Once categorized as LCTL (less commonly taught languages), the languages represented on this panel have recently seen notable growth in enrollments in college courses across the U.S. Increased presence of traditional, non-heritage FL (Foreign Language) students many of whom have multilingual backgrounds as well as diversification of HL students pose complex challenges for the teachers who should understand and accommodate needs of divergent groups at various stages of learning. Further complicating the picture are the characteristics of these languages; (i) large linguistic distance from the students’ dominant language, (ii) unfamiliar writing system, and (iii) significant differences between the standardized language used in the classroom and varieties that HL students have been exposed to. However, these challenges present unique opportunities to amplify and expand investigation into issues of HL research and pedagogy, such as the HL and L2 continuum, literacy and language development, and HL identities and ideologies among others. 

In the first half of the roundtable, three presenters will talk about their respective programs, pedagogic experiments undertaken, and perspectives on the current status and needs. This will segue into open-ended conversations with conference participants, with a view to identifying shared concerns and goals for HL development across languages and research interests.