Harvard Educational Review · 2001 · 157 citations · 56 references
EthnicityMultilingualismLinguistic AnthropologyCultural HeritageLanguage DevelopmentEducationLanguage EducationLiteracy DevelopmentLanguage VitalityBilingual Language DevelopmentLanguage MigrationLanguage ProficiencyLanguage InstructionIndigenous LanguageChild LiteracyLanguage AcquisitionLinguistic DiversityBilingualismHeritage-language ResilienceLanguage StudiesLiteracy PracticeEndangered LanguageNative BiliteratesHeritage LanguageIndigenous HeritageSociolinguisticsReversing Language ShiftHeritage Language AcquisitionLiteracy LearningForeign Language LearningBilingual EducationCultureLanguage ShiftLanguage RevitalizationLiteracyLucy TseCultural Anthropology
This group of U.S. native bilinguals has defied the typical pattern of losing their home language while acquiring English. The article examines how these bilinguals achieve high literacy in both English and their heritage language, and discusses the implications for identity, literacy access, and practices. Biliteracy development is supported by both language vitality—parental, institutional, and peer support fostering a heritage‑language‑inclusive identity—and by access to heritage‑language literacy environments and guidance from literate adults and peers.
In this article, Lucy Tse examines the experiences of one group of U.S. native bilinguals who have managed to develop high levels of literacy in both English and their home or "heritage" language (HL). This unique group has defied the typical pattern among U.S. minority language speakers of losing the home language while learning English. The results show that biliteracy development is aided by the coexistence of two sets of factors related to a) language vitality and b) literacy environment and experiences. Participants had high levels of perceived language vitality resulting from parental, institutional, and peer support, which helped in their formation of a social identity inclusive of their heritage language and culture. Having access to HL literacy environments and guidance from more literate adults and peers allowed the participants to observe the use of HL literacy in meaningful and socially important ways. Tse discusses these and other results in terms of social and cultural identity formation, literacy access and practices, and the social nature of literacy development. (pp. 677–709)
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