Final published version
Licence: CC BY: Creative Commons Attribution 4.0 International License
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - You Can’t Fix What Is Not Broken
T2 - Contextualizing the Imbalance of Perceptions About Heritage Language Bilingualism
AU - Bayram, Fatih
AU - Kubota, Maki
AU - Luque, Alicia
AU - Pascual y Cabo, Diego
AU - Rothman, Jason
N1 - Publisher Copyright: © Copyright © 2021 Bayram, Kubota, Luque, Pascual y Cabo and Rothman.
PY - 2021/4/29
Y1 - 2021/4/29
N2 - In this article, we discuss the perceptions of researchers who work on heritage language bilingualism (HLB), educators who teach heritage speakers (HSs), and, crucially, HSs themselves regarding the nature of bilingualism in general as well as HLB specifically. Despite the fact that all groups are invested in HLB and that researchers and educators tend to have a similar basic understanding of HLB development and share common goals regarding heritage language (HL) teaching and learning, there are non-trivial differences and disconnects between them. In our view, beyond the various aspects of the societal milieu that significantly contribute to this state of affairs, we maintain that these differences also reflect unfortunate miscommunication regarding how the object and outcomes of HLB research is packaged, contextualized and communicated to HSs and teachers who have direct influence over their education. Considering this, the main goal and contribution of the present work is to provide a forum in which the many voices involved in HL research/teaching/learning are acknowledged and the knock-on effects of such acknowledgement are meaningfully considered.
AB - In this article, we discuss the perceptions of researchers who work on heritage language bilingualism (HLB), educators who teach heritage speakers (HSs), and, crucially, HSs themselves regarding the nature of bilingualism in general as well as HLB specifically. Despite the fact that all groups are invested in HLB and that researchers and educators tend to have a similar basic understanding of HLB development and share common goals regarding heritage language (HL) teaching and learning, there are non-trivial differences and disconnects between them. In our view, beyond the various aspects of the societal milieu that significantly contribute to this state of affairs, we maintain that these differences also reflect unfortunate miscommunication regarding how the object and outcomes of HLB research is packaged, contextualized and communicated to HSs and teachers who have direct influence over their education. Considering this, the main goal and contribution of the present work is to provide a forum in which the many voices involved in HL research/teaching/learning are acknowledged and the knock-on effects of such acknowledgement are meaningfully considered.
KW - attitude
KW - beliefs
KW - heritage language bilingualism
KW - heritage language education
KW - heritage speakers
U2 - 10.3389/feduc.2021.628311
DO - 10.3389/feduc.2021.628311
M3 - Journal article
AN - SCOPUS:85105937506
VL - 6
JO - Frontiers in Education
JF - Frontiers in Education
SN - 2504-284X
M1 - 628311
ER -