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The International Research Foundation for English Language Education

HERITAGE LANGUGE LEARNERS: SELECTED REFERENCES(Last updated 23 July 2018)

Abreu-Perez, E. (2000). Formidable challenges, strange ironies, and unanswered questions. In J.B. Webb, J. B. & B. L. Miller (Eds.), Teaching heritage language learners: Voices from the classroom (pp. 201-204).Yonkers, NY: American Council on the Teaching of Foreign Languages.

Alarcón, I. (2010). Advanced heritage learners of Spanish: A sociolinguistic profile for pedagogical purposes. Foreign Language Annals, 43(2), 269-288.

Albirini, A. (2014). The role of the colloquial varieties in the acquisition of the standard variety: The case of Arabic heritage speakers. Foreign Language Annals, 47(3), 447-463.

Albirini, A. (2013). Toward understanding the variability in the language proficiencies of Arabic heritage speakers. International Journal of Bilingualism. doi:10.1177/1367 00691 2441 729.

Albirini, A., Benmamoun, A., & Saadah, E. (2011). Grammatical features of Egyptian and Palestinian Arabic heritage speakers’ oral production. Studies in Second Language Acquisition, 33(2), 273-303.

Ascenzi-Moreno, L., & Flores, N. (2012). A case study of bilingual policy and practice at Cypress Hill Community School. In O. García, Z. Zakharia, & B. Otcu (Eds.), Bilingual community education for American children: Beyond heritage languages in a global city (pp. 219-231). Clevedon, UK: Multilingual Matters.

Avineri, N. (2014). Yiddish: A Jewish language in the diaspora. In T. G. Wiley, J. Kreeft Peyton, D. Christian, S. C. K. Moore, & N. Liu (Eds.), Handbook of heritage, community, and Native American languages in the United States: Research, policy, and educational practice (pp. 263-271). New York, NY and Washington, DC: Routledge and Center for Applied Linguistics.

Axel, J. (2014). Filipino in the United States: Heritage language perspectives. In T. G. Wiley, J. Kreeft Peyton, D. Christian, S. C. K. Moore, & N. Liu (Eds.), Handbook of heritage, community, and Native American languages in the United States: Research, policy, and educational practice (pp. 297-307). New York, NY and Washington, DC: Routledge and the Center for Applied Linguistics.

Baldwin, D. (2014). Oowaaha myaamiaataweenki: Miami is spoken here. In T. G. Wiley, J. Kreeft Peyton, D. Christian, S. C. K. Moore, & N. Liu (Eds.), Handbook of heritage, community, and Native American languages in the United States: Research, policy, and educational practice (pp. 212-218). New York, NY and Washington, DC: Routledge and Center for Applied Linguistics.

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Bale, J. (2010). International comparative perspectives on heritage language education policy research. Annual Review of Applied Linguistics, 30, 42-65.

Bale, J. (2014). Arabic in the United States. In T. G. Wiley, J. Kreeft Peyton, D. Christian, S. C. K. Moore, & N. Liu (Eds.), Handbook of heritage, community, and Native American languages in the United States: Research, policy, and educational practice (pp. 148-156). New York, NY and Washington, DC: Routledge and Center for Applied Linguistics.

Bateman, B. E., & Wilkinson, S. L. (2010). Spanish for heritage speakers: A statewide survey of secondary school teachers. Foreign Language Annals, 43(2), 324-353.

Beaudrie, S. (2009). Receptive bilinguals’ language development in the classroom: The differential effects of heritage versus foreign language curriculum. In M. Lacorte & J. Leeman (Eds.), Español en Estados Unidos y otros contextos de contacto: Sociolingüística, ideología y pedagogía (pp. 325-346). Madrid, Spain: Iberoamericana/ Vervuert Verlag.

Beaudrie, S. (2011). Spanish heritage language programs: A snapshot of current programs in the southwestern United States. Foreign Language Annals, 44(2), 321-337.

Beaudrie, S. M. (2012). Research on university-based Spanish heritage language programs in the United States: The current state of affairs. In S. Beaudrie & M. Fairclough (Eds.), Spanish as a heritage language in the United States: The state of the field. (pp. 203-221). Washington, DC: Georgetown University Press.

Beaudrie, S. M. (2015). Instructional effectiveness in the SHL classroom: Comparing teacher and student perceptions. Journal of Hispanic Higher Education, 14(3), 274-297.

Beaudrie, S. M. (2016). Advances in Spanish heritage language assessment. Advances in Spanish as a Heritage Language, 49, 143.

Beaudrie, S. M. (2016). Building a heritage language program: Guidelines for a collaborative approach. In A. Roca & G. Valdés (Eds.), (2016). Innovative strategies for heritage language teaching: A practical guide for the classroom (pp. 80-98). Washington, DC: Georgetown University Press.

Beaudrie, S., & Ducar, C. (2005). Beginning level university programs: Creating a space for all heritage language learners. Heritage Language Journal, 3(1), 1-26.

Beaudrie, S., Ducar, C., & Relaño-Pastor, A. M. (2009). Curricular perspectives in the heritage language context: Assessing culture and identity. Language, Culture and Curriculum, 22(2), 157-174.




Berthele, R., & Lambelet, A. (Eds.). (2017). Heritage and school language literacy development in migrant children: Interdependence or independence? Bristol, UK: Multilingual Matters.

Bianco, J. L. (2014). Documenting language loss and endangerment: Research tools and approaches. In T. G. Wiley, J. Kreeft Peyton, D. Christian, S. C. K. Moore, & N. Liu (Eds.), Handbook of heritage, community, and Native American languages in the United States: Research, policy, and educational practice (pp. 54-65). New York, NY and Washington, DC: Routledge and Center for Applied Linguistics.

Blake, R. J., & Zyzik, E. C. (2003). Who's helping whom? Learner/heritage-speakers' networked discussions in Spanish. Applied Linguistics, 24(4), 519-544.

Bowles, M. A. (2011). Measuring implicit and explicit linguistic knowledge: What can heritage language learners contribute?. Studies in Second Language Acquisition, 33(2), 247-271.

Bowles, M. A., Adams, R. J., & Toth, P. D. (2014). A comparison of L2–L2 and L2–heritage learner interactions in Spanish language classrooms. The Modern Language Journal, 98(2), 497-517.

Brecht, R., & Ingold, C. (2002). Tapping a national resource: Heritage learners in the United States. Washington, DC: ERIC Clearinghouse on Languages and Linguistics.

Brinton, D. M., Kagan, O., & Bauckus, D. (Eds.). (2008). Heritage language education: A new field emerging. New York, NY: Routledge.

Campbell, R. N., & Christian, D. (2003). Directions in research: Intergenerational transmission of heritage languages. Heritage Language Journal, 1(1), 1-44. Retrieved from http://hlj.ucla.edu/

Campbell, R. N., & Rosenthal, J. W. (2000). Heritage languages. In J.W. Rosenthal (Ed.), Handbook of undergraduate second language education (pp. 165-184). Mahwah, NJ: Lawrence Erlbaum Associates.

Carreira, M. (2004). Seeking explanatory adequacy: A dual approach to understanding the term “heritage language learner.” Heritage Language Journal, 2(1), 1-25.

Carreira, M. (2007). Spanish-for-native-speaker matters: Narrowing the Latino achievement gap through Spanish language instruction. Heritage Language Journal, 5(1), 147-171.

Carreira, M. (2012). Meeting the needs of heritage language learners. In S. M. Beaudrie & M. Fairclough (Eds.), Spanish as a heritage language in the United State: The state of the field (pp. 223-240). Washington, DC: Georgetown University Press.

Carreira, M. (2012). Formative assessment in HL teaching: Purposes, procedures, and practices. Heritage Language Journal, 9(1), 100-120.



http://hlj.ucla.edu/


Carreira, M. (2014). Professional opportunities for heritage language speakers. In T. G. Wiley, J. Kreeft Peyton, D. Christian, S. C. K. Moore, & N. Liu (Eds.), Handbook of heritage, community, and Native American languages in the United States: Research, policy, and educational practice (pp. 66-75). New York, NY and Washington, DC: Routledge and the Center for Applied Linguistics.

Carreira, M., & Chik, C. H. (2018). Supporting heritage learners. The Language Educator, 13(2), 26-29.

Carreira, M., & 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.

Carreira, M., & Kagan, O. (2018). Heritage language education: A proposal for the next 50 years. Foreign Language Annals, 51(1), 152-168.

Chinen, K., & Tucker, G. R. (2005). Heritage language development: Understanding the roles of ethnic identity and Saturday school participation. Heritage Language Journal, 3(1), 27-59.

Cho, G., Cho, K., & Tse, L. (1997). Why ethnic minorities want to develop their heritage language: The case of Korean-Americans. Language, Culture and Curriculum, 10(2), 106-112.

Choi, J., & Yi, Y. (2012). The use and role of pop culture in heritage language learning: A study of advanced learners of Korean. Foreign Language Annals, 45(1), 110-129.

Comanaru, R., & Noels, K. A. (2009). Self-determination, motivation, and the learning of Chinese as a heritage language. Canadian Modern Language Review, 66(1), 131-158.

Compton, S. E. (2014). American Sign Language as a heritage language. In T. G. Wiley, J. Kreeft Peyton, D. Christian, S. C. K. Moore, & N. Liu (Eds.), Handbook of heritage, community, and Native American languages in the United States: Research, policy, and educational practice (pp. 272-283). New York, NY and Washington, DC: Routledge and Center for Applied Linguistics.

Correa, M. (2011). Advocating for critical pedagogical approaches to teaching Spanish as a heritage language: Some considerations. Foreign Language Annals, 44(2), 308-320.

Coryell, J. E., Clark, M. C., & Pomerantz, A. (2010). Cultural fantasy narratives and heritage language learning: A case study of adult heritage learners of Spanish. Modern Language Journal, 9(3), 453-469.




Cummins, J. (1983). Heritage language education: A literature review. Toronto, CA: The Minister of Education, Ontario.

Cummins, J. (2005). A proposal for action: Strategies for recognizing heritage language competence as a learning resource within the mainstream classroom. The Modern Language Journal, 89(4), 585-592. Retrieved from http://www.jstor.org/stable/3588628

Curdt-Christiansen, X. L. (2006). Teaching and learning Chinese: Heritage language classroom discourse in Montreal. Language, Culture and Curriculum, 19(2), 189-207.

Dai, J-H. E., & Zhang, L. (2008). What are the CHL learners inheriting? Habits of the CHL learners. In A. W. He & Y. Xiao (Eds.), Chinese as a heritage language: Fostering rooted world citizenry (pp. 37-51). Honolulu, HI: University of Hawai'i Press.

Daniel, J. (2000). Speak my language: Open the window to my heart, to my conscience, to my intelligence. In J.B. Webb, J. B. & B. L. Miller (Eds.), Teaching heritage language learners: Voices from the classroom (pp. 176-182). Yonkers, NY: American Council on the Teaching of Foreign Languages.

Davin, K., Okraski, C., & Heineke, A. J. (2018). Empowering heritage learners through the seal of biliteracy. The Language Educator, 13(2), 37-40.

De Fina, A. (2014). Italian and Italians in the United States. In T. G. Wiley, J. Kreeft Peyton, D. Christian, S. C. K. Moore, & N. Liu (Eds.), Handbook of heritage, community, and Native American languages in the United States: Research, policy, and educational practice (pp. 123-131). New York, NY and Washington, DC: Routledge and Center for Applied Linguistics.

Draper, J. B., & Hicks, J. H. (2000). Where we’ve been, what we’ve learned. In J.B. Webb, J. B. & B. L. Miller (Eds.), Teaching heritage language learners: Voices from the classroom. (pp. 15-35).Yonkers, NY: American Council on the Teaching of Foreign Languages.

Ducar, C. M. (2008). Student voices: The missing link in the Spanish heritage language debate. Foreign Language Annals, 41(3), 415-433.

Duff, P. (2008). Heritage language education in Canada. In D. Brinton, O. Kagan, & S. Bauckus (Eds.), Heritage language education: A new field emerging (pp. 71-90). New York, NY: Routledge/Taylor & Francis.

Duff, P. (2014). Rethinking heritage languages: Ideologies, practices, and priorities in Canada and China. In P. Trifonas & T. Aravossitas (Eds.), Rethinking heritage language education (pp. 45-65). Toronto, Canada: Springer.



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Duff, P., & Li, D. (2009). Indigenous, minority, and heritage language education in Canada: Policies, contexts, and issues. Canadian Modern Language Review, 66(1), 1-8.

Edstrom, A. (2007). The mixing of non-native, heritage, and native speakers in upper-level Spanish courses: A sampling of student opinion. Hispania, 90, 755-768.

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Ellison, V. (2007). Why first-language literacy is important for second language learners. In B. Honchell & M. Schulz (Eds.), Literacy for diverse learners: Finding common ground in today’s classrooms (pp. 155-175). Norwood, MA: Christopher-Gordon Publishers, Inc.

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Elola, I., & Mikulski, A. (2013). Revisions in real time: Spanish heritage language learners’ writing processes in English and Spanish. Foreign Language Annals, 46(4), 646-660.

Fairclough, M. (2012). A working model for assessing Spanish heritage language learners’ proficiency through a placement exam. Heritage Language Journal, 9, 121-138.

Fairclough, M., & Belpoliti, F. (2016). Emerging literacy in Spanish among Hispanic heritage language university students in the USA: a pilot study. International Journal of Bilingual Education and Bilingualism, 19(2), 185-201.

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Figueroa, J. (2000). Student achievements: A story of challenges, caring, and mutual respect. In J. B. Webb, J. B. & B. L. Miller (Eds.), Teaching heritage language learners: Voices from the classroom (pp. 169-176).Yonkers, NY: American Council on the Teaching of Foreign Languages.

Fishman, J. A. (2014). Three hundred-plus years of heritage language education in the United States. In T. G. Wiley, J. Kreeft Peyton, D. Christian, S. C. K. Moore, & N. Liu (Eds.), Handbook of heritage, community, and Native American languages in the United States: Research, policy, and educational practice (pp. 36-44). New York, NY and Washington, DC: Routledge and Center for Applied Linguistics.

Friedman, D., & Kagan, O. (2008). Academic writing proficiency of Russian heritage speakers: A comparative study. In D. Brinton, O. Kagan, & S. Bauckus (Eds.), Heritage language education: A new field emerging up (pp. 181-198). Mahwah, NJ: Erlbaum and Associates.

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Gambhir, S. (2001). Truly less commonly taught languages and heritage language learners in the United States. In J. K. Peyton, D. Ranard, & S. McGinnis (Eds.), Heritage languages in America: Preserving a national resource (pp. 207-228). McHenry, IL: Center for Applied Linguistics.

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He, A. W. (2004). Identity construction in Chinese heritage language classes. Journal of Pragmatics, 14(2), 199-216.

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He, A. W. (2014). Heritage language development and identity construction through the life cycle. In T. G. Wiley, J. Kreeft Peyton, D. Christian, S. C. K. Moore, & N. Liu (Eds.), Handbook of heritage, community, and Native American languages in the United States: Research, policy, and educational practice (pp. 324-332). New York, NY and Washington DC: Routledge and Center for Applied Linguistics.

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