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It compares heritage and non-heritage learner backgrounds and motivations, arguing that common labels can obscure linguistic and ethnic diversity within South Asian communities. The study frames heritage language learning through demographics, identity issues, and motivational factors.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/heritage-learners-of-hindi-as-a-foreignsecond-language-motivation-culture-and-identity/490838/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/heritage-learners-of-hindi-as-a-foreignsecond-language-motivation-culture-and-identity/490838.png","ImageObject",300,407,{"name":92,"@type":93},"Fahsai","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What drives the rise of heritage learners of Hindi in North American universities?","Question",{"text":112,"@type":113},"The paper links it to factors such as South Asian migration, diaspora students negotiating identity through language and culture, and the flexible course systems in universities that encourage Humanities and Social Sciences study.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper define “heritage language” for the purpose of learning Hindi?",{"text":117,"@type":113},"It describes heritage language as a minority language spoken within communities but not used widely in broader society, including definitions from scholars such as Valdés and Fishman, and it focuses on Hindi as the immigrant-population type.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the paper question the broad label “heritage students”?",{"text":121,"@type":113},"It argues that the label can erase differences among South Asian communities and neutralize linguistic and ethnic diversity, so it does not fully reflect nuanced learner realities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},490838,1791168311,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},549768702563,"https://ap-avatar.wpscdn.com/avatar/8000c4aa63b76e948b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786536092046926083","[http://e-flt.nus.edu.sg/](http://e-flt.nus.edu.sg/)  \nElectronic Journal of Foreign Language Teaching 2020, Vol. 17, Suppl. 2, pp. 479–488 © Centre for Language Studies National University of Singapore  \n“Heritage” learners of Hindi as a Foreign/Second Language: Motivation, Culture and Identity  \nSunil Kumar Bhatt  \n([sunil.bhatt@ubc.ca](sunil.bhatt@ubc.ca))  \nUniversity of British Columbia, Canada  \nAbstract  \nThe surge of Heritage learners in Hindi as a foreign/second language classes in North American universities is the result of combination of several factors. A large-scale migration from South Asian Countries to North America has played a key role in raising the profile of South Asian related courses in universities across North America. The next generation of diasporic South Asians who come to universities for higher education try to negotiate their identity in the western world through culture and language. The unique flexible education system in American universities also allows the students to chose courses from a wide range of subjects in the Humanities. The students regardless of their selected major or minor have to fulfill requirements for taking course from Humanities and Social Sciences. Many Universities even have language requirements too. This unique feature of the education system gives the diaspora students an opportunity to venture into their heritage past and motivates them to take Hindi to fulfill the language requirement and also to make connection with their ancestral past through language. In this paper I will try to examine Hindi second language courses through their ethnic make-up i.e. Heritage and non-Heritage learners, and student motivations for learning Hindi. .  \n1 Introduction  \nSince the early 1990s second language teaching of Hindi has been gradually growing in the North American universities. The surge in Hindi as a foreign/second language can be attributed to several factors. India as an economic and political power in the globalised world started taking the centre stage as a significant player since it opened its market for the rest ofthe world in 1990s. This led to academia being forced to take the discipline of Indian/South Asian Studies more seriously and broaden the scope of the discipline beyond its former focus on research on classical India. Studies of modern South Asia became a vibrant field of study along with the teaching of modern Indian languages. Hindi, being the most widely spoken and understood language in South Asia, is almost always the first entry in the catalogue of modern South Asian languages.  \nAnother factor that played a very important role in popularising Hindi as a university course is the strong South Asian diaspora community. There is a significant number of students from ethnic South Asian backgrounds in universities in North America who are interested in learning Hindi for various reasons such as heritage language, popular culture or language requirements etc. Such students are usually labelled as “Heritage students”. Justified or otherwise, this label is used as a blanket term for all ethnic South Asian students who come to learn Hindi. The term “heritage students” in case of South Asia, however, erases the differences and neutralises the linguistic and ethnic diversity of different South Asian communities.  \n480 Sunil Kumar Bhatt  \nThe term “Heritage language” without detailed elaboration in the context of South Asian diaspora sometimes fails to reflect nuances and differences. The paper will deal with the idea of Heritage language learning of Hindi by considering the demographical make-up of the learners’body, identity issues and the motivations ofthe learners.  \n2 Heritage language and Heritage language learner  \nA “Heritage language” in the context of foreign/second language learning is a language spoken by a group or a community that is not a dominant in an area. It is a minority language that is usually spoken at homes and in communities, but not use","cbCaiqjF6SDRAPEw","https://ap.wps.com/l/cbCaiqjF6SDRAPEw","pdf",377419,"English","# Abstract\n# Introduction\n## Growth of Hindi teaching in North America\n## Diaspora community and the “heritage student” label\n# Heritage language and Heritage language learner\n## Definitions and related terminology","[{\"question\":\"What drives the rise of heritage learners of Hindi in North American universities?\",\"answer\":\"The paper links it to factors such as South Asian migration, diaspora students negotiating identity through language and culture, and the flexible course systems in universities that encourage Humanities and Social Sciences study.\"},{\"question\":\"How does the paper define “heritage language” for the purpose of learning Hindi?\",\"answer\":\"It describes heritage language as a minority language spoken within communities but not used widely in broader society, including definitions from scholars such as Valdés and Fishman, and it focuses on Hindi as the immigrant-population type.\"},{\"question\":\"Why does the paper question the broad label “heritage students”?\",\"answer\":\"It argues that the label can erase differences among South Asian communities and neutralize linguistic and ethnic diversity, so it does not fully reflect nuanced learner realities.\"}]","“Heritage” learners of Hindi as a Foreign/Second Language - Motivation, Culture and Identity | PDF",1790842418,15]