“I feel most authentic teaching in Hmong”: Hmong heritage speakers’ experiences as heritage language teachers

• In Event: AERA Roundtable Session Saturday 9:45 am - Gold 2
  In Roundtable Session: Navigating Identity, Culture and Heritage Languages in Diverse Contexts

Abstract

This study focuses on Hmong heritage language (HL) education in Hmong and English dual language programs (DLPs) through the perspectives of Hmong heritage speakers who are also HL teachers. Utilizing interviews with seven teachers and policy document analysis, this case study adopts the broad view of a HL learner and draws on the limited scholarship that investigates the experiences of this in-group phenomenon. Findings show that while HL teachers face external challenges, they also appreciate the feelings of authenticity and connection that come from teaching in Hmong to Hmong students. The study aims to offer implications to support HL teacher recruitment and retention for the sustainability of HL education for less commonly taught languages in DLPs.

Author

• Lee Her, Lehigh University