Promoting Heritage Language Maintenance for Children with and without Disabilities

Presenter

Isabella Barbara Craft

Campus

UMass Amherst

Sponsor

Megan C. Gross, Department of Speech, Language, and Hearing Sciences, UMass Amherst

Schedule

Session 2, 11:30 AM - 12:15 PM [Schedule by Time][Poster Grid for Time/Location]

Location

Poster Board C28, Poster Showcase Room (163), Row 3 (C21-C30) [Poster Location Map]

Abstract

In the English-dominant linguistic landscape of the U.S., bilingual children risk losing their heritage language. This risk is heightened for children with developmental disabilities, such as Autism Spectrum Disorder (ASD) and Attention-deficit Hyperactivity Disorder (ADHD), who often receive inadequate support for heritage language maintenance (HLM, i.e. efforts to preserve and transmit the heritage language to the next generation). To address the limited research on strategies to promote HLM in children with disabilities, this study investigates approaches for children with and without disabilities, highlighting factors including Family Language Policy (FLP, i.e. the choices parents make regarding language usage within the home), multimedia usage, and peer interactions.

In this study, five Latino boys (ages 8-12), participate in weekly bilingual (Spanish/English) Zoom sessions including games and learning activities. Two participants are neurotypical, while three have diagnosed developmental disabilities (ADHD and ASD). The research follows a changing conditions single-case study design with one baseline and three intervention phases. Interventions involve introducing new activities aimed to encourage heritage language use. Observational data of participants’ use of English and Spanish is collected during each activity.

The research aims to explore the relationship between FLP, measured through parent interviews and surveys, and children’s language use during virtual sessions. Additionally, researchers will identify interactive materials that promote heritage language use, analyzed through time series data plotting frequency of Spanish use across phases. The results of this project can inform recommendations for resources aligning with children's interests and parents' goals for promoting heritage language use.

Keywords

child bilingualism, family language policy, heritage language use

Research Area

Linguistics and Language Studies

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