Seeking Explanatory Adequacy: A Dual Approach to Understanding the Term “Heritage Language Learner” Maria Carreira, California State University, Long Beach. Carreira, M. Heritage Language Journal, 2:1–25, 2001. ![Seeking Explanatory Adequacy: A Dual Approach to Understanding the Term “Heritage Language Learner” Maria Carreira, California State University, Long Beach [pdf]](https://bibbase.org/img/filetypes/pdf.svg "pdf")
Paper abstract bibtex In this piece Carreira identifies 4 types of heritage language learners (HLLs) based on the existing literature (for types 1,2, and 3) and on a survey of teachers (type 4): 1. HLL1: Language learning takes place in the context of a community which has 1)strong heritage culture/language identity, 2) limited numbers of speakers of the HL, and 3) is striving to reverse language shift (p. 4). In other words, what makes you a HLL isnt knowing the language; you may be a true beginner in it. What matters is that you feel like a part of the heritage culture and are learning the language because of that. (Example: Native Americans) 2. HLL2: People learning the HL because they are trying to connect with their ethnic/family background but are not active members of a heritage culture community (p. 5). (Examples: African Americans learning an African language, a child of Sicilian immigrants who lost proficiency in Sicilian learning Italian) 3. HLL3: Proficiency-centered definition. Equivalent to Valdéss (2000) definition of HLL, which says they are a) raised in a home where a non-English language is spoken, b) speak or merely understand the heritage language, and c) who are to some degree bilingual in English and the heritage language (Valdés, 2000, cited in p.8). (Example: bilingual U.S. Latinos. The definition works well for this group because so many of them know some Spanish, and that it is part of their experience and identity) 4. HLL4: low-proficiency HLLs, those who do not have the minimum Spanish skills to be in a specially designated SHL course (barring, of course, the exception of schools who offer courses for low-proficiency SHL learners). Because of their language skills, these student often have their identity negated, which is a big concern. Part of Carrieras goal in doing this is to help us distinguish HLLs from L1 learners of the HL, L2 learners of it, and to help distinguish different kinds of HLLs from each other. She recommends that we teach towards the HLL any time we find one in our class and that we teach both Standard and local variants. She offers a focus of instruction for each type of HLL.
@article{carreira_seeking_2001,
title = {Seeking {Explanatory} {Adequacy}: {A} {Dual} {Approach} to {Understanding} the {Term} “{Heritage} {Language} {Learner}” {Maria} {Carreira}, {California} {State} {University}, {Long} {Beach}},
volume = {2},
issn = {15507076},
url = {http://international.ucla.edu/media/files/Carreira.pdf},
abstract = {In this piece Carreira identifies 4 types of heritage language learners (HLLs) based on the existing literature (for types 1,2, and 3) and on a survey of teachers (type 4): 1. HLL1: Language learning takes place in the context of a community which has 1)strong heritage culture/language identity, 2) limited numbers of speakers of the HL, and 3) is striving to reverse language shift (p. 4). In other words, what makes you a HLL isnt knowing the language; you may be a true beginner in it. What matters is that you feel like a part of the heritage culture and are learning the language because of that. (Example: Native Americans) 2. HLL2: People learning the HL because they are trying to connect with their ethnic/family background but are not active members of a heritage culture community (p. 5). (Examples: African Americans learning an African language, a child of Sicilian immigrants who lost proficiency in Sicilian learning Italian) 3. HLL3: Proficiency-centered definition. Equivalent to Valdéss (2000) definition of HLL, which says they are a) raised in a home where a non-English language is spoken, b) speak or merely understand the heritage language, and c) who are to some degree bilingual in English and the heritage language (Valdés, 2000, cited in p.8). (Example: bilingual U.S. Latinos. The definition works well for this group because so many of them know some Spanish, and that it is part of their experience and identity) 4. HLL4: low-proficiency HLLs, those who do not have the minimum Spanish skills to be in a specially designated SHL course (barring, of course, the exception of schools who offer courses for low-proficiency SHL learners). Because of their language skills, these student often have their identity negated, which is a big concern. Part of Carrieras goal in doing this is to help us distinguish HLLs from L1 learners of the HL, L2 learners of it, and to help distinguish different kinds of HLLs from each other. She recommends that we teach towards the HLL any time we find one in our class and that we teach both Standard and local variants. She offers a focus of instruction for each type of HLL.},
journal = {Heritage Language Journal},
author = {Carreira, Maria},
year = {2001},
keywords = {Community Context, Culture, Family background, Hawaii, Heritage language learners, Identity, Indigineous Ethnic, International, Linguistic Proficiency Spanish, Linguistic Review, Linguistic maintenance, Mana, Pedagogical Value, Personal connections, Reverse Language Shift, Student Goals},
pages = {1--25},
}
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In other words, what makes you a HLL isnt knowing the language; you may be a true beginner in it. What matters is that you feel like a part of the heritage culture and are learning the language because of that. (Example: Native Americans) 2. HLL2: People learning the HL because they are trying to connect with their ethnic/family background but are not active members of a heritage culture community (p. 5). (Examples: African Americans learning an African language, a child of Sicilian immigrants who lost proficiency in Sicilian learning Italian) 3. HLL3: Proficiency-centered definition. Equivalent to Valdéss (2000) definition of HLL, which says they are a) raised in a home where a non-English language is spoken, b) speak or merely understand the heritage language, and c) who are to some degree bilingual in English and the heritage language (Valdés, 2000, cited in p.8). (Example: bilingual U.S. Latinos. 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