Heritage Language Research Articles

The Norwegian language in Argentina: A first look at heritage Norwegian in a new context

This paper presents preliminary observations of Norwegian as a heritage language (HL) in a contact situation that has largely gone unnoticed up until now: Argentina, where Spanish is the main contact language. We discuss some lexical, morphological, and syntactic properties of Argentine Norwegian, with Norwegian as a HL in North America as a comparative backdrop, and we point out directions for future research.

From ‘dankgevingsdag' to 'turkey party’: Historical sociolinguistic perspectives on loan strategies in Flemish-American heritage newspapers

Within the domain of historical sociolinguistics, attention for heritage languages has been on the rise in the last decade (see e.g., Brown 2019; Litty 2019). The goal of this paper is to contribute to that growing body of research studying the role of sociolinguistic factors in heritage language use in the past, by looking at the lexical output of Belgian emigrants in the United States using heritage newspapers. We will investigate the borrowing patterns in three Flemish-American newspapers that were published in the 19th and 20th centuries and circulated widely within the Flemish-American communities. We focus on (1) borrowing rate (how many English-origin lexemes are transferred?), and (2) borrowing type (which loan processes are involved?). The findings are interpreted in terms of the social variables time and space to chart diachronic as well as regional differences, besides looking at differences between the newspapers more generally.

From childhood to adolescence: the growth of narrative macrostructure in heritage bilingual English speakers

ABSTRACT Narratives are crucial for investigating children’s spontaneous language, offering insights into linguistic changes from early childhood to adolescence. Despite the known improvement in narrative skills with age, research focusing on bilingual children older than 8 is sparse. This study explores narrative macrostructure, episodic complexity, and internal state terms expressing feelings and thoughts among bilingual children in preschool, primary, and secondary school, focusing on English as a heritage language. Narratives were elicited from fifty-nine English-Hebrew bilinguals aged 5–14, divided into three age-groups, using Multilingual Assessment Instrument for Narratives (Gagarina, N., D. Klop, S. Kunnari, K. Tantele, T. Välimaa, I. Balcˇiūnienė, U. Bohnacker, and J. Walters. 2014. “MAIN: Multilingual Assessment Instrument for Narratives.” ZAS Papers in Linguistics 56:1–156), with language exposure data collected from parent questionnaires. Analyses of story grammar elements and episodic complexity revealed significant age-related differences in narrative macrostructure, with older children demonstrating more complex and coherent narratives. The length of exposure to the societal language did not significantly predict narrative outcomes, suggesting that narrative quality is not solely dependent on societal language exposure duration. This study provides valuable baseline data for typical narrative development in bilinguals and could aid in identifying Developmental Language Disorder (DLD) in bilingual populations.

Phrasing Crisis Communication: How are Distinct Crisis Response Strategies Put Into Words?

This study employs a quantitative content analysis to investigate how reputation-restoring crisis responses (i.e., denial, diminishment, and apology) from organizations and public figures are verbalized. In addition, this study examines if distinct crisis response strategies are systematically associated with particular language categories (i.e., language abstraction, uncertain language, passive voice, and emotional language). By analyzing 179 audiovisual crisis messages (e.g., press conference broadcasts, television interviews, social media videos), this study shows that denials are generally expressed in the most concrete way (i.e., precise numbers), diminish strategies in the most uncertain way (i.e., hedges), and apologies are the most emotionally charged, primarily referring to the emotions of sadness and shame. These findings highlight the significant role of language in crisis communication and help practitioners in the field to become aware of key linguistic features that could influence the effectiveness of a crisis message.

Growing Our Roots

This study examines early language and literacy from Indigenous perspectives, addressing the educational gap for Indigenous children. Through an Indigenous methodology, 22 participants revealed themes on culturally responsive education, cultural identity, tradition preservation, and addressing intergenerational trauma. Findings emphasize the need for equitable practices and suggest ways to enhance Indigenous language and literacy learning in homes, schools, and communities.

Task-Based Language Teaching: A Systematic Review of Research and Applications

Task-Based Language Teaching (TBLT) has gained widespread recognition as an effective approach in language education, emphasizing meaningful communication and real-world language use. TBLT focuses on learners completing tasks that mirror authentic language use, promoting both linguistic and communicative competence. Despite its popularity, challenges in implementation, teacher training, and resource availability have raised questions about its effectiveness across different educational contexts. This systematic review aims to evaluate the research and applications of TBLT, analyzing its impact on language proficiency, student engagement, and instructional outcomes. The review includes qualitative and quantitative studies from various contexts, ranging from primary to higher education, as well as English as a Foreign Language (EFL) and English as a Second Language (ESL) settings. The findings reveal that TBLT enhances language acquisition, particularly in developing speaking and listening skills, and fosters greater learner autonomy. However, successful implementation requires adequate teacher training and institutional support. Challenges such as curriculum alignment and assessment remain significant obstacles in some educational environments. Despite these issues, TBLT consistently promotes higher levels of student engagement and motivation. In conclusion, TBLT offers considerable benefits for language learning, but its success is highly dependent on contextual factors such as teacher preparedness and curriculum flexibility. Further research is needed to explore long-term outcomes and effective strategies for overcoming implementation barriers.

‘Jij bent Chinese! Ik niet! (You are Chinese! I am not!)’: a case study of Chinese heritage language maintenance in the Netherlands

ABSTRACT This paper aims to reveal different stakeholders’ beliefs and opinions on heritage language maintenance and complementary schools in the Netherlands, namely those of parents, educators, and students. A case study was conducted at a Chinese school in the south of the Netherlands. In-depth semi-structured interviews were conducted with 21 respondents (N = 21) consisting of nine parents, eight educators, and four students. The results reveal that (1) Chinese parents value their children learning both Dutch and Mandarin due to economic, socio-cultural, and identity factors; (2) Heritage language maintenance is perceived by parents and educators as vital in ethnic grouping (sense of belonging), connection with the heritage culture, and for instrumental purposes. They also recognise Mandarin as a new diasporic linguistic standard replacing Cantonese; (3) Chinese parents view complementary schools as a platform to strengthen their ethnic bonding and community formation. Despite students’ perceptions of heritage language maintenance do not align with adults’ (parents and educators) views, their identity construction in complementary schools is in line with adults’ expectations.

A Comprehensive Review of Communicative Language Teaching (CLT) in Modern Classrooms

Communicative Language Teaching (CLT) has become a dominant methodology in language education, emphasizing interaction and practical communication skills over traditional grammar-focused approaches. With the increasing need for language learners to develop real-world communicative competence, CLT has been widely adopted in modern classrooms across various educational contexts. However, its implementation faces challenges such as cultural differences, teacher preparedness, and institutional constraints. This comprehensive review aims to evaluate the effectiveness and challenges of CLT in contemporary language teaching settings. This study uses a systematic review methodology, analyzing research articles, case studies, and reports published in the last two decades. The review focuses on both qualitative and quantitative studies that assess CLT’s impact on language proficiency, learner motivation, and classroom engagement. It also explores barriers to successful CLT implementation, including teacher training and resource limitations. The findings suggest that CLT has a significant positive impact on learners’ communicative competence and motivation, especially in immersive environments. However, the success of CLT varies depending on the classroom context, cultural backgrounds, and teacher expertise. Moreover, while CLT fosters a more interactive learning experience, challenges such as inadequate teacher training and a lack of suitable materials often hinder its full potential. In conclusion, CLT remains an effective approach to language teaching, but its success is contingent on overcoming implementation barriers. Further research is needed to address these challenges and to explore how CLT can be adapted to different learning environments.

Language Management in Transnational Multilingual Families: Generation 1.5 Parents in Finland

In today’s globalized world, more children are born to parents who speak two or more languages between them. These families manage complex language dynamics, with diverse language practices influencing communication among family members. The complexity intensifies when multilingual and multicultural parents move with their children to a country with a new majority language, while keeping connections to their original society. In such cases, balancing heritage and host country languages affects both cultural preservation and integration into a new society. Based on semi-structured interviews with seven Generation 1.5 Russian–Hebrew bilingual parents living in Finland, this paper explores their strategies for managing their children’s multilingual development. The study poses two key questions: What are the language management strategies reported by the parents? What are the major challenges these parents face in maintaining heritage Russian and Hebrew languages in Finland? Thematic data analysis using ATLAS.ti software highlights the parents’ persistent commitment to maintaining multilingualism within their families, focusing on preserving existing social connections and fostering new ones for the entire family. The findings reveal key aspects of parental language management, parental involvement and home environments, along with reported challenges, both personal and institutional, in maintaining Hebrew and Russian as heritage languages in Finland. This study offers a new perspective on language management strategies in multilingual families, handling a less-explored language combination. By analyzing individual language management approaches, this study reveals common strategies used to support multilingualism and balance heritage languages with those of a new environment, thereby contributing to discussions on linguistic diversity and multicultural integration in transnational settings.

Understanding the Difference Between Autism and the Autistic Spectrum: A Focus on the South African Context

Autism is a group of severe developmental disorders with impairments beginning before 30 months of age and characterized by a qualitative disturbance of social development and of language for communication, a stereotyped behaviour, and a lack of a broad set of interests. The expression of autism varies from one individual to the next. It is a communicative disorder and is not due to poor reception. The researchers drew their literature from reputable journal articles, book chapters from established publishers, and informal community conversations amid the researchers’ experiential intuition. Currently, South African children with autism spectrum disorder (ASD) lack government support structures and rely primarily on families for assistance with education and therapy. An additional challenge is that in some South African black communities, autism is not recognized as a disorder. A study exploring differences in the nature, application, experience, and examination of social awareness and understanding of selected educators about new terminology in their environment found that local black teachers had less exposure to autism knowledge, diagnosis, treatment, and prognosis in their communities, and little understanding, awareness, or acceptance of this condition. This article underscores the crucial role of social service professionals, such as psychologists, registered counsellors, social workers, etc, in these communities. Their presence and active involvement provide hope in these challenging times. It recommends that they conduct psychotherapeutic education, which could involve awareness campaigns and counselling about psychotherapeutic education. Their role would be to provide support, guidance, and education to the community members, helping them to build their resilience to fight the coronavirus.

Linguistic Diversities in Nepal: A Glimpse of Past and Present

Nepal is known m as a multilingual nation; however, language policies and statistics of languages spoken in Nepal showed the challenges to maintain linguistic diversities in Nepal. In this context, aim of this study is to outline the language policies of Nepal. Constitutional provisions and arguments of the participants were analyzed with geographical and historical contexts. The study also presents the current population census and highlights the statistics of languages on the basis of mother tongue, second language and ancestor language. Government reports, law and rules related language policies, published between 1950 to 2013 were analyzed with the opinions and perceptions of the participants. Throughout history, the language politics in Nepal has undergone significant shifts and changes due to various political transformations. Current statistics of languages show that it is difficult to preserve minority languages because he numbers of speakers is very low. Except that lack of sufficient resource mobilization on the preservation of minority languages, confusing government policies, socio economic and cultural shift of the respected language community creates problems to sustain minorities language in Nepal. Finding of this study can be apply to formulate the policies and programs related to the preservation and promotion of endangered language because the study analyzes the present linguistic polices and statistics of the language spoken in Nepal.

Cross-Cultural Insights into Phatic Communication: Indonesian and Australian Student Interactions

Phatic communication, a widespread yet often unnoticed language phenomenon, primarily serves to maintain social interactions rather than convey substantive information. This study investigated the use of phatic expressions among Indonesian and Australian students, examining how cultural backgrounds and social contexts influence their communication styles. Using a Discourse Completion Task (DCT) with both qualitative and quantitative methods, this research revealed significant differences between the two groups. Australian students frequently used phatic speech to initiate conversations, provided comfort, and expressed empathy, emphasizing respect and interpersonal connection. In contrast, Indonesian students tended to use phatic expressions to promote social harmony, engage in casual discourse, and offer interpersonal support, often focusing on group cohesion. Social variables, such as social status and distance, played a critical role in shaping the choice of phatic functions and forms, with both groups adapting their communication strategies based on these factors. The findings highlight the intricate relationship among culture, social dynamics, and language in phatic communication, offering a nuanced understanding that can enhance intercultural interactions, minimize misunderstandings, and improve communication effectiveness in multicultural settings. This research underscores the importance of considering cultural and social contexts when analyzing language use, contributing valuable insights for educators, linguists, and communication professionals aiming to foster more effective and harmonious interactions across diverse cultural landscapes.

Using TED talks to improve engineering students’ oral skills

This paper deals with the training of undergraduate engineering students and is interdisciplinary in nature. It brings together three distinct aspects of scientific dissemination: the content of an engineering degree; the oral transmission of this content following the effective TED talks model; and the use English as a medium of scientific transmission. The paper highlights the need for trainee Spanish engineers to be able to communicate their work to the public through oral presentations that are brief and entertaining, yet scientifically rigorous. The core of the study consists of an analysis of a particular TED talk that is relevant for a variety of engineering degrees. We conclude that while it is necessary for Spanish engineers to receive specific training at a professional level in oral communication skills, there is a close relationship between the mode of transmission and the subject specific content to be transmitted that needs to be considered carefully. Developing a mastery of English is important, but essential communication skills are the most crucial aspect, regardless of the language of communication.

Phrasal verb production in child heritage speakers of English residing in Mexico: Chronological age, experience, and protracted development

Phrasal verb production in child heritage speakers of English residing in Mexico: Chronological age, experience, and protracted development

Discovering Pre-Service English Teachers' Orientations and Experiences in Designing Communicative Language Teaching Based-Activities by Using Islamic Songs

Discovering Pre-Service English Teachers' Orientations and Experiences in Designing Communicative Language Teaching Based-Activities by Using Islamic Songs

Students’ Actional Competence in Presentation Skills in EFL Classroom: A Lesson of Communicative Language Teaching Implementation

Students’ Actional Competence in Presentation Skills in EFL Classroom: A Lesson of Communicative Language Teaching Implementation

Communicative Language Teaching (CLT) Implementation In Kurikulum Merdeka: A Lesson From English Teachers’ Voices

Communicative Language Teaching (CLT) Implementation In Kurikulum Merdeka: A Lesson From English Teachers’ Voices

Modern technologies and subject content of a foreign language course for future media specialists

Importance. The subject-language integrated approach is relatively new in the field of foreign language teaching methods. It pursues a dual goal related to the formation of professional communication skills in a foreign language (the formation of communicative and professional competencies). The application of the subject-language integrated approach faces several challenges related to both teachers and students. Firstly, the level of training of students should correspond to the B1B2 level. Secondly, the level of teacher training should combine the foreign language teaching with the specialized content teaching. The potential of the subject-language integrated approach in teaching foreign languages has already been applied and evaluated in the future doctors training, lawyers, and agricultural specialists.Research Methods. The subject-language integrated approach can be incorporated into the language training for future professionals in the media sphere (areas of training “Journalism”, “Advertising and Public Relations”, “Media Communications”). The professional component of the course is related not only to the thematic content of the classes, but also to the possibility of using modern technologies (for example, the artificial intelligence capabilities, virtual and augmented reality technologies) in the media products development within the framework of the training course with their subsequent discussion in the language being studied.Research Results. The subject-language integrated approach has obvious potential in the language training of future media specialists (areas of study “Journalism”, “Advertising and Public Relations”, “Media Communications”). The specialized subject content of the course, as well as the technologies and tools used in the practice of media specialists in the media products and advertising products development, along with language competencies, allow the formation of professional competencies.Conclusions. The aim of the research is to further investigate the potential of an integrated approach to the training of future media professionals. Of particular interest to the study is the identification of specific speech skills required for effective foreign language communication in the speech interaction professional sphere.

Developing Graduate Curriculum for Digital Language Archive Stewardship

Our interdisciplinary team including information and language scholars and educators and practicing information professionals at University of North Texas (UNT) and Indiana University (IU) is developing an evidence-based practice-oriented online curriculum to train library, archives, and museums (LAM) professionals in the archiving, curation, and ethical dissemination of resources that provide the means to revitalize community memory and language. During this 2-year project, over 30 LAM students will complete the project-developed UNT graduate course INFO 5385 Community Language Archiving and Curation for Information Professionals, and additional estimated 100 students at UNT and IU will complete individual project-developed learning modules integrated into other courses. Development of the learning materials is informed by digital language archive practices, research, and existing training materials for archive depositors. Resulting open-access adaptable learning resources are expected to be widely used by academic programs and educators for training LAM students and by participatory archives as continuing education resources.

CRIMINOLOGICAL FEATURES OF PROFESSIONAL CRIME

The article is devoted to the study of the criminological features of professional crime, which is an important and relevant issue for shaping the system of measures aimed at its prevention and counteraction. Professional crime refers to the criminal activities of individuals who systematically, throughout their lives, commit criminal acts in a specific field, using the results of these activities as a means of earning or gaining profit for their livelihood. For such individuals, their specific “criminal activity” becomes a “profession” in which they develop, continually improve their criminal skills, and reach professional “heights” to maximize profits (income) and hide the traces of their criminal activities from law enforcement. The authors identifies the following characteristics of professional crime: its persistent and stable nature; the presence of “specialization” and “qualification” in the offender; the regular income (profit) from criminal activity; the offender’s constant connection with an antisocial environment; and the existence of a specific “subculture” in the form of traditions, customs, and particular “languages of communication” (slang). Based on the research, the authors has formulated a system of economic, social, political, and legal measures to prevent and counter professional crime. As part of the legal measures, the author proposes amending different articles of the Special Part of the Criminal Code of Ukraine by adding a new qualifying feature: “the commission of an act in the form of criminal activity.” Currently, the only qualifying feature in the Criminal Code of Ukraine is “repeat offense,” which applies whether two episodes of a crime have been committed or even if there have been 3-15 episodes of the same crime. This approach fails to account for the activities of professional criminals, where the commission of 3-15 crimes should be qualified as a more serious offense compared to ordinary “repeat offenses,” which only cover two episodes. The authors also suggests the creation of a separate law, the “Law of Ukraine on the Basics of Prevention and Counteraction to Professional Crime,” which would include specific sections ensuring comprehensive regulation of the issue of combating professional crime. The structure of these sections may include: 1) “General Provisions”; 2) “Subjects of Countering Professional Crime, Their Competence”; 3) “Preventive and Countermeasures Against Professional Crime”; 4) “The Identity of the Professional Criminal and Their Legal Status”; 5) “Liability for Violations in the Sphere of Countering Professional Crime”; 6) “Control and Supervision over the Enforcement of Laws in the Fight Against Professional Crime”; 7) “Final and Transitional Provisions”. In the author’s opinion, a comprehensive legislative regulation of professional crime and the formation of an effective system of measures to counter it are key to building a successful preventive criminological policy of the state in the fight against such crime.