TY - JOUR
T1 - Arabic as a heritage language
T2 - A scoping review
AU - Visonà, Mark Winston
AU - Plonsky, Luke
N1 - Publisher Copyright:
© The Author(s) 2019.
Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.
PY - 2020/8/1
Y1 - 2020/8/1
N2 - 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.
AB - 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.
KW - Arabic
KW - Heritage language acquisition
KW - research synthesis
KW - scoping review
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U2 - 10.1177/1367006919849110
DO - 10.1177/1367006919849110
M3 - Article
AN - SCOPUS:85085579945
VL - 24
SP - 599
EP - 615
JO - International Journal of Bilingualism
JF - International Journal of Bilingualism
SN - 1367-0069
IS - 4
ER -