"Truth" Identified: Only the English Language Learners Need Their Heritage Language in STEM Classrooms

• In Event: Sheraton Roundtable Session Two
  In Roundtable Session: Exploring Content and Language Perspectives in Bilingual Education (Table 4)

Abstract

Using a raciolinguistic framework, this systematic literature review shows that an over-representation of English language learners in studies examining the benefits of heritage languages in STEM classrooms established the “truth” that heritage languages could primarily be used to support English language learning. A reflection of this “truth” could be seen in school language policy in Ontario as schools permit students’ heritage languages in regular classrooms only to support their English language learning. Using heritage languages in schools primarily to support English language learners, excludes immigrant students who went through a language shift and use English as their dominant language from learning STEM content in their heritage language and culture and developing their heritage language proficiency.

Author

• Sudhashree Girmohanta, University of Toronto
  Presenting Author