Work

Proximity to Heritageness: Tensions From Research and Practice

Year: 2025

Type: article

Abstract: ABSTRACT This conceptual paper explores the construct of heritage speakers drawn from our work as dual language teachers and scholars. Prompted by teacher talk in a National Professional Development project, we examine how heritage speaker is taken up in practice and shaped by ideological binaries like native speaker and heritage speaker. We draw on historical and conceptual framings to situate the heritage speaker construct, identifying three key tensions: (1) temporality; (2) identification/naming processes; and (3) assessment. Our future research commits to building upon this conceptual grounding to inform how teachers and students navigate these labels across time and varied schooling contexts.

Source: TESOL Journal

DOI: 10.1002/tesj.70094

Authors: Kathryn I. Henderson, Trish Morita‐Mullaney

Institutions: The University of Texas at San Antonio, Purdue University West Lafayette

Language: English

Topic: Multilingual Education and Policy

Subfield: Linguistics and Language

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $2,850