Heritage language learners (HLLs) are individuals who “have familial or ancestral ties to a particular language and who exert their agency in determining whether or not they are HLLs of that HL[heritage language] and HC [heritage culture]” (Nancy Hornberger and Shuhan Wang, 2008, p. 27). According to Agnes He (2006), identity is “the centerpiece rather than the background of HL development” (p. 7). Thus, affective issues—particularly those surrounding identity, belonging, and connections to the HL and HC —are central to HL learning.

Foreign language educators use the term HL to refer to “a language student who is raised in a home where a non-English language is spoken, who speaks or at least understands the language, and who is to some degree bilingual in that language and in English” (Guadalupe Valdés, 2001, p. 38).

These definitions, one involving issues of language and the other issues of affect (such as finding identity, belonging, and dealing with rejection and acceptance of the HL) illustrate the nuances of HLLs.

This theme of module has the following objectives:

(1) To select and design engaging, meaningful, and culturally responsive learning activities

(2) To adapt or modify existing materials to meet the needs of HL learners

(3) To encourage learners to make their own personal connections in learning: reflective learning, such as reflections, critical thinking processes, including describing, identifying, evaluating, etc.

(4) To build the course as a cultural space and community

Exploring Heritage offers a vision of the HL classroom as a place for developing essential skills that fulfill the promise of bilingualism and biculturalism, as well as meeting the accompanying challenges. Interactions with family, other HLLs, and community members are essential, and the HL curriculum should provide a venue for such interactions.

In light of this, the theme Exploring Heritage will guide heritage learners through the following project modules: