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Dissertations and Theses on Heritage Language Education 2000-2012

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Dissertations and Theses on Heritage Language Education 2000-2012 Dissertation and Thesis Abstracts on Heritage Language Education 2000- 2012 Compiled by Corinne Seals, Na Liu, and Sarah Moore The Alliance for the Advancement of Heritage Languages Center for Applied Linguistics This document contains a comprehensive list, including abstracts, of English language dissertations and theses on the topic of heritage language education written from 2000 through April 2012. Dissertations and theses are arranged by language studied and then sorted by author’s last name. If multiple languages are the focus of the research, these dissertations and theses are under “Multiple heritage language populations.” At the end of this document, you will find an index with page numbers, searchable by region researched, research interest, and research setting. ACKNOWLEDGMENTS We are grateful to the staff of the National Heritage Language Resource Center at the University of California, Los Angeles for their contributions to this document of the following: National Heritage Language Resource Center. (2011). Dissertations with heritage-language focus: 2006-2011. Los Angeles, CA: University of California, Los Angeles. Available: http://nhlrc.ucla.edu/events/institute/2011/readings/dissertations.pdf This document should be cited as follows: Alliance for the Advancement of Heritage Languages. (2012). Dissertations and theses on heritage language education 2000-2012. Washington, DC: Center for Applied Linguistics. Available: www/cal.org/heritage © 2012 Center for Applied Linguistics. All Rights Reserved. 1 Dissertations and Theses on Heritage Language Education 2000-2012 CONTENTS Alutiiq heritage language education ............................................................................................... 4 Arabic heritage language education ................................................................................................ 5 Bangladeshi heritage language education ....................................................................................... 8 Chinese heritage language education .............................................................................................. 9 Euchee (Yuchi) heritage language education ............................................................................... 34 Filipino heritage language education ............................................................................................ 35 Gaelic heritage language education .............................................................................................. 37 Garifuna heritage language education .......................................................................................... 39 German heritage language education ............................................................................................ 40 Greek heritage language education ............................................................................................... 41 Hindi heritage language education................................................................................................ 42 Hmong heritage language education ............................................................................................. 43 Inuttitut heritage language education ............................................................................................ 45 Italian heritage language education .............................................................................................. 46 Japanese heritage language education .......................................................................................... 48 Karenni heritage language education ............................................................................................ 53 Korean heritage language education ............................................................................................. 55 Kumeyaay heritage language education ....................................................................................... 80 Lao heritage language education .................................................................................................. 81 Latvian heritage language education ............................................................................................ 82 © 2012 Center for Applied Linguistics. All Rights Reserved. 2 Macedonian heritage language education ..................................................................................... 83 Multiple heritage language populations ........................................................................................ 84 Paiute heritage language education ............................................................................................... 93 Persian heritage language education ............................................................................................. 94 Punjabi heritage language education ............................................................................................ 97 Russian heritage language education ............................................................................................ 98 Sheng heritage language education ............................................................................................. 104 Spanish heritage language education .......................................................................................... 105 Taiwanese heritage language education...................................................................................... 141 Turkish heritage language education .......................................................................................... 142 Ukrainian heritage language education ....................................................................................... 144 Vietnamese heritage language education .................................................................................... 146 © 2012 Center for Applied Linguistics. All Rights Reserved. 3 Alutiiq heritage language education Niugneliyukut (we are making new words): A community philosophy of language revitalization Counceller, A. G. L. University of Alaska Fairbanks, 2010 Abstract The Alutiiq language on Kodiak Island (Alaska) is severely threatened, with only 37 resident speakers. The Alutiiq communities of Kodiak are engaged in a multifaceted heritage revitalization movement, which includes cultural education, revitalization of arts, and language revitalization. The language revitalization effort includes education, materials development, documentation, and terminology development (creation of new words) as a means of making the language more viable. The Kodiak Alutiiq New Words Council began in the fall of 2007. This language revitalization strategy is new to the Alutiiq community, and little research has been done on Alaska Native or Indigenous terminology development as a form of heritage revitalization. There is a need to understand the New Words Council in terms of its role in the wider language and heritage revitalization efforts, as well as understanding the value of the council to its members. The Kodiak New Words Council is a contemporary heritage revitalization effort that entails development of new Alutiiq terms, and is part of a broader social movement to revitalize Alutiiq language and culture. Some past research on cultural heritage revitalization movements in Indigenous communities have focused on historical inaccuracies and 'inventedness' of new cultural forms, rather than the value and meaning of these efforts to their participants. Critiques of 'invention' scholarship counter that it denies Indigenous communities' agency and authority over their own cultural forms, and overlooks ongoing efforts for justice, sovereignty and healing. This study focuses attention on the social and historical context of heritage revitalization and its meaning to participants. Benefits of the council go beyond the formal goal of developing new words to modernize the language. Participants put great value on social benefits of the New Words Council, such as empowerment, connection to culture and identity, and healing. They further measure the success of the New Words Council in terms of participation, commitment, and continuity. Ultimately, this language revitalization effort is part of a broader effort of self- determination and community survival. © 2012 Center for Applied Linguistics. All Rights Reserved. 4 Arabic heritage language education Foreign language anxiety in an intermediate Arabic reading course: A comparison of heritage and foreign language learners Alghothani, D. The Ohio State University, 2010 Abstract This mixed-methods, qualitative dominant study investigated the issue of foreign language anxiety in an intermediate Arabic reading course. The first, quantitative phase of the study collected data from twenty-two students using the Foreign Language Classroom Anxiety Scale (FLCAS) and the Foreign Language Reading Scale (FLRAS) as well as a background questionnaire. The second, qualitative phase collected data from five participants: three Foreign Language Learners (FLLs) and two Heritage Language Learners (HLLs) via interviews, classroom observations, and participant journals. The nature of the anxiety that both types of learners experienced varied due to their differing backgrounds. Although the HLLs had lower scores on the FLCAS and FLRAS in comparison to the FLLs, they still experienced anxiety that was at times debilitating. Furthermore, the qualitative data shows that the low levels of anxiety that the HLLs felt may have been a disadvantage to them, as it
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