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Handbook of Research and Practice in Heritage Language Education

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Cover of 'Handbook of Research and Practice in Heritage Language Education'

Table of Contents

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    Book Overview
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    Chapter 1 Parents-Schools’ Communication and Albanian as a Heritage Language in Greece
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    Chapter 2 Professional Development of Heritage Language Instructors: Profiles, Needs, and Course Evaluation
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    Chapter 3 Heritage Language Learners in Mixed University Classes: Language Skills, Attitudes, and Implications for Curriculum Development
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    Chapter 3 Heritage Language Learners in Mixed University Classes: Language Skills, Attitudes, and Implications for Curriculum Development
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    Chapter 4 Culturally Responsive Pedagogy: Modeling Teachers’ Professional Learning to Advance Plurilingualism
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    Chapter 5 Ideological Framing of Heritage Language Education in the United States
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    Chapter 6 Identity and motivation among heritage language learners of Italian in New Zealand: A social constructivist perspective
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    Chapter 6 Identity and Motivation Among Heritage Language Learners of Italian in New Zealand: A Social Constructivist Perspective
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    Chapter 7 Preserving Heritage Languages Through Schooling in India
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    Chapter 8 Critical Approaches to Heritage Language Learning: From Linguistic Survival to Resistance and Action
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    Chapter 9 Identity, Language, and Language Policies in the Diaspora: Historical-Comparative Approach
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    Chapter 10 Heritage Language, Identity, and Education in Europe: Evidence from the UK
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    Chapter 11 Unacknowledged Negotiations: Bilingual Students Report on How They Negotiate Their Languages Within the Monolingual Primary School System in Cyprus
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    Chapter 12 Linguistic Foundations of Heritage Language Development from the Perspective of Romance Languages in Germany
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    Chapter 13 Linguistic and Cultural Diversity in Language Education Through Plurilingualism: Linking the Theory into Practice
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    Chapter 14 Teaching Hungarian as Heritage Language in North America
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    Chapter 16 Encouraging the Use and Activation of Heritage Languages in the Broader Educational System
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    Chapter 17 Heritage Language Development in Interlingual Families
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    Chapter 17 Heritage Language Development in Interlingual Families
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    Chapter 18 Transnational Hispanic Identity and Heritage Language Learning: A Canadian Perspective
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    Chapter 19 The National Heritage Language Resource Center: A Locus of Activity in the Field of Heritage Languages in the USA
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    Chapter 20 Twice a Foreigner in a Foreign Land: Dispute and Identity Assertion Among Expatriate Students in Germany, Based on Language and Origin
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    Chapter 21 So Many Languages to Choose from: Heritage Languages and the African Diaspora
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    Chapter 22 Cultural, Linguistic Knowledge and Experiences Among Learners of Chinese Origin in Spain
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    Chapter 23 Developing Metacognition and Interculturality in Heritage Language Learners
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    Chapter 24 Revitalization of the Bora Language
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    Chapter 25 Heritage Language Education in Germany. A Focus on Turkish and Russian from Primary to Higher Education
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    Chapter 26 Language Teachers’ Ideologies in a Complementary Greek School in Montreal: Heteroglossia and Teaching
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    Chapter 27 Revitalizing Malacca Portuguese Creole
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    Chapter 28 Languages and Learning in South African Classrooms: Finding Common Ground with North/South Concerns for Linguistic Access, Equity, and Social Justice in Education
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    Chapter 29 Strengthening Linguistic Bridges Between Home and School: Experiences of Immigrant Children and Parents in Iceland
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    Chapter 30 Bilingualism in Younger Generation of Greek Orthodox Community in Istanbul: The Language Use of Greek and Turkish Languages in Greek Minority Educational Institutions
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    Chapter 31 A Reconsideration of the Distinctive Role of Heritage Languages in Languages Education in Australia
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    Chapter 34 The Multiplicity Framework: Potential Applications for Heritage Language Education and Pedagogy
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    Chapter 35 Russian Heritage Learners’ Goals and Motivation
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    Chapter 37 Language and Ethnicity
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    Chapter 38 Barriers in d/Deaf Pedagogy in the North Eastern States in India
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    Chapter 39 The Victorian School of Languages as a Model for Heritage Language Education
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    Chapter 40 High Stakes Assessment of Heritage Languages: The Case of the Victorian Certificate of Education
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    Chapter 41 Heritage Language Speakers in the University Classroom, Doing Research
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    Chapter 43 Sustainability of French Heritage Language Education in the United States
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    Chapter 44 Building Empowering Multilingual Learning Communities in Icelandic Schools
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    Chapter 45 Revitalizing Indigenous Languages: A Call for Community Action to Address Systemic Discrimination
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    Chapter 47 Plurilingualism: Vision, Conceptualization, and Practices
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    Chapter 48 Why Should Formal Linguistic Approaches to Heritage Language Acquisition Be Linked to Heritage Language Pedagogies?
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    Chapter 48 Why Should Formal Linguistic Approaches to Heritage Language Acquisition Be Linked to Heritage Language Pedagogies?
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    Chapter 49 Turkish Heritage Language Acquisition and Maintenance in Germany
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    Chapter 49 Turkish Heritage Language Acquisition and Maintenance in Germany
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    Chapter 51 A Language Contact Perspective on Heritage Languages in the Classroom
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    Chapter 53 Heritage and Language: Cultural Diversity and Education
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Title
Handbook of Research and Practice in Heritage Language Education
Published by
Springer International Publishing, January 2016
DOI 10.1007/978-3-319-38893-9
ISBNs
978-3-31-938893-9
Editors

Peter Pericles Trifonas, Themistoklis Aravossitas

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 31 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 31 100%

Demographic breakdown

Readers by professional status Count As %
Student > Master 5 16%
Student > Doctoral Student 2 6%
Unspecified 1 3%
Other 1 3%
Lecturer 1 3%
Other 2 6%
Unknown 19 61%
Readers by discipline Count As %
Linguistics 7 23%
Arts and Humanities 2 6%
Unspecified 1 3%
Social Sciences 1 3%
Unknown 20 65%