Revue Canadienne Des Langues Vivantes

The Routledge Handbook of Heritage Language Education provides the rapidly growing and globalizing field of heritage language (HL) education with a cohesive overview of HL programs and practices relating to language maintenance and development, setting the stage for future work in the field. Driving this effort is the belief that if research and pedagogical advances in the HL field are to have the greatest impact, HL programs need to become firmly rooted in educational systems. Against a background of cultural and linguistic diversity that characterizes the twenty-first century, the volume outlines key issues in the design and implementation of HL programs across a range of educational sectors, institutional settings, sociolinguistic conditions, and geographical locations, specifically: North and Latin America, Europe, Israel, Australia, New Zealand, Japan, and Cambodia. All levels of schooling are included as the teaching of the following languages are discussed: Albanian, Arabic, Armenian (Eastern and Western), Bengali, Brazilian Portuguese, Chinese, Czech, French, Hindi-Urdu, Japanese, Khmer, Korean, Pasifika languages, Persian, Russian, Spanish, Turkish, Vietnamese, and Yiddish. These discussions contribute to the development and establishment of HL instructional paradigms through the experiences of “actors on the ground” as they respond to local conditions, instantiate current research and pedagogical findings, and seek solutions that are workable from an organizational standpoint. The Routledge Handbook of Heritage Language Education is an ideal resource for researchers and graduate students interested in heritage language education at home or abroad.

Since its inception in Canada in 1998 as a method for teaching French as a second language in a school setting, the Neurolinguistic Approach to second-language acquisition (NLA) has expanded to several countries and is now also applied to teaching adults. Based on research in the neurosciences, psychology, and sociology, the NLA focuses on providing learners with the conditions necessary to acquire spontaneous communication skills in a classroom setting. By ensuring the independent development of effective communication and implicit competence in the second language, the NLA allows learners to genuinely express themselves in their new language. In this volume, co-developer of the approach Claude Germain outlines the history of the NLA’s development and provides insights into its principles, its teaching and acquisition strategies applied in the classroom, and the results it has achieved. This is an essential book for all second-language teachers, as well as researchers interested in the transmission of second languages.