Six things you might not know about Heritage Language Schools
shaped through participation in community heritage language schools (HLS) in Canada. We used Bucholtz and Hall's (2005) sociocultural linguistic lens to interpret interview data with HLS leaders and community elders. Through this sociocultural linguistic lens identity forms through
social interaction that can be described using five principles; accordingly, participants reported that children's identities were shaped through experiences in HLS which included accessing an expanding network of heritage language speakers, a wider heritage language environment, positive
learning and presentation experiences, and the opportunity to learn about one's self through others. We conclude that HLS serve a greater purpose than language instruction; HLS provide children with spaces to connect with a multicultural identity, a language community, other speakers, and
the self, all in service to a greater social good.
Keywords: CULTURAL ENGAGEMENT; HERITAGE; HERITAGE LANGUAGE SCHOOLS; LANGUAGE IDENTITY; MULTICULTURALISM; SATURDAY SCHOOLS; SOCIOCULTURAL LINGUISTIC INTERPRETIVE LENS; VOLUNTEERISM
Document Type: Research Article
Publication date: June 1, 2016
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