Fifth Academic Post
Shuhan C. Wang (2002) states that the National Council of State Supervisors of Foreign Languages (NCSSFL) has supported language education of the culturally and linguistically diverse population in the US for over three decades, and it continues to support language education by promoting the development of policies and practices to help with “the increasing linguistic and cultural diversity among the population of the United States” (p. 1). The NCSSFL values the importance of linguistic and culturally diversity as an asset to the US, and this is why it supports programs to protect language education. The NCSSFL also “[…] endorses an expanded and more inclusive view on heritage language students, […] [and] children with limited English proficiency in our education system” (p. 1). This organization sees bilingualism or multilingualism as a personal gain for individuals who speak another language(s), other than English, in their “education, economic, and political life” (p.1). Individuals with the ability to communicate in more than one language have the advantage to communicate with other ethnic groups and to be able to understand their culture.
Heritage language learners, are all diverse; they all come from different backgrounds. Wang (2002) provides the following definition of a heritage language learner:
Are raised in homes where non-English is spoken;
Speak or merely understand the heritage language;
Are to some degree bilingual in English and the heritage language (Valdes, 199, also see 2001).
Heritage language learners vary from: being monolingual in their in their heritage language, not speaking their native language, but are exposed to the language and culture of their family and are bilingual/multilingual in English and other languages (Wang, 2002).
There are three types of heritage language groups in the US: indigenous languages, spoken by Native Americans; colonial languages, (i.e., Spanish, French and German), these are languages that were introduced by early settlers in North America, and the third group, immigrant languages ( i.e., Chinese, Hebrew and Russian) (Wang, 2002).
The language, culture and identity are all important for language heritage learners for linguistic and educational purposes. Wang (2002) states the needs of heritage learners should be ensured to help them develop their English language at age appropriate.
This site http://www.englishinusa.com/ gives an idea of some job opportunities that linguistically and culturally diverse (CLD) students have. Heritage language learners can have great opportunities in the workforce and can contribute greatly to society if their languages are maintained by helping them with the development of their native language, to help them acquire English. Some jobs that require bilingualism are: business related jobs, teaching a foreign language, ESL teaching and being a translator. Helping ensure heritage languages, helps the heritage language learner to develop cognitively and psychologically well; this will enable the individual to be fully equipped with bilingual or multilingual skills and be able to contribute in the workforce.
I agree with what Wang has to say about heritage language learners. Their heritage language is so important to help them in their education but also for identity purposes. Heritage language learners, who feel valued as individuals, are more likely to do well in life. They are more likely to mainstream into society because they have learned to embrace both cultures. Culturally and linguistically diverse individuals who become bilingual and bi cultural do well because they learn how to use both languages and cultures to help them survive and enjoy life.
Sources:
Wang, S.S, (2002). Heritage language learners.National council of state supervisors of foreign languages
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