Arabic as a heritage language: A scoping review

• Autores: Mark Winston Visonà, Luke Plonsky
• Localización: International Journal of Bilingualism: interdisciplinary studies of multilingual behaviour, ISSN 1367-0069, Vol. 24, Nº. 4, 2020, págs. 599-615
• Idioma: inglés
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• Dialnet Métricas: 1 Cita
• Resumen

  • Aims and Objectives/Purpose/Research Questions:

    Second language researchers have focused increasingly in recent years on “heritage language learners,” or adult learners who wish to learn, relearn, or improve their linguistic proficiency in a family language they spoke while growing up. The present study examines this domain with a particular focus on Arabic.

    Design/Methodology/Approach:

    We present in this paper a “scoping review” that systematically examines the theoretical approaches, methods, contexts, instruments, and linguistic foci found in empirical research on Arabic heritage language learning and learners. Following a comprehensive search, 34 empirical studies (27 journal articles and seven dissertations/theses) were identified that met our criteria.

    Data and Analysis:

    Each study was coded for the samples, designs, theoretical approaches, data collection instruments, and a number of other substantive and methodological features and practices. Frequencies and percentages of study features were then calculated.

    Findings/Conclusions:

    Among other results, the study revealed a variety of approaches to defining heritage learners/learning. Although studies in this domain most often employed cross-sectional designs and interviews to collect data, a variety of theoretical approaches both socially and cognitively oriented can be found.

    Originality:

    This study presents the first attempt to apply synthetic research techniques to the growing body of research on heritage language learning/learners.

    Significance/Implications:

    Our results describe this growing domain, identifying current trends and potentially fruitful directions for future research.