Contrary to the increasing number of heritage language speakers, inconsiderable amount of attention has been paid to learners’ language development as well as the teachers who teach in heritage language schools. Although heritage language learning has grown as an area of interest for research in recent years, this interest is fairly limited to heritage language education in mainstream school system.
Heritage language education is often practiced outside of public school systems or as part of an extra after-school learning activity. Sociopolitical and sociocultural structure encourage heritage language learners to speak the main stream language, English, in school systems. This has been adding to the difficulties community language schools have, especially when the classes are often held once a week during the weekend. There have been approaches to investigate heritage language learning processes and its impact to learners’ general development in community-based settings. Those insights exhibit how heritage language education influences learner identity, socialization, cultural competence, intercultural construct, and active learning (Blackledge et al., 2008; Byon, 2003; Lo, 2009; Maloof, Rubin, & Miller, 2006; Needham, 2003). Despite the efforts to further explore heritage language education and its impact to learners’ lives, heritage language education remains as a marginalized area that is practiced behind the mainstream classroom scenes.
Heritage language education is referred to as a “cultural crossroad” where a plethora of emotion intersects with cultural and national identities (Feuerverger, 1997). Multiculturalism in heritage language education leads to learners’ struggles among multiple issues such as “national identity, the construction of historical memory, the purpose of schooling, and the meaning of democracy (Giroux, 1994).” Teachers who are confronting and interacting with such issues in classrooms find multiple layers of difficulties. Heritage language teachers struggle with shortages of teaching materials and resources, different levels of student proficiency, gap among parental expectations, and lack of teacher training or support (Baker & Jones, 1998; Chevalier, 2004; Finch, 2009; Liu, 2006). Moreover, heritage language teachers in a minority group experience “double marginality” and often feel that they are treated as “second class” status teachers (Feuerverger, 1997).
Considering the crucial role that heritage language plays in learners’ identity construction and their empowerment, heritage language education requires extensive research and attention. Furthermore, in order to view education in the perspective of heritage language teaching and learning, it is important to hear heritage language teachers’ voices. Allowing the space for heritage language teachers to make their own voices would strengthen the curriculum and instruction of heritage language education; moreover, it will contribute to heritage language speakers’ empowerment and their sense of multiculturalism.
References
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