This volume presents a multidisciplinary perspective on teaching heritage language learners. Contributors from theoretical and applied linguistics, sociolinguistics, psychology, educational policy, and pedagogy specialists explore policy and societal issues, present linguistic case studies, and discuss curricular issues, offering both research and hands-on innovation.

Donna Brinton is a Professor of TESOL at Soka University of America in Aliso Viejo, California. She also frequently serves as an English Language Specialist for US Department of State, educating teachers around the world. She has presented and published on a wide variety of TESOL-related topics.

Olga Kagan is the Director of the UCLA Center for World Languages and the National Heritage Language Resource Center. She is also the Coordinator and the Undergraduate Advisor for the UCLA Russian Language Program and the Director of the UCLA Russian Flagship Program.

Susan Bauckus is a Staff Researcher at the University of California, Los Angeles. She is also the Managing Editor of the Heritage Language Journal.

@Contents: Selected Contents:

Preface ix

An Introduction

1 Who Are Our Heritage Language Learners? Identity and Biliteracy in Heritage Language Education in the United States
NANCY H. HORNBERGER AND SHUHAN C. WANG 3

Part I
Heritage Speakers: Demographics, Policy, and Identity

2 Learning Other Languages: The Case for Promoting Bilingualism within our Educational System
G. RICHARD TUCKER 39

3 Policy Activity for Heritage Languages: Connections with Representation and Citizenship
JOSEPH LO BIANCO 53

4 Heritage Language Education in Canada
PATRICIA A. DUFF 71

5 Chinese "Dialect" Speakers as Heritage Language Learners: A Case Study
TERRENCE G. WILEY 91

6 Heritage Languages and Ideologies of Language: Unexamined Challenges
GUADALUPE VALDÉS, SONIA V. GONZÁLEZ,
DANIA LÓPEZ GARCÍa, AND PATRICIO MÁQUEZ 107

7 The Relevance of Bilingual Proficiency in U.S. Corporate Settings
MARY MCGROARTY AND ALFREDO URZÚA 131

Part II
Heritage Speaker Profiles and Needs Analysis

8 Heritage Language Narratives
MARIA POLINKSY 149

9 Prior Language-Learning Experience and Variation in the Linguistic Profiles of Advanced English-Speaking Learners of Japanese
KAZUE KANNO, TOMOMI HASEGAWA, KEIKO IKEDA, YASUKO ITO, AND MICHAEL H. LONG 165

10 Academic Writing Proficiency of Russian Heritage Speakers: A Comparative Study
DEBRA FRIEDMAN AND OLGA KAGAN 181

11 Stigmatized Spanish Inside the Classroom and Out: A Model of Language Teaching to Heritage Speakers
CLAUDIA PARODI 199

12 A Profile of Japanese Heritage Learners and Individualized Curriculum
MASAKO O. DOUGLAS 215

Part III
Program Development and Evaluation

13 From Mirror to Compass: The Chinese Heritage Language Education Sector in the United States
SCOTT MCGINNIS 229

14 Spanish for Native Speakers Education: The State of the Field
JOY KREEFT PEYTON 243

15 School-Based Programs for Heritage Language Learners: Two-Way Immersion
DONNA CHRISTIAN 257

16 The Korean/English Dual Language Program in the Los Angeles Unified School District
SUNG-OCK S. SOHN AND CRAIG C. MERRILL 269

17 Enhancing Academic Language Proficiency in a Spanish Immersion Classroom
ANDREW D. COHEN AND TANIA GÓMEZ 289

18 "Oh, I Get It Now!" From Production to Comprehension in Second Language Learning
MERRILL SWAIN AND SHARON LAPKIN 301

19 Locating and Utilizing Heritage Language Resources in the Community: An Asset-Based Approach to Program Design and Evaluation
BRIAN K. LYNCH 321

In Conclusion

20 Salvaging Heritage Languages
TERRY KIT-FONG AU 337

About the Editors and Contributors 353

Index 363