Identity and the language of the classroom: Investigating the impact of heritage versus second language instruction on personal and collective self-esteem

The connection between heritage language instruction and self-esteem was investigated.
Participants were Inuit, White, and mixed-heritage (Inuit-White) children living in a subarc-
tic community. Testing occurred before and after their 1st year in a heritage language or a 2nd
language program. Children from all 3 groups who were educated in their heritage language
showed a substantial increase in their personal self-esteem, whereas Inuit and mixed-heritage
children educated in a 2nd language did not. Among the Inuit, Inuttitut instruction was
associated with positive regard for the ingroup, whereas English or French instruction
was associated with preference for the White outgroup. The present findings support claims
that early heritage language education can have a positive effect on the personal and
collective self-esteem of minority language students—a benefit not provided by 2nd language
instruction.