Heritage and Second Language Learners: Different Perspectives on Language Learning

Autor/inn/en	O'Rourke, Polly; Zhou, Qian
Titel	Heritage and Second Language Learners: Different Perspectives on Language Learning
Quelle	In: International Journal of Bilingual Education and Bilingualism, 21 (2018) 8, S.994-1003 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2016.1228598
Schlagwörter	Heritage Education; Second Language Learning; Second Language Instruction; Student Attitudes; Learning Experience; Summer Programs; High School Students; Learning Motivation; Comparative Analysis; Student Characteristics; Student Needs; Native Language Instruction; Course Evaluation; Semitic Languages; Chinese; Turkish; Indo European Languages; Korean; Portuguese; African Languages; Russian + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; Lernerfahrung; Sommerkurs; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Motivation for studies; Lernmotivation; Native language education; Muttersprachlicher Unterricht; Arabisch; Hebräisch; China; Chinesen; Türkisch; Indoeuropäisch; Koreanisch; Portugiesischunterricht; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Russisch
Abstract	The current study examines the attitudes of heritage language learners (HLLs) and second language learners (SLLs) about their classroom language learning experiences and language learning in general, using data from high school students who participated in STARTALK summer language study programs in 2014 and 2015. Analysis of students' responses to survey questions indicate that compared to SLLs, HLLs were less motivated to study their language or other languages, and they were less likely to believe that learning a new language would help them academically and professionally. While further research is necessary to determine the precise causes of these results, it is possible that mixed classes (HLLs and SLLs together) may have contributed. Furthermore, the failure of the language instruction to meet HLLs' specific needs may have also played a role. Given the value of heritage language knowledge to the individual, it is important to gain insights into the experiences of HLLs and counteract demotivating factors in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01