Abstract
The papers in this issue seek to shed light on the role that these and other factors play in the development of heritage languages and the achievement of high-level proficiency by heritage language learners (HLLs). Addressing three general areas of inquiry: (1) the linguistic knowledge and needs of advanced heritage language speakers, (2) assessment, and (3) instruction and curriculum and program design, these papers alert us to the complexity of the issues surrounding the development of advanced proficiency and orient us to key considerations in the design of effective instructional practices.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
