The last decade has seen an increased interest in heritage language education (HLE), yet only limited work is guided by in-group scholars and community members who themselves identify as heritage speakers (i.e. individuals with family connections to a non-English language). The present study addresses a lack of in-group representation in the research by investigating current barriers and opportunities in HLE through semi-structured narrative interviews with eight in-group HS educators from five different heritage language backgrounds. A thematic analysis of qualitative findings uncovered a multitude of common and critical issues experienced by HS educators, including the benefits and hardships of sharing a sociolinguistic background with HL students and the emotional roller coaster of teaching a personal HL. Findings also outline numerous needs specific to this community of educators, such as increased in-group representation in the field and greater support for social-emotional and professional success and well-being. Results suggest a number of institutional implications to empower current HS educators and encourage a pipeline from HL student to HL teacher for individuals from minoritized language backgrounds.

中文翻译：

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“导师、朋友、老师和学习者”：作为遗产语言教育者的遗产发言者的美丽、机遇和挑战


过去十年，人们对遗产语言教育 (HLE) 的兴趣日益浓厚，但只有有限的工作由团体内的学者和社区成员指导，他们自己也被认为是遗产使用者（即与非英语语言有家庭联系的个人）。本研究通过对来自五种不同传统语言背景的八名小组内高中教育工作者进行半结构化叙述访谈，调查了 HLE 当前的障碍和机遇，解决了研究中缺乏小组内代表性的问题。对定性研究结果的主题分析揭示了 HS 教育工作者遇到的许多常见和关键问题，包括与 HL 学生分享社会语言背景的好处和困难，以及教授个人 HL 的情绪过山车。调查结果还概述了该教育工作者社区的众多具体需求，例如增加该领域的群体代表性以及对社会情感和职业成功和福祉的更大支持。研究结果表明，对于赋予当前高中教育工作者权力并鼓励来自少数语言背景的个人从 HL 学生到 HL 教师的渠道有许多制度影响。