The Results of the National Heritage Language Survey: Implications for Teaching, Curriculum Design, and Professional Development
Article first published online: 15 FEB 2011
© 2010 by the American Council on the Teaching of Foreign Languages, Inc.
Foreign Language Annals
Volume 44, Issue 1, pages 40–64, Spring 2011
How to Cite
Carreira, M. and Kagan, O. (2011), The Results of the National Heritage Language Survey: Implications for Teaching, Curriculum Design, and Professional Development. Foreign Language Annals, 44: 40–64. doi: 10.1111/j.1944-9720.2010.01118.x
- Issue published online: 15 FEB 2011
- Article first published online: 15 FEB 2011
- Submitted September 14, 2009, Accepted December 17, 2010
- community-based curriculum;
- heritage language (HL);
- heritage language attitudes;
- heritage language learners (HLL);
Abstract: This article reports on a survey of heritage language learners (HLLs) across different heritage languages (HLs) and geographic regions in the United States. A general profile of HLLs emerges as a student who (1) acquired English in early childhood, after acquiring the HL; (2) has limited exposure to the HL outside the home; (3) has relatively strong aural and oral skills but limited literacy skills; (4) has positive HL attitudes and experiences; and (5) studies the HL mainly to connect with communities of speakers in the United States and to gain insights into his or her roots. We argue that a community-based curriculum represents an effective way to harness the wealth of knowledge and experiences that HLLs bring to the classroom and to respond to their goals for their HL.