Although the topics covered in the papers encompass diverse perspectives and themes, during the discussion, four primary categories, or clusters, of research directions emerged. Those short papers form the major part of this article. They brought drafts to the meeting and then revised them in light of the comments made. The ten researchers who participated each prepared a short paper on some aspect of intergenerational transfer of HLs. Our distinguished invited participants were asked to generate the kinds of research questions that need to be defined and addressed and that might, in some instances, help break this unfortunate chain that leads to the ultimate loss of huge national, community, and personal resources in the form of heritage languages. The goal of the discussion was to bring together multiple perspectives on the problem and to pose a set of research questions with some commentary to guide future research. (1) As noted at the meeting, important insights into language loyalty and language shift in the United States are available from investigators such as Fishman (1966, 1991), Veltman (1983) and Kloss (1998), but much more remains to be learned about the mechanisms of and influences on intergenerational transfer. In October 2002, in conjunction with the Second National Conference on Heritage Languages in America, a small group of researchers came together for a day to discuss the priorities for research needed to address the question of intergenerational transmission of languages. We need to understand what contributes to or impedes transfer of language from one generation to another, so that, where possible, HL maintenance and development can be better supported. The pattern is not evidenced in all communities, of course, but it is pervasive. Some say this pattern is inevitable in this country under current (ideological and social) conditions. Among immigrant language minorities the characteristic pattern has been that the first generation acquires some English while remaining strongest in the native tongue the second generation usually becomes bilingual with more developed literacy skill in English because English is the language of instruction and the third generation has a tendency to become English speaking with little or no capability in the language of their grandparents. Veltman (1983) and other demographers note a typical three-generation shift to English in heritage language families.

We know, however, that HLs in the United States often do NOT survive from one generation to the next (or they gradually, or not so gradually, diminish). This 'intergenerational transmission' of HLs is crucial to the vitality of heritage language communities (especially for indigenous communities, where immigration is not a source of new speakers). Heritage languages (HLs) also grow through transfer of language knowledge from one generation to the next within communities and families. One vehicle is through newcomers who immigrate to this country where their language resources refresh heritage communities.

Heritage languages in the United States are sustained and grow in several ways. Those papers form the major part of this article, covering topics related to language ecological patterns (in communities, families, and institutions), language ideology, measurement issues, and literacy. Each of the ten researchers who participated prepared a short paper, posing research questions with some commentary to guide future research.

In conjunction with the Second National Conference on Heritage Languages in America, a small group of researchers met to discuss priorities for research on intergenerational transmission of languages. We know, however, that HLs in the United States often do NOT survive well from one generation to the next as the shift to English takes place. The 'intergenerational transmission' of heritage languages (HLs) is crucial to the vitality of heritage language communities (especially for indigenous communities, where immigration is not a source of new speakers). Campbell, University of California, Los Angelesĭonna Christian, Center for Applied Linguistics Directions in Research: Intergenerational Transmission of Heritage Languages

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