According to Carreira (2012a), it is essential that educators utilize formative assessment in HL classes, which would allow them to address issues of learner diversity. However, it is also important to be able to determine whether learning goals are being met. Given the heterogeneity that characterizes HL learners, it is important to be able to place them adequately. more In heritage language (HL) education, testing for administrative motives (i.e., student placement) has received special attention (Fairclough 2012b), and with good reason. In heritage language (HL) education, testing for administrative motives (i.e., student placement). The recommendations included in this article contribute to fulfill this need in the teaching of LCTLs. In the case of less commonly taught languages, this approach is especially important, since textbooks and other teaching materials are not likely to include analysis and/ or focused applications of communicative functions. Therefore, the teaching of communicative functions (such as requesting, apologizing, suggesting, etc.) in foreign languages should go beyond the presentation, production and practice of textual forms: learners should be actively involved in doing discourse analysis in order to be able to make principled decisions when formulating suggestions in the workplace. Instead of presenting learners with 'samples' of language after which they will pattern their production, foreign language instructors may invite learners to analyze the interplay between text and context in their own and in others' discourses. more The knowledge generated by studies in discourse analysis is rarely brought into the teaching of business communication in a foreign language. The knowledge generated by studies in discourse analysis is rarely brought into the teaching of b. Based on these results, pedagogical suggestions are offered in the concluding section of the article. While differences were found between the two groups of learners, several similarities were also evident. The article also discusses interactions within each distinct group. Looking at two types of activities (speaking and writing), learners' perceptions of textbook exercises are analyzed. This paper contributes to the discussion about the needs of the two groups of learners by investigating how they carry out activities from a Portuguese language textbook. However, scholars have also pointed to similarities between the two groups of learners, especially in terms of linguistic production. It is widely accepted that these learners present several characteristics that are different from those of foreign (or non-heritage) language learners. more Over the past four decades, scholars have debated the pedagogical and sociolinguistic needs of heritage language learners. Over the past four decades, scholars have debated the pedagogical and sociolinguistic needs of he.
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