A collaborative series with the University of Cambridge Faculty of Education highlighting leading-edge research across Teacher Education, International Education Reform and Language Education. Rethinking Heritage Language Education is an edited collection that brings together emerging and established researchers interested in the education field of Heritage Language Education to negotiate its concepts and practices, and investigate the correlation between culture and language from a pedagogic and cosmopolitical point of view. The scholars, who have contributed to the growth of Heritage Language Education as a discipline, reconsider and enrich their findings by drawing new lines across the boundaries of research and practice. It complements the previous work of these theorists, filling a void in the current literature around the question of Heritage Language Education.

Rethinking Languages Education assembles innovative research from experts in the fields of sociocultural theory, applied linguistics and education. The contributors interrogate innovative and recent thinking and broach controversies about the theoretical and practical considerations that underpin the implementation of effective Languages pedagogy in twenty-first-century classrooms. Crucially, Rethinking Languages Education explores established understandings about language, culture and education to provide a more comprehensive and flexible understanding of Languages education that responds to local classrooms impacted by global and transnational change, and the politics of language, culture and identity. Rethinking Languages Education focuses on questions about ways that we can develop farsighted and successful Languages education for diverse students in globalised contexts. The response to these questions is multi-layered, and takes into account the complex interactions between policy, curriculum and practice, as well as their contention and implementation. In doing so, this book addresses and integrates innovative perspectives of contemporary theory and pedagogy for Languages, TESOL and EAL/D education. It includes diverse discussions around practice, and addresses issues of the dominance of prestige Languages programs for ‘minority’ and ‘heritage’ languages, as well as discussing controversies about the current provision of English and Languages programs around the world.

The Routledge Handbook of Heritage Language Education provides the rapidly growing and globalizing field of heritage language (HL) education with a cohesive overview of HL programs and practices relating to language maintenance and development, setting the stage for future work in the field. Driving this effort is the belief that if research and pedagogical advances in the HL field are to have the greatest impact, HL programs need to become firmly rooted in educational systems. Against a background of cultural and linguistic diversity that characterizes the twenty-first century, the volume outlines key issues in the design and implementation of HL programs across a range of educational sectors, institutional settings, sociolinguistic conditions, and geographical locations, specifically: North and Latin America, Europe, Israel, Australia, New Zealand, Japan, and Cambodia. All levels of schooling are included as the teaching of the following languages are discussed: Albanian, Arabic, Armenian (Eastern and Western), Bengali, Brazilian Portuguese, Chinese, Czech, French, Hindi-Urdu, Japanese, Khmer, Korean, Pasifika languages, Persian, Russian, Spanish, Turkish, Vietnamese, and Yiddish. These discussions contribute to the development and establishment of HL instructional paradigms through the experiences of “actors on the ground” as they respond to local conditions, instantiate current research and pedagogical findings, and seek solutions that are workable from an organizational standpoint. The Routledge Handbook of Heritage Language Education is an ideal resource for researchers and graduate students interested in heritage language education at home or abroad.

Russian as a Heritage Language: From Research to Classroom Applications brings together linguistically and pedagogically oriented research traditions in a comprehensive review of current Russian heritage language (HL) studies. Divided into three parts, the collection offers a variety of frameworks and approaches spanning research on HL speakers’ linguistic and pragmatic competence, literacy development, and sociocultural characteristics of Russian in diaspora. Presenting a wide range of new empirical findings, the volume explores topics at the forefront of HL studies, from assessment of HL learners’ linguistic competence and language attitudes to research on communities and institutional affordances impacting HL acquisition and maintenance. Each chapter connects current research with specific classroom applications, presenting Russian as a global language in various sociopolitical and majority-language contexts. Combining methodological rigor with theoretical insights across diverse areas of language study, Russian as a Heritage Language advances the field of HL pedagogy and serves as essential reading for HL educators and researchers as well as for linguists studying bilingualism.

This book is the first volume to be devoted to the examination of the application of the multiliteracies pedagogical framework to the teaching of Spanish to heritage language learners in higher education institutions in the United States. The Hispanic population is a growing minority, and the presence of heritage speakers can be observed in second language Spanish classes in all levels of education, which presents unique challenges for practitioners. This collection focuses on differing populations of learners in educational settings in a variety of geographical areas, such as Arizona, California, Maryland, Massachusetts, Ohio, Tennessee, and Texas. The studies included in the volume offer invaluable data and methodological insights into the instructional advantages of multiliteracies pedagogies in heritage language classrooms, and they will appeal to Spanish practitioners and researchers, as well as those interested in the education and practice of heritage languages.

The Routledge Handbook of Spanish Language Teaching: metodologías, contextos y recursos para la enseñanza del español L2, provides a comprehensive, state-of-the-art account of the main methodologies, contexts and resources in Spanish Language Teaching (SLT), a field that has experienced significant growth world-wide in recent decades and has consolidated as an autonomous discipline within Applied Linguistics. Written entirely in Spanish, the volume is the first handbook on Spanish Language Teaching to connect theories on language teaching with methodological and practical aspects from an international perspective. It brings together the most recent research and offers a broad, multifaceted view of the discipline. Features include: Forty-four chapters offering an interdisciplinary overview of SLT written by over sixty renowned experts from around the world; Five broad sections that combine theoretical and practical components: Methodology; Language Skills; Formal and Grammatical Aspects; Sociocultural Aspects; and Tools and Resources; In-depth reflections on the practical aspects of Hispanic Linguistics and Spanish Language Teaching to further engage with new theoretical ideas and to understand how to tackle classroom-related matters; A consistent inner structure for each chapter with theoretical aspects, methodological guidelines, practical considerations, and valuable references for further reading; An array of teaching techniques, reflection questions, language samples, design of activities, and methodological guidelines throughout the volume. The Routledge Handbook of Spanish Language Teaching contributes to enriching the field by being an essential reference work and study material for specialists, researchers, language practitioners, and current and future educators. The book will be equally useful for people interested in curriculum design and graduate students willing to acquire a complete and up-to-date view of the field with immediate applicability to the teaching of the language.

This innovative, timely text introduces the theory, research, and classroom application of critical approaches to the teaching of minoritized heritage learners, foregrounding sociopolitical concerns in language education. Beaudrie and Loza open with a global analysis, and expert contributors connect a focus on speakers of Spanish as a heritage language in the United States to broad issues in heritage language education in other contexts – offering an overview of key concepts and theoretical issues, practical pedagogical guidance, and field-advancing suggestions for research projects. This is an invaluable resource for advanced students and scholars of applied linguistics and education, as well as language program administrators.

This innovative text presents an introduction to different facets of building and leading language education programs at the university level to meet the needs of students who are minority speakers of a heritage language (HL) – also known as community or home languages. Providing a unique synthesis of theory and empirical research, Sara Beaudrie and Sergio Loza authoritatively illustrate and guide the reader through the main issues that program directors face from the early stage of program conceptualization and creation through later stages of program management and evaluation. The book keys in on the diverse considerations and skills involved in this leadership work – including advocacy and fund-raising, placement, curriculum development and assessment, teacher preparation and student advocacy – and offers an array of practical advice and pedagogical features. This is an invaluable resource for advanced students and scholars of applied linguistics and education, as well as future and current language program administrators in institutions of higher education, for understanding the benefits of specialized HL courses, for blazing a trail in future research in this domain, and for forging a path to solidified institutional recognition and support for HL education.

Bringing together contributions from some of the leading experts in the field of Spanish as a Heritage Language, this volume aims to provide an in-depth understanding of current and emerging trends in research and praxis. To this end, the volume is divided into three thematic units. The first unit surveys the study of Spanish heritage speaker bilingualism from a formal/theoretical linguistic point of view. The second unit focuses on issues shaping the current state of affairs in heritage language education. Finally, the third unit maps out future lines of development within heritage language instruction. The wide topical scope within this single volume will undoubtedly provide a valuable resource for researchers, students, and professionals working in different areas of Spanish as a heritage language.

The Learning and Teaching of Cantonese as a Second Language brings together contributions on such issues as Cantonese textbooks, linguistic description, literacy and tone acquisition, supplemented by case studies from the Netherlands and Japan. The learning and teaching of Cantonese as a second language is a subject of considerable interest in the international academic community, and the first international symposium on teaching Cantonese as a second language, held at the Chinese University of Hong Kong in October 2019, brought together leading researchers in this field. This conference provided the inspiration for the current volume, The Learning and Teaching of Cantonese as a Second Language. In the Hong Kong context, historically, the term ‘Cantonese’ refers to the language varieties of immigrants who came to the territory from various areas in Guangdong province, including Macau, Panyu, Taishan, Xinhui and Zhongshan. From the late nineteenth century onwards, their speech coalesced into the contemporary variety of Cantonese used in Hong Kong today. The term ‘Cantonese’ is also used to refer to the entire Yue subgroup of Chinese, which includes varieties of Cantonese spoken in southern China, Hong Kong, Macau, Malaysia, Singapore and among overseas Chinese in Australia, Europe and North America. In all, it is estimated that there are about 70 million Cantonese speakers in the world. This volume is of direct relevance to educators, language teachers, linguists and all those concerned with the learning of Cantonese as a second language.