Building spaces for heritage language learners

Insights from Russian language instructors

Bibliographic Data

ID8936233
AuthorsDmitrii Pastushenkov (0000-0001-6321-1647, Department of Slavic Languages & Literatures Harvard University Cambridge Massachusetts USA, corresponding author), Olesya Kisselev (0000-0003-2514-3107, Department of Languages, Literatures and Cultures University of South Carolina Columbia South Carolina USA), Liya Zalaltdinova (Department of Slavic Languages & Literatures Harvard University Cambridge Massachusetts USA), Curtis Green‐eneix (0000-0002-5036-959X, School of Education and English University of Nottingham Ningbo Ningbo China), Olesia Pavlenko (0000-0002-1210-9930, Department of Education University of New Hampshire Durham New Hampshire USA), Altyn Hallayeva (Department of Languages, Literatures and Cultures University of South Carolina Columbia South Carolina USA), Irina Y Dubinina (0000-0001-9960-3271, Brandeis University), Irina Dubinina (Department of German, Russian and Asian Languages and Literature Brandeis University Waltham Massachusetts USA), Jason Merrill (0000-0003-0753-813X, Department of Linguistics, Languages, & Cultures Michigan State University East Lansing Michigan USA)
Year2025
Volume58
Issue4
Pages820-846
Publication date2025-10-13
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueForeign Language Annals (JOURNAL)
Journal identifiersISSN: 0015-718X • E-ISSN: 1944-9720
PublisherWiley (PUBLISHER • GB)
DOI10.1111/flan.70022
OpenAlexW4415131322
LanguageEN
Citations received1
References cited28

As US enrollments for languages other than English declined, researchers have begun to explore strategies to revitalize world language programs. One approach is to increase the role of heritage language learners (HLLs) in sustaining enrollments. Despite recognition of HLLs as vital for national language proficiency, dedicated courses remain scarce, especially for less commonly taught languages (LCTLs) such as Russian. This qualitative multiple case study draws on 11 h of interview data from seven US Russian language instructors to examine institutional support for HLLs. Using Darvin and Norton's investment model, we conducted multiple cycles of meaning‐focused analysis, applying both pre‐identified and emergent codes. Findings reveal that HLLs contribute to enrollments but often lack tailored instruction, primarily because of institutional barriers. We advocate for dedicated heritage language courses with lower enrollment caps to enhance inclusivity, improve retention, and ensure equitable access to language education

Foreign language · Heritage language · Investment (military · Language assessment · Language education · Language industry · Language policy · Language proficiency · Qualitative research · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Second Language Learning and Teaching

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