Abstract
I discuss the role heritage languages courses play in the development of the multilingual language repertoires of migrant teenagers I interviewed for my doctoral research. Surprisingly, almost none of my participants know that heritage language courses are provided in their home language, but some of them mention studying other languages. I argue that heritage classes do not seem to suit first generation migrants but rather second-generation individuals who wish to discover or develop their parent’s language (or sometimes another language). I also argue that school does not play its role in valorizing heritage languages even though heritagelanguage learning objectives are mentioned in the curricular.
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