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Handbook of Research and Practice in Heritage Language Education pp 1–15Cite as

Ideological Framing of Heritage Language Education in the United States

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Part of the book series: Springer International Handbooks of Education ((SIHE))

Abstract

In the United States, almost all formal federal language education policies are explicitly linked to national-security concerns, whether security is defined in geopolitical or economic terms. This holds as well for heritage language education policies. This chapter discusses applied linguistic scholarship and commentary on heritage language education policy and identifies three patterns in how the literature responds to this nexus of language policy and national security.

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Author information

Authors and Affiliations

  1. Ontario Institute for Studies in Education OISE/University of Toronto, 252 Bloor Street West, #10-260, Toronto, ON, M5S 1V6, USA

    Jeff Bale

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  1. Jeff Bale
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Correspondence to Jeff Bale .

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Editors and Affiliations

  1. OISE/University of Toronto, Toronto, Ontario, Canada

    Peter Pericles Trifonas

  2. CERES/University of Toronto Munk School of Global Affairs, Toronto, Ontario, Canada

    Themistoklis Aravossitas

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Bale, J. (2016). Ideological Framing of Heritage Language Education in the United States. In: Trifonas, P., Aravossitas, T. (eds) Handbook of Research and Practice in Heritage Language Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-38893-9_5-1

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  • DOI: https://doi.org/10.1007/978-3-319-38893-9_5-1

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-38893-9

  • Online ISBN: 978-3-319-38893-9

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

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