Heritage Language Research Articles

Grammar in ELT and ELT Materials: Evaluating its History and Current Practice (Second Language Acquisition, 164) (Book Review)

The teaching of grammar in ELT has evolved from the grammar-translation method to communicative language teaching, where the focus of grammar teaching is not entirely on language forms, but rather involves learners in the pragmatic and functional uses of authentic language for meaningful purposes (Brown & Lee, 2015). Despite its evolution, exact rules on what grammatical structures to teach and the order in which they should be taught have never been fully addressed due to a lack of consensus from experts in the field. English language teachers may then rely on intuitions about what grammatical point is important without any empirical evidence. In response, Graham Burton’s book Grammar in ELT and ELT materials investigates the current and historical practice of pedagogical grammar in ELT and ELT materials, especially for general English teaching. The book also presents interviews with ELT authors and publishing professionals to explore evidence on how learners use grammar and current classroom practices. [First Paragraoph of Reviw]

From Conversation to Interaction: A Pedagogical Exploration of Applying Conversation Analysis in EFL Classrooms

Within the communicative language teaching approach, current instructional materials often lack explicit guidance or fail to provide L2 learners with a wide range of resources in the target language. Conversation analysis (CA), which focuses on authentic talk, has been proposed as a potential resource for language classrooms. This study examines the effectiveness of using CA as a pedagogical approach in an EFL classroom and its impact on learners’ attitudes toward English language learning. The study engaged eight adult learners in a structured program, encompassing a pre-test, a 4-week explicit CA-informed instruction, and a post-test. After four weeks, learners demonstrated progress in their knowledge and skills of interaction, different aspects of English speaking, interactional competence, and confidence in speaking English. Additionally, the CA-informed instruction positively influenced learners’ attitudes toward English language learning and their appreciation of interactional features. The results strongly suggest that language teachers should consider incorporating CA insights into their teaching practices to enhance both linguistic and attitudinal outcomes.

DFCNet +: Cross-modal dynamic feature contrast net for continuous sign language recognition

In sign language communication, the combination of hand signs and facial expressions is used to convey messages in a fluid manner. Accurate interpretation relies heavily on understanding the context of these signs. Current methods, however, often focus on static images, missing the continuous flow and the story that unfolds through successive movements in sign language. To address this constraint, our research introduces the Dynamic Feature Contrast Net Plus (DFCNet+), a novel model that incorporates both dynamic feature extraction and cross-modal learning. The dynamic feature extraction module of DFCNet+ uses dynamic trajectory capture to monitor and record motion across frames and apply key features as an enhancement tool that highlights pixels that are critical for recognizing important sign language movements, allowing the model to follow the temporal variation of the signs. In the cross-modal learning module, we depart from the conventional approach of aligning video frames with textual descriptions. Instead, we adopt a gloss-level alignment, which provides a more detailed match between the visual signals and their corresponding text glosses, capturing the intricate relationship between what is seen and the associated text. The enhanced proficiency of DFCNet+ in discerning inter-frame details translates to heightened precision on benchmarks such as PHOENIX14, PHOENIX14-T and CSL-Daily. Such performance underscores its advantage in dynamic feature capture and inter-modal learning compared to conventional approaches to sign language interpretation. Our code is available at https://github.com/fyzjut/DFCNet_Plus.

Linguistic sensitivity in family therapy: A review of language adaptation strategies for enhancing therapeutic engagement

Language plays a pivotal role in family therapy, shaping the therapeutic process and influencing client engagement and outcomes. This review explores the significance of linguistic sensitivity in family therapy and examines various language adaptation strategies aimed at enhancing therapeutic engagement. Drawing upon existing literature, this paper synthesizes key findings and offers insights into effective approaches for addressing linguistic diversity within therapeutic contexts. Understanding the cultural and linguistic backgrounds of clients is essential for promoting inclusivity and facilitating effective communication in family therapy. Cultural competence encompasses not only an awareness of diverse cultural norms and values but also proficiency in navigating linguistic nuances. By recognizing the impact of language on therapeutic interactions, therapists can foster a more inclusive and empowering therapeutic environment. The review identifies several language adaptation strategies that therapists can employ to enhance therapeutic engagement with diverse client populations. These strategies include linguistic matching, which involves adjusting language patterns and communication styles to resonate with clients' linguistic preferences. Additionally, the use of culturally relevant metaphors, idioms, and storytelling techniques can facilitate deeper rapport and understanding between therapists and clients. Furthermore, the review discusses the importance of employing interpreters and bilingual therapists to bridge language barriers effectively. It emphasizes the need for clear communication protocols and the importance of training therapists in language adaptation techniques to ensure ethical and effective practice. Moreover, the review highlights the role of technology in language adaptation, such as the use of translation software and teletherapy platforms with multilingual capabilities. Leveraging technology can broaden access to therapy and support linguistic diversity in therapeutic settings. Linguistic sensitivity is fundamental to promoting inclusivity and effectiveness in family therapy. By adopting language adaptation strategies and embracing linguistic diversity, therapists can cultivate a more responsive and culturally competent approach to working with diverse families. This review underscores the importance of ongoing research and training initiatives to further enhance linguistic sensitivity within the field of family therapy.

Broadening the opportunities for Korean as a heritage language in Australia

Broadening the opportunities for Korean as a heritage language in Australia

Why is learning and maintaining heritage languages in South Korea so challenging?

Why is learning and maintaining heritage languages in South Korea so challenging?

Investigating EFL English-Majored Students’ Perceptions of Interactive Teaching Methods in Language Classes

This study investigates the perceptions of EFL English-major students at Nam Can Tho University regarding interactive teaching methods. Interactive methods, which include activities such as group work, discussions, role-playing, and peer feedback, are increasingly adopted in language education to enhance student engagement and learning outcomes. Grounded in Communicative Language Teaching (CLT) and sociocultural theory, the study explores both the benefits and challenges associated with these methods. A 20-item questionnaire, adapted from existing literature, was administered to 70 students to gather data on their experiences. The findings reveal that students recognize significant benefits of interactive methods, including increased motivation, improved language skills, and practical application of English. However, challenges such as difficulties in transitioning from traditional methods, staying focused due to distractions, managing group activities, addressing cultural influences, and ensuring equal participation were also identified. The study highlights the need for targeted support and professional development for educators, effective classroom management strategies, and culturally responsive teaching practices to enhance the effectiveness of interactive teaching methods. These insights contribute to the ongoing discourse on interactive teaching and offer practical recommendations for improving language instruction in EFL contexts.

Methodological Approaches to Online Serbian Heritage Language Instruction

In this paper, we propose adequate methodological approaches for Serbian as a heritage language based on the critical analysis of the existing Serbian Ministry of Education’s Curriculum for Serbian as a foreign language. This curriculum is recommended for use in Serbian heritage language education; however, it has been shown to be insufficiently effective in the classroom. The methods in question should benefit heritage speakers the most, such as communication-based methods and form-focused instruction, which enhance metalinguistic awareness. Additionally, we suggest an integrative model of teaching as we believe that cross-cultural approaches positively impact both types of students.

What works in global health partnerships? Reflections on a Nigerian-German project collaboration

Abstract Background Global health partnerships for project implementation is a frequent way to address health challenges. Bringing stakeholders from different disciplines, professions, settings and countries together provides opportunity to look at health challenges from different perspectives, develop suitable ideas to tackle them and leverage diverse capacities. Problem In such diverse partnerships, cultural norms, practical realities and institutional practices create challenges for the development of good and equitable relationships. Methods In our project collaboration between the Nigerian Centre for Disease Control and Prevention and the German Robert Koch Institute on developing and implementing trainings in infection prevention and control, we demonstrated how a partnership can function. The collaboration followed a participatory approach and was informed by the following principles: - Plan, revise, adapt and implement all project activities as well as its contents participatorily; - A well-coordinated teamwork is key to facilitate operational performance; - Consider everyone as expert in its own domain of influence; - Constant and inclusive communication: maintaining transparency on all aspects and steps both in contents and organization and applying non-violent communication and active listening; - Provide space for reflection on roles and functions and for open discussion on needs and misunderstandings; - Appreciate team work as constantly evolving process of interaction and learning. Results We built a strong resilient team and could leverage team diversity to deliver on project objectives with exceptional quality, adaptability in a highly complex and frequently changing implementation setting. Lessons Working across cultures, disciplines, professions and countries means to develop a joint communication language and an understanding of the other. It is challenging and dynamic, requires additional space/time and attention, but offers personal growth and self-realization. Key messages • Using a participatory approach in teams can leverage team diversity to deliver on project objectives and bring about a high professional and personal self-realization. • There are concrete implementable ways of teamwork in international interdisciplinary global health collaborations that enhance quality of results in complex implementation settings.

German recordings from a forgotten Gaeltacht

Abstract In the first half of the twentieth century, Irish continued to be spoken as a community language in Ballybacon, south-west Tipperary, Ireland. A commission, Coimisiún na Gaeltachta, was appointed in 1925 by the three-year-old Free State government to designate Gaeltacht (Irish-speaking area) boundaries and to recommend social, economic and educational improvements therein. Ballybacon (Baile Uí Bhéacáin), was part of its remit and the commission deemed it to be 66% Irish-speaking; as the government had set an 80% threshold for full Gaeltacht status, Ballybacon was deemed to be a breac-Ghaeltacht or ‘partly Irish-speaking district’. The recording work of Albert Doegen (1877–1967) is discussed with particular reference to a single Ballybacon native, James Lyons or Séamas Ó Liatháin (1877–1934), who is placed in his linguistic, geographical and social context and in the context of state policy towards Irish-speaking districts. The recordings made of his speech by Doegen have been transcribed and translated.

Atypical Brain Connectivity During Pragmatic and Semantic Language Processing in Children with Autism

Background/Objectives: Children with Autism Spectrum Disorder (ASD) face challenges in social communication due to difficulties in considering context, processing information, and interpreting social cues. This study aims to explore the neural processes related to pragmatic language communication in children with ASD and address the research question of how functional brain connectivity operates during complex pragmatic language tasks. Methods: We examined differences in brain functional connectivity between children with ASD and typically developing peers while they engaged in video recordings of spoken language tasks. We focused on two types of speech acts: semantic and pragmatic. Results: Our results showed differences between groups during the pragmatic and semantic language processing, indicating more idiosyncratic connectivity in children with ASD in the Left Somatomotor and Left Limbic networks, suggesting that these networks play a role in task-dependent functional connectivity. Additionally, these functional differences were mainly localized to the left hemisphere.

A Case Study of a Chinese English Language Learner: Effective English Language Learning Through Interaction

Abstract: This article examines the English learning process of Mei, a 20-year-old Chinese university student, using both quantitative and qualitative analysis methods. Qualitatively, semi-structured interviews and natural observations explored Mei's learning experiences and social language use. Quantitatively, her English proficiency was assessed through CEFR-standard language assessment tests. The study found that: 1) Mei demonstrated high cultural and linguistic sensitivity in social English, effectively using slang and humor; 2) While her vocabulary and syntax skills were sufficient for daily and academic conversations, her vocabulary depth was lacking in complex contexts, potentially due to native language interference. These findings have significant implications for second language acquisition teaching, highlighting the importance of cultural knowledge and suggesting personalized teaching methods to enhance learners' language communication and cultural understanding.

Resistances to critical language awareness: understanding the role of social class and double consciousness

ABSTRACT Drawing from students’ reflections, classroom observations, and individual interviews, this study examines the case of a Spanish for Heritage speakers class comprised of Heritage Speakers (HS) and international Latin American students in a predominantly white institution (PWI). Focusing on the development of Critical Language Awareness (CLA) , this study shows the various forms of resistance toward these pedagogies (e.g. withdrawal, class divisions, turning to meritocratic answers, among others) across students of different social classes (upper-middle class, working-class, international students from Latin America). This study demonstrates how students resisted structural explanations around Spanish language maintenance, instead resorting to either meritocratic understandings or the family as the primary locus of language maintenance. The epistemological concept of ‘double consciousness frames the experiences of working-class HSs who struggled between feelings of empowerment through CLA and negative perceptions of their own linguistic practices. These feelings were mediated by the challenge of affirming their language identities in the context of a PWI that privileges upper-middle-class cultural values. The study argues that while CLA begins a process of critical consciousness, we need to pay attention to the contextual factors and dynamics that lead to different forms of resistance.

Language learner well-being in heritage language learning: conceptualisation, measurement, and a pathway to flourishing

ABSTRACT This paper reports on the process of developing an original framework for conceptualising and measuring language learner well-being within the context of heritage language (HL) learning. Drawing on a quantitative validation study with 545 young Chinese heritage language (CHL) learners, aged 7–18, in the UK, this paper presents an empirically validated model alongside a self-report instrument designed to measure learner well-being. A comprehensive development and validation process yielded a 24-item Language Learner Well-being Scale, exhibiting robust psychometric properties, including face, content, construct validity, and internal reliability. Results from exploratory and confirmatory factor analyses uncovered a four-factor model of language learner well-being – enjoyment, connectedness, meaning, and competence – which represent the key pillars of flourishing among CHL learners. This multi-dimensional model provides potential pathways through which flourishing can be actively promoted in HL learning, with implications that are applicable to wider second/foreign language learning contexts. By exploring what constitutes well-being and developing an effective measure, the study also sets the stage for meaningful interventions in the future to optimise students’ language learning experience.

Research Trends in Communicative Language Teaching: A Bibliometric Analysis from 2014 to 2023

Communicative Language Teaching (CLT) is an approach to language education that prioritizes communication as the core of language learning. Since its emergence in the 1970s, it has garnered significant attention from linguists and language educators. This study aims to reveal the current status and trends of CLT-related research, thereby contributing to its ongoing development. Through a bibliometric analysis using the RStudio Biblioshiny tool, 649 documents on CLT from the Web of Science Core Collection, spanning from 2013 to 2024 were examined. Various aspects such as the number of publications, publication venues, corresponding authors' countries, the most cited documents, and frequently explored topics were analyzed. The findings suggest avenues for further exploration, including the interdisciplinary development of CLT, its application in languages beyond English, and the exploration of more practical variants of the CLT method in the future.

Kimbu speakers’ attitudes toward language endangerment

This article is based on a study that assesses the attitudes towards language endangerment of Kimbu speakers, a minority language spoken in the Chunya and Sikonge Districts in Tanzania. The study used a descriptive approach to assess whether Kimbu speakers have developed negative attitudes towards their language, have ambivalent language loyalty and are indifferent about language transfer to children. Data for this study were collected through interviews with 50 Kimbu speakers. The study revealed that most of the Kimbu parents and younger generation are ambivalent and indifferent about their language, and they have developed negative attitudes towards it, claiming that it has no socio-economic and educational significance. Because of such a situation, they have ceased using it in most genuine and natural domains like home and other social functions in favour of other co-existing languages. The study concludes that the Kimbu language is relatively unsafe from endangerment. The recommendation is made that Kimbu speakers should be told of the importance of ethnic community languages and that they make a symbolic identity, therefore teaching their children the language and encouraging the use of it everywhere in the community will pave the way to positive attitudes, and ensure language vitality.

34 Improving language concordant care in the paediatric emergency department

Abstract Background Paediatric patients and families with limited English proficiency (LEP) experience worse health outcomes. Use of professional medical interpreter services (IS) helps ensure that all patients receive high quality care, regardless of their preferred language of communication. Objectives The aim of this quality improvement (QI) study was to improve language concordant care within a paediatric emergency department (ED) in downtown Toronto by increasing the rate of over-the-phone interpreter use by 50% by July 2024 and to understand common reasons for interpreter non-use. Design/Methods Using the model for improvement, we assembled an interdisciplinary team that included physicians, ED registration clerks, triage nurses, and language services staff to understand current workflow and develop targeted interventions aimed at addressing key drivers through multiple plan-do-study-act (PDSA) cycles. Interventions included introduction of a standardized script to capture language preference at ED registration, EMR-integrated preferred language notification and smart text template in provider notes for standardized IS use or non-use documentation, and departmental education. Our primary outcome measure was rate of over-the-phone IS use for all ED visits. Process measures were rate of EMR documentation of patients and caregivers with non-English language preference (NELP) and rate of provider documentation of IS use or non-use. Balancing measures included time to provider initial assessment (PIA) and ED length of stay. Results The baseline period (November 2022-April 2023) revealed an over-the-phone IS rate of 5.2% for all ED visits. The initial results from the first 6 months of the intervention period demonstrated an increase in physician documentation of IS use or non-use in patients with NELP, from 10% to 76%. Additionally, 18.6% of patients or caregivers with NELP had IS use per provider notes. Over the next 9 months of the intervention period, special cause variation is anticipated in the rate of IS use and rate of EMR documentation of NELP. The most common reasons for IS non-use were: ‘deemed unnecessary by provider’, ‘declined by family’ and ‘use of family member/friend as interpreter’. There was no change in PIA or ED length of stay for patients with NELP. Conclusion This QI initiative increased consistent provider documentation of IS use in ED patient records in one of the most linguistically diverse cities in the world. Future efforts will focus on exploring additional ways to capture language preference beyond registration, facilitating IS use in the ED, and addressing top reasons for non-use of IS in patients and caregivers with NELP.

Differences in codeswitching patterns between immigrant and heritage speakers of US American Danish

This paper addresses intrasentential code-switching in US American Danish spoken by 1st generation immigrants from Denmark, who migrated to the US around 1900 as part as the transatlantic European mass emigration and their descendants (2nd and 3rd generation). The analysis is based on the Corpus of American Danish, specifically a dataset of 173 speakers producing 46 hours of speech. In this dataset, we observe significantly different patterns of intrasentential code-switching in the speech of the immigrant speakers (1st generation) and US-born heritage speakers (2nd and 3rd generation): The code-switching patterns of the heritage speakers show a preference for English lexemes that are integrated morphologically into Danish or which are part of Danish-English bilingual compounds. In contrast, the immigrant speakers prefer non-integrated English words for code-switching. This result taken per se shows that code-switching patterns show variation across generations just as other linguistic variables. Taking the result further, we have connected it to a previous study of representations of linguistic proficiency in immigrant Danish in the Americas. By this, we are able to show that the morphologically or lexically integrated code-switching of the heritage speakers correlate with features representing fluent speech, while the non-integrated code-switching of the immigrant speakers rather seems to correlate with features showing a low activation of Danish in a situation of language shift. Thus, the heritage speakers seem to have developed a way of speaking US American Danish where English word stems are an integrated part of speaking fluently and lexically varied.

Toronto Heritage Italian (r): Maintaining homeland patterns

Contrary to experimental research, comparative variationist approaches find for heritage speakers many cases of maintenance of the homeland grammar. We analyze patterns of rhotic production in spontaneous speech of the heritage Calabrese Italian community of Toronto, Canada, and its homeland counterpart in Calabria, Italy. 1,555 tokens of word-internal, singleton /r/ were collected from the HLVC corpus and analyzed using mixed-effects models. Results show an ongoing pattern of lenition for both homeland and heritage speakers. Heritage speakers further develop this language internal trend, indicating grammar boosting. Homeland social constraints are maintained by heritage speakers. We find no evidence of transfer from English or simplification in the heritage language. Similar patterns of rhotic lenition are found in heritage Tagalog (Umbal & Nagy 2021) and Russian (Nagy 2024), though with different social constraints. Cross-linguistic comparison proves that variation in heritage languages is not necessarily caused by contact, and that change needn’t be related to indexicality.

A comparison of Heritage vs Homeland Taiwanese Mandarin speaker attitudes towards sajiao

This study investigates the language attitudes and perceptions of Taiwanese Mandarin heritage and homeland listeners towards the use of sajiao, a stylized speech type, in two varieties of Mandarin. A matched guise experiment was conducted via Qualtrics with heritage listeners from the United States (n = 6) and homeland listeners from Taiwan (n = 7). Participants listened to a recording and rated their perceived social constructions of the speakers in terms of their cuteness, pleasantness, femininity, masculinity, and professionalism on a scale from one to seven. In total, participants listened to 130 recordings, 64 target and 66 filler, of 4 different sentences with both sajiao and non-sajiao forms. We find that heritage speakers pattern similarly to homeland speakers, although not to the same extent. This positions heritage speakers in their own category, where they have acquired the social associations with this specialized speech style, but not to the same degree as homeland speakers. This research sheds new light on heritage language socialization and perceptions of language variation, namely regarding two varieties of Mandarin and speech style. Further research is needed to investigate how Beijing Mandarin heritage speakers would perform in this same task.