ABSTRACT
Within a discursive practice framework, this chapter reflects on the data presented throughout the book and argues that examining the individual contextual experiences of both teachers and students is crucial to the advancement of research on heritage language education. We advocate for the need to move away from a 'one-size-fits-all' approach to heritage language education and toward addressing the diverse needs and dispositions of students in specific contexts. We also examine contemporary pedagogical strategies, including sociolinguistic and critical approaches and community-based learning, and we describe innovative examples of these approaches. Furthermore, we propose new directions for the development of heritage language curricula that promote student reflection on their own past, present, and future social positioning in discursive practices outside of the classroom. We argue that this type of reflection can provide opportunities for students to develop their symbolic competence. After focusing on classroom activities, we discuss challenges in implementing heritage language education and practical solutions. Finally, we explore implications for teacher education and community engagement.
