Challenging deficit frameworks in research on heritage language bilingualism

Recent years have seen an increased interest in the study of heritage language bilinguals. However, much of the research on heritage bilingualism is fraught with deficit framing. In this article, we demonstrate how many of the assumptions that underlie this growing field of research and the way that...

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Bibliographic Details
Published in:	Applied psycholinguistics 2023-07, Vol.44 (4), p.417-430
Main Authors:	Higby, Eve, Gámez, Evelyn, Holguín Mendoza, Claudia
Format:	Article
Language:	eng
Subjects:	Bilingualism Cognitive Psychology Colonialism Community Relations Elementary Secondary Education Ethnicity Heritage language Ideology Language Language acquisition Language ideologies Language Patterns Language Research Language Variation Linguistic Borrowing Linguistics Monolingualism Multilingualism Native Speakers Neurolinguistics Original Article Population studies Psycholinguistics Race Racial Bias Racial Differences Racial Identification Racial identity Racial Relations Research design Research methodology Research subjects Second language learning Second Languages Social exclusion Sociolinguistics Spanish Speaking Towards a Just and Equitable Applied Psycholinguistics
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Summary:	Recent years have seen an increased interest in the study of heritage language bilinguals. However, much of the research on heritage bilingualism is fraught with deficit framing. In this article, we demonstrate how many of the assumptions that underlie this growing field of research and the way that heritage speakers are positioned as research subjects reveal ideologies that center and value monolingualism and whiteness. We problematize a number of ways in which these ideologies commonly show up in the frameworks and methodologies used in psycholinguistics to study this population. We advocate for frameworks such as usage-based linguistics and multicompetence that center the multidimensional experiences of bilinguals and embrace nuance and complexity. We call on the research community to examine their research designs and theories to dismantle the systems that maintain heritage bilingualism at the margins of bilingualism research.
ISSN:	0142-7164 1469-1817