Resources

• Beaudrie, S. M., Ducar, C., & Potowski, K. (2014). Heritage language teaching: Research and practice. New York, NY: McGraw-Hill Education Create.
• Leeman, J. (2015). Heritage language education and identity in the United States. Annual Review of Applied Linguistics, 35, 100-119.
• Polinsky, M., & Kagan, O. (2007). Heritage languages: In the ‘wild’ and in the classroom. Language and Linguistics Compass, 1(5), 368-395.
• Valdés, G. (2000). Teaching heritage languages: An introduction for Slavic language-teaching professionals. In O. Kagan & B. Rifkin (Eds.), Learning and teaching of Slavic languages and cultures: Toward the 21st century, 375-403. Bloomington, IN: Slavica.
• Wiley, T. G. (2014). The problem of defining heritage and community languages and their speakers: On the utility and limitations of definitional constructs. In Handbook of heritage, community, and Native American languages in the United States (pp. 33-40). Routledge.
• Zyzik, E. (2016). Toward a prototype model of the heritage language learner. In M. Fairclough & S. M. Beaudrie (Eds.), Innovative Strategies for Heritage Language Teaching: A Practical Guide for the Classroom, 19-38.

Back to module

• Beaudrie, S.M. (2016). Advances in Spanish heritage language assessment: Research and instructional considerations. In D. Pascual y Cabo. (Ed.), Advances in Spanish as a heritage Language, (pp. 143-155). John Benjamins.
• Beaudrie, S., Ducar, C., & Potowski, K. (2014). Heritage language teaching: Research and practice. New York, NY: McGraw-Hill Education Create.
• Beaudrie, S., Amezcua, A., & Loza, S. (2020). Critical language awareness in the heritage language classroom: Design, implementation, and evaluation of a curricular intervention. International Multilingual Research Journal, 15(1), 61-81.
• Carreira, M. (2012). Formative assessment in HL teaching: Purposes, procedures, and practices. Heritage Language Journal, 9(1), 100-120.
• Carreira, M., & Chik, C. H. (2018). A primer for heritage and mixed classes. In K. Potowski (Ed.) The Routledge Handbook of Spanish as a Heritage Language, (pp. 359-374).
• 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.
• Correa, M. (2011). Advocating for critical pedagogical approaches to teaching Spanish as a heritage language: Some considerations. Foreign Language Annals, 44 (2), 308-320.
• Fishman, J. A. (2014). Three hundred-plus years of heritage language education in the United States. In T. G. Wiley,J. K. Peyton, D. Christian, S. C. K. Moore, & Liu, N. (Eds.),Handbook of heritage, community, and Native American languages in the United States: Research, policy, and educational practice (pp. 36-44). New York, NY: Routledge.
• Flores, C. M. M. (2015). Understanding heritage language acquisition. Some contributions from the research on heritage speakers of European Portuguese. Lingua, 164, 251-265.
• Iturbe-LaGrave, V. (2020). Pedagogo s2-e3, trauma-informed pedagogy – podcast. ExamSoft.
• Kagan, O., & Dillon, K. (2008). Issues in heritage language learning in the United States. In N. V. Deusen-Scholl & N. Hornberger (Eds.), Encyclopedia of Language and Education, Volume 4: Second and Foreign Language Education, (pp. 143-156). Springer.
• Lacorte, M. (2016). Teacher development in heritage language education. Innovative strategies for heritage language teaching: A practical guide for the classroom (pp. 99-122).
• Leeman, J. (2015). Heritage language education and identity in the United States. Annual Review of Applied Linguistics, 35, 100-119.
• Leeman, J. & Serafini, E. (2016). Sociolinguistics and heritage language education: A model for promoting critical translingual competence. In Marta Fairclough and Sara Beaudrie (Ed.s) Innovative Strategies for Heritage Language Teaching. Washington, DC: Georgetown University Press, 56-79.
• Leeman, J., Rabin, L., & Román-Mendoza, E. (2011). Identity and activism in heritage language education. The Modern Language Journal, 95(4), 481-495.
• MacGregor-Mendoza, P. (2012). Spanish as a heritage language assessment: Successes, failures, lessons learned. Heritage Language Journal, 9(1), 1-26.
• Magaña, D. (2015). From pedagogy to communities: Issues within and beyond the Spanish heritage language classroom. Studies in Hispanic and Lusophone Linguistics, 8(2), 375-388.
• Makarova, V., Terekhova, N., & Mousavi, A. (2019). Children’s language exposure and parental language attitudes in Russian-as-a-heritage-language acquisition by bilingual and multilingual children in Canada. International Journal of Bilingualism, 23(2), 457-485.
• Malone, M. E., Peyton J. K., & Kim, K. (2014). Assessment of heritage language learners: Issues and directions. In T. G. Wiley, J. K. Peyton, D. Christian, S. C. K. Moore, & Liu, N. (Eds.), Handbook of heritage, community and Native American Languages in the United States: Research, policy, and educational practice(pp. 349-357). New York, NY: Routledge.
• Martin, C., Swender, E., & 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.
• Montrul, S. (2010). Current issues in heritage language acquisition. Annual Review of Applied Linguistics, 30, 3-23.
• Montrul, S. A. (2012). Is the heritage language like a second language?. Eurosla Yearbook, 12(1), 1-29.
• Polinsky, M. (2015). Heritage languages and their speakers: State of the field, challenges, perspectives for future work, and methodologies. Zeitschrift fuer Fremdsprachwissenschaft, 26, 7-27.
• Polinsky, M., & Kagan, O. (2007). Heritage languages: In the ‘wild’ and in the classroom. Language and Linguistics Compass, 1(5), 368-395.
• Potowski, K., Parada, M., & Morgan-Short, K. (2012). Developing an online placement exam for Spanish heritage speakers and L2 students. Heritage Language Journal, 9(1), 51-76.
• Schwartz, A. M. (2001). Preparing teachers to work with heritage language learners. In Peyton, J. K., Ranard, D. A., & McGinnis, S. (Eds.), Heritage languages in America: Preserving a national resource (pp. 229-252).
• Showstack, R. E. (2017). Stancetaking and language ideologies in heritage language learner classroom discourse. Journal of Language, Identity, and Education, 16(5), 271-284.
• Son, Y. (2017). Toward useful assessment and evaluation of heritage language learning. Foreign Language Annals, 50(2), 367-386.
• Tseng, A. (2020). ‘Qué barbaridad, son latinos y deberían saber español primero’: Language Ideology, Agency, and Heritage Language Insecurity across Immigrant Generations. Applied Linguistics, amaa004.
• Valdés, G. (2000). Teaching heritage languages: An introduction for Slavic language-teaching professionals. In O. Kagan & B. Rifkin (Eds.), Learning and teaching of Slavic languages and cultures: Toward the 21st century, 375-403. Bloomington, IN: Slavica.
• Valdés, G. (2016). Afterword: Curricularizing language: Implications for heritage language instruction. In M. Fairclough & S. M. Beaudrie (Eds.), Innovative strategies for heritage language teaching: A practical guide for the classroom (pp. 255-270). Washington, DC: Georgetown University Press.
• Venturin, B. (2019). Words from the heart: Emotional expression from Russian-Australian 1. 5ers. http://minerva-access.unimelb.edu.au/handle/11343/238454
• Xiao, Y., & Wong, K. F. (2014). Exploring heritage language anxiety: A study of Chinese heritage language learners. The Modern Language Journal, 98(2), 589-611.

National Heritage Language Resource Center at UCLA

• The NHLRC at UCLA is a language resource center specifically dedicated to heritage language learners, with research on heritage language history and profiles, news on conferences and professional development for HL teachers, and example language-specific curricula.

Heritage Language Journal

• Published by UCLA’s NHLRC three times a year, the Heritage Language Journal is a research publication about issues related to the learning and teaching of heritage and/or community languages. 

Coalition of Community-Based Heritage Language Schools

• The Coalition of Community-Based Schools is a nationwide organization dedicated to sharing information and supporting cooperation between community-based heritage language schools.

Teaching Heritage Language Learners: an Online Workshop

• Developed by the NHLRC and hosted by the Coalition of Community-Based Schools, this module addresses strategies for working with HLLs, including language-specific issues and testimonials from HL teachers. 

National Council of Less Commonly Taught Languages

• The NCOLCTL is an organization that represents teachers and learners of less commonly taught languages, and seeks to bridge informational gaps between overseas, heritage, private, and governmental sectors of these language communities. 

Heritage Learners: Ohio Department of Education 

• This brief provides an overview of practical considerations for heritage language programs, including concrete examples of curricular or assessment activities for heritage or mixed classrooms.