Includes bibliographical references (pages 239-261) and index.

1. Introduction – 1.1 Why heritage language studies? – 1.2 Reconsidering the first language maintenance construct – 1.3 Research methods in heritage language studies – 1.4 Sources of data – 1.4.1 2001 case studies – 1.4.2 2005-2007 ethnography – 1.4.2.1 Access, settings, and participants – 1.4.2.2 Data collection – 1.4.2.3 Data analysis – 1.5 Organization of the book – 1.6 Chapter summary

Part I: Setting the stage

2. Overview of heritage language studies -- 2.1 Introduction – 2.2 A historical overview – 2.2.1 The contributions of Joshua A. Fishman – 2.3 Heritage language development: a progress report card – 2.3.1 Language beliefs and attitudes – 2.3.1.1 Forces against heritage language development – 2.3.2 Three key factors in heritage language development – 2.3.2.1 The role of schools – 2.3.2.2 Affiliation to ethnic group – 2.3.2.3 Intergenerational communication and family unity – 2.3.3 Agnes He's hypotheses – 2.4 Chapter summary

3. Language socialization -- 3.1 Introduction – 3.2 Defining language socialization -- Language socialization: theory and methods – 3.3 The evolution of language socialization – 3.3.1 Language socialization across contexts – 3.3.1.1 Second language socialization – 3.3.1.2 Language socialization in multilingual contexts – 3.4 Heritage language socialization – 3.4.1 Heritage language socialization in interlingual families – 3.5 Evolving conceptualizations and issues – 3.6 Chapter summary

4. Language ideologies -- 4.1 Introduction – 4.2 Defining language ideologies – 4.3 Ideologies and heritage language development – 4.3.1 Ideologies that devalue languages – 4.3.2 Language ideologies and an emerging body of research – 4.3.3 Socializing language ideologies – 4.3.3.1 Language ideology socialization, accommodation, and resistance – 4.3.3.2 Reproducing dominant language ideologies – 4.3.4 Is there an ideological paradox? – 4.4 Chapter summary

5. What is discourse? -- 5.1 Introduction -- 5.2 Defining discourse –- 5.3 Origin, development and perspectives – 5.3.1 Michel Foucault's contributions – 5.3.2 Critical discourse analysis and critical discourse studies – 5.3.3 The dialectics of discourse – 5.3.4 Discourse, critique and power across disciplines – 5.4 Discourse and ideology -- Chapter summary

Part II: The discursive construction of heritage language development

6. Discourses of heritage language development I: a preliminary typology -- 6.1 Introduction – 6.2 Thematic analysis of data – 6.3 The discourses of Spanish as a heritage language – 6.3.1 Utility – 6.3.2 Cohesiveness – 6.3.3 Identity – 6.3.4 Affect – 6.3.5 Aesthetics – 6.3.6 Validation – 6.3.7 Correctness – 6.3.8 Opposition – 6.3.9 Access – 6.3.10 Cosmopolitanism – 6.4 Chapter summary

7. Discourses II: mapping the literature -- 7.1 Introduction – 7.2 Testing the typology – 7.2 Selection of studies – 7.3 Identifying discourses within studies – 7.5 Discourses in the research literature – 7.5.1 Discourses of cohesiveness – 7.5.2 Discourses of identity – 7.5.3 Less frequently found discourses – 7.5.4 Least representative discourses – 7.6 Chapter summary

8. Discourses III: Problematizing the discourse typology -- 8.1 Introduction – 8.2 Rationalizing a discursive approach to heritage language studies – 8.3 Overlapping discourses of heritage language development – 8.3.1 Interconnected constellations of discourses and their attributes – 8.4 Implications of typologizing discourses – 8.4.1 Theoretical implications – 8.4.2 Empirical implications – 8.4.3 Dialectical implications – 8.5 Chapter summary

Part III: Socializing strategies and metapragmatic practices

9. The role of community -- 9.1 Introduction – 9.2 Why are communities relevant? – 9.2.1 Introducing the role of community through sense of community – 9.2.2 The therapeutic role of churches in black communities – 9.2.3 Hispanic familism – 9.2.4 The role of grassroots community groups in HL development: British Columbia – 9.2.4.1 El Grupo Scout Vistas – 9.2.4.2 El Centra de Cultura – 9.2.4.3 La Casa Amistad – 9.2.5 The role of grassroots community groups in HL development: Alberta – 9.2.5.1 The Co-Op – 9.2.5.2 Repara – 9.2.6 Motivations for starting the groups – 9.2.7 Motivations for group participation – 9.2.8 Interpreting the role of the grassroots groups – 9.2.8.1 Creating language and cultural spaces – 9.2.8.2 Linguistic and cultural validation – 9.2.8.3 Social relations – 9.3 Parallels across communities – 9.4 Grassroots groups as primary communities – 9.5 Chapter summary

10. Family language and literacy practices -- 10.1 Introduction -- The home context and heritage language development -- A mother's lonely struggle -- The role of family intimacy -- "Language injections" -- Family literacy and the role of transnationalism -- Engaging in critical family literacy -- How do the above practices fare? -- Chapter summary

11. Family language policy and language regulation -- 11.1 Introduction – 11.2 Family language planning and management – 11.3 Metadiscursive reports of language regulation – 11.4 The linguistic interactional picture – 11.5 Heritage language socialization and conversation analysis – 11.6 Conversation analysis – 11.6.1 A few words on transcription – 11.7 Concepts associated with language regulation – 11.7.1 Self-repair – 11.7.2 Corrective feedback – 11.7.3 Recasts – 11.7.4 Cross-code recasts – 11.7.5 Clarification requests – 11.7.6 Lectures – 11.8 Chapter summary

12. Heritage language regulation -- 12.1 Introduction – 12.2 Lectures as a defensive language socialization practice – 12.3 Cross-code recasts and conversational expansions – 12.4 Requests and negotiation – 12.5 Clarification requests and conversational closings – 12.6 Commands, resistance and sequence closings – 12.7 Implications of the analyses – 12.8 Chapter summary

Part IV: Family, community, and education in global perspective

13. A cosmopolitan turn in heritage language studies? -- 13.1 Introduction – 13.2 Generation 1.5 and third culture kids – 13.3 Cosmopolitanism – 13.4 Growing up ethnic or pan-ethnic? – 13.5 Growing up around other languages and cultures – 13.6 Growing up with a broader vision of the world – 13.7 Growing up cosmopolitan – 13.8 Implications of a cosmopolitan turn – 13.9 Chapter summary

14. From multiculturalism to cosmopolitanism -- 14.1 Introduction – 14.2 The global race to "be" global – 14.3 Transnationalism, cosmopolitanism and global citizenship – 14.4 Cosmopolitanism and education – 14.4.1 Higher education – 14.4.2 Language education – 14.4.3 Canadian K-12 curricula – 14.5 From multiculturalism to cosmopolitanism – 14.6 Cosmopolitanism in educational practice – 14.7 Cosmopolitanism and Canadian identity – 14.8 Chapter summary

15. Final reflections and ways forward -- Signposting to new conversations -- Research directions -- In closing

"The book examines the development and maintenance of a minority language, engaging on both micro and macro levels to address open questions in the field. Guardado provides a history of the study of language maintenance, including discussion of language socialization, cosmopolitan identities, and home practices. In particular, the author uses 'discourse' as a primary tool to understand minority language development and maintenance." (Back Cover)

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