Funding for Heritage Language Programs

Abstract

Programs that provide heritage language development for speakers with some proficiency in or connection to the heritage language are offered in diverse settings by sponsors ranging from local community members to the federal government (see Moore, Chapter 32 , this volume). While enthusiasm may be high, gathering the resources needed to offer such programs is often a challenge. Sources of funding for these programs vary widely depending on a number of factors, including the target language, context of speakers and their backgrounds, investment and engagement of the local community, and overt identification of the language as a critical resource by policymakers (such as is the case, for example, with languages that have been identified as “critical” by the U.S. federal government). Because heritage language (HL) programs are typically outside the education system and usually do not receive government funding for foreign language instruction, many programs rely on multiple sources of funding from different kinds of benefactors. This chapter is organized around five major types of funding for heritage language programs: (1) community-based, (2) family-based, (3) U.S. federal, (4) private foundations, and (5) non-U.S. country-based funding. Throughout this chapter, information from the Heritage Language Programs Database, hosted by the Alliance for the Advancement of Heritage Languages at the Center for Applied Linguistics, is used to provide examples of programs receiving funds from the various sources described. (See Center for Applied Linguistics, n.d.)Community-Based FundingSince interest in heritage languages is often grounded in the background of community members, a common approach to obtaining financial support is through the local community surrounding a school or program. Three main sources of community-based funding and support often utilized by HL programs are private companies or local branches of larger corporations; local public or private schools, churches, or other community meeting places; and local fundraising activities. Good prospects for local businesses that would be willing to contribute to HL programs include those that serve the community, such as banks or grocery stores, as well as those that employ the parents of program participants. For example, the Swedish School of Colorado, based in Denver, Colorado, receives funding from the law firm of Brown, Hyatt, Faber, and Schreck, and the Ukrainian Heritage School in Jenkintown, Pennsylvania, receives funding from the local Ukrainian Federal Credit Union. Based in Chandler, Arizona, the Intel Corporation provides financial support to the Chinese weekend heritage language school, which meets at Arizona StateUniversity’s College of Education. In New York City, the Yugntruf Youth for Yiddish program is funded through a variety of sources, including local Hillels, the National Yiddish Book Center, and the Yiddish League.