1. तृतीय अन्तर्राष्ट्रीय हिन्दी सम्मेलन, 2016 Third International Hindi Conference, 2016
भारतीय कौंसलावास, न्यूयार्क Consulate General of India New York, NY April 30, 2016

2. Surendra Gambhir University of Pennsylvania
हैरिटेज भाषाओं के सशक्तीकरण का सैद्धान्तिक मॉडल A Theoretical Model of Heritage Language Vitalization
Surendra Gambhir
University of Pennsylvania

3. (plus si
Intergenerational Language Transmission Scenario in Diaspora Communities
First Generation
+ Speaking
+ Listening
Second Generation
- Speaking
Third Generation
- Listening

4. Distinct Cues of Language Shift
Language shift happens when the following three sections of a society show preference for an “other” language:
1. Educated people
2. Urban people
3. Younger people

5. Language-Learning is Need-Based
1. Real life needs of learning another language
2. Stimulus to learn the other language
3. Opportunities for learning the other language
4. Opportunities for using the other language
5. Opportunities for proficiency development

6. A Model of Language Vitalization
1. NEEDS
2. STIMULUS
3. OPPORTUNITIES FOR LEARNING
4. OPPORTUNITIES
FOR USE
5. PROFICIENCY
Needs, it seems, are mostly individual but can also emerge collectively also at the community level. The common denominator in all the above-mentioned instances is need of something that triggers an action for fulfilling it later. If there is no need, an ensuing action to fulfill it is unlikely. In the context of language learning, we can say that need to communicate with others, to read a foreign literature, to watch foreign language movies, or else to conduct fieldwork abroad for research can be at the root of learning a new language.

7. How this Model Works? This model is sequential in operation.
The generation of stages 2 to 5 is based on a real life need.
This need-based movement from the initial stage to the next becomes the trajectory for language development.
These five components work in a loop and allow endless repetitions depending on the targeted proficiency level.
The revival of a heritage language or even the retention of a heritage language seems directly proportional to the presence of these five elements

8. Wide Sphere of Human Needs
Communicative Needs
Material Needs
Psychological Needs
Self-Fulfillment
Identity Enhancement
Understanding of target culture

9. Examples of Need-Based Learning
Wide spread of the English language
Survival of Indian languages on the African continent
Survival of Tamil in Sri Lanka
Spread of Hindi in non-Hindi areas in India
Decline of Hindi in Mauritius
Language Proficiency Develops only to the extent one needs in real life.

10. Desire vs. Need
Desire implies a fleeting feeling of wanting to have something while need expresses a necessity.
Desire resides in the mind but need resides outside the mind
Desires come and go, need compels the human mind to do something to address it.

11. Micro Level Planning and Interventions for Addressing Psychological Needs in Diaspora Communities
Planning for greater awareness for intergenerational transmission and/or learning of the language.
Planning to enhance awareness about the bilingual advantage, greater economic opportunities, and preserving the heritage language as an important element of cultural preservation.

12. Advantages of Preserving Heritage Languages
Heritage Learners learn faster and show much better results than foreign language learners.
Heritage Languages are a national asset and contribute to the ‘Salad Bowl’ model.
Heritage languages are a great personal investment with relatively little effort.

13. “FORTAGE” LANGUAGES (Foreign+Heritage)
Immigrant / heritage languages can survive with proper planning.
If they survive, they will require in the long run a combination of foreign language and heritage language pedagogy, but more and more foreign language as generations pass.

14. धन्यवाद !!!