Experiences of learning English as a second language in the United States: Five people's language stories

This qualitative study explored experiences of native or heritage language loss by people who learned English as a second language in childhood in the United States - the situational context in which the loss occurs and the meaning of that loss for the individual. From three to six in-depth, qualitative interviews were conducted with five participants who identified themselves as having experienced this type of loss. The process of documenting and analyzing their stories revealed themes pertaining to three main areas:;The complexity of language loss and language proficiency is explored through the themes related to "Feelings about Language Proficiency, What it Means to Know a Language and the Struggle to Develop and Maintain Languages in the United States." Descriptions of language proficiency varied depending on the situation, the time period under discussion, the type of language required and how the participants felt they compared to others. A balance of formal education and the need to use the language was described as necessary for language development and maintenance, a balance which was a struggle to achieve in the United States.;The "Relationship between Language and Self and Issues about English as a Replacement Language" describes the participants' feelings about the heritage language as part of who they are. Loss in the heritage language was viewed as a loss of part of oneself. The lack of acceptance they experienced as Americans intensified these feelings of loss, emphasizing that the replacement of the heritage language with English did not offer an even exchange.;"Obstacles and Hopes" examines the role of time, exposure and effort in developing, maintaining, and regaining the heritage language for themselves and their children. Time demands related to work, school, and the communities in which the participants lived interfered with their efforts to provide the exposure necessary to develop and maintain their heritage languages. The obstacles were acknowledged, but there was still hope that those obstacles could be overcome, and comfort in having made the effort.