Challenges and Needs of Community-based Heritage Language Programs and How They Are Addressed

Heritage language schools were established in the United States by ethnic groups to support the learning of their languages and cultures (Bradunas, 1988; Fishman, 2001), and they continue to be a vibrant force for preserving and developing the linguistic proficiency and cultural knowledge of ethnic communities. Establishing and maintaining effective community-based programs involves a great deal of work, support, and dedication on the part of community members, cultural and religious centers, and educational organizations (Compton, 2001). Program staff often face overwhelming challenges to keep their classes going. Maxwell (1996), for example, argues that the challenges to community members and parents seeking to maintain and enhance heritage languages can be insurmountable. According to Compton (2001), challenges include raising public awareness, cultivating broadbased support, improving articulation with other groups and institutions, creating and improving curriculum and materials, recruiting and developing effective teachers, and fostering support among parents and elders. For example, challenges for Chinese community-based programs include maintaining students’ interest in learning Chinese and providing them with a valuable learning experience, adopting suitable textbooks, designing curriculum, using current technology, cooperating with state and local school districts, improving teacher training and certification, and promoting articulation among programs (Wang, 2001).