Handbook of Heritage, Community, and Native American Languages in the United States Research, Policy, and Educational Practice

Co-published by the Center for Applied Linguistics Timely and comprehensive, this state-of-the-art overview of major issues related to heritage, community, and Native American languages in the United States, based on the work of noted authorities, draws from a variety of perspectives—the speakers; use of the languages in the home, community, and wider society; patterns of acquisition, retention, loss, and revitalization of the languages; and specific education efforts devoted to developing stronger connections with and proficiency in them. Contributions on language use, programs and instruction, and policy focus on issues that are applicable to many heritage language contexts. Offering a foundational perspective for serious students of heritage, community, and Native American languages as they are learned in the classroom, transmitted across generations in families, and used in communities, the volume provides background on the history and current status of many languages in the linguistic mosaic of U.S. society and stresses the importance of drawing on these languages as societal, community, and individual resources, while also noting their strategic importance within the context of globalization.

CONTENTS Preface Acknowledgments Section I: Foundations of Heritage, Community, and Native American Language EducationIntroductionTerrence G. Wiley, Joy Kreeft Peyton, Donna Christian, Sarah Catherine K. Moore, and Na Liu 1. Demographic Realities, Challenges, and OpportunitiesMolly Fee, Nancy C. Rhodes, and Terrence G. Wiley2. The Problem of Defining Heritage and Community Languages and Their Speakers: On the Utility and Limitations of Definitional ConstructsTerrence G. Wiley3. Heritage Language Students: Profiles and PossibilitiesGuadalupe Valdés4. Three Hundred-Plus Years of Heritage Language Education in the United StatesJoshua A. Fishman5. Policy Considerations for Promoting Heritage, Community, and Native American LanguagesTerrence G. Wiley6. Documenting Language Loss and Endangerment: Research Tools and ApproachesJoseph Lo Bianco7. Professional Opportunities for Heritage Language SpeakersMaría Carreira8. Research on Heritage Language IssuesNelleke Van Deusen-Scholl Section II: Commonly Taught LanguagesIntroductionOfelia García 9. Spanish in the United StatesKim Potowski10. French Heritage Language Communities in the United StatesJane F. Ross and Fabrice Jaumont11. German as a Heritage Language in the United StatesRenate Ludanyi12. Italian and Italians in the United StatesAnna De Fina13. Portuguese Heritage Bilingualism in the United StatesJason Rothman and Tiffany Judy Section III: Critical and Less Commonly Taught LanguagesIntroductionScott McGinnis 14. Arabic in the United StatesJeff Bale15. Being “Critical:” Implications for Chinese Heritage Language SchoolsShuhan C. Wang16. The Journey of Hindi in the United StatesSurendra and Vijay Gambhir17.Russian Heritage Language Learners: From Students’ Profiles to Project-Based CurriculumOlga Kagan Section IV: Native American Languages IntroductionTeresa L. McCarty 18. NavajoLarisa Warhol and Jeston Morris19. Pueblo Languages of the SouthwestChristine Sims20. Oowaaha Myaamiaataweenki: Miami is Spoken HereDaryl Baldwin21. Hawaiian: A Native American Language Official for a StateWilliam H. Wilson22. Warm Springs LanguagesValerie Switzler and Erin Flynn Haynes Section V: Languages with Strong Community ConnectionsIntroductionSarah J. Shin 23. Japanese in the United StatesKimi Kondo-Brown24. Community Support for Korean as a Heritage Language in the United StatesJin Sook Lee25. Yiddish: A Jewish Language in the DiasporaNetta Avineri26. American Sign Language as a Heritage LanguageSarah E. Compton27. KhmerWayne E. Wright28. Filipino in the United States: Heritage Language PerspectivesJoseph Axel Section VI: Promotion of Heritage, Community, and Native American LanguagesIntroductionWayne E. Wright 29. Digital Stories in Heritage Language Education: Empowering Heritage Language Learners Through a Pedagogy of MultiliteraciesPolina Vinogradova30. Heritage Language Development and Identity Construction Throughout the Life CycleAgnes Weiyun He31. Stakeholder Views of Community-based Heritage Language Programs: Chinese and Korean CasesNa Liu and Byeong-Keun You32. Program Models for Heritage Language EducationSarah Catherine K. Moore33. Assessment of Heritage Language Learners: Issues and DirectionsMargaret E. Malone, Joy Kreeft Peyton, and Katie Kim34. Preparing Teachers to Work With Heritage Language LearnersAna María Schwartz Caballero35. Funding for Heritage Language ProgramsSarah Catherine K. Moore AfterwordHeritage, Community, and Native American Language Education: Looking to the FutureJoy Kreeft Peyton and Donna Christian Contributors Index

Terrence G. Wiley is President, Center for Applied Linguistics, USA and Professor Emeritus,Arizona State University, USA. Joy Kreeft Peyton is Senior Fellow, Center for Applied Linguistics, USA. Donna Christian is Senior Fellow, Center for Applied Linguistics, USA. Sarah Catherine K. Moore is Senior Research Associate, Center for Applied Linguistics, USA. Na Liu is Senior Research Associate, Center for Applied Linguistics, USA.