The Heritage Language Journal (HLJ), an online, blind peer-reviewed journal, was established in 2002 to provide a forum for scholars to disseminate research and knowledge about heritage and community languages. The journal seeks submissions focused on acquisition and pedagogy of heritage and community languages from any of the following perspectives:

• applied linguistics
• theoretical linguistics
• sociolinguistics
• language pedagogy
• language policy
• other relevant fields

Since 2022, HLJ has partnered with Brill Publishers to publish articles on a continuous basis. Once an article has been approved for publication by the editors, it is published immediately.

View the Heritage Language Journal at the Brill Publishers webpage.

Project Leader: Maria Polinsky; Project Advisors: Olesya Kissilev and Mihail Kopotev

To help scholars document and study heritage languages, we are creating a database of various types and modalities of data collected from second (foreign) language speakers and monolingual speakers of the target languages. Based on notions of ethical data sharing and searchability, we will compile audio and video recordings and written materials that will allow comparative research into HL language acquisition, maintenance, and change. The Repository will be seeded with a number of existing HL databases; we also have in-principle commitments from four research groups to contribute. To implement it, we will promulgate protocols for data collection and management.

The Repository will have immediate value to scholars. It will: (1) facilitate replication and meta-analysis; (2) encourage collaboration among researchers studying different languages; (3) avoid duplication and permit division of labor; (4) provide a mechanism to meet the federal agencies’ (NSF, NIH, etc.) data sharing requirements; and (5) facilitate access to materials in less-commonly-taught languages.

The Repository is still in development, but you can view the following link to learn how to get access.

HELADA Manual

Abreu-Perez, E. (2000). Formidable challenges, strange ironies, and unanswered questions. In J.B. Webb & B. L. Miller (Eds.), Teaching heritage language learners: Voices from the classroom (pp. 201-204).Yonkers, NY: American Council on the Teaching of Foreign Languages. 

Alarcón, I. (2010). Advanced heritage learners of Spanish: A sociolinguistic profile for pedagogical purposes. Foreign Language Annals, 43(2), 269-288. 

Albirini, A., Benmamoun, E. & Saadah, E. (2011). Grammatical features of Egyptian and Palestinian Arabic heritage speakers’ oral production. Studies in Second Language Acquisition, 33, 273–303.

Albirini, A. (2014). The role of the colloquial varieties in the acquisition of the standard variety: The case of Arabic heritage speakers. Foreign Language Annals, 47(3), 447-463. 

Albirini, A. (2013). Toward understanding the variability in the language proficiencies of Arabic heritage speakers. International Journal of Bilingualism. 

doi:10.1177/1367006912441729 

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Anderson, R. T. (2001). Lexical morphology and verb use in child first language loss: A preliminary case study investigation. International Journal of Bilingualism, 5, 377–401.

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Axel, J. (2014). Filipino in the United States: Heritage language perspectives. In T. G. Wiley, J. Kreeft Peyton, D. Christian, S. C. K. Moore, & N. Liu (Eds.), Handbook of heritage, community, and Native American languages in the United States: Research, policy, and educational practice (pp. 297-307). New York, NY and Washington, DC: Routledge and the Center for Applied Linguistics. 

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Beaudrie, S. (2012). Research on university-based Spanish heritage language programs in the United States: The current state of affairs. In S. Beaudrie & M. Fairclough (Eds.), Spanish as a heritage language in the United States: State of the field (pp. 203-221). Washington, DC: Georgetown University Press.

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