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b'This\xa0book addresses\xa0the\xa0complexity of mixed language classroom\xa0learning environments\xa0in which\xa0heritage\xa0learners\xa0(HL)\xa0and\xa0second language (L2)\xa0learners are\xa0concurrently\xa0exposed to language learning in the same\xa0physical space.\xa0Heritage speakers, defined widely as those exposed to the target language\xa0at home\xa0from an early\xa0age,\xa0tend to display higher oral\xa0proficiency\xa0and\xa0increased intercultural\xa0proficiency\xa0but\xa0lesser metalinguistic and grammatical awareness than L2\xa0learners. The theoretical and pedagogical challenges of engaging both types of learners simultaneously without polarizing the classroom community dictates the need for\xa0well-defined,\xa0differentiated\xa0learning\xa0strategies; in response this book offers best practices and reproducible pedagogical initiatives and methodologies for different levels of instruction. The chapters address themes including translanguaging,\xa0linguistic identity,\xa0metalinguistic awareness and\xa0intercultural competence, with contributions from Europe, Africa and the United States.'