ABSTRACT
This chapter considers the ways that, in Yiddish heritage language (HL) and cultural contexts, innovation is evident when traditions and history are reimagined in new ways, for new users and audiences, and for novel purposes. In diverse contexts, this involves inventive thinking, openness, and risk-taking on the part of program directors, staff, instructors, participants, and students. The chapter discusses the unique features of Yiddish HL education and argues that these features create opportunities for innovation within contemporary secular educational programs. It highlights that the health of HL institutions is essential for those interested in Yiddish, since they have little access to the language and culture in other realms of life. Yiddish has served vernacular, literary, educational, theatrical, and political purposes for Ashkenazic populations. Between 1880 and 1914, Yiddish was widely used by Eastern European immigrants in the U. S., who focused on language development and retention.
