Attitudes and Expectations towards Heritage Language Instruction
Evidence from Korean and Spanish in the US
Bibliographic Data
| ID | 5900949 |
|---|---|
| Authors | Esther Hur (0000-0002-9783-4727), Julio César López Otero (0000-0001-6678-722X), Eunji Lee (0000-0001-8369-7736) |
| Year | 2021 |
| Volume | 6 |
| Issue | 1 |
| Pages | 14 |
| Publication date | 2021-01-14 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Languages (JOURNAL) |
| Journal identifiers | ISSN: 2226-471X • E-ISSN: 2226-471X |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/languages6010014 |
| OpenAlex | W3118328149 |
| Language | EN |
| Citations received | 9 |
| References cited | 31 |
This study investigated how the attitudes and expectations of heritage languages (HL) courses differ between Spanish and Korean. Spanish and Korean are two of the biggest heritage languages (HLs) taught across American universities, but represent different trends of HL in the US. Ninety-two adult heritage speakers (HSs) completed a 41-question online questionnaire on their perceived HL proficiency as well as on what aspects of HL courses should target and what activities would be more beneficial for them. The results showed that the two groups of HSs present different attitudes and expectations towards HL instruction. Spanish HSs value their HL classes as a way to prepare for professional success and expect to receive more explicit instruction in the classroom. On the other hand, Korean HSs favor cultural components and take HL courses as a tool for reconnection with their community and cultures
Cultural heritage · Heritage language · Korean language · Linguistics · Massive open online course · Mathematics education · Pedagogy · Value (mathematics · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching · History
Predictors of language proficiency and cultural identification in heritage bilinguals
Syntactic optionality in heritage Spanish
Beyond home language
Heritage learners are more sensitive to effects of script
Divergent Perspectives on Identifying Heritage Speakers
An overview of TBLT approaches and cognitive processes with heritage language learners
Spanish heritage speakers’ perception of use and socio-geographical distribution of Spanish in public spaces of San Diego county
Transnational language survival
Heritage Language Learners' Lexical Performance across Pair Types and (Non-)Digital Collaborative Writing Task Environments
Critical Language Awareness (CLA) for Spanish Heritage Language Programs
Power and place
It's a Small World After All
From Identity to Commodity
Conversational codeswitching among Korean-English bilingual children
Developing Critical Language Awareness via Service-Learning for Spanish Heritage Speakers
Spanish-for-native-speaker Matters
Is Grammar Instruction Beneficial for Heritage Language Learners? Dative Case Marking in Spanish
Korean Heritage Language Education in the United States
“It’s Not Real, It’s Just A Story to Just Learn Spanish”
Imagined Communities and Educational Possibilities
The Role of Heritage Language in Social Interactions and Relationships
It's Not My Job”
Institutional representations of ‘Spanish’ and ‘Spanglish’
Heritage' Language Learning and Ethnic Identity
The Korean Language in America
Heritage Language Literacy
The Role of Motivation and Learner Variables in L1 and L2 Vocabulary Development in Japanese Heritage Language Speakers in the United States
The Results of the National Heritage Language Survey
Engaging Critical Pedagogy
Social Identity, Investment, and Language Learning
The Role of Attitudes and Motivation in Second Language Learning
The Effects of Instruction on Linguistic Development in Spanish Heritage Language Speakers
| Unique citing works | 9 |
|---|---|
| Citations per year | 1,8 |
| Citation span | 2021 - 2025 (5) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 9 |