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Studies in Turkish as a Heritage Language
Heritage language bilingualism refers to contexts where a minority language spoken at home is (one of) the first native language(s) of an individual who grows up and typically becomes dominant in the societal majority language. Heritage language bilinguals often wind up with grammatical systems that differ in interesting ways from dominant-native speakers growing up where their heritage language is the majority one. Understanding the trajectories and outcomes of heritage language bilingual grammatical competence, performance, language usage patterns, identities and more related topics sits at the core of many research programs across a wide array of theoretical paradigms. The study of heritage language bilingualism has grown exponentially over the past two decades. This expansion in interest has seen, in parallel, extensions in methodologies applied, bridges built between closely related fields such as the study of language contact and linguistic attrition. As is typical in linguistics, not all languages are studied to the same degree. The present volume showcases what Turkish as a heritage language brings to bear for key questions in the study of heritage language bilingualism and beyond. In many ways, Turkish is an ideal language to be studied because of its large diaspora across the world, in particular Europe. The papers in this volume are diverse: from psycholinguistic, to ethnographic, to classroom-based studies featuring Turkish as a heritage language. Together they equal more than their subparts, leading to the conclusion that understudied heritage languages like Turkish provide missing pieces to the puzzle of understanding the variables that give rise to the continuum of outcomes characteristic of heritage language speakers.
eBook
Second language and heritage learners in mixed classrooms
\"This book addresses the complexity of mixed language classroom learning environments in which heritage learners and second language learners are concurrently exposed to language learning in the same physical space. It offers best practices and reproducible pedagogical initiatives and methodologies for different levels of instruction\"-- Provided by publisher.
BOOK
Discourse, Ideology and Heritage Language Socialization
The book examines the development and maintenance of a minority language, engaging on both micro and macro levels to address open questions in the field.Guardado provides a history of the study of language maintenance, including discussion of language socialization, cosmopolitan identities, and home practices.
eBook
Community service-learning for Spanish heritage learners : making connections and building identities
This book proposes community service-learning as a critical pedagogy that connects learners and communities to address key challenges in heritage language education. The book's purpose is two-fold: to fill a crucial gap in empirical research on community service-learning in the heritage language context, as well as to provide language educators and practitioners essential guidelines for designing community service-learning courses, with particular attention paid to the characteristics and needs of Spanish heritage language learners. This book presents compelling evidence demonstrating the central role community service-learning plays in developing heritage language learners' identities, connections to the heritage language community, language attitudes, and social, cultural, and sociolinguistic awareness. Importantly, this book also addresses the often-overlooked perspectives of community partners and liaisons. As the first original research monograph on community service-learning for Spanish heritage language learners, this pioneering book will undoubtedly aid students, instructors and administrators across all levels of language education.
eBook
Multilingualism and the role of sibling order : second-generation Latino children in the U.S
Based on a multi-year ethnography in one Spanish-speaking community in New Jersey, this book is a meticulous account of six Mexican families that explores the relationship between siblings' language use patterns, practices, and ideologies. Combining insights gained from language socialization and heritage language studies within the larger field of sociolinguistics, the book's findings examine siblings' sociolinguistic environments and the ways in which these Latino children use and view their multilingual resources in the home, school, and broader community. This study emphasizes the links between siblings' language ideologies, agentive decision making, and linguistic patterns, and the ways in which birth order influences the different dimensions of heritage language maintenance in the U.S.
eBook
Sources of variability in the acquisition of Differential Object Marking by Turkish heritage language children in the United States
Differential object marking (DOM) is an area of vulnerability in adult heritage speakers. This study traces such vulnerability to childhood by examining Turkish DOM in child Turkish heritage speakers in the U.S and the parental generation, who are the main input providers. Twenty first-generation immigrants, 20 adult and 20 child (aged 7–14) Turkish heritage speakers, and the monolingual group including 20 Turkish-speaking adults, 20 7–14-year-old and 20 3–6-year-old Turkish-speaking children in Turkey completed a story retelling task and a picture selection task. Results showed that the first-generation immigrants patterned with the monolingual adults. However, the heritage speakers (children and adults) omitted DOM in both tasks, showing more variable performance than the monolingual groups. These findings suggest that instability of DOM in heritage grammars is more likely due to insufficient input in the early years of heritage language development than to changes in parental input or attrition in later years.
Journal Article
Outcomes of University Spanish Heritage Language Instruction in the United States
The first volume to explore the effectiveness of
instructional methods for college-level Spanish heritage
learners
In the United States, heritage language speakers represent
approximately 22 percent of the population and 29 percent of the
school-age population. Until now, though, few studies have examined
the outcomes of classroom teaching of heritage languages.
Outcomes of University Spanish Heritage Language Instruction
in the United States sheds light on the effectiveness of
specific instructional methods for college-level heritage learners.
The first of its kind, this volume addresses how receiving heritage
classroom instruction affects Spanish speakers on multiple levels,
including linguistic, affective, attitudinal, social, and academic
outcomes. Examining outcomes of instruction in the Spanish
language-the most common heritage language in the United
States-provides insights that can be applied to instruction in
other heritage languages.
These thematically linked empirical studies and their
pedagogical implications build a foundation for heritage language
instruction and directions for future research. Scholars and
educators alike will welcome this volume.
Outcomes of University Spanish Heritage Language Instruction
in the United States addresses for the first time how
receiving heritage classroom instruction affects Spanish speakers
on multiple levels, including linguistic, affective, social, and
academic outcomes. Scholars and educators alike will benefit from
this volume's rich insights.
eBook
Castellano Rioplatense in Australia
In an era marked by globalisation and migration, heritage languages and their use in particular societies is gaining interest. Yet, research into one of the world’s largest heritage languages, Spanish, has primarily focussed on the United States of America. This article examines an under-researched topic of the Spanish-speaking community in Australia. This heterogenous community is far more recent and has received far less scholarly recognition than that of its closely researched North American counterpart. Moreover, considering the complexity of language usage, heritage language research has concentrated on standardised use rather than on regional dialects. This directly influences the strategic significance of regional dialects as Latin American Australians are framed as a homogenous community to the broader Anglophone public. This article adds to the current body of research from a unique Australian perspective. Survey and interview data from 100 members of the Argentinian community explores their reasons and use of Castellano Rioplatense. It argues that Castellano Rioplatense is perceived to accrue status and is a means where Argentineans maintain a distinct linguistic and cultural differentiation within the broader Latin American community.
Journal Article
Processing grammatical evidentiality and time reference in Turkish heritage and monolingual speakers
In the current study, we examined how adult heritage and monolingual speakers of Turkish process evidentiality (the linguistic expression of information source) through finite verb inflections and time reference, expressed on non-finite participles. A sentence-verification task was used to measure participants’ sensitivity to evidentiality and time-reference violations in Turkish. Our findings showed that the heritage speakers were less accurate and slower than the monolinguals in responding to both evidentiality and time-reference violations. Also, the heritage speakers made more errors and had longer RTs when responding to evidentiality violations as compared to time-reference violations. The monolinguals had longer RTs (and more accurate responses) to time reference than to evidentiality violations. This study shows that evidentiality is susceptible to incomplete acquisition in Turkish heritage speakers. It is suggested that the requirement for simultaneous processing at different linguistic levels makes the evidentiality markers vulnerable.
Journal Article