Heritage Language Learning Insights
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Jane MorilloHeritage Language Learning Insights
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Jane MorilloHeritage language learning or heritage language acquisition is the act of learning a heritage
language from an ethnolinguistic group that traditionally speaks the language, or from those whose
family historically spoke the language. According to a commonly accepted definition by
Valdés,[1] heritage languages are generally minority languages in society and are typically learned at
home during childhood. When a heritage language learner grows up in an environment with a
dominant language that is different from their heritage language, the learner appears to be more
competent in the dominant language and often feels more comfortable speaking in that
language.[1] "Heritage language" may also be referred to as "community language," "home
language," and "ancestral language".[2]
There are different kinds of heritage language learners, such as learners with varying levels of
proficiency in the heritage language, and also those who learn a "foreign" language in school with
which they have some connection.[3] Polinsky & Kagan[4] label heritage language learners on a
continuum that ranges from fluent speakers to individuals who speak very little of their heritage
language. Valdés[5] points out that a connection with a heritage language does not have to be made
only through direct previous exposure to the language or a certain amount of proficiency in the
language. In his conception of heritage language learners, monolingual English-speaking students of
Armenian ancestry in the United States could consider themselves to have a heritage language of
Armenian. A different definition of heritage language learners or speakers limits the term to
individuals who were exposed to the language in early childhood, but who later lost proficiency in the
language in favor of adopting the majority language of the community.[6]
Heritage language acquisition theories are highly contested. The most common theory is the
Incomplete Acquisition Theory,[7] but other scholars have considered delayed acquisition, variations
in input, and cross-linguistic influence as factors that contribute to heritage language speakers'
competence (see section on Acquisition Theories). For children who may have acquired a different
dialect of the heritage language, they would require a unique type of instruction that may differ from
styles of instruction that would be most beneficial for students who experience incomplete
acquisition at an early age.[5]
Heritage languages can be learned in various contexts, including public school instruction and
language courses organized by a community which speaks the particular language during after-
school hours or on the weekend.[2] When someone is engaged in informal heritage language
learning, they are acquiring a language from a particular ethnolinguistic group that traditionally
speaks the language, or from someone whose family historically spoke the language. Formal
heritage language instruction occurs inside of a classroom, where learners are taught a language
that is being used inside of the home or among members of their own ethnic group.[2] Language
programs that include Saturday schools and courses that happen outside of school hours are
programs where children are encouraged to further develop and improve their heritage language
proficiency.
According to Valdés,[5] the term "heritage language" can be used very broadly and can refer to
minority languages which are spoken by what many know as "linguistic minorities." Typically, these
heritage languages are endangered or have a high possibility of disappearing soon without
intervention, and because of this, there are several communities in the United States that have
chosen to work towards maintaining these languages.
Why is mother tongue so important?
Professor Jim Cummins from the University of Toronto has written about the
importance of mother tongue. Why is it so important that parents speak their
own mother tongue to their children?
According to Cummins, research has clearly shown that mother tongue has a
very important role in children’s overall development. When children develop
their skills in two or even three languages, the y get a deeper understanding
of how to use different languages effectively. In fact, extensive research
supports the notion that a child who only knows one language doesn’t know it
well enough. The situation is different with children who speak more
languages. They are often more flexible in their thinking as they can process
information in different languages.
The stronger the children’s mother tongue, the easier it is for them to learn
new languages. Children who have a solid foundation in their mother to ngue,
develop better literacy skills also in other languages that they learn. When
parents and other important adults have time to discuss and read in the child’s
mother tongue and thus help expand the child’s vocabulary, the child will be
better prepared when kindergarten or school starts and can easily learn new
languages. Children’s knowledge and skills transfer over languages. Skills
learned in the mother tongue will transfer to the other languages learned in
school, as long as all languages are support ed.
Therefore, it is very important that parents speak their mother tongue at
home. Feelings, which are important for the child’s development, are also
passed on through the mother tongue. Parents can support their children’s
second and foreign language learning by using mother tongue diversely,
reading and telling stories. It’s important for the children that parents have a
positive attitude towards new languages. If children notice that their parents
are supportive of learning new languages, children them selves will then be
more motivated to learn. The best way for parents to support their children’s
linguistic development is to spend time with their children. Storytelling,
discussions, reading books and offering support and encouragement in their
mother tongue will aid children on their journey to become multilinguals.
Cummins, J. (2001). Bilingual Children’s Mother Tongue: Why is it important for
education?
