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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Bale, J. (2018). 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/10.1007/978-3-319-44694-3_5
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DOI: https://doi.org/10.1007/978-3-319-44694-3_5
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