Teaching Heritage Speakers as a Non-Native Teacher: What You Need to Know

Teaching a world language is already a big task, but when you find heritage speakers sitting in your classroom, it can feel even more overwhelming. Many non-native teachers sometimes worry about being “good enough” in front of students who grew up with the language at home.

I opened a discussion in our Facebook group to help non-native teachers understand what heritage speakers are, how they are different from native speakers, and most importantly how other teachers are learning to work with them.

---

Understanding Heritage Speakers

Before we talk about strategies, we need to be clear on what a heritage speaker is. Many teachers pointed out that this term is often misunderstood.

A heritage speaker is someone who grew up hearing and speaking a language at home, but whose main schooling happened in a different language. For example, a student might speak Spanish with their family but attend school in English. This means they often have strong listening and speaking skills, but weaker reading and writing skills in the heritage language.

A native speaker, on the other hand, usually grew up speaking the language both at home and in school. They tend to have balanced skills in speaking, listening, reading, and writing. As Michelle A. explained, “Native speakers are completely bilingual. Heritage speakers speak it at home but have poor reading and writing skills.”

However, as Lindsey P. pointed out, these categories are not always perfect. A student’s skills depend on their upbringing, how much they read or write in the language, and the kind of schooling they’ve had.
 

---

Why Non-Native Teachers Feel Intimidated

You’re not alone if you ever feel a knot in your stomach when a heritage speaker raises their hand.

Here are some common worries teachers have shared:

• Fear of being “found out.” French teacher James admitted, “I used to have this fear a lot, especially when I was starting out.” He worried that students might notice he wasn’t 100 percent fluent and that they’d challenge his accent or pronunciation.
  
  
• Worry about outdated language. James also pointed out, “I’d teach ‘puis-je’ for ‘can I’ and they’d say, ‘NO ONE says that anymore!’” Teachers fear that students will dismiss textbook phrases as old or wrong.
  
  
• Concern about boredom. You might think heritage speakers will be bored in class because they already know common words. That worry can make you feel like you’re not teaching at all.
  
  
• Imposter syndrome. Lindsey confessed she once battled imposter syndrome. She felt that because she wasn’t a native speaker, she somehow wasn’t “qualified” to teach her own hard-earned skills.
  
  
• Pressure to be perfect. Sharon wrote, “I tell them I’m not perfect. They aren’t perfect. We are in this together so we all learn.” Still, admitting imperfection takes courage when a student could underline every small error.

All these fears come from one place: you want your heritage speakers to learn. At the same time, you don’t want them to think you can’t teach. The good news is that your students want to help you as much as you want to help them.
 

---

How Teachers Turned Intimidation into Strength

The good news is that many teachers have found ways to turn this challenge into a positive experience — for both themselves and their students.

1. Invite corrections. Sharon said, “I expect them to let me know if I do or say something wrong.” When you ask students to point out your mistakes, you show them that learning is a two-way street.
   
   
2. Share your journey. Lindsey tells her class about her own path to fluency. She explains, “I didn’t grow up speaking Spanish, and I know more academic Spanish.” This openness makes students see you as a real learner, too.
   
   
3. Value each learner’s expertise. Jodie uses heritage speakers as cultural guides. In her French class, she gave three heritage speakers the role of classroom experts on francophone cultures beyond France. This kind of role reversal builds respect.
   
   
4. Celebrate diversity. Ursula suggests teaching students to share the words they use at home. “When you teach a word from the textbook, ask if they know other ways to say it,” she said. This shows that every dialect and region is valid.

By viewing yourself and your students as fellow learners, you lower the stakes. Now everyone can focus on growth instead of perfection.

---

Practical Classroom Strategies for Teaching Mixed Classroom with Heritage Speakers

Let’s look at specific ideas you can try right away from teachers who commented.

1. Create a “language variation” lesson.

• Use everyday vocabulary from different regions. For example, you might compare how people say “shopping cart” (carrito, carreta, cajón…) or “computer” (ordenador, computadora).
• Discuss why no single word is “best” and how language changes depending on place.

2. Assign heritage speakers as “expert collaborators.”

• ”Lindsey P. says heritage speakers can be leaders and helpers. Give them responsibilities like checking partner work or sharing home expressions.
• Make sure these roles rotate so that no single student feels burdened.
• Gissele D. reminds us that heritage speakers are also in class to learn, not just to help. Serra J. says to “empower them as peer leaders” but still focus on their grammar, spelling, reading, and writing skills.

3. Model problem-solving out loud.

• Megan stops when she encounters an unknown word. She thinks aloud: “What clues do we have? Who can help me?”
• This shows all students the steps to figure out a new term, not just shine a spotlight on heritage speakers.

4. Play vocabulary-sharing games.

• Ursula’s idea: make a bingo or matching game where students contribute words from their family’s dialect.
• This turns potentially “wrong” words into fun learning moments.

5. Pair Students for Mutual Learning.

• Liliana T. pairs heritage speakers with students who learned the language in school. Each has different strengths — heritage speakers often excel in pronunciation and vocabulary, while school learners may be stronger in grammar. This pairing helps both groups grow.

6. Use reflective writing.

• Ask students to write short journal entries about how they use the language at home vs. school.
• Have heritage speakers share their unique phrases and then discuss them.

7. Offer four-skill assessments.

• Katie Alison reminded everyone that official exams test reading, writing, listening, and speaking. If you suspect a heritage speaker is nailing two skills but missing others, tailor your feedback.
• You might focus on reading strategies one week and writing advice the next.

8. Emphasize code-switching as a tool.

• Mamá Nui, a native speaker, pointed out that “lonche” is perfect in casual talk but “almuerzo” works in formal settings.
• Teach students when each choice fits, so heritage speakers learn the academic side of their home language.

These are just a few ways to make heritage speakers feel seen, respected, and part of a balanced classroom community.

---

Heritage Speakers Playbook

1. Use Their Knowledge as a Resource

Several teachers stressed that heritage speakers bring real-world language into the room — slang, idioms, and cultural references you won’t find in a textbook.

Practical strategies: Invite alternative expressions – Ursula A-H. suggests asking heritage speakers, “How would you say this in your family or community?” Then compare it to the textbook version. Create a living class dictionary – Katie O’S. wanted to build a “diverse Spanish dictionary” with entries from students’ families, including regional variations. Highlight dialect differences – Molly R. asks heritage speakers to explain how something might be said differently in their country or region.

2. Make Them Leaders, Not Teachers

Heritage speakers shouldn’t be turned into unpaid co-teachers — they’re there to learn too.

Practical strategies: Peer leadership roles – Serra J. recommends giving them leadership in group activities, but still holding them accountable for grammar, spelling, and writing tasks. Rotating “expert” roles – Assign heritage speakers as “language consultants” for certain activities, then rotate so everyone gets a turn. Model mutual respect – Gissele D. reminds us to balance their contributions with opportunities for them to grow in weaker areas.

3. Pair for Mutual Learning

Heritage speakers and classroom learners often have complementary strengths.

Practical strategies: Partner work – Liliana T. pairs heritage speakers with students who learned the language in school. The heritage speaker helps with pronunciation and vocabulary; the other student helps with grammar and structure. Collaborative projects – Assign tasks where each partner’s strengths are essential — for example, one writes a formal letter, the other adds authentic conversational touches.

4. Focus on Academic Language Skills

Many heritage speakers need targeted help with reading, writing, and formal registers.

Practical strategies: Formal vs. informal register lessons – Mamá N. teaches when to use informal words like lonche and when to switch to formal terms like almuerzo. Spelling and accent practice – Build in short, regular writing drills to strengthen orthography. Structured reading practice – Use short news articles, literature excerpts, or informational texts to build reading comprehension.

5. Build a Culture of Openness

Teachers who were transparent about their own learning found heritage speakers more cooperative and engaged.

Practical strategies: Share your own journey – Michelle A. tells her students she didn’t grow up speaking Spanish but has strong academic Spanish, so they can exchange knowledge. Model curiosity – Megan C. looks up unknown words in front of the class, showing that learning never stops. Normalize imperfection – Sharon A. says, “I’m not perfect. You’re not perfect. We’re in this together.”

6. Celebrate Cultural Knowledge

Heritage speakers often carry deep cultural insights that enrich the whole class.

Practical strategies: Cultural show-and-tell – Nancy S.R. invites students to share traditions, music, or sayings from their heritage. Slang and trends corner – Juanita A.R. treats heritage speakers as “subject matter experts” for current slang, then discusses when and where it’s appropriate to use. Project-based learning – Have students create presentations comparing cultural practices across regions.

7. Turn Intimidation into Collaboration

Several teachers admitted they used to feel nervous, but reframing heritage speakers as allies changed everything.

Practical strategies: Invite corrections respectfully – James M. learned to see student corrections as opportunities, not challenges to authority. Set classroom norms – Make it clear that everyone can contribute knowledge, but feedback should be respectful and constructive. Celebrate shared wins – Publicly acknowledge when a heritage speaker teaches the class something new.

---

Building Strong Relationships

A common theme in the conversation was the power of personal connection. Michelle shared that she was “so intimidated” teaching Spanish 5 with only heritage speakers. She focused on getting to know each student, talking about their lives, their favorite music, and their family traditions. This personal touch turned a scary class into her favorite one.

You can do something similar:

Start each class with a quick “How was your day?” question in the target language.

1. Use short surveys to learn about students’ home experiences with the language.
2. Celebrate cultural events together, like holidays or traditional foods.
3. When students trust you and know you care about them, they’re more likely to offer help, share feedback, and stay engaged. You become more than a teacher—you become a language partner.

If you’re a non-native teacher, heritage speakers can be your greatest classroom asset — if you create space for their voices while still challenging them academically. The key is balance: value their lived language experience, but also guide them toward mastery of formal, academic skills.

When you see heritage speakers not as a threat, but as a gift, the whole classroom changes. Students feel valued, and you no longer carry the pressure of being the “perfect” language model. Instead, you become a coach, a guide, and a fellow learner.

---

Here are 4 additional ways we can help you this week:

1. Get full access to Spanish lesson plans for the entire school year.

Our Spanish Teachers Community gives you lesson plans, sub-plans, scaffolded activities, songs, readings, and so much more to prep and plan your classes every week. Step into the classroom ready to teach every single day. Click here to join now or request a Purchase Order.

2. Get our Cultural Calendar every month in your inbox

We have identified key dates for each country and found tools and resources you may share with your students about each unique, culturally important date. With one simple click, you can access a variety of resources for many of the holidays in seconds. Sign up for the calendar here.

3. Get support from your colleagues on Facebook

Looking for ideas, stuck on something, need an opinion? There are 11K world language teachers that are ready to help you inside the World Language Teacher Lounge Facebook Group.

4. Access Valuable Teacher Training

More than 100 hours of PD from the World Language Teacher Summit sessions are available for you to watch online on Heritage speaker and more. Learn and implement the latest teaching trends and get credited with a PD Certificate. Click here to choose a PD option.