Heritage Language Education: Valuing the Languages, Literacies, and Cultural Competencies of Immigrant Youth

Autor/inn/en	Seals, Corinne A.; Peyton, Joy Kreeft
Titel	Heritage Language Education: Valuing the Languages, Literacies, and Cultural Competencies of Immigrant Youth
Quelle	In: Current Issues in Language Planning, 18 (2017) 1, S.87-101 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-7506
DOI	10.1080/14664208.2016.1168690
Schlagwörter	Heritage Education; Cultural Awareness; Case Studies; Self Concept; Native Language; Cultural Background; Rural Areas; Elementary School Students; Program Descriptions; Scores; Achievement Tests; Program Development; Second Language Learning; Second Language Instruction; Native Language Instruction; Educational Policy; Policy Formation; Russian; Spanish; Program Effectiveness; Barriers; Ukrainian; English (Second Language); Oregon + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Case study; Fallstudie; Case Study; Selbstkonzept; Rural area; Ländlicher Raum; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Programmplanung; Zweitsprachenerwerb; Fremdsprachenunterricht; Native language education; Muttersprachlicher Unterricht; Politics of education; Bildungspolitik; Politische Betätigung; Russisch; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	This article argues for the value of heritage language programs and the micro-level language policies that support them, focusing on a case study of a program in the USA to make this argument. We also argue for the importance of recognizing students' heritage languages, cultures, and individual goals and identities in mainstream school programs. Following an overview of the current status of heritage language programs, a program case study conducted at a public primary school in rural Oregon is presented. The strengths of the program are outlined, as well as its challenges, and the brief history of the program is traced from its establishment and success to its subsequent decline. Multiple factors are discussed, as are the positive effects on students' identities and scores on state-level assessments during the existence of the program and the negative effects after the dismantling of the program. The article concludes with considerations for the establishment of successful heritage language programs, as well as the importance of establishing policies that invest in supporting heritage language speakers in their schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01