Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Search

Refine search

Refine search

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

1 results

  • 29 - Elementary School Heritage Language Educational Options and Outcomes

  • from Part IV - Heritage Language Education
  • Edited by Silvina Montrul, University of Illinois, Urbana-Champaign, Maria Polinsky, University of Maryland, College Park
  • Book:
    The Cambridge Handbook of Heritage Languages and Linguistics
    Published online:
    04 November 2021
    Print publication:
    25 November 2021, pp 761-776

  • Summary

    Speakers of heritage languages by definition are raised in locations where their home language is not used in wider society. This means that they are educated in the societally dominant language, and typically lack opportunities for formal education in their heritage language. This chapter examines the relatively fortunate circumstance in which heritage speakers are able to participate in early schooling programs taught in their heritage language. The United States context and Spanish as a heritage language are arguably the most prevalent and hence most researched programs, and thus will be the focus of the chapter. Contexts in different parts of the world are described where possible.