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Abstract In recent years, critical applied linguists have increasingly prioritized uncovering and reckoning with language ideologies in language teaching and learning. Additionally, US‐based studies have documented various language ideologies in heritage and nonheritage language textbooks and departments. However, little work exists on the ideological foundations of instructional materials for training language instructors. Previous research shows that instructors in the United States often feel underprepared to teach heritage language learners (HLLs) because of how world language teacher education typically prioritizes nonheritage learners and separates these student populations. Using critical discourse analysis, this study systematically analyzes how HLLs are positioned in three popular textbooks (as determined by a nationwide faculty survey) used in US university‐level methodology courses for language teacher training. The findings reveal three recurring ideologies surrounding HLLs across the textbooks: (a) ideology of authenticity (e.g., HLLs are not associated with authentic speakers and contexts), (b) ideology of presumed target learner population (e.g., HLLs are typically erased or designated as a special case), and (c) ideology of a standard language (e.g., local and HLL language varieties are excluded and/or stigmatized). Implications for instructor training and classroom practices are discussed, such as the incorporation of critical language awareness and evidence‐based sociolinguistic information.
Burns et al. (Thu,) studied this question.