The Routledge Handbook of Heritage Language Education From Innovation to Program Building Routledge Handbooks in Linguistics Series

The Routledge Handbook of Heritage Language Education provides the rapidly growing and globalizing field of heritage language (HL) education with a cohesive overview of HL programs and practices relating to language maintenance and development, setting the stage for future work in the field. Driving this effort is the belief that if research and pedagogical advances in the HL field are to have the greatest impact, HL programs need to become firmly rooted in educational systems. Against a background of cultural and linguistic diversity that characterizes the twenty-first century, the volume outlines key issues in the design and implementation of HL programs across a range of educational sectors, institutional settings, sociolinguistic conditions, and geographical locations, specifically: North and Latin America, Europe, Israel, Australia, New Zealand, Japan, and Cambodia. All levels of schooling are included as the teaching of the following languages are discussed: Albanian, Arabic, Armenian (Eastern and Western), Bengali, Brazilian Portuguese, Chinese, Czech, French, Hindi-Urdu, Japanese, Khmer, Korean, Pasifika languages, Persian, Russian, Spanish, Turkish, Vietnamese, and Yiddish. These discussions contribute to the development and establishment of HL instructional paradigms through the experiences of ?actors on the ground? as they respond to local conditions, instantiate current research and pedagogical findings, and seek solutions that are workable from an organizational standpoint. The Routledge Handbook of Heritage Language Education is an ideal resource for researchers and graduate students interested in heritage language education at home or abroad.

Introduction

Maria M. Carreira, Claire Hitchins Chik and Olga E. Kagan

Part I. A Landscape of Heritage/Community Languages: Demographic Surveys

The Constellation of Languages in Europe: Comparative Perspectives on Regional Minority and Immigrant Minority Languages

Guus Extra

Migration, Heritage Languages, and Changing Demographics in Australia

Finex Ndhlovu and Louisa Willoughby

The Demographics of Heritage and Community Languages in the United States

Terrence G. Wiley and Shereen Bhalla

Demographics and Heritage Languages in Latin America – An Overview

André Zampaulo

Demographics and Heritage Languages in Canada: Policies, Patterns, and Prospects

Patricia A. Duff and Ava Becker-Zayas

Part II. Community Initiatives: After-School Programs

Crisis, Change, and Institutionalization: Adopting a New Curriculum at a Japanese Weekend School

Robert M. Uriu and Masako O. Douglas

Sustainable Approaches to Complementary Education in England

Raymonde Sneddon

Innovations in the Teaching of Portuguese as a Heritage Language: The Case of Brazilian Complementary Schools in London and Barcelona

Ana Souza and Juliana Gomes

Czech Heritage Language Education in Communities in the United States and Europe

Marta McCabe

The Role of Informal Heritage Language Learning in Program Building: Persian Community School Language Learners in Australia

Mojgan Mokhatebi Ardakani and Robyn Moloney

Part III. Community Initiatives: All-day Pre-, Primary, and Secondary Schools

Opportunities and Challenges of Institutionalizing a Pluricentric Diasporic Language: The Case of Armenian in Los Angeles

Shushan Karapetian

Education in the Cambodian Chinese Diaspora

Dana Bourgerie

Innovation vs. Tradition in Language Education: A Case of Japanese Heritage Language Instruction in Chile

Saeid Atoofi and Francisco Naranjo Escobar

Rationalization of the First Language First Model of Bilingual Development and Education: The case of Russian as a Heritage Language in Israel

Mila Schwartz

Part IV. Language Minority Communities and the Public School System: Opportunities and Challenges

Multilingual Los Angeles: Do Immigrant Language Communities Make an Impact on Language Education in Public High Schools?

Olga E. Kagan

Overcoming the Obstacles: Vietnamese and Khmer Heritage Programs in California

Claire Hitchins Chik and Wayne Wright

Institutionalization of French Heritage Language Education in U.S. School Systems: The French Heritage Language Program

Fabrice Jaumont, Benoît Le Dévédec, and Jane F. Ross

Engagement, Multiliteracies, and Identify: Developing Pedagogies for Heritage/Community Language Learners within the UK School System

Jim Anderson

Part V. Maintenance of Heritage/Community Languages in Public Schools: The Impact of Government Policy and Sociopolitical Change

Reforming Australian Policy for Chinese, Indonesian, Japanese, and Korean Heritage Languages: Examples from the Japanese Community

Kaya Oriyama

Russian as a Heritage Language in Lithuania

Meilute Ramoniene, Ala Lichaciova, and Jelena Brazauskiene

Pasifika Heritage Language Education in New Zealand

Corinne Seals

Heritage Language Education in Norway and Sweden

Sunil Loona and Mats Wennerholm

"The Right to Mother-Tongue Education for Migrants in the City": Factors Influencing the Institutionalization of a Two-Way Bilingual Immersion Program in Berlin

Gabriela Meier and Birgit Schumacher

Part VI. Heritage/Community Languages in Higher Education

The State of Institutionalization of Heritage Languages in Post-secondary Language Departments in the United States

Maria M. Carreira

"Arabic-as-resource" or "Arabic-as-problem"? Arab Heritage Language Learners in Danish Post-Secondary Education

Helle Lykke Nielsen

Implementation and Institutionalization of Spanish Heritage Language Programs at Two Regional Comprehensive Universities in the United States

Alegría Ribadeneira and Alejandro Lee

The Hindi-Urdu Heritage Language Stream: Institutional and Pedagogical Challenges

Shobna Nijhawan

Part VII. Heritage/Community Language Maintenance from a Lifespan Perspective: Formal and Informal Contexts

Chinese Heritage Language Learning: Negotiating Identities, Ideologies, and Institutionalization

Patricia A. Duff, Yongcan Liu, and Duanduan Li

Classroom and Community Support for Turkish in Germany

Carol W. Pfaff, Meral Dollnick, and Annette Herkenrath

Korean Language Education in Japan: From Marginalized Heritage Language to Popular Foreign Language

Robert J. Fouser

Innovation and Tradition in Yiddish Educational Programs

Netta Avineri and Anna Verschik

Olga E. Kagan is Professor in the Department of Slavic, East European and Eurasian Languages and Cultures at the University of California, Los Angeles (UCLA), Director of the National Heritage Language Resource Center, and Co-Editor of the Heritage Language Journal.

Maria M. Carreira is Professor of Spanish at California State University, Long Beach. She is also Co-Director of the National Heritage Language Resource Center, Chair of the SAT Spanish Committee, and Associate Editor of Hispania.

Claire Hitchins Chik is Associate Director of the Title VI National Heritage Language Resource Center (NHLRC).She has also edited articles for the NHLRC’s journal, the Heritage Language Journal, and guest-edited a volume, Special Issue on Advancing HL Speakers’ Skills.