Over twenty percent of people in the U.S. speak a language other than English at home. These heritage language speakers often do not fit the traditional categories of “native speaker,” or “second language” or “foreign language” speaker. Most of these people do not receive formal education in their home language. Their first language use remains confined to the home or immediate community. As they get older, their competence in their home language usually suffers attrition.

In the last two decades, heritage languages have become an important and growing subject for research, curriculum development, and instruction. Communities who became interested in revitalizing their languages and started non-formal schools have propelled some of this interest. Given the dearth of foreign language skills in the U.S.A., government agencies have also shown support for the development of heritage languages. Whether for reasons of cultural identification, or national priorities like security and trade, the untapped linguistic resources in these communities are finally starting to be appreciated and utilized.