Index A B Acquisition, 314 Balassi Institute, 381 Action-oriented approach, 221 Bantu education, 449 Additional language curriculum development, Bethlen Gábor Hungarian Language School, 106 386 Adult heritage speaker grammars, 193 Bilingual cognitive science research, 196 African diaspora, 597 Bilingual education, 117, 448, 733 African heritage languages, 447 heritage language skills, 777 African immigrants, 596, 598, 601, 602, 604 language and culture revitalization, 781 Afrikaans, 450 systemic discrimination, 779–780 Aggressive policy, 695 transitional bilingualism vs. two-way Albanian heritage language bilingualism, 778 Greek teachers’ attitudes and practices, Bilingualism, 156, 264, 265, 287, 290, 292, 530–531 299, 438, 542, 544, 545, 557, 674 immigrant background children’s language, Bilingual minority education, 545–546 530–531 Bilinguals, 603 immigrant parents’attitudes and practices, Bilingual students, in monolingual school 531–533 system, 118–120 Ali Levent, 484 Biographical study, Chinese origin. See Chinese Amazonian languages, 794 origin, Spain American Community Survey, 736 Bora language, 19 American Council of Teachers of Foreign Amazonian languages, 794 Languages (ACTFL), 368 language policies in Peru, 796–797 American Sign Language (ASL), 755, 757, 758, Spanish influence, 793–794 761, 763 and workshops, 789–790 Ampiyacu river communities, 790 Brain drain, 705 Anglonormativity, 456, 460 British Sign Language (BSL), 756, 758 Arabic, 448 Bureaucratization of alphabet, 795 Arany János Hungarian Week-end School, 388 Asian heritage languages, 448 C Australian Curriculum, 467, 470, 472 Calvin Hungarian Educational Association, 387 Australian Tertiary Entrance Rank (ATAR) Cambridge, Italian community in, 704 score, 437 Canada, SHL. See Spanish heritage language Authentic disciplinary practices, 54, 65 (SHL) Autonomous learning, Chinese HL learners. Canadian Hungarian Federation (CHF), 383 See Heritage language learners Canadian Széchenyi Society, 383 # Springer International Publishing AG 2018 837 P.P. Trifonas, T. Aravossitas (eds.), Handbook of Research and Practice in Heritage Language Education, Springer International Handbooks of Education, DOI 10.1007/978-3-319-44694-3 838 Index CEFR, 316 Complex adaptive systems (CAS), 214 Centre for European, Russian, and Eurasian Complexity theories, 214, 216, 220 Studies (CERES), 391 Compulsory schools, Iceland, 589 Child bilingualism, 191 Cosmopolitanization, 246 Chinese First Language, 434 Council for the Development of French in Chinese heritage language learners. Louisiana (CODOFIL), 739 See Heritage language learners Course evaluation, 274–277 Chinese origin, Spain Creativity, 583 ethnography, 139 Credit Enrolment Unit (CEU) funding heritage language learning and teaching and system, 386 complementary community-based Critical pedagogy, 718 school, 141–146 Cross-linguistic influence (CLI), 16, history and data, 135–137 627–631 interpreters, 139 Culturally responsive pedagogy, 249–250 jugglers, 139 Culturally responsive teaching, 582 labour market, 138, 139 Curriculum design, 150, 158 mestizos, 139 Cypriot Educational System, 117–118 research, 140 resistant, 139 second generation, 139 D socio-educational studies, 137 Deaf pedagogy Chinese origin students. See Chinese Deaf Way conference, 753 origin, Spain ethical perspective, 753 Chorusing behavior, 454 inability of hearing people, 753 Cloze chorus, 454 inclusive education, 762 Codeswitching, 307, 458 international laws, 753 Cognitive-based linguistic approaches, 191 linguistic community, 753 Coherent linguistic system, 229 linguistic interdependence model, 765 Collaborative Curriculum and Assessment linguistic research, 754 Framework for Languages (CCAFL), 431 oral method, 761 Collective bodies, 678 total communication method, 762 Common European Framework of Reference tribal minority languages, 754 for Languages (CEFR), 212 whole school approach, 764 action-oriented approach, 221–222 Defensive policy, 694 complexity theories, 214 Deficit hypothesis, 679 multilingualism vs. plurilingualism, 213–215 Delhi & Tobacco District Hungarian House, 379 Communicative repertoire, 229–231 Dialectophony, 702 mediations, 231, 232, 234–235 Diaspora, 673–677 modes, 231, 233–234 Domains of language use, 556 purposes, 231, 239–240 Dörmögő Dömötör School, 387 varieties, 231, 232, 235–238 Dutch, 449 Community-based programs, 280 Community engagement, 781–783 Community languages, 470 E in Australian education, 466 Educational research, 79, 96, 99 in Australia, provisioning of, 467–472 Empowering educational practices, 579 pedagogies for, 472 Endangered languages, 805, 826 quality of, 466 English, 450, 451, 454, 456, 459 Community language schools (CLS), 420, English language teaching (ELT), 315 422, 425 Equity, 582 Complementary school(s), 134, 141 Era of pluralism, 687 teachers’ ideologies (see Teachers’ Esterhaz colony, 378 ideologies, complementary schools) Ethnic groups, 678 Index 839 Ethnic identity, 541, 552, 719, 724, 725 Global migration, linguistics, 16 Ethnic languages, 678 Government policies, 829 Ethnic stereotypes, 610 Greek, 448 Ethno-cultural identity, 617 Greek-Canadians, 693, 694 Eurobarometer survey, 482 Greek Diaspora, 612 European heritage languages, 448 Greek language, 8 Eventual extinction, 693 in Canada, 267, 272, 275, 278, 279 Greek-Pontus students, 614 Gujarati, 448 F Family Reunification Act of, 1972, 484 Folkdance organizations, 382 H Francophonie, 735 Hard of hearing, 750, 754, 760 French, 448 Hearing handicap, 751 French heritage language education Hearing impairment, 751, 754, 759, 764 career opportunities, 735 Hebrew, 448 cultural and emotional ties, 737 Helicon School Committee, 389 digital communications, social media and Heritage, 693 telecommunications, 737 Heritage and foreign language pedagogy, 76, dual language/immersion programs, 735, 738 77, 79, 81, 93, 101 ethnic and socio-cultural diversity, 735 Heritage language (HL), 4, 135, 140–146, expatriation, 737 166–168, 174–178, 359, 446–449, 562, French Bilingual revolution, 734 563, 565, 566, 568, 574, 677, 678, 693 French-English bilingual programs, 735 ACTFL webinars, 368 French Ministry of Foreign affairs, 733 in Australian education, 7 French-speaking immigrants and expatriate case study, 709 families, 734 Chinese language studies, 12 geopolitical prerequisites, 734 Chinese-origin learners in Spain, 10–11 language training and economic choices for, 711–713 prospects, 737 cultural identity negotiation in German LOTE, 733 students, 11–12 Louisiana, 738–741 definition, 357, 700 New England, 741–744 family language policies, 11 New York, public-private partnerships in, formal education, 433 744–746 from-to principles, 363 school-based academic programs, 735 heritage language teachers, social impact assessment, 737 workshops for, 368 in urban centers, 734 high stakes assessment, VCE (see Victorian French Heritage Language Program (FHLP), Certificate of Education (VCE)) 737, 738, 744 HLL (see Heritage language learning (HLL)) in Iceland, 9 G for immigrant Africans, 7 Ganz unten, 484 language contact (see Language contact) Gasché & Ruiz-Mibeco’s alphabet, 791 language use of, 359 Gauteng Province, 455 learner’s motivation, 14 German, 448 learners’ potential, 360–361 German educational system macro-based teaching, 362–363 multilingualism, 398–400 migrant children, 439 Russian see (Russian, German NHLRC, 357 educational system) policy document, 439 Turkish (see Turkish, German educational programs, 369–370 system) self-assessment of, 360 840 Index Heritage language (HL) (cont.) motivation in, 32–33 SHL (see Spanish heritage language (SHL)) participants, 35–36 sign language and deaf education, 8 qualitative data, 38–43 STARTALK online modules and online quantitative data, 36–38 certificate course, 369 reflective essay writing, 35 teaching and formative assessment, Heritage language learning (HLL), 656, 657 363–365 Heritage language pedagogies, 194–196 translanguaging, 440 Heritage speakers (HSs), 188, 483 variationist approach, 700 advantages, 195 Heritage language, African diaspora bilingualism, 195–196 definition, 597–599 cognitive-based linguistic approaches, linguistic policies and practices, 596 191–193 Heritage language education (HLE), 9–10, 19, phonetics/phonology, 200 229, 264, 334, 335, 337, 341, 346, 719, phonology, 192 720, 724 research in, 189 characteristics of, 228 subjunctive mood in Spanish, 192 communicative repertoire training in HL education, 199 (see Communicative repertoire) Herkunftssprache, 676 in Europe, 13 Higher education, 826 French (see French heritage language Hindi, 448 education) Hispanic identity, 658, 659 in Greek complementary school, 14 Colonial Hispanic identity, 659 Greek HL teachers, 268–273 cosmopolitanism and multiculturalism, 667 macro-geopolitical element, 236 global, 665 micro-geopolitical element, 237 National Hispanic identity, 659 in mixed university classes, 13 original formulations of, 659 in New Zealand, 14 political and administrative action for, 659 professional development needs, 273–274 racism, 662 temporal context, 238 SHL (see Spanish heritage language (SHL)) VSL (see Victorian School of Toronto Hispanic community, 661 Languages (VSL)) Hispanization processes, 788 Heritage language education, Germany, Historical Diaspora, 673 410–411 Historiography, 642, 649, 650 allochthonous minorities, 400 Hungarian Canadians, 377 aspects of, 404 Hungarian Churches, 21 autochthonous minorities, 400 Hungarian Helicon Society (HHS), 383 characteristics of, 405 Hungarian heritage language schools, 391–393 language maintenance