ABSTRACT
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.
TABLE OF CONTENTS
part I|59 pages
A Landscape of Heritage/Community Languages
chapter 1|11 pages
The Constellation of Languages in Europe
part II|74 pages
Community Initiatives
chapter 6|14 pages
Crisis, Change, and Institutionalization
chapter 8|14 pages
Innovations in the Teaching of Portuguese as a Heritage Language
chapter 10|14 pages
The Role of Informal Heritage Language Learning in Program Building
part III|61 pages
Community Initiatives
chapter 11|16 pages
Opportunities and Challenges of Institutionalizing a Pluricentric Diasporic Language
chapter 13|12 pages
Innovation vs. Tradition in Language Education
chapter 14|13 pages
Rationalization of the First Language First Model of Bilingual Development and Education
part IV|58 pages
Language Minority Communities and the Public School System
chapter 15|15 pages
Multilingual Los Angeles
chapter 16|15 pages
Overcoming the Obstacles
chapter 17|11 pages
Institutionalization of French Heritage Language Education in U.S. School Systems
chapter 18|15 pages
Engagement, Multiliteracies, and Identity
part V|81 pages
Maintenance of Heritage/Community Languages in Public Schools
chapter 19|17 pages
Reforming Australian Policy for Chinese, Indonesian, Japanese, and Korean Heritage Languages
chapter 23|17 pages
“The Right to Mother-Tongue Education for Migrants in This City”
part VI|62 pages
Heritage/Community Languages in Higher Education
chapter 25|16 pages
“Arabic-as-Resource” or “Arabic-as-Problem”?
part VII|59 pages
Heritage/Community Language Maintenance from a Lifespan Perspective