Handbook of Heritage, Community, and Native American Languages in the United States

Terrence G. Wiley is President, Center for Applied Linguistics, USA and Professor Emeritus, Arizona State University, USA.Joy Kreeft Peyton is Senior Fellow, Center for Applied Linguistics, USA.Donna Christian is Senior Fellow, Center for Applied Linguistics, USA.Sarah Catherine K. Moore is Senior Research Associate, Center for Applied Linguistics, USA.Na Liu is Senior Research Associate, Center for Applied Linguistics, USA.

• CONTENTSPrefaceAcknowledgmentsSection I: Foundations of Heritage, Community, and Native American Language Education IntroductionTerrence G. Wiley, Joy Kreeft Peyton, Donna Christian, Sarah Catherine K. Moore, and Na Liu1. Demographic Realities, Challenges, and OpportunitiesMolly Fee, Nancy C. Rhodes, and Terrence G. Wiley2. The Problem of Defining Heritage and Community Languages and Their Speakers: On the Utility and Limitations of Definitional ConstructsTerrence G. Wiley3. Heritage Language Students: Profiles and PossibilitiesGuadalupe Valdés4. Three Hundred-Plus Years of Heritage Language Education in the United StatesJoshua A. Fishman5. Policy Considerations for Promoting Heritage, Community, and Native American LanguagesTerrence G. Wiley6. Documenting Language Loss and Endangerment: Research Tools and ApproachesJoseph Lo Bianco7. Professional Opportunities for Heritage Language SpeakersMaría Carreira8. Research on Heritage Language IssuesNelleke Van Deusen-SchollSection II: Commonly Taught Languages IntroductionOfelia García9. Spanish in the United StatesKim Potowski10. French Heritage Language Communities in the United StatesJane F. Ross and Fabrice Jaumont11. German as a Heritage Language in the United StatesRenate Ludanyi12. Italian and Italians in the United StatesAnna De Fina13. Portuguese Heritage Bilingualism in the United StatesJason Rothman and Tiffany JudySection III: Critical and Less Commonly Taught Languages IntroductionScott McGinnis14. Arabic in the United StatesJeff Bale15. Being “Critical:” Implications for Chinese Heritage Language SchoolsShuhan C. Wang16. The Journey of Hindi in the United StatesSurendra and Vijay Gambhir17.Russian Heritage Language Learners: From Students’ Profiles to Project-Based CurriculumOlga KaganSection IV: Native American Languages IntroductionTeresa L. McCarty18. NavajoLarisa Warhol and Jeston Morris19. Pueblo Languages of the SouthwestChristine Sims20. Oowaaha Myaamiaataweenki: Miami is Spoken HereDaryl Baldwin21. Hawaiian: A Native American Language Official for a StateWilliam H. Wilson22. Warm Springs LanguagesValerie Switzler and Erin Flynn HaynesSection V: Languages with Strong Community Connections IntroductionSarah J. Shin23. Japanese in the United StatesKimi Kondo-Brown24. Community Support for Korean as a Heritage Language in the United StatesJin Sook Lee25. Yiddish: A Jewish Language in the DiasporaNetta Avineri26. American Sign Language as a Heritage LanguageSarah E. Compton27. KhmerWayne E. Wright28. Filipino in the United States: Heritage Language PerspectivesJoseph AxelSection VI: Promotion of Heritage, Community, and Native American Languages IntroductionWayne E. Wright29. Digital Stories in Heritage Language Education: Empowering Heritage Language Learners Through a Pedagogy of MultiliteraciesPolina Vinogradova30. Heritage Language Development and Identity Construction Throughout the Life CycleAgnes Weiyun He31. Stakeholder Views of Community-based Heritage Language Programs: Chinese and Korean CasesNa Liu and Byeong-Keun You32. Program Models for Heritage Language EducationSarah Catherine K. Moore33. Assessment of Heritage Language Learners: Issues and DirectionsMargaret E. Malone, Joy Kreeft Peyton, and Katie Kim34. Preparing Teachers to Work With Heritage Language LearnersAna María Schwartz Caballero35. Funding for Heritage Language ProgramsSarah Catherine K. MooreAfterwordHeritage, Community, and Native American Language Education: Looking to the FutureJoy Kreeft Peyton and Donna ChristianContributorsIndex

"This anthology has a very broad scope. The chapters are relatively short, but the book is nonetheless comprehensive and well organized. Contributors include established, well-respected experts such as Joshua Fishman, as well as expert but newer scholars. ... A needed and useful collection. Summing Up: Highly recommended. All academic levels/libraries." - C.L. Thompson, Indiana University-Purdue University, Fort Wayne, in CHOICE, October 2014"This welcome, and timely work [is distinguished by] its breadth and depth of coverage and expertise of the contributors." - G. Richard Tucker, Department of Modern Languages, Carnegie Mellon University, USA "A valuable contribution to helping policy-makers and educators better understand the dimensions of the challenges and the largely untapped resources that reside in our heritage communities." - Catherine Ingold, Director, National Foreign Language Center, University of Maryland, USA "…makes available in a single volume the current knowledge, insights, and experiences of many important leaders and researchers in the Heritage Language field. Usable by both professionals and students, it can serve as an introduction to the field, as a reference for those already involved in it, and as an inspiration to those who wish to contribute to this increasingly important enterprise." - Linda Godson, Coordinator, Heritage Language Initiative, Portland State University, USA"The Handbook of Heritage, Community, and Native American Languages in the United States makes an important contribution to the field ... The Handbook is meaningful for a large audience: virtually every chapter offers something for not just heritage school stakeholders, but also public school teachers, researchers, and other interested parties. ... Although the field is still emerging and its borders remain fuzzy, the Handbook covers the subject effectively, and brings out the richness and variety inherent in the field." - Heritage Language Journal