Heritage language education: A proposal for the next 50 years

Heritage language education: A proposal for the next 50 years INTRODUCTIONPredictions, in general, are fraught with risk. This is particularly so when it comes to heritage language studies (HLS), a relatively new field that is connected to factors as wide‐ranging and variable as immigration, education, globalization, and politics. As such, our goal for this article is not to lay out a comprehensive and particularized road map for the future but rather to discuss some of the big ideas that are likely to figure prominently in the field over the next decades in light of current and projected needs. Some of these ideas involve building on current research and pedagogical advances, while others are of a more transformative nature. In the latter category, we discuss how to reconceptualize language teaching and learning to serve the needs of HL learners in contexts other than HL‐specific classes. We also argue for the need to institutionalize HL education in language departments and to mainstream it in the larger educational system.We start by examining the main factors that launched the field of HLS and have guided its development in the last 20 years, with the purpose of considering critical questions that bear on the future of the field of HLS, in particular: (1) Are http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Foreign Language Annals Wiley

Heritage language education: A proposal for the next 50 years

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Publisher
Wiley Subscription Services, Inc., A Wiley Company
Copyright
© 2018 by American Council on the Teaching of Foreign Languages
ISSN
0015-718X
eISSN
1944-9720
D.O.I.
10.1111/flan.12331
Publisher site
See Article on Publisher Site

Abstract

INTRODUCTIONPredictions, in general, are fraught with risk. This is particularly so when it comes to heritage language studies (HLS), a relatively new field that is connected to factors as wide‐ranging and variable as immigration, education, globalization, and politics. As such, our goal for this article is not to lay out a comprehensive and particularized road map for the future but rather to discuss some of the big ideas that are likely to figure prominently in the field over the next decades in light of current and projected needs. Some of these ideas involve building on current research and pedagogical advances, while others are of a more transformative nature. In the latter category, we discuss how to reconceptualize language teaching and learning to serve the needs of HL learners in contexts other than HL‐specific classes. We also argue for the need to institutionalize HL education in language departments and to mainstream it in the larger educational system.We start by examining the main factors that launched the field of HLS and have guided its development in the last 20 years, with the purpose of considering critical questions that bear on the future of the field of HLS, in particular: (1) Are

Journal

Foreign Language AnnalsWiley

Published: Jan 1, 2018

Keywords: ; ; ;

References

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