Cyberspora: Multilingual Communities Online

Anikó Hatoss

One of the enduring questions surrounding migrant communities is the phenomenon of language maintenance and shift. It is fascinating to ponder why some communities manage to preserve their native languages while others transition to adopting the dominant language of their host country. However, to truly grasp the dynamics of this process, we must delve deeper and explore the intricate workings within these communities. After all, communities are not homogenous entities and are subject to change over time. When examining the concept of heritage languages, particularly in the context of diaspora, it is important to address several fundamental aspects: what is meant by heritage, why we refer to these languages as heritage languages, and whose heritage they represent.

To begin, the term “heritage” implies a connection with one’s ancestors and their culture. In the case of heritage languages, speakers acquire these languages from their preceding generations. However, this acquisition process differs from acquiring one’s first language in the native homeland due to various factors. One crucial factor is the diminished societal value placed on heritage languages in the broader host society. As a consequence, the developmental trajectory of a “heritage” language may not align with that of languages spoken as a first language in their respective homelands, even though scholars generally acknowledge that first and second language acquisition patterns are largely similar. It is worth noting that bilingual children, despite the challenges they may face, typically reach the same milestones as their monolingual counterparts.

So why, then, do we label these languages as heritage languages, and how do we define a heritage language speaker? The term “heritage” underscores the ancestral connection that individuals have to these languages. It highlights the significance of passing down linguistic traditions, cultural values, and identity from one generation to the next. These languages serve as linguistic links to a shared past, providing a sense of belonging and rootedness in a multicultural and evolving world. A heritage language speaker is someone who carries the torch of their linguistic lineage, embracing and embodying the heritage bestowed upon them by previous generations.

In essence, the designation of a language as a heritage language recognizes its historical and cultural significance within a particular community. It elevates the importance of preserving linguistic diversity and fostering intergenerational connections. Beyond the individual level, the concept of heritage languages contributes to the broader understanding of the complex dynamics at play within migrant communities and the intricate interplay between language, heritage, and identity.

By unraveling the layers of meaning behind the term “heritage language” and examining its implications, we gain a deeper appreciation for the diverse tapestry of languages that enrich our global society. Language is not solely a means of communication but also a gateway to cultural heritage, and by cherishing and preserving heritage languages, we preserve the richness and diversity of human experience.

A heritage language is a language referenced to intergenerational transmission. A heritage language speaker is someone who acquired the language in a context where the language is not the dominant language in society. For example, in this sense, we can call English a heritage language if it is being learnt or acquired by Australian children living in a non-English speaking country, such as China. On the other hand, Chinese children can acquire their heritage language (Chinese) in Australia.

One of the key challenges that parents face in transmitting their language to the next generation is to motivate their children to use their heritage language. For example, children may respond to their parents in the dominant language, even if addressed in the parental heritage language. Some children who are enrolled in ethnic school programs, may reject attending these schools as they prefer to play and socialise with their ‘mainstream’ friends. Sometimes linguistic insecurity (not being sure about how to say things) in the given language can render children silent or simply make them switch to the dominant language. Therefore, some of the important motivation strategies that parents can use involve connecting the heritage language with fun activities where the activity does not rotate around language itself, but children can take part in activities that they are naturally interested in, but these activities are involving speakers of the language. For example, if a child is interested in football, they might be best to develop their friendship around football with other speakers who share this interest.

Research has shown that family language policy plays a key part in this process and those children who use their heritage language at home (preferably with both parents) are most likely to develop their language skills and their interest in the language. For example, Annick De Houwer  (2007) collected in 1,899 families in which at least one of the parents spoke a language other than the majority language. The study found that those families where none or at most only one of the parents used the majority language in the home were most successful at maintaining the heritage language. It is therefore, important that families develop clear strategies about communication in the home domain and purposefully seek out opportunities that immerse children in the language. Some problems arise when young speakers do not identify with the ‘heritage’ language and consider that language as belonging to their parents, but not to them. This is why it is crucial to develop children’s attachment to the language early and expose them to the culture and the broader community, not just their immediate family. Therefore, the diaspora community plays an integral part in language maintenance, and families need to engage with their communities for best results. Diaspora community activities can include various cultural festivities, enjoying ethnic food, attending religious services. All these activities provide important avenues for families to build their social networks and engage children with peers from their communities.

References

De Houwer, A. (2007). “Parental language input patterns and children’s bilingual use.” Applied Psycholinguistics 28(3): 411.