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It reviews key state and federal policies, highlights leading heritage language programs, and analyzes major challenges such as materials shortages and licensure barriers.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/power-politics-and-preservation-ofheritage-languages-introduction/583612/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/power-politics-and-preservation-ofheritage-languages-introduction/583612.png","ImageObject",300,407,{"name":42,"@type":43},"Jacob","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What organizations created the paper and how did it originate?","Question",{"text":63,"@type":64},"The paper was developed through a partnership between CAAL and Education Evolving following a June 2019 summit hosted by CAAL in Minnesota. Educators and multilingual student panelists contributed to discussions on teaching and language reclamation.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why does the paper emphasize heritage language and multilingualism?",{"text":68,"@type":64},"The paper argues that heritage language benefits students’ linguistic development and executive function, strengthens positive identity and belonging, and supports families and community connection.",{"name":70,"@type":61,"acceptedAnswer":71},"What challenges to heritage language learning does the paper highlight?",{"text":72,"@type":64},"The paper identifies barriers including lack of materials, insufficient pathways to full teacher licensure, courses not being respected or publiclyized, and tensions between Western education and oral language traditions.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},583612,1792160932,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962084931830,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Power, Politics,  \nand Preservation ofHeritage Languages  \nWRITTEN BY  \nDANY IKA LEONARD & ALEX VITR ELLAWITH KAY ING YANG  \nCoalition of Asian American Leaders(CAAL)  \nCAAL envisions a state where allMinnesota ns, regardless of background,are actively engaged and can achieveprosperity. Toward this vision, CAAL’smission is to harness the collective powerof Asian Minnesota ns to improve the livesof community by connecting, learning, andacting together.  \nwww.caalmn.org @CAALmn @CAALmn  \n @CAAL minnesota  \nEducation Evolving  \nEducation Evolving is a Minnesota-based,nonprofit, nonpartisan organization focusedon improving educational opportunitiesand outcomes for all students, in particularthose who are and have been traditionallyunderserved. Toward that end, our mission isto advance student-centered learning for allstudents, by supporting teachers designingand leading schools, and by advocating forpolicy that is open to innovation .  \nwww.educationevolving.org Twitter @EdEvolving  \n Facebook @educationevolving  \nTable of Contents  \n04 | Acknowledgements  \n06 | Introduction  \n08 | Why Heritage LanguageMatters  \nImproves Linguistic Development& Executive Function .................9  \nBuilds Positive Identity &Belonging .................................. 10  \nStrengthens Families &Community................................ 11  \n12 | DisaggregatingData Highlights theAsian AcademicAchievement Gap  \nMinnesota’s Diverse AsianAmerican and Dual Language  \nLearner Communities   12  \n14 | State and FederalPolicies that SupportHeritage Language  \nAll Kids Count Act ................... 14  \nEvery Student Succeeds Act(ESSA) ...................................... 14  \nLearning for English AcademicProficiency and Success Act(LEAPS) .................................... 14  \n15 | Heritage Language  \nPrograms That Are  \nLeading This Work  \nBdote Learning Center .............15  \nEl Colegio High School.............15  \nJackson Preparatory MagnetSchool........................................ 16  \nPark Center IB High School.... 16  \nPhalen Lake Hmong StudiesMagnet .......................................17  \nVang Pao Elementary School...17  \n18 | Challenges FacingHeritage Languages  \nLack of Materials ...................... 18  \nNo Pathways To Full TeacherLicensure ................................... 18  \nCourses Not RespectedOr Publicized ........................... 20  \nElective Courses AreVulnerable Courses ...................21  \nWestern Education AtOdds With Oral LanguageTraditions ....................................21  \n22 | Using Our CollectivePower for HeritageLanguage Reclamation inSchools  \n24 | References  \n3  \nAcknowledgements  \nThis paper arose out of a partnership between the Coalition of AsianAmerican Leaders (CAAL) and Education Evolving following a summithosted by CAAL in June of 2019. The summit was attended by more than  \n100 racially and ethnically diverse educators from Minnesota, Wisconsin,and California who came together to discuss how they approach teachingand reclaiming language literacy. A powerful panel of six multilingualstudents* shared their journeys. We wish to thank these student panelists:  \nKaleigh, Cecilia, Annie, Kia, Diamond, and Gay Ka Mwee. Their storiesinspire and guide this project.  \nThe June 2019 summit underscored the need for our public to investmore in the many diverse students whose communities speak a heritagelanguage in Minnesota. This paper highlights the Hmong community whocomprise the largest Asian Minnesotan community and are among the topfive primary languages spoken in Minnesota among multilingual Englishlearners1.  \n4  \n* Kaleigh, Student, Lake Middle School; Cecilia, Student, Park Center High School; Annie, Student, Patrick Henry High School; Kia,Student, University of Minnesota; Diamond, Leader, Student Engagement and Advancement Board (SEAB) and the Minnesota YouthCouncil; Gay Ka Mwee, Student, Metropolitan State University  \nWe acknowledge and recognize the resilience and strength of theNativ","cbCaikaxEGBhOt9N","https://ap.wps.com/l/cbCaikaxEGBhOt9N","pdf",2893832,28,"English","# Acknowledgements\n# Introduction\n# Why Heritage Language Matters\n## Improves Linguistic Development & Executive Function\n## Builds Positive Identity & Belonging\n## Strengthens Families & Community\n# Disaggregating Data\n## Highlights the Asian Academic Achievement Gap\n## Minnesota’s Diverse Asian American and Dual Language Learner Communities\n# State and Federal Policies that Support Heritage Language\n# Heritage Language Programs That Are Leading This Work\n# Challenges Facing Heritage Languages\n# Using Our Collective Power for Heritage Language Reclamation in Schools\n# References","[{\"question\":\"What organizations created the paper and how did it originate?\",\"answer\":\"The paper was developed through a partnership between CAAL and Education Evolving following a June 2019 summit hosted by CAAL in Minnesota. Educators and multilingual student panelists contributed to discussions on teaching and language reclamation.\"},{\"question\":\"Why does the paper emphasize heritage language and multilingualism?\",\"answer\":\"The paper argues that heritage language benefits students’ linguistic development and executive function, strengthens positive identity and belonging, and supports families and community connection.\"},{\"question\":\"What challenges to heritage language learning does the paper highlight?\",\"answer\":\"The paper identifies barriers including lack of materials, insufficient pathways to full teacher licensure, courses not being respected or publiclyized, and tensions between Western education and oral language traditions.\"}]","Power, Politics, and Preservation ofHeritage Languages - Introduction | PDF",1792047880,71]