihon no kodomotachi [Japanese Children Growing Up in America]. Tokyo: Akashi.Google Scholar
Shohamy, E. 2011. Assessing Multilingual Competencies: Adopting Construct Valid Assessment Policies. The Modern Language Journal 95(3), 418–429.CrossRefGoogle Scholar
Shohamy, E. and Menken, K.. 2015. Language Assessment: Past to Present Misuses and Future Possibilities. In Wright, W. E., Boun, S., and García, O. (eds.), The Handbook of Bilingual and Multilingual Education. https://doi.org/10.1002/9781118533406.ch15CrossRefGoogle Scholar
Sohn, S-O. and Shin, S-K.. 2007. True Beginners, False Beginners, and Fake Beginners: Placement Strategies for Korean Heritage Speakers. Foreign Language Annals 40(3), 407–418.CrossRefGoogle Scholar
Son, Yung-A. 2017. Toward Useful Assessment and Evaluation of Heritage Language Learning. Foreign Language Annals 50(2), 367–386.CrossRefGoogle Scholar
Stevens, D. and Levi, A. J.. 2005. Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback, and Promote Student Learning. Sterling, VA: Stylus Publishing.Google Scholar
Swender, E., Martin, C., Rivera-Martinez, M., and Kagan, O.. 2014. Exploring Oral Proficiency Profiles of Heritage Speakers of Russian and Spanish. Foreign Language Annals 47(3), 423–446.CrossRefGoogle Scholar
The Center for Applied Linguistics. 2007. Spanish-Language Assessments for Dual Language Programs. Retrieved from www.cal.org/twi/pdfs/assessments.pdfGoogle Scholar
The Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT). 2016. Kaigai de manabu nihon no kodomotachi [Japanese school-age children studying abroad]. Retrieved from www.mext.go.jp/a_menu/shotou/clarinet/002/001.htmGoogle Scholar
The UCLA Steering Committee. 2000. Heritage Language Research Priorities Conference Report. Bilingual Research Journal 24, 333–346.Google Scholar
Thompson, G. L., Cox, T. L., and Knapp, N.. 2016. Comparing the OPI and OPIc: The Effect of Test Method on Oral Proficiency Scores and Student Preference. Foreign Language Annals 49(1), 75–92.CrossRefGoogle Scholar
Tominaga, W. 2013. The Development of Extended Turns and Storytelling in the Japanese Oral Proficiency Interview. In Ross, S. and Kasper, G. (eds.), Assessing Second Language Pragmatics. Basingstoke: Palgrave Macmillan, 220–257.CrossRefGoogle Scholar
Tomlinson, C. A. and Moon, T. R.. 2013. Assessment and Student Success in a Differentiated Classroom. Alexandria, VA: ASCD.Google Scholar
Valdés, G. 1989. Teaching Spanish to Hispanic Bilinguals: A Look at Oral Proficiency Testing the Proficiency Movement. Hispania 72, 392–401.CrossRefGoogle Scholar
Valdés, G. 2001. Heritage Language Students: Profiles and Possibilities. In Peyton, J. K., Ranard, D. A., and McGinnis, S. (eds.), Heritage Languages in America: Preserving a National Resource. McHenry, IL: The Center for Applied Linguistics and Delta Systems, 37–77.Google Scholar
Valdés, G. 2005. Bilingualism, Heritage Language Learners, and SLA Research: Opportunities Lost or Seized? The Modern Language Journal 89(3), 410–426.CrossRefGoogle Scholar
Valdés, G. and Figueroa, R.. 1994. Bilingualism and Testing: A Special Case of Bias. Norwood, NJ: Ablex.Google Scholar
Wilson, D. V. 2012. Developing a Placement Exam for Spanish Heritage Language Learners: Item Analysis and Learner Characteristics. Heritage Language Journal 9(1), 27–50.CrossRefGoogle Scholar
References
Albury, N. J. 2019. “I’ve Admired Them for Doing So Well”: Where to Now for Indigenous Languages and Literacies? In Cocq, C. and Sullivan, K. (eds.), Perspectives on Indigenous Writing and Literacies. Boston: Brill, 13–28.Google Scholar
Austin, P. K. and Sallabank, J.. 2018. Language Documentation and Language Revitalization: Some Methodological Considerations. In Hinton, L., Huss, L., and Roche, G. (eds.), The Routledge Handbook of Language Revitalisation. London: Routledge, 207–215.CrossRefGoogle Scholar
Barrett, J. and Cocq, C.. 2019. Indigenous Storytelling and Language Learning: Digital Media as a Vehicle for Cultural Transmission and Language Acquisition. In Cocq, C. and Sullivan, K. (eds.), Perspectives on Indigenous Writing and Literacies. Boston: Brill, 89–112.Google Scholar
Bigelow, M., Vanek, J., King, K., and Abdi, N.. 2017. Literacy as Social (Media) Practice: Refugee Youth and Native Language Literacy at School. International Journal of Intercultural Relations 60, 183–197.CrossRefGoogle Scholar
Biolsi, T. 2005. Imagined Geographies: Sovereignty, Indigenous Space, and American Indian Struggle. American Ethnologist 32(2), 239–259. https://doi.org/10.1525/ae.2005.32.2.239CrossRefGoogle Scholar
Cobarrubias, J. 1983. Ethical Issues in Status Planning. In Cobarubias, J. and Fishman, J. (eds.), Progress in Language Planning: International Perspectives. New York: Mouton, 4–84.Google Scholar
Cocq, C. and Sullivan, K.. 2019. Indigenous Writing and Literacies: Perspectives from Five Continents. In Cocq, C. and Sullivan, K. (eds.), Perspectives on Indigenous Writing and Literacies. Boston: Brill, 1–12.CrossRefGoogle Scholar
Costa, J., De Korne, H., and Lane, P.. 2017. Standardising Minority Languages: Reinventing Peripheral Languages in the 21st Century. In Lane, P., Costa, J., and De Korne, H. (eds.), Standardizing Minority Languages (Open Access): Competing Ideologies of Authority and Authenticity in the Global Periphery. New York: Routledge, 1–23.Google Scholar
De Korne, H. 2017. The Multilingual Realities of Language Reclamation: Working with Language Contact, Diversity, and Change in Endangered Language Education. Language Documentation and Description 14, 111–135.Google Scholar
Domeij, R., Karlsson, O., Moshagen, S., and Trosterud, T.. 2019. Enhancing Information Accessibility and Digital Literacy for Minorities Using Language Technology: The Example of Sámi and other National Minority Languages in Sweden. In Cocq, C. and Sullivan, K. (eds.), Perspectives on Indigenous Writing and Literacies. Boston: Brill, 113–140.Google Scholar
Dorian, N. 1994. Purism vs. Compromise in Language Revitalization and Language Revival. Language in Society 23(4), 479–494.CrossRefGoogle Scholar
Duchêne, A. and Heller, M. (eds.) 2008. Discourses of Endangerment: Ideology and Interest in the Defence of Languages. New York: Continuum.Google Scholar
Engman, M. 2017. Revitalizing Language, Reframing Expertise: An Ecological Study of Language in One Teacher-Learner’s Ojibwe Classroom. Unpublished doctoral dissertation, University of Minnesota, United States.Google Scholar
Fishman, J. A. 1972. Language and Nationalism: Two Integrative Essays. Rowley, MA: Newbury House.Google Scholar