Abstract
Abstract This entry provides an overview of heritage language (HL) theory and research as they connect with language policy. The first of four sections synthesizes and problematizes definitions of HLs in use in US and European contexts. Next, HL learner typologies are defined, including critical evaluation of current proficiency‐based HL learner identifications. Third, language policy efforts and issues in the United States are outlined, including the uneven funding of HL programs. In the fourth and final section, future directions for HLs are suggested, with particular attention to ways of promoting HLs and HL education in the USA within a changing sociopolitical climate.
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