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This paper addresses the problem of placing and teaching heritage speakers of immigrant languages in college-level foreign language programmes, drawing conclusions from research on heritage speakers of Russian. For pedagogical purposes, heritage speakers cannot be viewed either as native speakers of the target language or as foreign language learners, and are best treated as a separate population requiring their own curriculum and materials. The paper advocates that students’ proficiency be used as the basis for placement and curriculum development. An essential tool in determining heritage proficiency is knowledge of a student's linguistic biography, and therefore biographical information should be solicited from incoming heritage students. Heritage students’ motivation for studying their heritage language can serve as a guiding principle for materials selection and curriculum design.
