Heritage Language Research Articles

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.

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.