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Heritage Language Maintenance

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Heritage Language Maintenance
Heritage Language Maintenance

Breanna Miller
Hamline University

Submitted to: Professor Kathryn Heinze ESL 7660: Second Language Acquisition Fall 2010
Introduction

What affects heritage language maintenance and what are some approaches to maintain heritage language? This paper will discuss the properties of heritage language maintenance and will describe what can be done to preserve a learner’s home language. All second language learners possess some degree of home language background. Teachers of English and teachers in bilingual programs should become familiar with what affects student’s language maintenance and the factors that contribute to the maintenance of that heritage language. Minority-language parents will also find this article interesting, especially if they desire for their children to retain their home language. In this paper I will define heritage language, discuss trends and parental opinions pertaining to heritage language, and conclude with the importance of heritage language maintenance and the factors that affect its preservation.
Defining Heritage Language and Maintenance
Heritage Language Heritage language is the language used by parents or the language that was used in the past by one’s ancestors. This language (also called home language) usually has a strong personal connection or is spoken at home (Valdès, 2001; Anderson-Mejìas, 2002; Urzùa & Gòmez, 2008). A heritage language helps students connect to their culture, even while they live in a different, more dominant culture (Anderson-Mejìas; Guardado, 2002; Urzùa & Gòmez). For example, although Spanish is widely spoken around the world, it is a heritage language in the United States because it is a non-English language (Suarez, 2002; Valdès). However, students do not have to speak the familial language for it to be considered a heritage language. Valdès mentions that even monolingual English


References: Anderson-Mejìas, P. L. (2002). The esl teacher’s role in heritage language maintenance. The Internet TESL Journal, 8(10). Chumak-Horbatsch, R. (1999). Language change in the ukranian home: From transmission to maintenance to the beginning of loss. Canadian Ethnic Studies 31(2), 61-76. Guardado, M. (2002). Loss and maintenance of first language skills: Case studies of hispanic families in vancouver. Canadian Modern Language Review/La Revue Canadienne Des Langues Vivantes, 58(3), 341-363. Nesteruk, O. (2010). Heritage language maintenance and loss among the children of eastern european immigrants in the USA. Journal of Multilingual & Multicultural Development, 31(3), 271-286. doi:10.1080/01434630903582722 Seong, M. P., & Sarkar, M. (2007). Parents ' attitudes toward heritage language maintenance for their children and their efforts to help their children maintain the heritage language: A case study of korean-canadian immigrants. Language, Culture & Curriculum, 20(3), 223- 235. doi:10.2167/lcc337.0 Suarez, D. (2002). The paradox of linguistic hegemony and the maintenance of spanish as a heritage language in the united states. Journal of Multilingual & Multicultural Development, 23(6), 512. Urzùa, A., & Gòmez, E. (2008). Home style puerto rican: A study of language maintenance and use in new england. Journal of Multilingual and Multicultural Declopment, 29(6), 449- 466. Doi:10.1080/01434630802147999 Valdès, G. (2001). Heritage language students: Profiles and possibilities. In J.K. Peyton, D.A. Ranard & S. McGinnis (Eds.), Heritage Language in America: Preserving a National Resource (pp. 37-77). McHenry, IL: The Center for Applied Linguistics/Delta Systems.
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