Heritage language education: valuing the languages, literacies, and cultural competencies of immigrant youth

Seals, Corinne A.; Peyton, Joy Kreeft

doi:10.1080/14664208.2016.1168690

Cited by 53 publications

(19 citation statements)

References 28 publications

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“…In line with their argument, this paper critically reports original research involving parents and children, sharing their views and experiences, leading to a framework for conceptualising heritage language as linked to identity. While the various heritage languages in the study undoubtedly have a different status in society (Seals and Peyton 2016), the point of this exploratory research was to understand better the variety of emotional attachments to language and attempts and reasons for involving children in its learning, forming the basis for potential future research.…”

Section: Terminologymentioning

confidence: 99%

Whose heritage? What inheritance?: conceptualising family language identities

Little

2017

International Journal of Bilingual Education and Bilingualism

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Migration, global mobility and language learning are well established as independent and interrelated fields of study. With nearly one fifth of children in British primary schools classed as speakers of English as an Additional Language (EAL), there remains much to explore in the field of heritage language research. This paper reports on a survey of 212 heritage language families and ten family interviews with families who, though not living in isolation, are not part of large, well-established, local communities. The study reported here explores the families' attitudes towards heritage language development, and their efforts to maintain, support or develop the heritage language in their families. The paper puts forward an original framework which can be used to conceptualise how different uses and perceptions of the heritage language use may be linked to identity, and concludes with recommendations on how relatively isolated heritage language families and their small community networks may be better supported to enable children more fully to benefit from the advantages of their multilingual, multicultural capital.

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Section: Terminologymentioning

confidence: 99%

Whose heritage? What inheritance?: conceptualising family language identities

Little

2017

International Journal of Bilingual Education and Bilingualism

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“…Previous research on second-generation immigrants showed that the sense of belonging to heritage language and culture depends on the level of heritage language proficiency [64], although there are variations among different ethnic groups. Heritage language literacy is also an important factor that affects linguistic and cultural identity of heritage speakers [65][66][67][68][69] and their access to historical and cultural heritage [70] via the home literacy environment [67,71], school language programs [54,65] or community-based language schools [68,72].…”

Section: Acculturation and Multicultural Societies Language/culture Identitymentioning

confidence: 99%

Heritage Language Use, Maintenance and Transmission by Second-Generation Immigrants in Cyprus

Karpava¹

2022

Heritage - New Paradigm

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There are both culturalist and structuralist approaches to the integration of the second-generation immigrants into mainstream society. These approaches focus on cultural, linguistic and socioeconomic assimilation. Successful societal membership is associated with psychosocial adaptation, hybrid identity, selective acculturation or biculturalism, which is an individual’s adjustment to new psychological and social conditions. Individual identity is related to the sense of belonging, integration and engagement in the current space. Self-identity is fluid and flexible; it comprises individual and collective identity, habitus or unconscious identity, agency and reflexivity, which is re-evaluated and adjusted throughout the life trajectory of a migrant and connected to citizenship and solidarity. This study investigated heritage language use, maintenance and transmission, as well as language and cultural identity and social inclusion of second-generation immigrants in Cyprus with various L1 backgrounds. The analysis of the data (e.g. questionnaires, interviews, focus group discussions, observations) showed that second-generation immigrants have a hybrid language and cultural identity, as well as multifarious perceptions regarding citizenship, inclusion and belonging. These immigrants try to assimilate to the target society, but at the same time they have a strong link with the community of residence, their L1 country and their heritage or home language. The participants also use mixed/multiple languages at home and elsewhere.

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“…In Aotearoa New Zealand, the various iterations of Tau Mai Te Reo, the Ministry of Education's Māori language in education strategy, are examples of macro-level language plans (Ministry of Education, 2013b, 2020f). In contrast, micro-level language planning is undertaken by individuals and groups to address the language needs of their own local speech community (Baldauf, 2006;Seals & Peyton, 2017). Within an educational context, language planning of this type typically occurs at the school level and is often undertaken by school leaders and teachers (Baldauf, 2006;Barr & Seals, 2018;Jones, 2014).…”

Section: He Reo Ka Tipu I Ngā Kura | Growing Te Reo Māori In Schoolsmentioning

confidence: 99%

He reo ka tipu i ngā kura Growing te reo Māori in schools

Bright¹,

Nzcer²,

Smaill³

et al. 2021

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This report is literature review to support English-medium primary schools that are seeking to strengthen their reo Māori teaching and learning programmes. The report explains why English-medium primary schools should take a strategic approach to teaching and learning te reo Māori. It identifies key issues or kaupapa that schools should consider when adopting such an approach and provides practical evidence-based advice to assist schools as they engage with and respond to these important kaupapa.

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Heritage language education: valuing the languages, literacies, and cultural competencies of immigrant youth

Cited by 53 publications

References 28 publications

Whose heritage? What inheritance?: conceptualising family language identities

Whose heritage? What inheritance?: conceptualising family language identities

Heritage Language Use, Maintenance and Transmission by Second-Generation Immigrants in Cyprus

He reo ka tipu i ngā kura Growing te reo Māori in schools

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