This study analyzes the choices that heritage language (HL) learners make when enrolling in language courses at community colleges. Data from the Students and Instructors of Languages at Community Colleges (SILCC) Surveys, a nationwide survey with 1,756 students taking language courses at 101 community colleges across 33 states in the U.S., show that as many as 42.2% of community college students in modern language classrooms are identified as HL speakers. Surprisingly, more than half of these HL speakers are studying a language other than their own HL despite their prior linguistic knowledge, cultural familiarity, and familial ties with their HL. This paper evaluates a few possible explanations why a large proportion of HL speakers are opting to learn a new, third language. Building upon prior research and current data, we discuss differences in linguistic backgrounds, demographics, motivational attributes, and academic goals between HL learners studying their own HL and those studying a new language.

This article presents and analyzes instructor data from the Students and Instructors of Languages at Community Colleges (SILCC) Survey. The SILCC Survey was designed to collect data from language professionals teaching at community colleges (CCs) on the specific challenges, opportunities, and potential areas of growth in their field. Results from 140 instructor responses in 101 CCs in 33 U.S. states are used to document the current state of teaching and learning of modern languages at CCs through a systematic survey procedure. The data on modern language instruction at CCs, a segment of the U.S. educational system underrepresented in scholarly discussions in the field of modern language, shows both strengths and areas in need of improvement.