Heritage Motivation, Identity, and the Desire to Learn Arabic in U.S. Early Adolescents

Abstract

Arabic language learning has received considerable attention in recent years due to its status as a critical language, a heritage language,and a less-commonly taught language and its linguistic and sociopolitical complexity (Al-Batal, 2007; Wiley, 2007). Though the number of learners in the U.S. has increased dramatically since 2001 (Furman, Goldberg, & Lusin, 2007), much remains to be learned about learners’ various needs and desires and the role of family support, particularly for younger learners. This paper draws on findings from surveys and interviews conducted at a U.S. public school with students in grades 6-8 and their parents. Results elaborate the motivations that students from different linguistic and ethnic backgrounds and their families bring to the learning experience. In particular, this paper defines heritage learners (HLLs), foreign language learners (FLLs),and religious heritage learners (RHLs) in this population and suggests implications for teaching these and other comparable learner populations.

Keywords

• learning
• heritage
• complexity
• sociopolitical
• surveys