What Are Community-based Heritage Language Schools?
Community-based heritage language
schools are typically non-profit
organizations founded and operated by
parents from the respective immigrant
or heritage language community for the
purpose of maintaining and teaching the
language and culture of their heritage.
The language is usually (but not always)
spoken in the home or the community.
These schools might offer classes for learners
from PreK – Grade 12 as well as for adults. In many schools,
non-heritage language speakers are welcome as well.
Classes take place on weekends or after school,
and some run summer camps in addition to
classes during the school year.
Although these schools often rent space on public or private school premises on weekends or after
school during the week, they operate outside the public and private school systems. They supplement
the education that students receive in their regular schools and are not subject to the regulations
of the U.S. education system. To document students’ proficiency levels, the schools administer
U.S. language tests and often tests used in the home country as well, if appropriate assessments
exist and are available. Many also use the Seal of Biliteracy and the Global Seal to recognize students’
language proficiency levels.
A community-based heritage language (CBHL) school rents space in local schools, libraries,
churches, temples, or other public locations. It can also have an online component. serves mainly
a local language community but may also be open to students who do not speak the language.
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is typically a nonprofit organization or functions
as a program within a larger nonprofit or other organization.
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focuses on teaching a heritage language and culture.
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teaches primarily classes from preschool to grade 12 and possibly also adults.
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meets regularly during the school year - typically weekly or biweekly.
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rents space in local schools, libraries, churches, temples, or other public locations. It can also have an online component.
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serves mainly a local language community but may also be open to students who do not speak the language.
The Coalition collects data about CBHL schools and organizes them into a map.
We have heard from schools of different languages across the country, where they tell their unique stories. Get inspired by how they solve their problems.
The Challenges CBHL Schools Face
Funding and Resources
- Insufficient funding: Most HL schools depend on tuition and community donations, which are often not enough to maintain a sustainable organization. Unlike mainstream public schools, CBHL schools do not receive financial support from local, state, or federal governments, and many rely on volunteer efforts from parents and community members for both instruction and school operations, making it difficult for them to develop a strong organizational structure and retain teachers.
- Lack of facilities: Due to limited funds, many schools cannot afford to own or rent their own space. This requires them to find affordable or free locations, such as local schools, libraries, or community centers, which can be inconsistent.
- Inappropriate materials: Many schools rely on textbooks and materials from the home country, which are often designed for native speakers in a different cultural context. These resources may not be relevant to immigrant students and can perpetuate a monolingual perspective, ignoring the lived experiences of heritage speakers.
Instructional and Curriculum Issues
- Lack of Materials: In many languages, there is a shortage of high-quality, tailored teaching materials and coherent curricula designed specifically for heritage language learners.
- Wide range of proficiency levels: Heritage language classrooms often include students with a wide range of proficiency levels—some may have basic oral fluency but limited literacy, others may be non-heritage learners, and some may already possess advanced language skills. This diversity makes it challenging for teachers to design and implement effective, differentiated instruction that meets the needs of all learners. As a result, heritage language education faces a unique challenge not typically found in native or foreign language education: the wide variation in learners’ needs often prevents a single curriculum from being shared across different schools. Even curriculum within the same school may need to be redesigned each year to accommodate shifting learner profiles.
- Limited instructional time: As most schools operate on weekends or after school, class time is limited and often competes with students' other academic and extracurricular activities.
Teacher Recruitment, Development, and Retention
- Lack of trained teachers: Many HL schools depend on volunteer teachers who may be native speakers but lack professional training in pedagogy or second-language teaching methods. This can lead to teaching styles that clash with the practices students are used to in mainstream schools, creating negative attitudes toward learning.
- High teacher & staff turnover: Teachers in these schools often receive little or no compensation, leading to a high turnover rate. This lack of paid, professional teaching staff also reflects the lower status given to HL teachers compared to their public-school counterparts.
- Lack of professional development: Opportunities for training and continuous professional development are often scarce, leaving teachers without the necessary skills to effectively instruct diverse heritage learners.
Visibility and Recognition
- Invisibility and lack of recognition: HL schools often receive little public recognition or understanding from the broader community and mainstream educational system. This lack of appreciation can make it difficult for them to form partnerships with public schools or gain academic credit for their students.
- Negative attitudes: Misconceptions and negative attitudes towards linguistic diversity can contribute to a lack of support for heritage language education.
- Low student enrollment and retention: The difficulty in maintaining student interest, especially among older adolescents, can threaten the sustainability of smaller programs. Parents' time and motivation to support the language at home are also crucial for success but can be inconsistent.
Funding and Resources
- Insufficient funding: Most HL schools depend on tuition and community donations, which are often not enough to maintain a sustainable organization. Unlike mainstream public schools, CBHL schools do not receive financial support from local, state, or federal governments, and many rely on volunteer efforts from parents and community members for both instruction and school operations, making it difficult for them to develop a strong organizational structure and retain teachers.
- Lack of facilities: Due to limited funds, many schools cannot afford to own or rent their own space. This requires them to find affordable or free locations, such as local schools, libraries, or community centers, which can be inconsistent.
- Inappropriate materials: Many schools rely on textbooks and materials from the home country, which are often designed for native speakers in a different cultural context. These resources may not be relevant to immigrant students and can perpetuate a monolingual perspective, ignoring the lived experiences of heritage speakers.
Instructional and Curriculum Issues
- Lack of Materials: In many languages, there is a shortage of high-quality, tailored teaching materials and coherent curricula designed specifically for heritage language learners.
- Wide range of proficiency levels: Heritage language classrooms often include students with a wide range of proficiency levels—some may have basic oral fluency but limited literacy, others may be non-heritage learners, and some may already possess advanced language skills. This diversity makes it challenging for teachers to design and implement effective, differentiated instruction that meets the needs of all learners. As a result, heritage language education faces a unique challenge not typically found in native or foreign language education: the wide variation in learners’ needs often prevents a single curriculum from being shared across different schools. Even curriculum within the same school may need to be redesigned each year to accommodate shifting learner profiles.
- Limited instructional time: As most schools operate on weekends or after school, class time is limited and often competes with students' other academic and extracurricular activities.
Teacher Recruitment, Development, and Retention
- Lack of trained teachers: Many HL schools depend on volunteer teachers who may be native speakers but lack professional training in pedagogy or second-language teaching methods. This can lead to teaching styles that clash with the practices students are used to in mainstream schools, creating negative attitudes toward learning.
- High teacher & staff turnover: Teachers in these schools often receive little or no compensation, leading to a high turnover rate. This lack of paid, professional teaching staff also reflects the lower status given to HL teachers compared to their public-school counterparts.
- Lack of professional development: Opportunities for training and continuous professional development are often scarce, leaving teachers without the necessary skills to effectively instruct diverse heritage learners.
Visibility and Recognition
- Invisibility and lack of recognition: HL schools often receive little public recognition or understanding from the broader community and mainstream educational system. This lack of appreciation can make it difficult for them to form partnerships with public schools or gain academic credit for their students.
- Negative attitudes: Misconceptions and negative attitudes towards linguistic diversity can contribute to a lack of support for heritage language education.
- Low student enrollment and retention: The difficulty in maintaining student interest, especially among older adolescents, can threaten the sustainability of smaller programs. Parents' time and motivation to support the language at home are also crucial for success but can be inconsistent.