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Page 1 of 4

  • Introduction
  • Edited by Silvina Montrul, University of Illinois, Urbana-Champaign, Maria Polinsky, University of Maryland, College Park
  • Book: The Cambridge Handbook of Heritage Languages and Linguistics
  • Published online: 04 November 2021
  • Print publication: 25 November 2021, pp 1-10
  • View extract

    Summary

    Heritage languages are minority languages learned in a bilingual or multilingual environment.1 They include languages in diaspora spoken by immigrants and their children, aboriginal or indigenous languages whose role has been diminished by colonizing languages, and historical minority languages that coexist with other standard languages in diverse territories. All these examples indicate that in any given context a heritage language instantiates one of the languages in a bilingual society; thus, heritage languages fall under the rubric of bilingualism. Bilingualism is not a new phenomenon, socially, demographically, or linguistically, but attention to heritage languages has been relatively new in bilingualism research, with first mentions of heritage speakers in English research studies dating back to the 1990s (Cummins 1991).

The Cambridge Handbook of Heritage Languages and Linguistics
  • The Cambridge Handbook of Heritage Languages and Linguistics
  • Edited by Silvina Montrul, Maria Polinsky
  • Published online: 04 November 2021
  • Print publication: 25 November 2021
  • View description
    Heritage languages are minority languages learned in a bilingual environment. These include immigrant languages, aboriginal or indigenous languages and historical minority languages. In the last two decades, heritage languages have become central to many areas of linguistic research, from bilingual language acquisition, education and language policies, to theoretical linguistics. Bringing together contributions from a team of internationally renowned experts, this Handbook provides a state-of-the-art overview of this emerging area of study from a number of different perspectives, ranging from theoretical linguistics to language education and pedagogy. Presenting comprehensive data on heritage languages from around the world, it covers issues ranging from individual aspects of heritage language knowledge to broader societal, educational, and policy concerns in local, global and international contexts. Surveying the most current issues and trends in this exciting field, it is essential reading for graduate students and researchers, as well as language practitioners and other language professionals.
  • PRIMING DATIVE CLITICS IN SPOKEN SPANISH AS A SECOND AND HERITAGE LANGUAGE
  • Irati Hurtado, Silvina Montrul
  • Journal: Studies in Second Language Acquisition / Volume 43 / Issue 4 / September 2021
  • Published online by Cambridge University Press: 15 March 2021, pp. 729-752
  • Print publication: September 2021
    • Article
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    Spanish monolingual speakers often produce recipient (Pedro le da un lápiz a María) and nonrecipient constructions (Antonio le lava la camiseta a Carmen) doubled by a dative clitic. Second language speakers and heritage speakers usually avoid clitics. This study examined whether structural priming could effectively increase the production of clitics in monolingual speakers (N = 23), L2 speakers (N = 28), and heritage speakers (N = 24). Participants completed a baseline study that measured the use of clitics in a picture description task, followed by a priming treatment, an immediate posttest, and a posttest a week later. Results showed that priming increased clitic production for all groups, and that the increase was still significant a week later in L2 speakers and heritage speakers. These findings support the view that structural priming may implicate implicit language learning and considers its pedagogical implications.

  • Individual differences and retrieval interference in L2 Processing
  • SILVINA MONTRUL, DARREN S. TANNER
  • Journal: Bilingualism: Language and Cognition / Volume 20 / Issue 4 / August 2017
  • Published online by Cambridge University Press: 26 September 2016, pp. 704-705
  • Print publication: August 2017
  • View extract

    Cunnings’ keynote article outlines a novel approach to native/non-native differences in on-line language comprehension by proposing that L2 speakers are more susceptible to cue-based retrieval interference than natives. Cue-based, parallel access approaches to processing have been prominent in monolingual studies for around 15 years now, but have barely been applied to L2/bilingual processing. We are particularly excited about the possibilities that this approach offers for understanding L1, L2 and bilingual processing, as well as individual differences. In this commentary, we focus on two issues: 1) whether the existing evidence for cue-based retrial mechanisms in L2 processing support a deficit model, as Cunnings seems to claim, and 2) how individual differences may explain both similarities and differences in L1 and L2 processing.

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