Abstract
This dissertation investigates the effectiveness of a critical language awareness approach in the Portuguese language classroom, particularly on heritage language learners (HLLs). These students often enter the classroom with negative perceptions of their own ethnic identity and home variety, which can be reinforced when only the standard language is prioritized and also lead many to become discouraged from continuing study. Focusing on research concerning (1)the needs of HLLs, (2) ethnic identity, and (3) language ideology, this study examines how to incorporate critical language awareness in the classroom. It also compares perceptions of both HLLs and non-HLLs. The study hypothesizes that while HLLs initially hold more negative perceptions toward their own variety, critical language awareness can shift learner perceptions on language variation. Using an experimental design with pre- and post-assessment surveys, the experimental group received critical language awareness instruction while the control group followed a standard curriculum. Findings support the incorporation of critical language awareness to promote language variation and help HLLs value their own varieties. Keywords: Portuguese as a heritage language; sociolinguistics; language ideology; language and identity; language variation; critical language awareness.