Problems with the ‘language‐as‐resource’ discourse in the promotion of heritage languages in the U.S.A.

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Abstract
In the United States, language ‘rights’ have been tethered to ethnic or racial entitlements as a means to redress historical patterns of discrimination and exclusion. The perception that language ‘rights’ are about the redress of past wrongs has had negative effects on efforts to gain broad public support for the teaching and maintenance of languages other than English. The language‐as‐resource orientation (Ruiz 1984) is considered as an alternative to a language rights approach. However, analysis of texts produced by advocates of the heritage language movement reveals the shortcomings of the language‐as‐resource metaphor in advancing broad‐based support for the teaching, maintenance, and use of minority languages in the U.S. While efforts to promote heritage language education as a national strategic priority may result in short‐term governmental support, wider and more sustained popular support for such programs will require significant modifications in the underlying values and ideologies about the status and role of languages other than English in education and public life.

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