Heritage nation vs heritage language: Towards a more nuanced rhetoric of ‘heritage’ in Italian language pedagogy

Abstract

Language programs in the US frequently invoke the notion of heritage in order to spark student interest in language learning. The idea is that acquisition of a particular language can connect a student to their past in ways that can empower them and give them a richer appreciation of their own ethnic background. This article addresses this ‘appeal to heritage’ approach to the promotion of language learning, in relation to Italian. I discuss the disconnect between the language of the classroom on the one hand and true Italian-American linguistic heritage on the other. My purpose is to facilitate an informed discussion of linguistic reality, which is that many members of the Italian diaspora descend from ancestors who were monolingual dialettofoni. I argue that the facts of linguistic diversity in Italy and dialect heritage in the US should be central to any discourse which aims to promote the learning of Italian as a gateway to our students’ pasts. While there is no question that knowledge of Standard Italian gives access to Italy, which in turn can give access to the Italian-American student’s heritage culture(s), it is necessary to formulate a more precise understanding of the link between ‘knowledge of Italian’ on the one hand, and ‘Italian heritage’ on the other – a link which is much less direct than is often suggested.