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Abstract

The objective of this paper is to define and unfold the rich and complex category of heritage learners of Hindi so that teachers, program directors, and material developers can make informed pedagogic decisions. Based on the results of my two studies, this paper helps one understand the typology of Hindi learners and the vast diversity within the heritage learner group in the second language classrooms of American universities. It also provides insight into curricular challenges and how different institutions have adjusted their curriculum and methodology in order to accommodate the varying needs and proficiency levels of heritage and non-heritage learners. The findings of this study further research on heritage language education in general and have important practical implications for Hindi pedagogy in particular.
This publication appeared in South Asia Language Pedagogy and Technology (SALPT) was published in 2008 by the South Asia Language Resource Center (SALRC) as a space to explore the creation and dissemination of new resources for teaching and research on South Asian languages, primarily via the World Wide Web, and pedagogical support for faculty through digital materials. The South Asia Language Resource Center (SALRC) was a collaborative effort funded by a grant from the U.S. Department of Education's International Education and Graduate Programs Service. The Language Resource Center at the University of Chicago was one of fifteen nationwide that exist to improve the capacity to teach and learn foreign languages effectively. SALRC primarily focused on the needs concerning South Asian language pedagogy in American universities.

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