ABSTRACT
Significant migration into Australia, dating from the end of World War II and increasing in the last 20 years, has been a driving force in initiating Heritage Language (HL) research to investigate and promote understanding of issues in HL learning in the Australian context. Similarly, the institutionalization of HL teaching and learning is also in need of further development, in particular, how to integrate research findings with the design, implementation, and structure of HL programs. The knowledge gained from the study of Persian community schools in Sydney underscores the importance of incorporating into the school context a wide range of informal learning experiences that build on certain home practices that are conducive to HL learning. Informal learning experiences, typically associated with the home environment and other everyday contexts, are known to play a key role in the development of functional skills and practical cultural knowledge.
