Learning Modern Greek: A Comparison of Development and Identification Patterns Among Heritage and Foreign Language Learners

Abstract

Although second language (L2) research has explored connections between sociopsychological variables and L2 socialization processes, relatively few investigations have compared heritage language (HL) learners to traditional foreign language (FL) learners in the North American context. This descriptive study compares the learning and acculturation patterns of 26 first- and second-generation Greek American learners of Modern Greek and 16 non-Greek American learners. Oral performance measures and ethnographic interviews involving 10 participants reveal that FL participants attributed their L2 proficiency to sophisticated metalinguistic knowledge and social strategies. In contrast, Greek American participants cited prior language instruction, the use of Greek as a home language, and—significantly—their ethnicity, as the most meaningful contributors to their linguistic success. Analyses highlight striking distinctions between the cognitive strategies, affiliation patterns, and identity construction patterns of FL and HL learners, suggesting implications for providing instruction that is appropriate for both FL instruction and HL maintenance.