Teachers’ Perceptions of Heritage Language Learners: A Large-scale Survey Study on Dialect Variation, Expectations, and Assessment Needs

Abstract

Abstract Many case studies of heritage language learners (HLL s) have documented learners’ perceptions and experiences, including experiences of stigmatization in the classroom for use of a non-standard variation or for not meeting teachers’ expectations of an HLL. However, few have investigated teachers’ perceptions of their HLL s, and how these could address or illuminate documented negative learning experiences. The current study uses survey methodology to investigate language teachers’ language ideologies of heritage languages and perceptions of HLL s on a larger scale than previous efforts. The study is inclusive of teachers of different grade levels, types of classrooms, and, perhaps most importantly, different languages. By looking at a wide array of participants (N = 325), this study addresses the overarching question: How do language teachers perceive their HLL s in the classroom? The findings provide insight on teachers’ views of HLL s’ dialects, their expectations of learners, and the practical needs of teachers.