Heritage Languages: Language Acquired, Language Lost, Language Regained

Montrul, Silvina

doi:10.1146/annurev-linguistics-030521-050236

Cited by 16 publications

(13 citation statements)

References 128 publications

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“…Presently, there is no agreement on the definition of early or late AOB (Strangmann et al 2019). In general, the later the AOB, the more advanced the heritage language outcomes (Montrul 2023) and the less proficient the societal language outcomes (Altman et al 2022;Hamann and Abed Ibrahim 2017). However, the role of AOB seems to endure in heritage language outcomes but not societal language outcomes.…”

Section: Age Of Onset Of Bilingualism and Family Language Policymentioning

confidence: 96%

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The Role of Age Variables in Family Language Policy

Rose,

Armon-Lotem,

Altman

2024

Languages

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Family language policy (FLP) provides a critical framework to explain the planning of language use in the home. It constitutes a dynamic construct that sheds light on variations in the language acquisition of bilingual children, potentially explaining the shifts that may occur in language dominance and preference. The environment and life experiences are thought to shape FLP, yet little is known about the function of age. This study examines the association of FLP with children’s chronological age and the age they become bilingual. Data were collected via questionnaires from parents and their bilingual children (n = 82) aged 5.08–14.08 (M = 8.98, SD = 3.27) speaking English (heritage language) and Hebrew (societal language). Correlations and logistic regressions indicate a relationship between FLP and dimensions of age. Findings reveal that age may have repercussions for parent language beliefs, patterns of language use within the home, and the adoption of language promotion strategies. Younger children and children with a later age of onset of bilingualism are associated with families who lean towards a pro-heritage language FLP. Considering dimensions of age enhances our understanding of FLP and may offer a greater insight into how languages are supported in the bilingual home.

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Section: Age Of Onset Of Bilingualism and Family Language Policymentioning

confidence: 96%

“…The heritage language becomes secondary, diverging from native speakers' outcomes (Scontras et al 2015). However, late introduction of the societal language (i.e., around ages 9-12) may affect the capacity to attain native language levels (Montrul 2023).…”

Section: Chronological Age and Family Language Policymentioning

confidence: 99%

The Role of Age Variables in Family Language Policy

Rose,

Armon-Lotem,

Altman

2024

Languages

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“…As children socialize with their friends and develop peer relationships through the English language, they tend to rely more on English in everyday communication than their home languages. (Montrul, 2023). Children of immigrants are aware of the dominance of the English language and the diminishing existence of their home languages in most facets of their lives in the United States as they continue schooling.…”

Section: Challenges In Building a Bridge Between Immigrant Homes And ...mentioning

confidence: 99%

Cherishing Immigrant Parents' Aspiration to Support Multilingual Children's Literacy Development Across Languages

Song¹

2023

The Reading Teacher

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As children of immigrants are increasing in number across the U.S. classrooms, schools need to develop strategies to engage with immigrant families. Structural and attitudinal issues in the school system create challenges in communicating with immigrant parents. Immigrant parents have high expectations for their children's academic achievement because they view education can bring mobility and stability to their children's future. Immigrant parents also desire that their children continue developing their home language for familial communication and transnational engagement. To enhance the home‐school connections and to promote family engagement, teachers can first diligently communicate with parents. They can also learn about immigrant families' meaning‐making activities at home and in communities. Teachers can also advocate for children of immigrants' home language development.

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“…A language naturalistically acquired at home within a broader sociolinguistic context where "it is not a dominant language of the larger (national) society" is a heritage language (HL) [4] (p. 156). Although this term may refer to cases of languages spoken in various sociopolitical contexts by different ethnolinguistic communities (see [8][9][10]), the definition adopted here is that given by Montrul [11] (p. 399): a HL "is a sociopolitically minority and/or minoritized language acquired as the first or one of the first languages in a bilingual or multilingual context".…”

Section: Introductionmentioning

confidence: 99%

Acoustic Characteristics of Greek Vowels Produced by Adult Heritage Speakers of Albanian

Georgiou,

Giannakou

2024

Acoustics

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Investigating heritage language (HL)-contact effects on the dominant language has received limited attention despite its importance in understanding the dynamic interplay between linguistic systems in situations of bilingualism. This study compares the acoustic characteristics of Greek vowels produced by heritage speakers (HSs) of Albanian and monolingual Greek speakers, aiming to identify potential differences and explain them. The participants were adult second-generation HSs of Albanian with Greek as their dominant language, born and raised in Greece. A control group of age-matched monolingual Greek speakers was included for comparison purposes. All participants engaged in a controlled speech production task, with the data segmented to extract acoustic values pertaining to the first three formants and the duration of Greek vowels. Bayesian regression models were employed for the subsequent statistical analysis. The results demonstrated differences in the first three formants of certain vowels and the duration of all vowels. These differences can be attributed to the crosslinguistic effect of HL on the dominant language, as well as the interplay between the dynamic and internalized language system of the speakers and the complex effect of the sociophonetic context. These outcomes contribute to the hypothesis positing the emergence of deflected phonetic categories among a distinctive group of bilinguals, namely HSs. Furthermore, this study underscores the significance of a comprehensive exploration of the sociophonetic context of HSs for a nuanced understanding of their phonetic patterns.

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Heritage Languages: Language Acquired, Language Lost, Language Regained

Cited by 16 publications

References 128 publications

The Role of Age Variables in Family Language Policy

The Role of Age Variables in Family Language Policy

Cherishing Immigrant Parents' Aspiration to Support Multilingual Children's Literacy Development Across Languages

Acoustic Characteristics of Greek Vowels Produced by Adult Heritage Speakers of Albanian

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