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Dr. Bessie Lee Lawton (and co-author Kim Logio) just had an article entitled "Teaching the Chinese language to heritage versus non-heritage learners: Parents' perceptions of a community weekend school in the United States" published in an international journal called Language, Culture, and Curriculum. Results show differences in expectations regarding teacher communication and teaching style, and an increasing call to incorporate cultural practices into the curriculum and language learning process. These changes not only helped self-identified non-heritage learners achieve identification with the ethnic group; heritage learners who experienced ethnic ambivalence were also drawn back through increased pride and enjoyment in their heritage.