"Heritage languages, such as the Turkish varieties spoken in Berlin or the Spanish used in Los Angeles, are non-dominant languages, often with little prestige. Their speakers also speak the dominant language of the country they live in. Often heritage languages undergo changes due to their special status. They have received a lot of scholarly attention and provide a link between academic concerns and educational issues. This book takes a language contact perspective: we consider heritage languages from the perspective of their history, their structural properties, and their interaction with other surrounding languages"--.

• Heritage Languages
• Editorial page
• Title page
• Copyright page
• Table of contents
• Preface
• Heritage speakers and heritage languages
  • 1.1 Introduction
  • 1.2 Characterizing heritage speakers
    • 1.2.1 Unofficial language
    • 1.2.2 Language dominance shift
    • 1.2.3 Divergent grammars and other possible effects of the dominance shift
    • 1.2.4 Personal and cultural ties to the language
    • 1.2.5 Age of onset and acquisition in a naturalistic setting
    • 1.2.6 Are HLs community languages?
    • 1.2.7 Summary
  • 1.3 The contact scenario approach to HLs
    • 1.3.1 Typical contact scenarios
    • 1.3.2 An example: Turkish as a HL in Northwestern Europe
    • 1.3.3 Evaluating the scenario approach
  • 1.4 Overview of the book
• History of the field of heritage language studies
  • 2.1 Introduction
  • 2.2 The perspective of the diaspora languages
    • 2.2.1 Dutch from a diaspora perspective
    • 2.2.2 Other diaspora varieties
    • 2.2.3 Diaspora studies in a broader perspective
  • 2.3 The perspective of the country of immigration
    • 2.3.1 The United States
    • 2.3.2 Early studies on ethnolects and Canadian HL research
    • 2.3.3 Case studies of HL languages in the United States
      • American Portuguese
      • American Finnish
      • American Greek
    • 2.3.4 HLs in Australia
    • 2.3.5 The European context
    • 2.3.6 Summary
  • 2.4 Summary and introduction of the speakers’ perspective
• Social aspects of heritage languages
  • 3.1 Introduction
  • 3.2 The scenario approach: Attending to social and linguistic factors
  • 3.3 Maintenance
    • 3.3.1 Indigenous minorities
    • 3.3.2 Immigration
    • 3.3.3 Social factors that affect maintenance
      • Case study: Turkish in the Netherlands
      • The primacy of everyday interaction
    • 3.3.4 Investigating language choice
      • Interlocutor effects
      • Generations
      • Family language use
      • Networks
      • Communities of practice
    • 3.3.5 Ways of influencing language choice
  • 3.4 Shift
    • 3.4.1 Shift and acculturation
    • 3.4.2 When shift reaches its endpoint
    • 3.4.3 Power versus solidarity
    • 3.4.4 Language shift and ethnolects
  • 3.5 When language choice is not clear-cut
  • 3.6 Summary
• Bilingual language use
  • 4.1 Introduction
  • 4.2 Codeswitching and borrowing
    • 4.2.1 Early stages: Just foreign content words
    • 4.2.2 Intermediate stages: Diversified codeswitching patterns
      • Continued use of inserted content words
      • Insertion of chunks
      • Foreign discourse markers
      • Alternation
    • 4.2.3 Shift stage: Development towards HL status in the narrow sense
      • Connection between codeswitching patterns and language maintenance or shift
      • The HL after the shift
  • 4.3 Language change
  • 4.4 Codeswitching in its social context
    • 4.4.1 Does codeswitching represent a third language?
    • 4.4.2 Languaging
  • 4.5 Summary
• Methods for collecting heritage language data
  • 5.1 Introduction
  • 5.2 Criteria for evaluating a particular method: Validity
  • 5.3 Overview of methods used
    • 5.3.1 Spoken data
      • Participant selection
      • Research design and procedure
      • Data handling: Storage, transcription and annotation
    • 5.3.2 Written documents
      • ‘Ethnic’ newspapers and other written documents
      • Chat sites and social media
      • Observations, e.g. of linguistic landscapes
    • 5.3.3 Survey data and questionnaires
    • 5.3.4 Experimental data
    • 5.3.5 Judgment tasks
  • 5.4 Summary and conclusion: Which method to choose?
    • What am I going to study?
    • Who am I going to study?
    • How much data do I need?
• Studying variability in heritage language speaker populations and the base line
  • 6.1 Introduction
  • 6.2 Establishing the baseline and the problem of monolingual bias
    • 6.2.1 Standard language grammar
    • 6.2.2 Exchange students and other recently arrived native speakers
    • 6.2.3 Transnational research design
    • 6.2.4 Vary subject populations
    • 6.2.5 Cross-generational family studies
    • 6.2.6 Multiple baselines
    • 6.2.7 Bilingual baselines
    • 6.2.8 Summary
  • 6.3 Factors in individual variation in the acquisition perspective: Timing, quality and quantity of the input
    • Age of onset of bilingualism
    • Time spent in the heritage country during childhood
    • Mono- versus multilingual households
    • Parental native language
    • Parental language strategy and modes of speech
    • Parental language use/language mode patterns outside the family
    • Caretaker background
    • Sibling birth order
  • 6.4 Speaker characteristics, language use and language output
    • Language use patterns
    • Domains of use
    • Language aptitude
  • 6.5 Social embedding in the multilingual speech community and the larger society
    • Schooling and literacy
    • Language prestige and language ideology
    • Settlement patterns and immigrant networks
    • Superdiversity
    • Additive versus subtractive bilingualism
    • Social class, gender, age, geographic background, register
  • 6.6 Identity work, style shift, variation, and change
  • 6.7 Measuring proficiency and assessing linguistic profiles
    • 6.7.1 Cloze test
    • 6.7.2 Fluency measures
    • 6.7.3 Lexical proficiency tasks
    • 6.7.4 Sociolinguistic background questionnaires
  • 6.8 Conclusion
• Heritage language phenomena and what triggers them
  • 7.1 Introduction
  • 7.2 Phenomena studied
    • 7.2.1 Phonology
    • 7.2.2 Lexicon
      • Loan translation
      • Loan extension
    • 7.2.3 Morphology
    • 7.2.4 Syntax
  • 7.3 Language internal factors: Changes in the input for new generations of speakers
    • 7.3.1 Order of acquisition
    • 7.3.2 Frequency
    • 7.3.3 Optionality
    • 7.3.4 Restricted use
  • 7.4 Cross-linguistic influence: External factors
    • 7.4.1 Filter of grammatical categories via the dominant language
    • 7.4.2 Convergence through a shift in distribution
    • 7.4.3 Loan translations and semantic extensions
    • 7.4.4 Contact induced grammaticalization or additive borrowing
  • 7.5 Comparing internal and external factors
  • 7.6 Summary
• Grammatical models and research paradigms
  • 8.1 Introduction
  • 8.2 Generative grammar
    • 8.2.1 Outline
      • Origin
      • Aims
    • 8.2.2 Case study
      • Data selection and method
      • Analysis
      • Implications
  • 8.3 Variationist sociolinguistics
    • 8.3.1 Outline
      • Origin
      • Aims
    • 8.3.2 Case study
      • Data selection and method
      • Analysis
      • Implications
  • 8.4 Optimality theory
    • 8.4.1 Outline
      • Origin
      • Aims
    • 8.4.2 Case study
      • Data selection
      • Analysis
      • Implications
  • 8.5 Usage-based models
    • 8.5.1 Outline
      • Origin
      • Aims
    • 8.5.2 Case study
      • Data selection and methods
      • Analysis
      • Implications
  • 8.6 Summary discussion: Integrating the models
• Language processing in multilingual speakers
  • 9.1 Introduction
  • 9.2 Core notions in research on language processing in bilingual speakers
  • 9.3 Core findings
    • 9.3.1 Cross-language interactions
    • 9.3.2 Processing differences
    • 9.3.3 Language switching and inhibition
    • 9.3.4 Summary of preceding discussion
  • 9.4 Factors influencing language processing in bilinguals
  • 9.5 The issue of age of acquisition
  • 9.6 Concluding remarks and perspectives for codeswitching research
• Heritage languages in a post-colonial setting: Focus on Papiamentu
  • 10.1 Introduction
  • 10.2 Early history of Papiamentu
  • 10.3 Background on Papiamentu and its status nowadays
  • 10.4 A brief history of Papiamentu-Dutch contact
    • 10.4.1 The 18th century
    • 10.4.2 Increase of Dutch influence on Curaçao in the 19th and 20th centuries
    • 10.4.3 The current situation
  • 10.5 Dutch influence on Papiamentu
    • 10.5.1 Quantity and quality of Dutch loans
    • 10.5.2 Phonological adaptation of Dutch loans
    • 10.5.3 Calques
    • 10.5.4 Discourse markers and modal particles
    • 10.5.5 Prepositions and verb particle combinations
    • 10.5.6 Passive and the agent phrase
    • 10.5.7 Other function words borrowed from Dutch
  • 10.6 Morphological integration of Dutch nouns and verbs
    • 10.6.1 Nouns and nominalizations
    • 10.6.2 Verbs and inflection
  • 10.7 Papiamentu in the Netherlands
  • 10.8 Summary and conclusion
• The political dimension of heritage languages: Endangered languages, language rights, and the preservation of diversity
  • 11.1 Introduction: The politics of diversity management
  • 11.2 Frames of reference
    • 11.2.1 The Babylon frame
    • 11.2.2 The Tsunami frame
    • 11.2.3 The Heritage frame
  • 11.3 Reversing language shift and indigenous language revival
  • 11.4 HL education
    • 11.4.1 Organization and support
    • 11.4.2 Varieties of the HL taught
    • 11.4.3 Dominant language from home country or home vernacular language?
    • 11.4.4 HL proficiency as a learning resource within the mainstream classroom
  • 11.5 Documentation of heritage varieties and language death
  • 11.6 Codeswitching in HLs and language loss
  • 11.7 Linguistic human rights and HLs
  • 11.8 Conclusion and overview
• Technical terms used in this book related to heritage languages
• References
• Language index
• Subject index